...Jackson Kuo Mr. Sabbagh Period 5 English 12 November 21, 2013 Tuesdays With Morrie Essay For the past couple weeks I thought reading this book Tuesdays With Morrie was going to be quite boring. I mean what can be so interesting about a man who visits a dying person every Tuesday? But then I came enjoy this book more than I expected and realized why he can be so happy when life was so unfair to Morrie. Even though I can’t fully grasp Morries pain through experience, I know what it feels like to question why it’s so unfair for me when others are doing all these other things and yet they don’t suffer like me when I’ve done nothing to deserve it. My four I’m going to be focusing on are the world, family, death, and money. Morrie looked at the world so differently when he was slowly losing his life along with his dignity. “We’ve got a form of brainwashing going on in our country,” (Morrie 124). He talks about living this life like a routine almost as if we are slowly brainwashing ourselves into doing what this world wants. Instead of us controlling our lives, the world controls us by telling us to repeat things over and over until it’s embedded into us. Morrie was trying to tell us that this world clouds our perception of what is truly important versus materialistic things. Morries message was, in short, not to become preoccupied with death and dying, but to live the life that you still have left in a meaningful and rewarding way. He believed that although death...
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...Tuesdays with Morrie was a book about a bond between a college student and his professor that was recovered after 15 years of them being apart. Their bond was reconnected when Mitch saw an article in the newspaper about his old college professor Morrie, the article was about Morrie finding out he had ALS and how he was dealing with death staring him in the face. Once Mitch read this he called Morrie and planned a date to visit him and that when their relationship reconnected. Many literary elements were used to show and describe their connection with each other such as symbolism, flashback and repetition. Symbolism was a part and really helped give the book meaning and intriguing. A main symbol in the book that was mentioned very early in the story was the pink hibiscus plant. The pink hibiscus plant was healthy and very alive in the beginning of the book just like Morrie was but as the time went by and Morries health got worse the pink hibiscus plants health also got worse. Another example of symbolism is Morries bed because as Morries health gets worse he's in bed more and more but he tries to fight being in bed as much...
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...his college. He introduces his favorite professor (Morrie) to his parents and brother, and them to him. Morrie asks if he will stay in touch, and Mitch immediately promises he will. But there is only one problem. Mitch did not stay in touch. He got so wrapped up in his work, that he lost all contact with his college friends and professors. Over the years, Morrie develops ALS, a horrible and deadly disease. Morrie sends letters to Mitch, but because they are sent from Brandeis University, he thinks they are just asking for money. Mitch only learned about his professor's disease when he saw him being interviewed on Nightline. When Mitch found out about Morrie having ALS, he decided to go see him. When he first saw Morrie, he slumped down in his seat to finish his work. HE should've just ran up to greet him. But he didn't. Morrie and Mitch decide to meet weekly on Tuesdays, so Morrie can teach Mitch the "meaning of life" before the disease complete destroys Morrie's ability to communicate. During the lesson's, Mitch learns that he needs to focus on love and other people, not making as much money as he can. Morrie convinces Mitch to write the book "Tuesdays with Morrie", so Morrie can share his virtues with the whole world. When Morrie dies at the end of the book, Mitch realizes he can still communicate and learn from him, even when he's dead. Summary #1 "The Curriculum" The first chapter is introducing the ‘class’ that Morrie will teach to Mitch. It describes the setting as Morrie’s...
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...As a child growing up, my mother and father were both teachers, my mom a kindergarten teacher and my dad a visually impaired teacher. I can remember every night before bed how both of my parents would read stories to my sister and I so we could fall asleep. From kindergarten on I learned to read and write simple words such as; the, this, and why. Learning to read and write was one of the most exciting things for me as a child. Knowing that I could do something that everyone else already could, and being quite good at it for my age. Considering that my mother knew all the tricks to teaching and knew how I would best be able to learn from her, I eventually was able to pronounce and spell harder words than the other children in my class. From then on I “blossomed” as a writer and reader in all of my classes. Once a week our class would get to visit the library and our librarian would always pick a few children that were a little more advanced to help the others choose books appropriate for their reading level. I was one of those lucky children and it was a huge accomplishment for me. Another memory I can recall from my childhood is from a family dinner one night; as the five of us sat there, I noticed my older brother wearing this green shirt with large white lettering across the front of it. As everyone began to eat I blurted out the word on his shirt. Although I can’t remember what it was now, I do remember being ecstatic that I could read a word so complicated. Everyone at...
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...Faith-Full Leadership, Ethics and Accountability: Using the work of Moses Pava to enforce the need for moral leadership and governance The general rationale of this paper is quite simple: moral leadership and moral governance matters. It has taken me the entire semester and the detailed reading of the book, Leading With Meaning: Using Covenantal Leadership to Build a Better Organization by Moses Pava (2003) to help me make the solid connection between operational (structural) governance and moral/ethical governance. If the reader of this paper is an enlightened, educated academic, this point may not have a significant impact. On the other hand, if the reader is a “typical” lay practitioner, the point of this paper, supported by evidence provided by Pava (and the other cited resources) might offer a deep and long lasting influence which could possibly change how the reader thinks and acts in matters related to organizational leadership and governance. I was able to make many connections between the Pava text and the Sison (2008) text that helped me better understand how Sison is interpreting Aristotle in today’s complex global business world. I have cited several of these cases to help the reader make a solid connection between structure, intent morality, ethics, accountability and corporate motives. I typically use colored “flags” to note important points and passages in a book I am reading for meaning. After reading the Pava (2003) text, I looked back and saw over fifty...
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...Take a Weekly Sabbatical 11. Talk to Yourself 12. Schedule Worry Breaks 13. Model a Child 14. Remember, Genius Is 99 Percent Inspiration 15. Care for the Temple 16. Learn to Be Silent 17. Think About Your Ideal Neighborhood 18. Get Up Early 19. See Your Troubles as Blessings 20. Laugh More 21. Spend a Day Without Your Watch 22. Take More Risks 23. Live a Life 24. Learn from a Good Movie 25. Bless Your Money 26. Focus on the Worthy 27. Write Thank – You Notes 28. Always Carry a Book with You 29. Create a Love Account 30. Get Behind People’s Eyeballs 31. List Your Problems 32. Practice the Action Habit 33. See Your Children as Gifts 34. Enjoy the Path, Not Just the Reward 35. Remember That Awareness Precedes Change 36. Read Tuesday’s With Morrie 37. Master Your Time 38. Keep Your Cool 39. Recruit a Board of Directors 40. Cure Your Monkey Mind 41. Get Good at Asking 42. Looking for the Higher Meaning of Your Work 43. Build a Library of Heroic Books 44. Develop Your Talents 45. Connect with Nature 46. Use Your Commute Time 47. Go on a News Fast 48. Get Serious About Setting Goals 49. Remember the Rule of 21 50. Practice Forgiveness 51. Drink Fresh Fruit Juice 52. Create a Pure Environment 53. Walk in the Woods 54. Get a Coach 55. Take a Mini – Vacation 56. Become a Volunteer 57. Find Your Six Degrees of Separation 58. Listen to Music Daily 59. Write a Legacy Statement 60. Find Three Great Friends 61. Read The Artist’s Way 62. Learn to Meditate 63. Have a Living Funeral...
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...THE STORY OF MY LIFE By Helen Keller With Her Letters (1887-1901) And Supplementary Account of Her Education, Including Passages from the Reports and Letters of her Teacher, Anne Mansfield Sullivan, By John Albert Macy Special Edition CONTAINING ADDITIONAL CHAPTERS BY HELEN KELLER To ALEXANDER GRAHAM BELL Who has taught the deaf to speak and enabled the listening ear to hear speech from the Atlantic to the Rockies, I dedicate this Story of My Life. CONTENTS Editor's Preface I. THE STORY OF MY LIFE CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII II. LETTERS(1887-1901) INTRODUCTION III: A SUPPLEMENTARY ACCOUNT OF HELEN KELLER'S LIFE AND EDUCATION CHAPTER I. The Writing of the Book CHAPTER II. PERSONALITY CHAPTER III. EDUCATION CHAPTER IV. SPEECH CHAPTER V. LITERARY STYLE Editor's Preface This book is in three parts. The first two, Miss Keller's story and the extracts from her letters, form a complete account of her life as far as she can give it. Much of her education she cannot explain herself, and since a knowledge of that is necessary to an understanding of what she has written, it was thought best to supplement her autobiography with the reports and letters of her teacher, Miss Anne Mansfield Sullivan. The addition...
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...A C L A S S W I T H D R U C K E R This page intentionally left blank A Class with Drucker The Lost Lessons of the World’s Greatest Management Teacher BY WILLIAM A. COHEN, PhD A M E R I C A N NEW YORK I M A N A G E M E N T I A S S O C I A T I O N I AT L A N TA I I B R U S SE L S I CHICAGO I MEXICO CITY I SAN FRANCISCO D. C. S H A N G H A I T O K Y O T O R O N T O W A S H I N G T O N, Special discounts on bulk quantities of AMACOM books are available to corporations, professional associations, and other organizations. For details, contact Special Sales Department, AMACOM, a division of American Management Association, 1601 Broadway, New York, NY 10019. Tel: 212-903-8316. Fax: 212903-8083. E-mail: specialsls@amanet.org Website: www.amacombooks.org/go/specialsales To view all AMACOM titles go to: www.amacombooks.org This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional service. If legal advice or other expert assistance is required, the services of a competent professional person should be sought. Library of Congress Cataloging-in-Publication Data Cohen, William A., 1937– A class with Drucker : the lost lessons of the world’s greatest management teacher by William A. Cohen. p. cm. Includes index. ISBN 978-0-8144-0919-0 1...
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