It All Begins With Attitude Essays - Social Psychology, Attitude

It All Begins With Attitude IT ALL BEGINS WITH ATTITUDE from the seminar BREAKING THROUGH LIFE'S BOUNDARIES by Pat Spithill Seminar Leader * Author * Keynote Speaker (C) Copyright, 1989, Pat Spithill P.O. Box 505 * Hutchins, Texas 75141 214-225-8051 This material may not be reproduced or altered without written permission of the author and copyright holder. The Importance of Attitude The Merriam-Webster Dictionary defines the word "attitude" as "a mental position or feeling with regard to an object." The mental positions or feelings are our thoughts, beliefs and opinions. The object is life. In other words, attitudes encompass all of the thoughts, beliefs and opinions which people have about their lives. Over 2500 years ago, Buddha said, "All that we are is the result of what we have thought; it is founded on our thoughts. If a man speaks or acts with pure thought, happiness follows him, like a shadow that never leaves him." Buddha also said, "It is a man's own mind - not his enemy or his foe that lures him into evil ways." A person's attitude, what Buddha was speaking of, is the very foundation on which his or her life's experience has been, is, and will be built. Every part of reality is the result of a person's attitudes. In simple terms, our attitudes reflect what we expect from life. This shouldn't be confused with what we want, dream or hope for. No one wants to be unhappy, lead a boring life or look back over the years with remorse and regret. Yet, so often rather than expecting the best life has to offer, people expect much the opposite. They expect problems and get problems; expect disappointments and are disappointed; expect to fail and then, rather than experience the desired success, they fail. If attitudes are the mental expectations about jobs, relationships, financial status and so on, then these very powerful thoughts must be the elements which set the course for our lives and destiny. It isn't life's circumstances which create the attitudes; it's the attitudes which create life's circumstances. When people change their expectations and attitudes, then their lives must surely change as well. I know a gentleman who, in the late 1960's, worked as a repossessor of logging trucks. If you will, create a mental image of a person who walks up to burly truck drivers and says, "I have to either have a payment or the keys, whichever you want." I would picture someone about 6'3" and 220 pounds of solid muscle. As it happens, Jim Cathcart is 5'9", rather slender and not the muscular type. People who repossess cars, foreclose homes, or work for collection agencies tend to be negative thinkers. However, one day Jim heard a radio program with a message about the power of positive expectations. He changed his attitudes and began planning for and expecting an exciting success filled future. Today, Jim Cathcart is an internationally recognized leader in the field of sales and management seminars and consulting. Jim has written eight books, is the co-author of Relationship Strategies, an all time top selling audio cassette program from Nightingale-Conant, and is one of the highest paid professionals in his business. And all because he expected to succeed, he expected the best life could provide. This article about building the foundation for your life on the concrete blocks of a positive attitude will cover four things: the source of attitudes; the difference between directive attitudes and reactive attitudes, how the word HALT can help you maintain and strengthen positive attitudes, and specific skills and techniques for building expectations for a wonderful and exciting life. Attitudes - Directive or Reactive Most people fail to ever consciously take control of their lives, living at the mercy of the prevailing winds of fate. Their attitudes are reactive in nature rather than directive. These people constantly respond to changing conditions rather than creating situations which suit their purposes. If you were to lose your job today, how would you react? What emotions would you feel? Would you be angry, incensed, hurt, disappointed? Would you go home, feel terrible and beat-up on yourself for hours on end? A little over a year ago, just before my wonderful wife Jan and I relocated to the Dallas area from Denver, the company for which she worked went through what can only be called disastrous changes. Over the course of four months, the firm laid- off 90% of its work force, approximately 85 people. Due to decreasing revenues, it

Downloading the software essays

Downloading the software essays Finding a software on the internet saves your time and money because it is free. In order to do it you must have an access to the internet (internet is the international computer network linking together thousands of individual networks of computers). Before you download anything I would suggest you to create a Temporary Files folder by opening Windows Explorer, highlighting your hard drive (typically the c: drive), then selecting File/New/Folder. When the folder appears, name it for example: Temporary Files. It will keep some kind of order in your computer. First step to downloading is that you have to enter the internet by opening the internet browser. The most common browser is Internet Explorer. To open it you have double click on its icon, which is on your computers desktop. Than type in the adress of the browser page that you are familiar with (for example: www.yahoo.com) in the field marked "adress". Next step is the most important in the whole process. In the search field, you have to type in the name of the software that you are looking for, avoid misspeling the words. Sometimes the problem is that you do not know the programms name. In that case you have to describe your needs in the same search field; furthermore, try to use as less words that you can. Also, you have to be very precise. When you entered the programs name or your description simply click on "search". Now your browser should provide a list of links where you can find what you are looking for. Under every link there is a short description of the site where it takes you. Sometimes the list is very long and you might find yourself confused with the choice. It is not a rule, but in most of the cases the top results are most accurate; moreover, you should start checking them from the first position. If it is not what you are looking for, go back by clicking on arrow pointed left and try another link. Once you locate the page with the software you wan...

Savoir Is About Certainty, So No French Subjunctive

Savoir Is About Certainty, So No French Subjunctive The French verb  savoir (to know) does not take the subjunctive. Very often used with que  to introduce a dependent clause, savoir and savoir que are all about certainty. Thus, they do not fulfill the subjunctives basic requirement of uncertainty and emotion. The subjunctive  mood  is used to express actions or ideas that are subjective or otherwise uncertain: will/wanting, emotion, doubt, possibility, necessity, judgment. The French subjunctive  is nearly always found in dependent clauses introduced by  que  or  qui, and the subjects of the dependent and main clauses are usually different. Savoir Savoir  means to know information and facts or to know how to do something. In the  passà © composà ©,  savoir  means to learn or to find out, again with no  subjunctive. (The verb  is quite different from the French verb  connaà ®tre,  which means  to know  a person or to be familiar with a person or thing.)      Je sais oà ¹ il est.  Ã‚  Ã‚  I know where he is.      Je sais  conduire.  Ã‚  Ã‚  I know how to drive.  Ã‚  Ã‚  (The conjugated  savoir  is followed by an infinitive when the meaning is to know how.) Savoir Que Savoir que is the conjugated savoir  plus a dependent clause beginning with que.  Ã‚  Ã‚  Ã‚  Je sais quil la fait.  Ã‚  Ã‚  Ã‚  I know he did it.      Jai su quil la fait.  Ã‚  Ã‚  I found out that he did it. Savoir que is not normally used in negative and interrogative statements; its far more natural to use a  si clause in such cases, which means, once again, that the  subjunctive is not used:      Je ne sais pas si vous avez raison.  Ã‚  Ã‚  I dont know if youre right.      Sais-tu sil a raison ?  Ã‚  Ã‚  Do you know if hes right? Additional Resources The Subjunctivator!Quiz: Subjunctive or indicative?Conjugate savoir

Changing Roles of Worker Assignment Example | Topics and Well Written Essays - 500 words

Changing Roles of Worker - Assignment Example The article written by Lauren Keller Johnson (2006) entitled Are you getting the most from your knowledge workers? discussed relevant issues pertaining to managing knowledge workers. According to Serrat (2008), knowledge worker is unique and distinct as this type is described as â€Å"someone who is employed because of his or her knowledge of a subject matter, rather than ability to perform manual labor. They perform best when empowered to make the most of their deepest skills† (1). Davenport provided an accurate definition of knowledge workers as â€Å"those who create knowledge, such as product development engineers, or whose use of knowledge is a dominant aspect of their work, such as financial auditors. One aspect of work that has changed is that users and creators of knowledge are more likely to be the same people† (Wagner, 2002, par. 5). Serrat averred that with knowledge workers, managing entails knowledge managers and not bosses where leadership skills and styles are exercised. The changing role from boss to player/coach is hereby assessed. A player/coach role was identified by Davenport as manifesting eight key trends, to wit: (1) doing work from overseeing it; (2) organizing communities against hierarchies; (3) understanding rather than imposing work designs and methods; (4) a focus on recruiting and retaining versus hiring and firing employees; (5) building knowledge rather than manual skills; (6) evaluating invisible versus visible performance achievements; (7) building knowledge friendly culture as against totally ignoring culture; and (8) a focus on supporting rather than fending off bureaucracy (Wagner, 2002, 1 cited Davenport, 2001). Most organizations rarely acknowledge that their financial auditors, product development engineers, or customer relations professional are knowledge workers who can

Tapit Wordlwide Professional Job Search System Essay

Tapit Wordlwide Professional Job Search System - Essay Example In fact, most of the online recruitment forms receive the information online. But, it has been seen that the information has not been used in a discreet manner. There has been a lot of leakage of the information to various sources. This has led to tremendous loss for the applicants. The consumers cannot be sure about the privacy of the supplied information. It has been observed that there have been a lot of instances of spamming in a number of areas. This has led to the blocking of the inbox by unwanted mails. There have been question marks over the credibility of the website over the data being supplied from multiple sources. So, the customers have not been provided with the necessary information about the legitimate job openings. There are instances in this case where the filled in jobs have not been removed from list of available jobs. This leads to a lot of instances to a lead that had not been active, but was still showing on the job boards. This was against the promise of the company that it was posting fresh jobs. It also created unnecessary problems for the job seekers by providing them with unnecessary type of information. It was also against the promises of the company. This was the factors that led to the negation of promises made by the company about the type of services being provided. Tapit Professional Worldwide job search system allows the upload of any resumes by the users. This leads to a two pronged problem. First, the users do not get access to the specified kind of jobs. Secondly, there is a lack of understanding of the proper kind of the applicants. There is also an issue being faced by the companies that had uploaded the requirements. It ends to overload the number of applications, leading to a number of false applications for any job. This also creates problems for the companies that have done the postings. So, it can be seen that Tapit Worldwide Professional Job

Cesare Lombroso :: criminology

Cesare Lombroso was an Italian university professor and criminologist, born in Nov. 6, 1835, in Verona, who became worldwide renowned for his studies and theories in the field of characterology, or the relation between mental and physical characteristics. Lombroso tried to relate certain physical characteristics, such as jaw size, to criminal psychopathology, or the innate tendency of individuals toward sociopathy and criminal behavior. As such, Lombroso's approach is a direct descendant of phrenology, created by the German physician Franz Joseph Gall in the beginning of the nineteenth century, and closely related to other fields of characterology, such as craniology and physiognomy. His theory has been scientically discredited, but Lombroso had the merit of bringing up the importance of the scientific studies of the criminal mind, a field which became known as criminal anthropology. Lombroso studied at the universities of Padua, Vienna, and Paris, and was later (1862-1876) a professor of psychiatry at the University of Pavia and of forensic medicine and hygiene (1876), psychiatry (1896) and criminal anthropology (1906) at the University of Turin. He was also the director of a mental asylum in Pesaro, Italy. Lombroso's main idea was partly inspired by the evolutionary and genetical studies at the end of the nineteenth century, and proposed that certain criminals had physical evidence of an "atavistic" (reappearance of characteristics which were present only in distant ascendants) or hereditary sort, reminiscent of earlier, more primitive stages of human evolution. These anomalies, named as stigmata by Lombroso, could be expressed in terms of abnormal forms or dimensions of the skull and jaw, assymmetries in the face, etc, but also of other parts of the body. These associations were later shown to be highly inconsistent or plainly inexistent, and theories based on the environmental causation of criminality became dominant.

Is Summer Reading Really Necessary? Essay

Towards the end of the School year many students begin to look forward to their 3 month Summer vacation. It’s the time where they can hang out with friends, laugh and catch up with some sleep. One thing students don’t look forward to is an 8 letter word that makes them sough, homework. The Summer Reading in Port Richmond High School requires students to read 2 books and create a journal for each one. Some students believe Summer Reading is necessary while others don’t. School Librarian, Mrs. Makler said â€Å"I believe [Summer Reading] is important [because it will] keep the students mind engaged during the Summer. †   While one student who chose to remain anonymous said â€Å"It’s completely unnecessary, that’s why we have school, it’s my summer vacation, it’s time to relax and vacate. Not time to do homework. † When students were asked if they did their Summer Reading some answers were very surprising while others seemed reasonable. â€Å"[I did my homework] because I had no choice and wouldn’t be able to pass the test when they give it in the beginning of the school year† said Aida Sproul from the Leader Ship house. Aisha E. Carson, a Gateway senior also replied saying â€Å"No, I had a summer job and I was more focused on that [and less] on books that were uninteresting. †Ã‚  There were few students who simply said they â€Å"had no money†. However when reminded that the libraries were open every day and money wasn’t a problem. One student replied â€Å"If I have no money for a book, what makes you think I have money for a metro card† while another replied â€Å"I was too lazy some days and too busy on the days I wasn’t†Whether financial or not there were other excuse to why students didn’t read their books. I only read a part of the book because it didn’t interest me at all. I read the first few pages and closed the book† said a Gateway senior. Another student mentioned how they disliked the Summer Reading because they wanted to read a book that they wanted to. Quadry Bellow and Aisha Carson seem to agree with a similar concept that the gateway senior has. What if students chose the books that they wanted to read? Will more students do their reading or will the statistics remain the same it is now? Quadry Bellow believes â€Å"If [students] picked their own books they would actually read it. It would make it fun† and that he believed â€Å"education and fun go great together. † Aisha E. Carson also agrees by saying â€Å"Yes, students will probably read their books but it can’t be anything immature or stupid. A student from the TV and Media arts department seems to disagree with both their opinions. She believes â€Å"If student’s picked their own books then that’s about 30 to 50 different books that are being read in each English class. How will teachers possibly give out their tests? The kids who chose to not do [their summer reading] obviously don’t care about their grades. If they don’t want to read the book, they should at least go to Sparknotes or Cliffnotes and make some type of effort toward their grade. †    Now while some students may not want to hear it Summer Reading is indeed necessary and very important. Like the students said before, when you do your Summer Reading it will start you off with a great grade in your English class and increase your reading abilities. Based on a three year study at the Dominican University graduate school of Library and Information studies, students who took part in their Summer Reading program improved their reading skills. Also a New York University sociology professor, who spent two years following 3,000 sixth and seventh graders in Atlanta Public Schools, found that children who read at least six books during the summer maintained or improved their reading skills opposed to students who didn’t do any. She also found that students who spent time reading were able to increase vocabulary test scores. Now you may not be 6th or 7th graders but the statistics still apply to you. According to the John Hopkins Center for Summer Learning, statistics show that students can lose up to 25 percent of their summer reading. The Learning center also mentions how â€Å"A conservative estimate of lost instructional time is approximately two months or roughly 22 percent of the school year†¦ It’s common for teachers to spend at least a month re-teaching material that students have forgotten over the summer. That month of re-teaching eliminates a month that could have been spent on teaching new information and skills. †   It’s also been said that students who read actively develop higher-order thinking skills, literary skills, life-long reading habits that continue to their adulthoods, and they engage in class discussions more often. Summer reading is very important and crucial. It would be wise to complete your summer reading so your grades can be the highest it can. Read a chapter a day and it will be over before you know it. | |