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Medium 9781782200956

9 - Roman Abramovich and Chelsea: It's All Dad's Fault

Coline Covington Karnac Books ePub

The Chelsea owner appears to be motivated in business dealings by feelings of abandonment

Another Chelsea Football manager bites the dust under the reign of Roman Abramovich. First, there was Claudio Ranieri, then Jose Mourinho, then Avram Grant, and now Luiz Felipe Scolari, each of them an expensive mistake.

The Russian billionaire has spent roughly £600 million on Chelsea since he acquired it in 2003. Why is he pouring all this money into a football club—and why can't any of the managers get it right, at least in the eyes of Abramovich?

His other spending habits—building an art collection with works by Bacon, Freud, and Giacometti, and helping his twenty-six-year-old girlfriend Dasha Zhukova open her contemporary art gallery in Moscow—suggest a midlife crisis. Or is there something more complex going on?

A snapshot biography of Abramovich reveals that his mother died when he was one and his father was killed when he was three. Terrible losses for a small child to endure.

He was then taken care of by two uncles and his grandmother in various households, not doing particularly well in school but finding his feet as an entrepreneur when he married his first wife, Olga, in 1987 and invested her parents’ wedding present in black-market goods. This investment tripled in value.

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Medium 9780253372048

36. Proof of the Fundamental Proposition of Arithmetic

Peirce, Charles S. PDF

Fundamental Proposition of Arithmetic, 1881-82

267

Proof of the Fundamental

Proposition of Arithmetic

MS 402: Fall 1881-Spring 1882

The proposition is that the order of sequence in which the things of any collection are counted makes no difference in the result, provided there be any order of counting in which the count can be completed.

I wish to use this language. Suppose there is a class of ordered pairs such that PQ is one of them (QP may, or may not, belong to the class). Then, supposing X signifies this class of pairs, I say that P is X of Q and Q is A'd by P.

Suppose a collection of things, say the A's is such that whatever class of ordered pairs X may signify, the following conclusion shall hold. Namely, if every A is X of an A, and if no A is X'd by more than one A, then every A is X'd by an A. If that necessarily follows, I term the collection of A's finite. That is the sense in which I use the word finite.

I begin with the following lemma. Every collection of things the count of which can be completed by counting them in a suitable order of succession is finite. For suppose there be a collection of which this is not true, and call it the A's. Then there is some relative,

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Medium 9781605093451

32 You’re Right and I’m Wrong

Steve Arneson Berrett-Koehler Publishers ePub

Admit Mistakes and Limitations

ONE OF THE SECRETS to great leadership is balancing self-confidence and humility. Obviously, you need to have talent to be a great leader. You need to have the experience, drive, and opportunity to make big things happen. And every leader needs a certain degree of confidence (otherwise, others will quickly lose faith). But some leaders go off the rails because they can’t control their confidence; when it’s so off the charts that it turns into arrogance, greed, or recklessness, it becomes a liability. You have to balance self-confidence with humility. You have to remember that you don’t have all the answers, and even if you do, you shouldn’t act like you do. Nobody likes to work for someone who projects that kind of arrogance.

So how do you develop humility? Well, there’s a good argument to be made that you’re born with this trait. In many ways, you either have it or you don’t. But that discussion is beyond the scope of this book. Let’s focus here on ways you can cultivate modesty and humility. A truly great leader needs this quality, so it’s important to pay attention to this aspect of your leadership style. Here are three ways to work on adding more humility to your game.

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Medium 9781457111617

LOVE LIKE UNTO WHITED SEPULCHRES

Joshua Kryah University Press of Colorado ePub

Or we were poor and we did not know we were.

Or we were not poor and we thought we were.

Or we knew we were not poor.

Or just enough we did not deny being poor.

Or others told us we were poor and we believed we were.

Or this is what we told ourselves when we disliked others.

Or it was good to be poor among those who were not poor.

Or we had friends who were poor but did not know they were.

Or the poor were always among us.

Or we wanted nothing to do with the poor even if we were poor.

Or someone somewhere in our family had been poor.

Or it was a story we learned from our older brother who told us we were poor.

Or we told ourselves “at least we’re not poor.”

Or we made up things to make our lives a little less poor.

Always blood and those who give of it so freely.

The hemophiliac, the martyr.

The meatpacking plant at the end of the street.

Piles of ice dumped out back, soaked with the blood of deer, their hind legs broken, stabbed through, hung to drain.

And the children, always the children.

Gathering the ice into small handfuls, licking it as one would a snow cone.

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Medium 9781936764143

Chapter 14 Why Not?

James A Bellanca Solution Tree Press ePub

James A. Bellanca

There are two kinds of teachers: the kind that fill you with so much quail shot that you can’t move, and the kind that just gives you a little prod behind and you jump to the skies.

—Robert Frost

Since ancient times when Socrates stirred students’ thinking with his questions to the present when this book’s authors highlight teachers pushing students to think more deeply, educators have learned much about what it takes to make students “jump to the skies.” For the first time in history, there exists a comprehensive vault full of evidence about teaching and learning best practices. This vault not only holds abundant evidence of what the most effective, jump-inducing teaching looks like but also of how Frost’s metaphoric prodders differ from the quail hunters. Given today’s expanding body of information in this effective-teaching vault, is it not essential that those who make judgments about any teacher’s quality rely first and foremost on Frost’s jump-inducing practices as their bedrock on which any and all judgments about teaching effectiveness are made?

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