Make your own eBooks

Use our Remix App to mix & match content. In minutes make your own course packs, training bundles, custom travel guides, you name it. Even add your own title & cover.


Slices & Articles Get by the slice or add to your own ebook

Medium 9781574414349

photo gallery

Lam Quang Thi University of North Texas Press PDF
Medium 9781574413298

Don’t You Take It Too Bad

Robert Earl Hardy University of North Texas Press PDF

Don’t You Take It Too Bad


what to do with this foreground. I just don’t know how to bring it forward. I just don’t know what to do.’ And Guy said, ‘You know what to do.’ And I thought to myself, ‘Well, I can’t drop my artistic hanky in front of him, because he ain’t going for it.’

And he got up and started showing me these things to do. So I really liked Guy because he knew about painting.1

“When I met Townes,” Susanna Clark says, “he had decided to leave home and decided not to call home for help for any reason whatsoever, and to be completely self-sufficient. And, by hook or by crook, he did it, even though we were all starving to death.”

Shortly afterward, Susanna’s sister died unexpectedly, and Susanna decided to move to Houston with Guy. “Townes came over practically every day in Houston, whenever he was in town,” Susanna recalls. “I remember one time that there were a lot of people down there I didn’t know. And Townes came up to me. He recognized my forlorn-ness; I had just lost my sister and I was quite lost…. Townes came over to me and put his arms around me, and then held me by both shoulders and stood back and looked at me, and he said, ‘If Guy loves you, I love you.’

See All Chapters
Medium 9781475816488

Reflections of Communal Understanding and Patterns of Modern Social Life in Traditional School Education in Turkey

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Kemal Duruhan

Contemporary traditional education understanding and applications have always been criticized in Turkey (Açıkgöz, 2002; Akyüz, 1993; Bilhan, 1991; Kaya, 1981; Sönmez, 2002). The characteristics of traditional education are the following: class-centered teaching and crowded classrooms, teacher-oriented education, intensive curriculum, traditional teaching methods, and verbal evaluation of student success. Criticism on such educational understandings and applications brought forth a desire to modify them. Modifications were successfully done in the written form of educational aims (Başaran, 1994). However, it was not possible to make the same ideal changes in the application process (Sönmez, 2002). Positive changes in the understanding and application of education have not been at desired levels, nor have they been common yet. The reasons for this can vary from economic and political to social and psychological. Each of the reasons has a role in the retardation of the changes. Yet the most important factor in the retardation process is, mostly, communal relations and the communal relationship style of Turkish society. Geographically, from the western part toward the eastern part and from the city toward the country, communal understanding of Turkish society has the following main indicators: group life (more than individual), social truth life (more than material truth life), verbal life (more than actional life), and hierarchical relations (more than horizontal relations).

See All Chapters
Medium 9781904658313

Ace of Wands

Chris Zalewski Aeon Books ePub

An angelic hand emerging from clouds grasps a flaming wand which separates into three forks. Each fork ends in flames, the right and left hand forks in three flames and the centre in four flames. This yields ten which is the number of the Sephiroth on the Tree of Life. The entire concept here is one of potentiality, the seed of anidea or impulse, force, vigour and strength which can be used for good or evil depending on the dignity of the card. Surrounding these flames leap twentytwo Yods alluding to the Paths on the Tree of Life in the King Scale (Atziluth): Three to the right for the three Mother letters of the Hebrew alphabet, Aleph, Mem and Shin. Seven Yods leap above the centre representing the seven Double letters of the Hebrew alphabet and thus the paths associated. The rest of the leaping Yods are twelve in number representing the Single letters.

The Sigils of the Scales on the three branches are taken from the Court Cards. The left hand branch has the sigil of the Knight of Wands. The three sided pyramid plus its base on this branch, equates to four sides which multiplied by twelve produces the months of the year, cycles of life. On the middle branch, the sigil is of the King of Wands, which is the Hexagram within a circle, symbolizing the seven planets contained in the four elements. The right hand branch has the sigil of the Queen of Wands, a circle divided by four which shows the four elements. The Fourth sigil of the Scale is in fact hidden by the hand grasping the bush.

See All Chapters
Medium 9781782200703

Chapter Eight - Autonomic Nervous Systems I: Stress and Anxiety

W.M. Bernstein Karnac Books ePub

Undeterred, if not emboldened, by my own ignorance and superstitions, I have diagnosed and treated thousands of people seeking help for psychological problems. My clinical experience, and no doubt that of others, suggests that many functional psychopathologies represent a condition in which sympathetic arousal systems are chronically over-excited. This may be a result of attempts to compensate for chronic parasympathetic over-braking. In other words, many patients come in with one foot pushing hard on the sympathetic accelerator and the other pushing hard on the parasympathetic brake.

Using the vagus only as a hard, chronic brake means it cannot realise its functional potential to dynamically control sympathetic arousal. The brain's competence is limited by strong mental habits to operate the brake in a restricted, static manner. I assume, like Freud (1923), that the chronically anxious person is engaged constantly in a largely unconscious, exhausting effort to control himself. He wants to approach something he expects will bring him pleasure such as a person, a place, or an idea in mind. At the same time, he expects that obtaining the pleasure puts him at risk of some terrible pain or punishment.

See All Chapters

See All Slices