The Keys of Life - How to be Happy

As a life coach for a number of years now, I have been exposed to the concepts and tools necessary for creating a happy life. This information is not just text book theory, it is real, and I am proud to say that I am making a difference in such a positive way that both my clients and my children will maintain a real advantage in their future.

So what are the messages I attend? What are the tools I employ? And what is the language I maintain for a healthy mind? There are many imaginative ideas one can institute within the household to create awareness, and these examples seem to work for us, not always immediately, but I feel certain they will play out in a positive way in the future. When one singles out each item individually, they may seem too simple to make a difference, however when combined with a full understanding of the technology they begin to make a lot more sense.

So why is it that human animals are so unhappy? Why do we hear that 1 in 4 Australians are clinically depressed? This article would be too long if I were to cover all the reasons, but I will attempt to address a number of them.

1. We compare upwards.

There are so many things around us that make our life "easier" and provide us with more leisure time: .... DVD players, washing machines, fancy cars, play stations etc .. As we have more leisure time, these materialistic things help us fill our days, they make us "look good" and possibly temporarily happy, and more importantly provide us with the things that someone else does not have.

So what happens to the people who do not have some or all of these items? Children want what others have and feel that these things will make them and their lives more interesting and fun. We all want things. We do not need them, we just want them. We want them because our friends appear happier, and we want to be a part of that. So we compare upwards and we look to what we do not have that create a par. It's this vacuum that gives us a feeling of not being complete and we think we are not able to be happy. How often do we compare downwards? How often do we stop and say, "I am so happy to be free and can play with my children at the park", "I am so happy that I am alive and have food on the table". "I am so happy to be healthy and am not in hospital recovering from cancer."

I am consistently reminding my children to not only appreciate what they have, but to create a list on a daily basis of all the things they appreciate. The appreciation list can be as simple as "I appreciate getting a call from my friend earlier today". We need to balance out our comparison mechanism. It is becoming so increasingly difficult with society becoming more affluent, and the media controlling what we are told to think. We really have to start working hard at this. We have to start playing the game of life, so that it starts to work in our favor because as I look around at the number of overweight, depressed people and the state of this planet, we are losing the battle.

What else do I do to make my children aware? For many years I have been telling my kids to mute the ads on television. The marketing people who create these advertisements are a lot smarter than we are. They cleverly use positive associations to sell their products with no regard for what or how it is effecting our comparison state. They use anchors and leverage us into softening our brains.

I have signs around the house and try to create a balance. Small posters that say things like "A week of need not want", "A month of NOW!", "Do not complain about it, change it or fix it", "A situation needs to be either deal with or accepted" "Why make it a problem? There are no problems in the NOW." These signs inspire discussion and subliminal alterations to my children's assessment of life.

2. We have an obscured concept of what success is.

Many people in the western world think that success is a house, car, money, and possessions. You do not have to look far at the statistics to discover that the financially wealthy are not necessarily happier than those with less financial means and are more challenged financially. Who was it that stated:
"Today, we have more experts but more problems, more medicine but less wellness.
Bottom line, happiness has little to do with money. It is our state of mind. I remember when I was in my teens thinking that if I had enough money just for my bus transport I would be so happy. Then I got older and all of a sudden, it was not enough, I wanted a car etc. You know what I mean. Look around you, see how much STUFF you have, is it made up of a NEED or a WANT. Do you remember how happy you were when you only had a few boxes in your life, no baggage. Then you start to fill it up with stuff. Did it make you happier? Ladies and Gentleman, this is not success. It is empty and lacks value. And it never ends. This path will continuously be fed by trying to get somewhere, and humans do not realize that there is nowhere to get. We are creating dreams about "some day, one day". When I finally get my BMW then I will go camping with my family. When I just get $ x, then I will start a family, When I finally drop 7kilo I will be happier with my weight. The time is NOW, right now. This moment. Do not wait, do it now. Go on that trip, get involved with needy children, do that thing you have always said you would like to do. Help the less privileged. Just remember if you have food in the refrigerator, clothes on your back, a roof over your head, and a place to sleep, you are richer than 75% of this world. If you have money in the bank, in your wallet, and spare change in a dish someplace, you are among the top 8% of the world's wealthy. Success is finding YOUR OWN passion, discovering what you want to do with your life and going for it 200%. Not doing what others tell you. Start today. Learn about yourself, then create the most amazing possibilities for yourself.
Life is beautiful and the universe if perfect in every way. All you have to do is allow yourself see how beautiful things are, how wonderful you are, and start to become part of what is already perfect.

3. Communication:

You do not have go go back many years to see how communication has changed. Think back to the days when you would walk along the street, take public transport and people would say "Gday" "Lovely day" etc. On face value it does not mean very much, but this is the game of life we ​​are not playing any more. We prefer to sit opposite a computer, answer emails, play computers games, swim in our pools at home, watch TV etc, left to communicate with our own "little voice". In fact with 50,000 thousand thoughts we have on a daily basis, it seems that we are spending more and more time "ALONE". Now that would be OK if our internal communication was open to new ideas, with a potential to create thought- provoking new concepts and important issues in life. However, the internal chatter is so limited, and has become so molded by our clever governments and advertising geniuses, that we do not have a chance. That's because we are only working from a position of what we know we know and what we know we do not know. It has left no room for all the things we do not know we do not know. We can only get access to those blind spots in our life if we have other people expose them. We can only get it by being present to our voices. We can only get it from others. If you were to engage in a conversation with that old lady on a bus, imagine what pearls of wisdom you may get from her. Or that gem from that person we chatted to while waiting at the checkout at the supermarket. We have been all the way to the moon and back, but have trouble crossing the street to meet our neighbor. We have acquired outer space but not inner space. We need to get back to basics and start talking. We will all begin to discover that pretty much all people in the universe want the same things and generally think similar thoughts. We all want to be happy. 

I am continuously chatting to people, smiling as I walk past people, and I let my children see that, we discuss it continuously and make points of interest to what goes on. Continuing talking about the concepts of how people are trying to "look good and trying to avoid looking bad", and all about "life". Remember your children are not getting an education about "life" from school where they spend most of their days. Do not forget that you DID NOT GET ANY EDUCATION AT SCHOOL ABOUT LIFE. So get learning, get educated and start educating the children. It will help them with their health, relationships and conventional education.

I encourage you to consider that life is beautiful, and note that we have learned to make a living but not a life and we have added years to our lives, but not life to our years.

What I do:

Among other things, I provide face to face life coaching in Melbourne Australia. I am continuously making a difference in people's lives. I know that 5 minutes before I die I wont be thinking about the house or car I did or did not have, but I will be smiling at the thought of the numerous people whose lives have been effected positively by my input. It is the most rewarding life I could lead and I could ever pursue.

jonathan@lourie.org

Ways Young People Can Win With Money

Learning about money while you are still young is an awesome idea. Let me give you a few ideas that young people can use to really win in their financial lives.

Being realistic is key. And winning with money is realistic! This means you should use common sense, investigate investments, the markets, and the opportunities you are interested in. Read the fine print. If you were to take on debt, ask yourself if it would be worth it, or if the debt would be like an anchor. Again, be realistic. Look at the real consequences of the actions you could take. Good actions should be turned into habits.

Consider entrepreneurship. Write down business ideas. Learn the skills you need to succeed. See if your business idea is feasible by testing your product or service. If it is, type up a business plan, and get to work. Make the phone calls and do the web searches necessary to find the information you need.

Join a club or society for young entrepreneurs. Earn a business degree. The more you can learn about business, the better off you are. Being around and networking with other goal oriented, ambitious entrepreneurial types is a boon to your success. Being around the total risk averse and the complacent is not a boon to success.

Work hard at your job and / or at your business. Make a good name for yourself. If a job does not work out, do not trash your goal of being rich. Just keep plugging away and learn from your mistakes. Sales or customer service would be a good starting point if your first job is not running your own business.

While (and if) you live with your parents, sock away as much money as you can. W. Clement Stone once said, "If you can not save money, the seeds of greatness are not in you."

Learn about investments, by taking an investments class at your high school or college (taking a few more classes is better). Economics is good thing to study too. Finance and economics are tough courses but are very worthwhile. Read extracurricular books and read about your interests.

Winning with money is not always easy. Self discipline, sacrifice, frugality, hard work, managing risk, reading books, and holding on to your long term vision are essential to your success.

Why Are Computers A Necessity Now?

Computer systems now a days are everywhere. We can find that in places we can not see or would not expect to find them. This gadget are no longer specialized tools used only by scientists or engineers like before. They are not hidden behind sealed-walls under a climate-controlled environments anymore. They are a fact of life that companies can not live without and even individuals like us. It is a common thread that ties together our education, work, and home life. Thus, computer literacy becomes significant, with computers touching almost every facet of our lives. But why is it that computer literacy is very cruel?

Why do we need to spend time and energy studying books, enrolling to computer crash course, and becoming "computer literate?" Technically, to be "literate" means to have knowledge of that subject, wherein you understand its basic terms and concepts. We are not born with such knowledge and abilities, but it is hard to imagine living without computer skills today. Considering the fact that Computers are an essential part of business today, whether you are an auto mechanic or a surgeon, a journalist or a pilot. Like cars, that take us to work everyday, we also rely on computers more with each passing year. If there are still who do not use computers regularly, chances are great that you will soon.

But who will be the one to benefit from computer literacy? First, is the increased employability. Here, the basic computer knowledge along with specific job skills are mainly considered by the employers because a person would be more trainable in and adaptable to the computerized work environment. Next, is greater earnings potential, wherein, as you increase your computer skills, you become more valuable worker, especially if focused on high-tech skills like programming, software / network administration, hardware maintenance and many more. However, it does not follow that you must be a computer expert to increase your earnings. Skills that involve application of the computer to specific tasks are highly valued. Another benefit is that, it has a greater access to resources. Always bear in mind that computers are incredible learning tools, especially when you have access to data on CD-ROMs or the Internet. PC can be used to access vast knowledge bases on almost any topic, search archives of information dating back decades, even take online courses for credit.

You will also have a greater control of your assets, by using the power of the Internet and even a little knowledge only of computers, you can manage your personal finances and indulge your interests in ways that were not possible back years ago. Here, you can control of every dollar you earn through online banking and investing. Online shopping as also another benefit that makes it easier to buy something without tiring yourself & spending so much time going to stores with yourself. There are also new technologies that enable you to monitor your entire household via PC - to set your air conditioner or alarm clock, start your coffee maker or sprinklers, and even activate your alarm system. With this range of growth of computer technologies, we can not deny that we now live in an information society - where information is considered to be an extremely valuable community. The key players in this information-based economy are those who control important information, or those who simply know how to access and uses it. Computer knowledge and skills you can build with that literacy are vital to success in this society, not just in our working lives, but in the ways we learn, manage our finances, and improve our standard of living.

Although there are still many professions that do not rely on computers, they are becoming fewer all the time. Remember that computers do not need to take the form of PC, so there is a good chance that your career path will bring you in contact with some type of computer because many of the tools in today's' workplace are computer technology. That's why it is very important to have a basic understanding of computer technology. No matter what your career choice is, you can benefit from a knowledge of computer hardware and software, and how these components function together. Even your job does not require you to work directly with a computer, this knowledge may help you to envision new ways of using computers in your work, that would result in a more productive work environment. This can also lead you to career advancement opportunities. But still, if you think that this case is overstated, that computers are not being used that much, you should consider that computers are popping up in places & professions that my seem unintentionally.

Psychic Insights and Predictions for 2018

We are in for a challenging period with lots of planets in earth signs, a more sober time of consequential events. Closer to home, what if it turns out that people have a lot less voice, less money to spend, and less comfort in the United States? And that might be small potatoes compared to what's happening in Europe! Here's what we can do about it if there's tough times ahead, according to an early December vision:

What first appeared was a picture of Americans' nature and spirit in decline, and people choosing to turn away from the displaced around them, not wanting to encounter them or anyone much - not wanting to connect. Americans, traumatized by the barrage of fear-creating news, beliefs, and new realities coming at them, may choose to defend themselves from it by disconnecting, not letting it really register. However, other messages going back to 1989 show a steady development of grassroots activism. Maybe we will snap out of our trauma and all become activists!

Until then (and ever more), this is the most actionable response: "Be nice. Be nice to yourself, and especially if no-one else has done so - or we have not done so ourselves so far. as a policy. To be nice is to turn the other cheek, to not react to the past, but to choose to be a certain way in the world, to have a certain atmosphere of respect and security and civility around you, which you demonstrate and emanate by being nice. It will raise the vibration of your world, and extremely, at each level you experience the world. "

About grass roots and what the 99% can do in 5 minutes to influence their world: Grass roots are the densest, the strongest weave, and what is akin to that formidable placeholder is if every single person finds a way to communicate with government officials, just Google it, and let their will be known. That unrelenting activity will make representatives always know and feel the pressure of millions of people, creating a grassroots weave in the airwaves.

"Get to work!" is the saying for the year. For those seeking spiritual and professional success, here are words of wisdom from a 14th century Middle Eastern scholar: "Knowledge is a treasure, but practice is the key to it."

The atmosphere surges with energy to put knowledge into action this year - lots of itchy entrepreneurs and innovators! For everyone, a lot can happen and a lot can get done by taking responsibility for your life. Being quick to explore your options and in more areas of your life, will serve you well in 2018.

According to one of the psychic pictographs for the year, Americans may be testing one of Einstein's theories. He states: "All that is valuable in human society depends upon the opportunity for development agreed the individual." As the have and have-nots in America continue to grow farther apart, we'll see a devalued and dispirited people become more of a colorless or muted mass.

Monster Winds in 2018: Raging winds become more frequent ... plus earthquakes. We live as if our well-being depends on our access to money and power. Nature appears to be teaching us differently. "It's not nice to fool Mother Nature", warned the popular ad campaign years ago. Uranus, planet of shocking upheavals, moves into an earth sign on May 15th for an eight year stay. This signifies that powerful and destabilizing earth changes continue to upend.

More about May 15th: Not only does Uranus change signs on that day, it's also new moon in Taurus, and Mars goes into Aquarius, all conspiring to create changes in how we deal with money (Taurus rules money and finances.) People seek new forms of contracts and exchange. Mars in Aquarius also portends an important year for technological developments and innovations. People are going to be bold, try new things, and change fundamental aspects society. Cultural mores change around beauty and romance, and societal standards associated with love and the arts are open to accepting new forms.

Personal guidance from the spirits about 2018 (channeled on 11/11/2017): These messages are not about the society we live in, but describe the raw energy of the year and how we can use it to manifest what we want.

"You've arrived on new ground. And look all around ... make sure you are with people you want to be with ... that's how the year begins, a radical sorting out of your private affairs.

Being one with Nature this year gives great pleasure. Even for people who have not much noticed Nature before. Something wakes up in people about their world, their environment, and how precious it is.

We're all here together for one reason: to be free, and to be able ... you name it when it comes to being able ... what do you want to do? Whatever it is, it will occur to you month by month as the year unfolds: whatever needs to receive to your love. Any part of you can now come forward to be integrated.

Strength! Resilience! Force Power! They're all energized in people this year. Make sure to shepherd your consciousness so this access to power become tools for your benefit and also for others. "

Recognizing Navigational Tools For the Future of Education

I have to laugh when I think of the times I watched the television program, "Flash Gordon," as he putted through outer space in his make-believe space ship, talking on his make-believe wireless radio, and dressed in his make-believe space suit. Well, I'm not laughing anymore. Today we have shuttled astronauts into outer space, have men living in a Space Station, have space suites that take your temperature and gauge your heart rate, and wireless communication devices that send pictures to Planet Earth. Far fetched from reality? Not anymore. As we speak, the future is starring us in the face, waiting to see how we will promote her in the next 5-10 years.

How did science-fiction become reality over the past 50 years? Let's consider one aspect of innovation: the learning environment - post secondary education. Why post secondary education, you may ask? As post secondary education population increases, programs to accommodate students will develop into curriculum that affords students the freedom to create and design systems they toy with on a daily basis. Are there risks involved in this adaptation process? There are risks involved when change occurs, and leadership should be aware of how to diplomatically confront the risk areas that could slow down progress. Some of the risks that could be encountered due to change are:

o Systems risks

o Subsystem risks

o People

o Financial/economic risks

o Societal/Cultural risks

If communication between systems, subsystems, people, and cultures within the organizational environment has established a strong communication system, risks factors will be at a minimum as long as the creative teams are honest and upfront about their reservations to change.

Let's look into the future through 'futureoculers' and see how the universe of learning can be brought into the present. I want to introduce to you five (5) key trends that I believe affect the current learning environment, can create change, and renovate the perspective of learners and educators for students of the future. These trends could be the key in creating a new perspective in post secondary education for an institution. The key trends are:

o Competitive classroom learning environments - campus on-site/online/distant

o Increase in technological tools

o Teaching/learning environments-more hands on

o Global expansion capability-internal and external

o Student input in the creative learning process

Navigational Systems

Before the five (5) key trends are defined, there needs to be an acknowledgement of how the trends will be supported and regulated through a changing environment. According to de Kluyver, and Pearce, II, having the right systems and processes/subsystems enhances organizational effectiveness and facilitates coping with change. Misaligned systems and processes can be a powerful drag on an organization's ability to adapt. Therefore, check what effect, if any, current systems and processes are likely to have on a company's ability to implement a particular strategy is well advised. Support systems such as a company's planning, budgeting, accounting, information and reward and incentive systems can be critical to successful strategy implementation. Although they do not by themselves define a sustainable competitive advantage, superior support systems help a company adapt more quickly and effectively to changing requirements. A well-designed planning system ensures that planning is an orderly process, gets the right amount of attention by the right executives, and has a balanced external and internal focus. Budgeting and accounting systems are valuable in providing accurate historical data, setting benchmarks and targets, and defining measures of performance. A state-of-the-art information system supports all other corporate systems, and it facilitates analysis as well as internal and external communications. Finally, a properly designed reward and incentive system is key to creating energy through motivation and commitment. A process (or subsystem) is a systematic way of doing things. Processes can be formal or informal; they define organization roles and relationships, and they can facilitate or obstruct change. Some processes or subsystems look beyond immediate issues of implementation to an explicit focus on developing a stronger capacity for adapting to change. Processes/subsystems aimed at creating a learning organization and at fostering continuous improvement are good examples. As an example, processes or subsystems are functional and maintain the operation of the system; the system may be Student Services and the subsystem may be the Financial Aid office or Admissions. Subsystems can be more in depth in relation to office operations, which involves employee positions and their culture; financial advisors, academic advisors, guidance counselors. These operations are functions performed on the human level and could have a positive or negative impact in the development of key trends. If employees are valued and rewarded for their dedication and service, the outcome will be responsible, committed employees for the success of their subsystem.

The Navigator

Every navigator needs a map, a plan, a driver to give direction to for a successful trip. In this case, the driver is several elements:

o Service integrity, reputation

o Affordability with an open door concept

Hughes and Beatty relate drivers as Strategic drivers; those relatively few determinants of sustainable competitive advantage for a particular organization in a particular industry or competitive environment (also called factors of competitive success, key success factors, key value propositions). The reason for identifying a relatively small number of strategic drivers for an organization is primarily to ensure that people become focused about what pattern of inherently limited investments will give the greatest strategic leverage and competitive advantage. Drivers can change over time, or the relative emphasis on those drivers can change, as an organization satisfies its key driver. In the case of post secondary education, drivers help measure success rates in the area of course completion ratio, student retention, and transfer acceptance into a university and/or the successful employment of students. Because change is so rampant in education, it is wise for leadership to anticipate change and develop a spirit of foresight to keep up with global trends.

Drivers can help identify the integrity of internal and external functions of systems and subsystems, as mentioned previously, by identifying entity types that feed the drivers' success. They are:

o Clientele Industry - external Market - feeder high schools, cultural and socio-economic demographic and geographic populations

- Competitors - local and online educational systems

- Nature of Industry - promote a learning community

- Governmental influences - licensed curriculum programs supported by local, state, and federal funds

- Economic and social influences - job market, employers, outreach programs

o College Planning and Environment - internal

- Capacity - Open door environment

- Products and services - high demand curriculum programs that meet, local, state, and federal high demand employment needs

- Market position - Promote on and off-campus activities that attract clientele

- Customers - traditional and non-traditional credit and non-credit students

- Systems, processes, and structures - trained staff and state-of-the art technical systems

- Leadership - integrity-driven, compassionate leadership teams

- Organizational culture - promote on-campus activities promoting a proactive environment for students

According to Hughes and Beatty, these functions can assimilate into the Vision, Mission, and Values statements to define the key strategic drivers for developing successful environments.

Navigating Towards a Destination

With the recognition of systems, subsystems, and drivers, we can see our destination in the distance and their value in building a foundation to support the five key trends. The five (5) key trends will help define strategic thinking in a global perspective; the understanding of futuristic thinking that encompasses: risk taking, imagination, creativity, communication among leadership, and a perspective of how the future can fit into today's agenda. The five (5) key trends are:

1. Competitive Classroom Learning Environments - campus on-site/online/distant

One of the major attractions in education today is to accommodate a student at every level: academically, financially, and socially. These three environments are the mainstream of why one school is selected over another school. Today there is a change in tide. Students who once competed for seats in post secondary schools are becoming a valued asset as post secondary schools compete between each other for students. High schools are no longer the only feeder into colleges. Today, students are coming from home schools, career schools, charter schools, high risk schools, private schools, religious schools, work environments, and ATB tested environments. So, how can the educational system attract students and keep them motivated in an interactive learning environment they can grow in? Wacker and Taylor writes that the story of every great enterprise begins with the delivery of a promise, and every product a great enterprise makes is nothing but an artifact of the truth of that promise. So what great enterprise can be created to attract new students? By creating learning/teaching environments, post secondary schools can prepare students to meet the demands of everyday life and their life in the community. Schools can consider incorporating a learning model to enable professors and/or community leaders/entrepreneurs to team teach in the classroom/online environment. Team Teaching will contribute valuable views into the learning environment, as well as, give students the working community's real-time perspective. In an excerpt from "The University at the Millennium: The Glion Declaration" (1998) quoted by Frank H.T. Rhodes, President Emeritus of Cornell University, for the Louisiana State Board of Regents report, Dr. Rhodes wrote that universities are learning communities, created and supported because of the need of students to learn, the benefit to scholars of intellectual community, and the importance to society of new knowledge, educated leaders, informed citizens, expert professional skills and training, and individual certification and accreditation. Those functions remain distinctive, essential contributions to society; they form the basis of an unwritten social compact, by which, in exchange for the effective and responsible provision of those services, the public supports the university, contributes to its finance, accepts its professional judgment and scholarly certification, and grants it a unique degree of institutional autonomy and scholarly freedom. To experience education is learning, to exercise knowledge is freedom, and to combine them is wisdom.

2. Teaching/learning environments-more hands on

As post secondary educators relinquish hands-on-chalk-board teaching styles and establish group teaching models, students will develop a greater understanding of the theme of the class environment as well as the professor in developing an understanding of the class cultures' stance in learning. Educators are discovering that inclusive learning styles are revamping the teaching model and becoming a positive influence in retention, better grades, camaraderie among students, and a greater respect for the professor. As professors learn to develop relationships with students, interaction will transpire, lecturing will be condensed into a time frame and interactive learning between students and professor will enhance the classroom environment.

3. Global expansion capability-internal and external

Students are surrounded by virtual global environments or are impacted by global elements: the clothes they wear are made overseas, the games they play on their electronic toys are created overseas, the war games they play are created to identify with global war games, etc. The only draw back to this scenario is a truly global learning experience. What they are seeing is not what they are getting; a real time global experience. James Morrison writes that in order to meet unprecedented demand for access, colleges and universities need to expand their use of IT tools via online learning, which will enable them to teach more students without building more classrooms. Moreover, in order for professors to prepare their pupils for success in the global economy, they need to ensure that students can access, analyze, process, and communicate information; use information technology tools; work with people from different cultural backgrounds; and engage in continuous, self-directed learning. Christopher Hayter writes that post secondary schools need to be 'Globally Focused' for the 21st century that includes a global marketplace and be internationally focused. This means ensuring that skills needed to compete in a global marketplace are taught and that the mastery of such skills by students is internationally benchmarked. It may also mean a new emphasis on learning languages and understanding other cultures and the business practices of other countries.

More and more businesses are expanding into the global marketplace, opening corporate offices in foreign countries and hiring and training employees from those countries. Are our college graduates being trained to assimilate into cultures and work side-by-side with employees who may not be able to relate to them? Developing curriculums accommodating social and cultural entities will propel a student into higher realms of learning and create change in the individual student as well as support their career for their future.

4. Student input in the creative learning process

Professors are the gatekeepers in education. However, as Baby Boomer Professors begin to exit the educational workforce and head down the path of retirement, younger generation professors will take their place bringing with them innovative teaching methods that can expand the learning process. Are post secondary educators equipped to prepare for the onslaught of younger generation educators needed to be trained for this mega shift in the workforce? Most important, will those professors caught between Boomers and Xer's be willing to adapt to change in the education industry to accommodate incoming generations? I believe younger generations will impact even the technological industry and challenge change that will equip them for their future. Previous generation students slowly adapted to technological advances. The good news is change can occur, and educators can utilize life experiences from students familiar with technology tools and create fascinating learning environments.

5. Increase in Technological tools

In an Executive Summary written for the National Governors Association in a report called "Innovation America - A Compact for Post Secondary Education," the report reads that while post secondary education in the United States has already achieved key successes in the innovation economy, the public post secondary education system overall risks falling behind its counterparts in many other nations around the world-places where there have been massive efforts to link post secondary education to the specific innovation needs of industries and regions. According to this report, American post secondary education is losing ground in the race to produce innovative and imaginative realms in education. Can this trend be counteracted? With the cooperation of post secondary educational institutions within each community, leadership can create co-op learning environments that can be supported through e-learning and online teaching that can provide virtual reality technology to enhance real-time learning environments. Through Business Development operations currently established in post secondary institutions, a shared technology program can be created that will afford students access to ongoing virtual business environment settings and prepare students with knowledge and insight into a specific industry. As students prepare to transfer, graduate, or seek employment after completing a certification program, virtual experience in the job market can help a student assimilate education and work experience to their advantage. This concept could challenge Human Resource departments to create new mandates in accepting virtual-experienced college graduates as they enter the workforce.

Reaching the Destination

As Flash Gordan lands his Spacecraft on unclaimed territory, you imagine yourself slowly turning the handle to the spaceship with your spaceship gloves, opening the door with explosive anticipation. Your heart racing, sweat running down your brow, and your eyes at half mask waiting to see a new world; a world filled with beauty and potential when suddenly, the television shuts off and your Mom is standing in front of you telling you to get up and go clean your room and stop daydreaming! Ah, Mom, you say to yourself, you just destroyed my imaginary planet! Oh, by the way, did I mention that this was you as a child growing up and using your imagination?

Now that I've created a visual world of potential for you can you see the power within to see the future from the present and help others visualize the potential benefits of change in their lives and the lives of others in an organization? T. Irene Sanders states that thinking in pictures helps us link our intuitive sense of events in the world with our intellectual understanding. Now, more than ever, we need to integrate the techniques of imagination and the skill of intuition with our analytic competencies to help us see and understand the complexities that vex us daily. Visualization is the key to insight and foresight-and the next revolution in strategic thinking and planning.

Can you SEE the systems, subsystems, drivers, and the five (5) trends with a visual perspective in a post secondary educational environment? This is the nature of Strategic Thinking, which can or is taking place in your organization; a cognitive process required for the collection, interpretation, generation, and evaluation of information and ideas that shape an organization's sustainable competitive advantage. The need to stay abreast of progress, technology, and global opportunities will be the change in drivers that will validate the creative elements needed to stay attuned in a global perspective. The author's intention of introducing Flash Gordan into the paper was to create a visual image and demonstrate imagination fulfillment to a present day reality. Is there anything out there that cannot be done if it is fine tuned and prepared for a service of excellence? What are the risks involved by not exercising strategic thinking in the elements mentioned in this article?

Education is not about the present it's about the future. The five (5) trends are only a beginning adventure into an unknown space. Do you remember when you were in college and wished things were done differently, be more exciting, more adventurous? Consider the age groups becoming proficient in technology. Will post secondary educators be prepared to teach/instruct future students? Educators must invite strategic thinking into the system and take the risks needed to build post secondary education back into the global futuristic race of achievement. In an article written by Arthur Hauptman entitled "Strategies for Improving Student Success in Post secondary Education" (07), he concluded his report listing four elements:

1. While there is a growing rhetorical commitment to student success, the reality is that policies often do not mirror the rhetoric. Whether intentional or not, policies in many states are at best benign and often antithetical to improving student success.

2. Policy focus in most states has been to lower tuitions or the provision of student financial aid. This ignores the importance of ensuring adequate supply of seats to accommodate all students as well as providing a proper set of incentives that encourage institutions to recruit, enroll, and graduate the students who are most at-risk.

3. Some progress has been made in developing contemporary practices that have great potential for providing the right incentives in place of redress this traditional imbalance. But much more needs to be done in this regard.

4. Efforts to create incentives for students to be better prepared and for institutions to enroll and graduate more at-risk students have the potential for greatly improving rates of retention and degree completion.

Can the five trends be a stepping stone in rebuilding or strengthening the weakest link in the system? The evidence of deficiency is public, and that's a good start. Educators have the choice to rebuild and prepare for the advancement of our future; our students. I encourage you to take the five (5) trends and see how they can accommodate your institute of higher learning.

Identifying The Real Journey to Create Wealth

So often when one pursue the quest to create wealth, they do so without really understanding, as well, as appreciating, what wealth creation is really all about. While it is true it may have different meanings for anyone seeking to create wealth, what is equally true is that creating wealth involves a defect meaning that those who have really been successful in creating wealth really appreciate, and understand.

Money, IT's Purpose & Real Value

The pursuit of money is a continous, never ending focus of the majority of people today. This intenet focus on the part of some people, governments, those in the business community, just to name a few, have resolved in many cases individuals, organizations actually operating out of their minds. This coupled with losing the deeper meaning of the role money really play in our lives. So the question becomes what is the purpose of money? Money as we know it, coins, paper notes, or beads is really currency that is a means of exchange. Money in itself has no power. It receives it power through the value we or society assign it. Example, a sliver of printed paper is assigned value $ 1, $ 10, $ 50, $ 100 for the purpose of exchange. At any moment, that paper with assigned value could be declared worthless. So the single pursuit of money in itself, does not guarantee overall prosperity, and abundance.

Understanding Prosperity and Abundance

When speaking or thinking of prosperity, we are really thinking of thriving, flourishing, the good things of life, success, affluence, good fortune. On the other hand abundance, is having a fullness, as well, as an overflow of supply. Both prosperity and abundance, are freed from the limitations that are connected in the pursuit of money. Successful wealth creators really understand their pursuit is really about prosperity, and abundance.

Why? Because both are available with unlimited capacity. Additionally, wealth creators are aware, understand, and appreciate that more, and more of everything is available to be created that lead to prosperity, as well, abundance. They recognize the power of the energies that emit from both prosperity and abundance. The more one's journey is for prosperity and abundance, the more the actual manifestations of wealth becomes a reality. This include manifestations of joy, happiness, wisdom along with physical manifestations that may include wellness, things of value that is intrinsic, extrinsic, or assigned value like money.

What these manifestations do not bring that comes with the singular pursuit of money, is fear & resistance. The singular pursuit of money brings the fear of either not having enough money, the fear of retaining what one have, the fear of being obsessed with money, to mention a few. These fears coupled with the resistance to the pursuit of prosperity, along with abundance. There is resistance to these because the belief of "money pursuers" is that through money prosperity, as well, as abundance is created. They do not see that prosperity & abundance is linked with an unlimited source. They do not see that there are not any errors attached with abundance or prosperity. Sometimes even greater is that they do not see that once one really make the conscious decision to pursue prosperity, abundance they become free to create the unlimited means to complete freedom, wealth, success, joy, happiness. Creating financial freedom, creating the reality of your dreams for your family, yourself, as well, as for others only occurs through surrendering to creation to the pursuit of total wellness, prosperity, and abundance.

The Plan

There are choices that anyone seeking to create wealth must make. First, is deciding how you choose to live? Will you choose the singular path of money, by living below your means? Will you continue to think, live through psycho-midgetis? The pursuit of wealth is not about less. The creation of wealth is not about limitations. Embrace the concept that the physical, including money, will create the fulfillment of your dreams is a course riddle with limitations, fears, resistance. On the other hand, embracing, activating the unlimited course of prosperity and abundance render an ongoing flow of fulfilling, rewarding manifestations. Secondly, you must choose between remaining in the status quo, or breaking free and embracing a higher reality. The status quo is based on controls, riddle with limitations. The higher reality, is based on embracing consciousness of that prosperity, as well, as abundance is anchored on a level that transcends any physical pursuit. Achieving a successful and fulfilling wealth creation plan starts with consciously committing to embracing, growing the energy of prosperity, as well, as abundance. This is the foundation of your overall plan. The stronger you build this foundation, the greater fulfillment becomes. The Plan therefore is quite simple. The real creation of wealth is 'spiritual'. Therefore the foundation of the plan involve these steps:

• Begin the consciousness, awareness, and commitment to transcend from the vicious pursuit of physical manifestations.

• Seek and develop a spiritual consciousness ( this is not a matter of religious membership ), Pursuing prosperity and abundance first and foremost with the clear understanding, as well, as appreciation of the unlimited reserve of both.

• Developing an awareness that this is the spiritual pursuit that produces an endless flow of the physical manifestations, things of assigned value, like money, additional assets. Not the other way around.

. • Finally creating wealth is the growth of prosperity and abundance we individually achieve. The more you grow in prosperity and abundance, the more your physical manifestations grow as well.

With your special talents you have the opportunity to create, as well, as implement your plan.

Make Money

Sounds easy ... Make Money ... then why is it then that so many people have such a hard time doing this simple thing?

Or do they?

In one way or another, everyone does make money and in some cases, some people have money made for them.

Money made for them?

We look at people that are "feeding off the system" or are they "on welfare" or "social assistance" and feel that they are just sponging off of society, right?

What if this was actually very close to a millionaires mindset?

WHAT?

Yea!

Here is the thing, the difference and the only difference is that millionaires are giving more service and as a result, they are being compensated by society.

So it would then stand to reason that the people in the middle are the fools, right?

Yep!

Millionaires understand how to have money made for them, it is called leakage, they are in the position of service, offering a product, service, opportunity, leadership or any combination of these and they get paid by the same society that pays the people that we see to be sponging.

Do I endorse Welfare or Social Assistance, yes I do. I endorse it when the person in receipt of it does not have the means to provide for themselves. Everybody else that is on it just needs to understand that they are mean for greatness. They should wake-up to that fact by taking action in their life, setting some goals (start with very small attainable goals) as I suggest in this article I also wrote: http://ezinearticles.com/?Success-Is-Attained -By-Focusing-On-Your-Goals --- Simple-Guidelines-Revealed-Here & id = 259438 then going for and attaining them, is what they are meant to accomplish in life.

I also believe that people working in a job are actually not in a much better place. They are dependent on a pay check every couple of weeks, most are unhappy (I understand it to be 90 percent) and as a result, they do not put in 100% to their job. Anything less than 100% means that they are getting compensated for something that they did not do.

So here it is, make money, discover and then do something you are really happy doing. Yes, it may start off uncomfortable; you may have to fight for it, but is your happiness and your greatness not worth fighting and taking risks for? Failure is always an option, just as I wrote in this article: http://www.ezinearticles.com/?Failure-Is-An-Option!&id=233194 Take some time to assess your choices, there is always a choice.

We are all mean for greatness, we are all mean to make money and yes, it is easy.

If you have faith in yourself and do something that you love to do, it will never be a job; it will be the foundation to your life and a legacy for the future.

Now all you have to do is figure out what you are meant to do and obviously you are close, or you would not be reading this article. If you need a hand to learn how to make money, give me a call, I am happy to be of assistance; guiding people to greatness is what I do.

Rhetorical Devices in the Inaugural Address of John F. Kennedy

It is according to Aristotle that a speaker or writer has three ways to persuade his audience: The first kind depends on the personal character of the speaker; the second is on putting the audience into a certain frame of mind; the third is on the proof, or apparent proof, provided by the words of the speech itself.

One of the most influential people who made a memorable speech for the past century is President John F. Kennedy, a famous public speaker who wrote an inaugural address that contains a power to persuade a lot of people.

His well-known speech shows how his method of using the art of persuasive written or spoken discourse (Rhetoric) that an author or speaker uses to convey a meaning to the listener or reader contributions to the purpose or theme of his message for his countrymen.

Definition of Terms:

1. Alliteration : Repetition of consonant sounds at the beginning of words that are close to one another.

2. Allusion : A brief or indirect reference to a person, place, event, or passage in a work of literature or the Bible is supposed to be adequately well known to be recognized by the reader.

3. Amplification : An expansion of detail to clarify a point.

4. Analogy : A comparison between two things in which the more complex is explained in terms of the more simple.

5. Anaphora : Repetition of one or more words at the head of executive phrases, clauses, or sentences.

6. Anastrophe : Inversion of word order to mark emphasis.

7. Antimetabole : Reverasal or repeated words or phrases for effect.

8. Antithesis : Contrast within parallel phrases (not to be confused with the ordinary use of the word to mean "extreme opposite").

9. Assonance : Repetition of vowel sounds between different consonants.

10. Asyndeton : Absence of conjunctions.

11. Chiasmus : The reversal of grammatical order from one phrase to the next.

12. Climax : Consists of arranging words, clauses, or sentences in the order of increasing importance, weight, or emphasis.

13. Conduplication : Resembles anadiplosis in the repetition of a precedent word, but it repeats a key word (not just the last word) from a precedenting phrase, clause, or sentence, at the beginning of the next.

14. Consonance : Repetition of identical consonant sounds within two or more words in close proximacy.

15. Ellipsis : Any omitted part of speech that is easily understood in context.

16. Ethos : Makes use of what an audience values ​​and believes to be good or true.

17. Hyperbole : Deliberate exaggeration in order to create humor or emphasis.

18. Imagery : Lively descriptions which impress the images of things upon the mind using one or more of the five senses.

19. Logos : appealing to reason in a measured, logical way.

20. Metanoia : The qualification of a statement to either diminish or strengthen its tone.

21. Metaphor : Meaning or identity ascribed to one subject by way of another.

22. Oxymoron : Contraditory terms or ideas are combined.

23. Parallelism : The technique of arranging words, phrases, clauses, or larger structures by placing them side by side and making them similar in form.

24. Paradox : A statement that appears to contradict itself but that turns out to have a rational meaning.

25. Pathos : Appealing to the emotions.

26. Personification : The attribution of human qualities to a nonhuman or inanimate object.

27. Polysyndeton : Insertion of conjunctions before each word in a list.

28. Repetition : Word or phrase used two or more times in close proximacy.

29. Rhetorical Question : A question asked for rhethorical effect to emphasize a point, no answer being expected.

30. Sententia : The punctuation of a point with an aphorism.

31. Syntax : The grammatical structure of a sentence; the arrangement of words in a sentence.

32. Tricolon : A series of parallel words, phrases, clauses, or statements.

33. Zeugma : Includes several similar rhetorical devices, all involving a grammatically correct linkage (or yoking together) of two or more parts of speech by another part of speech.

Rhetorical Devices That Are Present In The Inaugural Address of John F. Kennedy:

* Alliteration

• "same solemn" (2nd sentence of the 2nd paragraph)

• "man holds in his mortal hands" (1st sentence of the 3rd paragraph)

• "for which our forebears fought" (2nd sentence of 3rd paragraph)

• "to friend and foe alike" (4th paragraph)

• "Whether it wants us well or ill" (5th paragraph)

• "Pay any price, bear any burden ..." (5th paragraph)

• "the survival and the success of liberty" (5th paragraph)

• "faithful friends" (1st sentence of the 7th paragraph)

• "colonial control" (1st sentence of the 8th paragraph)

• "Strongly supporting" (2nd sentence of the 8th paragraph)

• "break the bonds of mass misery" (9th paragraph)

• "sovereign states" (11th paragraph)

• "its writ may run" (11th paragraph)

• "the dark powers of destruction" (12th paragraph)

• "steady spread" (14th paragraph)

• "sincerity is always subject" (15th paragraph)

• "peace preserved" (9th to the last paragraph)

• "bear the burden" (6th to the last paragraph)

• "a grand and global alliance" (5th to the last paragraph)

• "high standards of strength and sacrifice" (1st sentence of the last paragraph)

• "Let us go forth to lead the land we love ..." (2nd sentence of the last paragraph)

* Allusion

• "I have sworn before you and Almighty God." (2nd sentence of the 2nd paragraph)

• "those who foolishly bought power by riding the back of the tiger ended up inside" (last sentence of the 8th paragraph)

* Amplification

• "Let both sides ... Let both sides ... Let both sides ... Let both sides (Paragraphs 16 to 19)

* Analogy

• "those who foolishly bought power by riding the back of the tiger ended up inside" (3rd sentence of the 8th paragraph)

* Anaphora

• "all forms of human poverty and all forms of human life" (1st sentence of the 3rd paragraph)

• "not because the communists may be doing it, not because we seek their votes, but because it is right" (1st sentence of the 9th paragraph)

• "To those old allies ... To those new states ... To those people ... To our sister ... To that world ... to those nations ..." (Paragraphs 7 to 12)

• "We shall not always expect to find them supporting our view. But we shall always hope to find them strongly supporting their own freedom" (2nd and 3rd sentences of the 8th paragraph)

• "both sides overburdened by the cost of modern weapons, both really alarmed by the steady spread of the deadly atom, yet both racing to alter that uncertain balance of terror that holds the hand of mankind's final war" (14th paragraph)

• "Let both sides ... Let both sides ... Let both sides ... Let both sides" (Paragraphs 16 to 19)

• "Not as a call to bear arms, though arms we need - not as a call to battle, though embattled we are - but a call to bear the burden of a long twilight struggle, year in and year out" (6th to the last paragraph)

• "the first one hundred days. Nor will it be finished in the first one thousand days, nor in the life of this Administration, nor even sometimes in our lifetime on this planet" (8th to the last paragraph)

* Anastrophe

• "Dare not" (1st sentence of the 4th paragraph and 13th paragraph & 3rd sentence of the 7th paragraph)

• "This much we pledge" (6th paragraph)

• "Ask not" (26th paragraph)

* Antimetabole

• "Ask not what your country can do for you - ask what you can do for your country." (3rd to the last paragraph)

• "Let us never negotiate out of fear. But let us never fear to negotiate." (2nd sentence of the 15th paragraph)

* Antithesis

• "We observes today not a victory of party but a celebration of freedom - symbolizing an end as well as a beginning signifying renewal as well as change." (1st sentence of the 2nd paragraph)

• "... not from the generosity of the state but from the hand of God." (2nd sentence of the 3rd paragraph)

• "Support any friend, oppose any foe ..." (5th paragraph)

• "United there is little we can not do in a host of cooperative ventures." Divided there is little we can do ... "(2nd sentence of the 7th paragraph)

• "Not because ... not because ... but because ..." (1st sentence of the 9th paragraph)

• "Let us never negotiate out of fear, but let us never fear to negotiate." (2nd sentence of the 15th paragraph)

• "Let both sides explore what problems unite us instead of belaboring those problems which divide us." (16th paragraph)

• "not a new balance of power, but a new world of law" (20th paragraph)

• "Not as a call to bear arms ... not as a call to battle .. but a call to bear the burden ..." (23rd paragraph)

• "I do not shrink from this responsibility - I welcome it." (2nd sentence of the 25th paragraph)

• "... ask not what you country can do for you, ask what you can do for your country." (26th paragraph)

• "ask not what America will do for you, but what together we can do for the freedom of man" (2nd to the last paragraph)

* Assonance

• "... the steady spread of the deadly atom." (14th paragraph)

* Asyndeton

• "We will pay any price, bear any burden, meet any hardship, support any friend, oppose any foe ..." (5th paragraph)

• "explore the stars, conquer the deserts, eradicate disease, tap the ocean depths" (2nd sentence of the 18th paragraph)

• "The energy, the faith, the devotion" (4th to the last paragraph)

* Chiasmus

• "Let us never negotiate out of fear. But let us never fear to negotiate." (2nd sentence of the 15th paragraph)

• "ask not what country can do for you - ask what you can do for your country" (3rd to the last paragraph)

* Climax

• "All this will not be finished in the first one hundred days. Nor will it be finished in the first one thousand days, nor in the life of this Administration, nor even sometimes in our lifetime on this planet." (8th to the last paragraph)

* Conduplication

• "to help them help themselves" (1st sentence of the 9th paragraph)

• "good words into good deeds" (1st sentence of the 10th paragraph)

• "free men and free governments" (1st sentence of the 10th paragraph)

• "the instruments of war have far outpaced the instruments of peace" (11th paragraph)

• "absolute power ... absolute control ..." (17th paragraph)

* Consonance

• "Whether it wishes us well or ill, that we shall ..." (5th paragraph)

* Ellipsis

• "This much we pledge - and more." (6th paragraph)

* Ethos

• "Vice President Johnson, Mr. Speaker, Mr. Chief Justice, President Eisenhower, Vice President Nixon, President Truman, Reverend Clergy, fellow citizens: We observe today not a victory of party but a celebration of freedom - symbolizing an end as well as a beginning - signaling renewal as well as change. " (Paragraphs 1 & 2)

• "In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. (4th to the last paragraph)

• "With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God's work must really be our own. " (last sentence of the last paragraph)

* Hyperbole

• "Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burdens, meet any hardship, support any friend, oppose any foe to secure the survival and the success of liberty." (5th paragraph)

* Imagery

• "The torch has been passed to a new generation of Americans." (4th paragraph)

* Logos

• "old allies which cultural and spiritual origins we share" (1st sentence of the 7th paragraph)

• "new states whom we welcome to the ranks of the free" (1st sentence of the 8th paragraph)

• "people in the huts and villages of half the globe struggling to break the bonds of mass misery" (1st sentence of the 9th paragraph)

• "that world assembly of sovereign states, the United Nations" (11th paragraph)

• "nations who would make themselves our adversary" (12th paragraph)

* Metanoia

• "Now the trumpet summons us again - not as a call to bear arms, though arms we need - not as a call to battle, though embattled we are - but a call to bear the burden of a long twilight struggle, year in and year out, "rejoicing in hope, patient in tribulation" - a struggle against the common enemies of man: tyranny, poverty, disease and war itself. " (6th to the last paragraph)

* Metaphor

• "We are the heirs of the first revolution." (1st sentence of the 4th paragraph)

• "Let the word go forward from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans ..." (2nd sentence of the 4th paragraph)

• "riding the back of the tiger" (3rd sentence of the 8th paragraph)

• "the bonds of mass misery" (9th paragraph)

• "the chains of poverty" (1st sentence of the 10th paragraph)

• "evolution of hope" (2nd sentence of the 10th paragraph)

• "master of its own house" (last sentence of the 10th paragraph)

• "balance of terror" (14th paragraph)

• "And if a beachhead of cooperation may push back the jungle of suspicion ..." (20th paragraph)

• "The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it - and the glow from that fire can truly light the world." (4th to the last paragraph)

Oxymoron

• "But this peaceful revolution." (2nd sentence of the 10th paragraph)

* Parallelism

• "We observe today not a victory of party but a celebration of freedom - symbolizing an end as well as a beginning signifying renewal as well as change." (1st sentence of the 2nd paragraph)

• "born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage" (2nd sentence of the 4th paragraph)

• "Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burdens, meet any hardship, support any friend, oppose any foe to secure the survival and the success of liberty." (5th paragraph)

• "Let both sides explore what problems unite us ... Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms ... Let both sides seek to invoke the wonders of science ... Let both sides unite ... "(Paragraphs 6 to 9)

• "United there is little we can not do in a host of cooperative ventures. Divided there is little we can do ..." (2nd and 3rd sentences of the 7th paragraph)

• "If a free society can not help the many who are poor, it can not save the few who are rich." (2nd sentence of the 9th paragraph)

• "sufficient beyond doubt can we be certain beyond" (2nd sentence of the 13th paragraph)

* Paradox

• "Only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed." (2nd sentence of the 13th paragraph)

* Pathos

• "To those people in the huts and villages of half the globe struggling to break the bonds of mass misery ..." (1st sentence of the 9th paragraph)

• "he graves of young Americans who answered the call toservice surround the globe" (7th to the last paragraph)

• "The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it - and the glow from that fire can truly light the world." (4th to the last paragraph)

* Personification

• "With history the final judge of our deeds" (2nd sentence of the last paragraph)

* Polysyndeton

• "where the strong are just and the weak secure and the peace preserved" (9th to the last paragraph)

* Repetition

• "For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life." (1st sentence of the 3rd paragraph)

* Rhetorical Question

• "Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort?" (5th to the last paragraph)

* Sententia

• "undo the heavy burdens ... (and) let the oppressed go free" (19th paragraph)

* Syntax

• "My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man." (2nd to the last paragraph)

* Tricolon

• "We observe today not a victory of party but a celebration of freedom - symbolizing an end as well as a beginning signifying renewal as well as change." (1st sentence of the 2nd paragraph)

• "Not as a call to bear arms, though arms we need - not as a call to battle, though embattled we are - but a call to bear the burden of a long twilight struggle, year in and year out" (6th to the last paragraph)

* Zeugma

• "Now the trumpet summons us again - not as a call to bear arms, though arms we need - not as a call to battle, though embattled we are - but a call to bear the burden ..." (6th to the last paragraph)

Encapsulation of Findings:

John F. Kennedy used 33 different types of rhetorical devices in his inaugural speech. The most dominant rhetorical device that he used was the usage of alliteration.

Conclusion:

Through intensive analysis, it can be seen that it is evident that he has a goal of obtaining the audience's attention to listen and to understand his points in a meaningful way in the fields of writing and speaking.

Web Design For Business

Personal web design and web design for business are two completely different elements. If you're just having fun creating your own personal website, then colours and graphics can reflect your personal style and taste and may be a great asset to your site. However, when it comes to a business website, you need to have a professional appearance that is functional and appealing to the exact type of person or organisation you're trying to appease. For example, if you cater to professional business clients, you need a professional-looking site. However, if you're a business that caters to young adults, having a more interactive and, dynamic site might be more your style.

Web design for business is largely based on personal preference and industry experience as to what works for other companies. If you're not sure what you need, research similar companies that have successful websites, and use the concepts they have to build your dream website. Don't be afraid to see what your competitors are doing.

You can also consult with professional designers and design companies to get a better feel for what you need, if you're less informed on the web design end of starting your business. Often, it's better to invest the money into hiring professionals so that your site turns out to be the best that it can be. It's not that you're not capable, but would you fix your own television or hire a trained professional?

Getting traffic to your website takes more than just great web design for business. However, once you get people to your site, you need to have that little edge that makes them want to stay. They aren't going to want to stay at a site that isn't intriguing, so appeal to your customers. If you're not sure how, put yourself in their shoes, or do a research study, ask friends, family or colleagues to find out what people would like. Sure, all this is going to cost money. However, the investment will be worth it in the end, when you have a website that outlasts the test of time and provides you with more business than you ever imagined.

No one can guarantee the success of your website, but having great web design for business purposes is only going to assist you in succeeding. Not having a functional, well designed website is NOT an option in today's fast paced e-commerce society.

The Shame of the Nation: A Summary, and Analysis

Jonathan Kosol's interest for teaching profession and activism was triggered after the killing of three young civil rights activists in Mississippi in June of 1964 while he was working as a grade four public school intern intern in Boston, Massachusetts. His experience as a teacher in one of Boston's urban segregated schools has made him an insight to the sight of children of minorities, which motivated him to address the issue of segregation, and inequalities that exist in public schools that has continued to plague the nation till the present day.

School Segregation
According to him, he visited approximately 60 schools in 30 districts in 11 different states. Most of his visits were in the South Bronx of New York City, Los Angeles - California, Chicago, Detroit - Michigan, Ohio, Seattle - Washington, Boston - Massachusetts and Milwaukee. In the schools he visited, he observes that the conditions have grown worse for inner-city children in the 15 years since federal courts began dismanting the landmark ruling in Brown v. Board of Education. He notes that the number of white students in urban public schools have increasingly declined with the shifting pattern of white middle class families from urban to suburban communities since the 1960's (white flight). He talks of the irony of school population in relation to the leaders of integration, which the schools bear their names, like Thurgood Marshal Elementary School in Seattle Washington with 95% minority students. According to him, the overwhelming majority of students in urban public schools in the United States are students of color. In Detroit for example, 95% of students in public school are either black or Hispanic. In Chicago, the figure is 87%, Washington is 94% while New York is 75%. He pointed out the cynicism in the "small school initiative" like the Center School in Seattle that was perceived as a "tie-breaker" of school segregation that "attracted 83% white and 6% black enrollment when it opened in 2001, in a city where whites are only 40% of high school students district-wide ". (p. 277). In comparing the Center School with African / American Academy in another section of the city where black students make up 93% and whites make up 3% of the enrolment, the location of the center school and its curriculum offers many opportunities to students. "The Center school which is sited in a cultural complex known as the Seattle Center, offers an impressive academic program to prepare its graduations for college while also provides a wide array of opportunities for students to participate in science projects, theatrical productions, music, ballet , and other cultural activities ", (p.278) while such opportunities are lacking in the African-American Academy. "The school in a sense represents a local version of 'your own Liberia' ... the African American Academy is using a highly direct method of instruction that, in some respects similar to the approach used in Success for All" (p. 279) . He argues that after decades of persistent struggle against school segregation by educators and civil right activists, social and economic policies have continued to aid the growing trend of school segregation.

Inequities
Kozol laments the lack of basic resources and amenities in the urban public schools - restrooms, clean classroom, hallways; appropriate laboratory supplies, up-to-date books in good condition and classroom supplies and material. According to him, this lack of resources moves some teachers to spend between $ 500 - $ 1000 of their own money every academic year to purchase the supplies and materials in the case of Winton Place elementary school in Ohio. He argues the overcrowding of students in a classroom. For instance in Chicago, it's not uncommon to see classrooms with as many as 54 students coupled with the fact that most of the teachers are unqualified.

Kozol also points out the issue of lack of pre-school opportunities for a large number of students because the federally funded head start programs were denied them. He also shows the disparity for money spent on a student, and its effect on state testing. In the case of New York State, the average spending on a student in the city is $ 8,000 while that of the suburb is $ 18,000. Also in New York, the inequities in expenditure between 2002 and 2003 are: NYC $ 11,627, Nassau County $ 22,311, Great Neck $ 19,705. The salitudes of teachers in poor and wealthy school districts follow the same pattern. While the average salary of school teachers in poor communities is $ 43,00, the salary of teachers in the suburb like Rye, Manhurst and Scarsdale in New York ranges from $ 74,00 to $ 81,000. Even the issue of fundraising is a factor in the disparities among schools in poor and wealthy communities. Whereas schools in wealthy neighborhoods could raise up to $ 200,000, schools in poor districts could only raise $ 4,000.

Adaptive Strategy Curriculum
Kozol questions the ratione behind the scripted programs that have been adapted into the minority school system. "Authentic Writing", "Active Listening", "Rubric for Filing", "Accountable Talk", "Zero Noise" etc., according to teachers account, they are meant to follow the scripted lesson to bring formality and structure to the learning environment which raises the anxiety levels of both students and teachers. The high standard language and higher expectations with little support, has taken over the moral and ethical values ​​that use to be the integral part of the curriculum. "used by most schools has become part of the daily rituals and practices that are fashioned to boost students moral. Students from the under-performing schools are encouraged to memorize phrases like" I am smart "," I am confident "to raise their self -confidence and academic performance. This according to him has formed the framework used to identifying the causes of the under-achievement of students of color. encouraged to use "strict Skinnerian controls" to manage and teach students in their classrooms, and which job it is to pump some "added-value" into undervalued children. (p. 285)

In close semblance to the above is the business-like outlook "work related themes" that is being created in these schools, "market driven classes", "sign contract", "take ownership of their learning", "pencil manager", " classroom manager "," building managers "," learning managers "etc. This kind of corporate outlook portrays students as "assets," "investments," 'productive units,' or 'team player' according to Kozol.The knowledge and skills, which the students acquire, are seen as "commodities" and "products" to be consumed in the "educational market place." Kozol argues that educational administration should in no way be equated with factory production line, and advices that "teachers and principals should not permit the beautiful profession they have chosen to be redefined by those who know far less than them about the hearts of children. "(p. 299)

High stick testing
The issue of teaching for testing has replaced the essence of teaching for learning in public schools. According to Kozol, "In some schools, standardized testing begins in the kindergarden. Courses that are not included in the high stake testing are often not taught any more or they are completely removed from their school curriculum, like arts and music. , naptime and / or recess has been reduced or taken out completely to allow more time for the preparation of state standardized test. Even teachers meetings are geared towards the discussion of effective strategies to prepare students for quarterly assessment tests or reviewing state and district standards. Teachers are encouraged to attend workshops and conferences in regards to the testing to acquire more knowledge on how to integrate their teachings to the state testing standards.

In the bid of all the educational superiority imposed on the students, they are also tracked and labeled. Labeling the children from level one (lowest) to level five (highest) places them into categories supposedly for further instructions. Instead of being given adequate attention regarding their labels, it is used as a description of their academic stance. "She's gone down to level two," "She's a level one." The issue of academic tracking and labeling in these schools poses a huge obstacle in creating equity and democracy in a learning environment. According to Kozol, learning is taught as "a possession" not something one "engages" in. Students are encouraged to select "a career path" during their freshman year, so as to tailor their course work. Neverheless, there is little encouragement on the career path of college education. For example, the case of Mireya who attends Fremont High in Los Angeles, while she aspires for a college education, she is rather placed into voluntary classes - sewing and hairdressing. She tells Kozol "I hoped for something else." "Why is it that students who do not need what we need get so much more? And we who need it so much more get so much less?" She questioned.

In view of all these structured teaching strategies imposed on the urban public schools by the administrative body, both teachers and students exhibit robotic behaviors in order to achieve the set goals of the planners. Teachers who tend to veer out on these stipulations face disciplinary actions and could possibly lose their jobs. Students who do not adhere to the rules and follow the prescribed pattern face the risk of not passing their tests. Overall, there is loss of creativity and ingenuity in the classroom. Kozol points out that it would rather take a reflection than a miracle to set the schools on the right track again. He argues that desperate schools can not be turned around by the arrival of a charismatic, tough talking principal. "There are hundreds of principals in our urban schools who are authentic heroes ... but there is a difference between recognizing the achievements of able school officials and marketing of individuals as saviors of persistently unequal system".

Ray of Hope
After questioning and critiquing the re-segregation of urban public schools in America, Kozol pointed out a few schools, teachers, principals, administrators and human rights activists he had met in the course of his study that gives hope to the feasibility of school integration. According to him, "Virtually all the truly human elements of teacher motivation have been locked out of the market misperceptions that control so much of education policy today. But when we go to the schools in which these market ideologies have been valiantly resisted, we are reminded of a set of satisfactions and devotions that are very different from the ones that dominate the present discourse about urban education. " (p. 297) ... "These are the schools I call" the treasured places. "They always remind us of the possible." (p. 300).

He acknowledges the definitions made in most school districts since after visits over three years. At PS 65, a new curriculum that focuses on the need of the children had been introduced. The hand-held timers and scripted lesson plans have been taken out, and actual writings of children are displayed in the walls. He also recalls the efforts of some school districts in Milwaukee and Louisville where school leaders have promoted desegregation across district lines.

Kozol sees every hope in teachers and administrators like Louis Bedrock (which he dedicates this book to), Miss Rosa the retired principal of PS 30, Fern Cruz the new principal of PS 65 and others for their dedication and persistence in fighting for the right course of education for the minority. He also acknowledges the contribution of black activists like Congressman Lewis who have voiced out publicly and written books that expose the persistence of segregation in America.

In his epilogue, he wrote "A segregated education in America is unacceptable". "Integration is, it still remains, the goal worth fighting for" (p. 316).

The Shame of the Nation: An Analysis

I find this book very revealing, intriguing, insightful, and at the same time one sided and opinionated, but in summary, it is very informative. This book is an outcome of a good ethnographic researcher who not only puts energy in his work but also has passion in the subjects of his work - the students. The empirical analysis of this book rests in the inequality that is salient in the American society. Race, class, culture, gender and economic status which have formed the measuring tape of individuals' worth in the American society have become the bedrock of the administrative bodies in the formulation of policies. Policies like education, housing, income and property taxes, transportation etc. have been so carefully formulated to include and exclude some members of the society. These policies of course favor the dominant group, which are whites and disfavor the targeted group which is mostly blacks and Hispanic.

It takes a critical mind to understand the game in the policies. Taking for instance the funding of community urban schools from property taxes from the community, one has to first, think of the nature of the properties in such a community, who owns them, what shape, and of what value they are. If the majorities of those properties are individually owned and are of good shape and value, the expectation is that they will yield good tax for the community. On the other hand, when the government owns such properties, little can be realized in property tax in such a community, and that in turn affects the sourcing of the school. This is the game of politics in perpetuating inequality as we have seen in this book.

Who would expect that the administration that tends to speak in favor of equal education has a hand in making it unequal? That the prophecies of "No Child Left Behind" and "Equal Opportunity for All" are only frivolities? Who would imagine that some teachers and education administrators could be so robotic that they question their ingenuity and creativity in the face of manipulation, except for a revealing book like this? In addition, how can anyone comprehend the damage that has been done by these administrative inconsistencies over the years?

There is an insight into the social, economic, and cultural capital powers of the society in this book. Parents who are more informed, educated, with good jobs and better means have more say in the education of their children than those with little or no education and means. They surf for good schools for their children, organize themselves as the parent bodies of the school, and intervene in matters that are not favorable to their children, for instance, they raise money to employ more teachers and advocate for less number of children in a class. They come up with one voice to exclude others from integrating into their children's schools and sometimes take out their children from a school that are getting more minority enrolment as the case may be. They are less dependent and more challenging to the school administration and government than the parents with fewer capitals. The parents of the minority who have fewer capitals, complain and rarely mostly on the school administration and government to make the necessary adjustments in their children's schools. The system fosters posterity of family status.

In this atmosphere of stratification, while the dominant group acts up to maintain its status, and the targeted, subordinate poor group agitates its position, the children suffer the struggle. A wider gap is created between the rich and the poor. While the children of the dominant group perceive themselves as fortunately, they are less 'educated' than the poor children who see it all. They face lesser chances of integrating and facing realities of multiracial society and as such are less likely to accommodate differences in future. On the other hand, the minority poor children get more skeptical and cynical when matters of equity arise. In the case of the little Bronx boy who wrote Kozol, "You have all the things and we do not have all the things," and the high school student from California who told his classmate "You're a ghetto, so you sew. " The disparities in their educational experiences raise innumerable questions in their heads, which only the government can comprehend in that while their parents may be 'guilty' of not possessing the where-withal, the students are innocent. Kozol's study goes to predict that going by the present pace in educational strategy in America, inequality will persist; integration will be minimized, and desegregation will not only be a nightmare in schools but would be nipped in the bud in the society in future if they are not addressed now. He goes to say, "This nation needs to be a family, and a family sets down for its dinner at a table, and we all deserve a place together at that table."

Having enumerated the classical work of Kozol in diagnosing the blatant, ugly passion inequities in our public urban schools that plagues America today, I need to point out the one-sided, opinionated view of the issue. In a situation like this, no one person can be all right and the other all wrong, there needs to be a balance of 'a little to right and a little to the left'. In the entire book, Kozol addresses the structural approach to educational inequality that sees the school and government administration as the factor that has perpetuated the problem, little suspicion if any, of the cultural approach to the discourse with parents and students contribution. Although there were a few reasons of all white public schools, there was little emphasis on their interactions, though one might argue that they have all the necessary amenities available for them in comparison to the minor schools that have little amenities.

I call this one sided and opinionated in the sense that the subjects of the matter visa vie poor minority parents and their children, are not addressed as potential input to the problem and as such potential contribution factors to the solution. If in a capitalist society like America where opportunity is laid down for everyone for grabs, the 'majority' of the minority group keeps complaining of marginalization of resources, there is a problem somewhere permanently imposed limits. The problem could be in derivation of comfort in dependence or reliability on false sense of security. The core word is value. As regards to the parents, many of them depend on the system and can not walk their ways out to independence and instill that value of independence in their children. A culture of poverty has evolved among this minority group and they seem very comfortable in such a zone. So who makes the extra money for their children's comfort?

The children as well due to lack of role models from their parents, do not deem it fit to strive and conquer the inevitable, they embrace violence and they keep on finger pointing like their parents instead of realizing that education not agitation is their only access to high status in the society. I believe that a focus on re-orienting the children of the minority group in exploring educational opportunities no matter the limitations that they face would help in getting them back on the right track. On the other hand, if they should be contented, respectful, curtail violence, and love themselves, that would attract more empathy to them from whatever administration that is in place and they can be in their own schools without any white and feel good just the same. Understandably, the structural approach often times shape the cultural, which is unstable based on economic resources that yields self-support and autonomy.