Introsection college
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Grant discusses his favorite parts of the history course. The first week, where introductions and discussions with classmates about Roman history were enjoyable. The second week's discussion on time management was also interesting. Going forward, Grant hopes to learn more about how people learn and process information so he can help others learn. The main takeaway is that learning is nonlinear and adapts to situations, not being solely about reading, listening, or memorization. If achieving all goals, Grant pictures himself in a cramped office filled with books and artifacts, assisting in a museum exhibit while taking trips abroad to experience history firsthand and share stories with family.
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LOE Leo Buscaglia, Ph. D. .docx
LO\/E
Leo Buscaglia, Ph. D.
G.K. HALL & CO.
Boston, Massachusetts
1989
Copyright © l972 by Leo F.Buscalia.
All rights reserved.
See.p. 169, which is an extension of this page.
Library of Congress Cataloging in Publication Data
Buscaglia, Leo F.
Love / Leo Buscaglia. _
p. cm.—(G.K. Hall large print book series)
Reprint. Originally published: Thorofare, N.J. : Slack, c1972.
Includes bibliographical references.
ISBN 0-8161-4511-3 (lg. print)
1. Love. 2. Large type books. I. Title.
[BF575.L8B842 1989]
l58’.2—dc19 88-25170
This book is dedicated to Tulio and Rosa
Buscaglia, my father and mother who were
my best teachers of love, because they never
taught me, they showed me.
This book is also dedicated to all those
who have helped me to continue to grow in
love, and those who will help me tomorrow.
Leo Buscaglia
“To cheat oneself out of love is the most terrible
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Introduction
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Love As A Learned Phenomenon
Man Needs To Love And Be Loved
A Question of Definition
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In the winter of 1969, an intelligent, sensitive female student of mine committed suicide. She was
from a seemingly fine upper middle class family. Her grades were excellent. She was popular and
sought after. On the particular day in January she drove her car along the cliffs of Pacific Palisades in
Los Angeles, left the motor running, walked to the edge of a deep cliff overlooking the sea and leaped
to her death on the rocks below. She left no note, not a word of explanation. She was only twenty.
I have never been able to forget her eyes; alert, alive, responsive, full of promise. I can even recall
her papers and examinations which I always read with interest. I wrote on one of her papers which
she never received, “A very fine paper. Perceptive, intelligent and sensitive. It indicates your ability
to apply what you have learned to your ‘real’ life. Nice work!” What did I know about her “real”
life?
I often wonder what I would read in her eyes or her papers if I could see them now. But, as with so
many people and situations in our life, we superficially experience them, they pass and can never
again be experienced in the same manner.
I was not blaming myself for her death. I simply wondered what I might have done; if I could have,
even momentarily, helped.
It was this question, more than anything else, that led me, in that year, to start an experimental class. It
was to be an informal group with voluntary attendance, where any student could be present or drop
out at any time, if he so des ...
LOE Leo Buscaglia, Ph. D. .docx
LO\/E
Leo Buscaglia, Ph. D.
G.K. HALL & CO.
Boston, Massachusetts
1989
Copyright © l972 by Leo F.Buscalia.
All rights reserved.
See.p. 169, which is an extension of this page.
Library of Congress Cataloging in Publication Data
Buscaglia, Leo F.
Love / Leo Buscaglia. _
p. cm.—(G.K. Hall large print book series)
Reprint. Originally published: Thorofare, N.J. : Slack, c1972.
Includes bibliographical references.
ISBN 0-8161-4511-3 (lg. print)
1. Love. 2. Large type books. I. Title.
[BF575.L8B842 1989]
l58’.2—dc19 88-25170
This book is dedicated to Tulio and Rosa
Buscaglia, my father and mother who were
my best teachers of love, because they never
taught me, they showed me.
This book is also dedicated to all those
who have helped me to continue to grow in
love, and those who will help me tomorrow.
Leo Buscaglia
“To cheat oneself out of love is the most terrible
deception; it is an eternal loss for which there is
no reparation, either in time or in eternity.”
—Kierkegaard
Contents
Introduction
Forward to Love
Love As A Learned Phenomenon
Man Needs To Love And Be Loved
A Question of Definition
Love Knows No Age
Love Has Many Deterrents
To Love Others You Must First Love Yourself
To Love You Must Free Yourself Of Labels
Love Involves Responsibility
Love Recognizes Needs
Love Requires One To Be Strong
Love Offers No Apology
Introduction
In the winter of 1969, an intelligent, sensitive female student of mine committed suicide. She was
from a seemingly fine upper middle class family. Her grades were excellent. She was popular and
sought after. On the particular day in January she drove her car along the cliffs of Pacific Palisades in
Los Angeles, left the motor running, walked to the edge of a deep cliff overlooking the sea and leaped
to her death on the rocks below. She left no note, not a word of explanation. She was only twenty.
I have never been able to forget her eyes; alert, alive, responsive, full of promise. I can even recall
her papers and examinations which I always read with interest. I wrote on one of her papers which
she never received, “A very fine paper. Perceptive, intelligent and sensitive. It indicates your ability
to apply what you have learned to your ‘real’ life. Nice work!” What did I know about her “real”
life?
I often wonder what I would read in her eyes or her papers if I could see them now. But, as with so
many people and situations in our life, we superficially experience them, they pass and can never
again be experienced in the same manner.
I was not blaming myself for her death. I simply wondered what I might have done; if I could have,
even momentarily, helped.
It was this question, more than anything else, that led me, in that year, to start an experimental class. It
was to be an informal group with voluntary attendance, where any student could be present or drop
out at any time, if he so des.
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This document provides information about events happening at the Young Family Library this week. On Tuesday the library will close early for a staff meeting. On Wednesday and Thursday there will be book clubs for middle school and upper school students. Friday is the last day of the first quarter. The document also encourages students to ask teachers about books they are currently reading and to share reviews of books they have read.
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This document discusses the reading preferences of teens based on surveys of high school students. It finds that John Green is very popular, as several of his novels like The Fault in Our Stars and Paper Towns appear on multiple lists. Friends, school assignments, and social media influence teens' choices. The surveys did not include any Filipino titles. The document also provides definitions and characteristics of young adult literature. It aims to start a discussion on why certain books appeal to teens and what could be done to promote local authors and stories.
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The document introduces 14 friends of the author. It provides brief details about how and when the author met each friend, including where they attended school together. It also provides one or two descriptive details about each friend's personality or hobbies.
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1) Maiko Yoshida discusses her experience reading Catcher in the Rye in her senior seminar class.
2) She felt a strong connection to the protagonist Holden and understood his feelings of isolation and perception that everything is "phony".
3) Maiko analyzes how the novel demonstrated different ways of knowing - emotion in relating to Holden, perception in his worldview, and language in how meaning is conveyed.
4) She reflects on how reading the book helped her better understand human relationships and integrity.
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This document is a story about the author's brother named Millind. It states that he is studying in 5th class at Lilly Model High School. He enjoys playing with dogs and playing cricket. The author expresses their love for their brother, saying he is a gift from God and as precious as a doll or flower.
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This document is a graduation narrative written by a student at the University of Redlands. In 3 sentences:
The student discusses their journey through the Johnston Center for Integrative Studies program over 4 years, focusing on developing an emphasis on myths, fairy tales, and storytelling through various literature and creative writing courses. They also highlight experiences like study abroad in Scotland and involvement with campus organizations. The narrative concludes by explaining how the student has decided to pursue library science for their career in order to share their love of reading and stories with others.
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Françoise Hamlin discusses her role as an educator at Brown University and with the Choices Program. As an historian, she directs students to archives but notes technology now allows more documentation of current events. However, quality control of online information is a challenge. Her work with Choices provides educational materials for teachers worldwide. She emphasizes the importance of teaching critical thinking over emotion-driven arguments. While publishing is valued in academia, she prioritizes mentoring students which is rewarding when they later cite her influence.
LOE Leo Buscaglia, Ph. D. .docx
LO\/E
Leo Buscaglia, Ph. D.
G.K. HALL & CO.
Boston, Massachusetts
1989
Copyright © l972 by Leo F.Buscalia.
All rights reserved.
See.p. 169, which is an extension of this page.
Library of Congress Cataloging in Publication Data
Buscaglia, Leo F.
Love / Leo Buscaglia. _
p. cm.—(G.K. Hall large print book series)
Reprint. Originally published: Thorofare, N.J. : Slack, c1972.
Includes bibliographical references.
ISBN 0-8161-4511-3 (lg. print)
1. Love. 2. Large type books. I. Title.
[BF575.L8B842 1989]
l58’.2—dc19 88-25170
This book is dedicated to Tulio and Rosa
Buscaglia, my father and mother who were
my best teachers of love, because they never
taught me, they showed me.
This book is also dedicated to all those
who have helped me to continue to grow in
love, and those who will help me tomorrow.
Leo Buscaglia
“To cheat oneself out of love is the most terrible
deception; it is an eternal loss for which there is
no reparation, either in time or in eternity.”
—Kierkegaard
Contents
Introduction
Forward to Love
Love As A Learned Phenomenon
Man Needs To Love And Be Loved
A Question of Definition
Love Knows No Age
Love Has Many Deterrents
To Love Others You Must First Love Yourself
To Love You Must Free Yourself Of Labels
Love Involves Responsibility
Love Recognizes Needs
Love Requires One To Be Strong
Love Offers No Apology
Introduction
In the winter of 1969, an intelligent, sensitive female student of mine committed suicide. She was
from a seemingly fine upper middle class family. Her grades were excellent. She was popular and
sought after. On the particular day in January she drove her car along the cliffs of Pacific Palisades in
Los Angeles, left the motor running, walked to the edge of a deep cliff overlooking the sea and leaped
to her death on the rocks below. She left no note, not a word of explanation. She was only twenty.
I have never been able to forget her eyes; alert, alive, responsive, full of promise. I can even recall
her papers and examinations which I always read with interest. I wrote on one of her papers which
she never received, “A very fine paper. Perceptive, intelligent and sensitive. It indicates your ability
to apply what you have learned to your ‘real’ life. Nice work!” What did I know about her “real”
life?
I often wonder what I would read in her eyes or her papers if I could see them now. But, as with so
many people and situations in our life, we superficially experience them, they pass and can never
again be experienced in the same manner.
I was not blaming myself for her death. I simply wondered what I might have done; if I could have,
even momentarily, helped.
It was this question, more than anything else, that led me, in that year, to start an experimental class. It
was to be an informal group with voluntary attendance, where any student could be present or drop
out at any time, if he so des ...
LOE Leo Buscaglia, Ph. D. .docx
LO\/E
Leo Buscaglia, Ph. D.
G.K. HALL & CO.
Boston, Massachusetts
1989
Copyright © l972 by Leo F.Buscalia.
All rights reserved.
See.p. 169, which is an extension of this page.
Library of Congress Cataloging in Publication Data
Buscaglia, Leo F.
Love / Leo Buscaglia. _
p. cm.—(G.K. Hall large print book series)
Reprint. Originally published: Thorofare, N.J. : Slack, c1972.
Includes bibliographical references.
ISBN 0-8161-4511-3 (lg. print)
1. Love. 2. Large type books. I. Title.
[BF575.L8B842 1989]
l58’.2—dc19 88-25170
This book is dedicated to Tulio and Rosa
Buscaglia, my father and mother who were
my best teachers of love, because they never
taught me, they showed me.
This book is also dedicated to all those
who have helped me to continue to grow in
love, and those who will help me tomorrow.
Leo Buscaglia
“To cheat oneself out of love is the most terrible
deception; it is an eternal loss for which there is
no reparation, either in time or in eternity.”
—Kierkegaard
Contents
Introduction
Forward to Love
Love As A Learned Phenomenon
Man Needs To Love And Be Loved
A Question of Definition
Love Knows No Age
Love Has Many Deterrents
To Love Others You Must First Love Yourself
To Love You Must Free Yourself Of Labels
Love Involves Responsibility
Love Recognizes Needs
Love Requires One To Be Strong
Love Offers No Apology
Introduction
In the winter of 1969, an intelligent, sensitive female student of mine committed suicide. She was
from a seemingly fine upper middle class family. Her grades were excellent. She was popular and
sought after. On the particular day in January she drove her car along the cliffs of Pacific Palisades in
Los Angeles, left the motor running, walked to the edge of a deep cliff overlooking the sea and leaped
to her death on the rocks below. She left no note, not a word of explanation. She was only twenty.
I have never been able to forget her eyes; alert, alive, responsive, full of promise. I can even recall
her papers and examinations which I always read with interest. I wrote on one of her papers which
she never received, “A very fine paper. Perceptive, intelligent and sensitive. It indicates your ability
to apply what you have learned to your ‘real’ life. Nice work!” What did I know about her “real”
life?
I often wonder what I would read in her eyes or her papers if I could see them now. But, as with so
many people and situations in our life, we superficially experience them, they pass and can never
again be experienced in the same manner.
I was not blaming myself for her death. I simply wondered what I might have done; if I could have,
even momentarily, helped.
It was this question, more than anything else, that led me, in that year, to start an experimental class. It
was to be an informal group with voluntary attendance, where any student could be present or drop
out at any time, if he so des.
NSHSS Member & Author Rania Kadavil Talks About Publishing Her Book "The Voic...
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In this Q&A slide deck, NSHSS Member Rania Kadavil discusses her inspiration for writing the book "The Voice of Thunder" and the process she went through to get her book published.Analisa benavent bad boys magazine article
This article was witten by Analisa Benavent in the Linguistic class at UNIVERSIDAD LATINA DE PANAMA.
Teacher Ramon Guerra
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Motivational letter.docx
This letter is from a teacher, Mr. Pavan, to the parents of 5th grade students regarding reading the book "The Boy in the Striped Pajamas" in class. Mr. Pavan explains that the book would be an introduction to studying World War 2 the following year. It discusses important themes of history, literature, acceptance of different cultures, and moral lessons. Although the Holocaust is a heavy topic, Mr. Pavan believes the engaging storytelling style would allow students to discuss and learn about this important part of history in a thoughtful way. Parents' input is requested before making a final decision on reading the book, and any concerns are welcomed.
Untitled presentation
Reading experiences can vary greatly between individuals based on their past experiences and the settings and times of their readings. When reading, people often visualize settings and characters based on what is familiar to them from their own lives. Where and when someone reads can also impact their experience, as different environments influence how easily one can engage with a text. Ultimately, there are many reasons why people read, including for pleasure, education, work, and staying informed about popular culture.
Example 1 Student Example Professor C.N. Myers .docx
Example 1
Student Example
Professor C.N. Myers
English 1010-E01
5 May 2009
Don’t Ever Let Someone Tell You That You Can’t Do Something:
A Literacy Narrative
I will never forget learning how to read and write for the very first time. I used to closely
watch my sister do her work for college. Then, I would innocently sit by her and read a book to
mimic her. This memory immediately comes to my head when I think about how I learned to
read. I remember my sister getting me ready for a bath on one warm summer night before my
first day of kindergarten. I told her how excited I was for the next day and asked her, “Will I
learn how to read and count?” She replied with “Yes, you’re going to learn your ABCs and your
123s and everything else.” I went onto to ask her, “But what are ABCs?” She said, “You’ll find
out.” Then, I washed up quickly and continued to get ready for the next day.
Ever since that first day, I would annoyingly show my sister my books and worksheets
and ask her about every word I couldn’t pronounce. She would tell me to just sound them out
instead of telling me every one of them. So I did exactly that. I would patiently sit there every
day and analyze words that I couldn’t say. I broke them down word by word, never giving up. I
would divide the words up by their letters as if they were math problems. I built word upon word
every day. I was fascinated by books series such as Arthur and The Bernstein Bears. I loved
everything about them from the way they felt in my hand to the world that they took me into just
by reading. I also mimicked my brother when he did his reading for school. I loved being
around my siblings and doing everything they did, no matter what it was. So while they were
Example 2
reading to accomplish goals in school, my earliest recollections of reading and writing were
simply for the enjoyment of being closer to the people I loved the most.
As I went through elementary school, I always especially enjoyed reading books and
writing. I used to read books such as Dav Pilkey’s Captain Underpants and Jeff Kinney’s Diary
of a Wimpy Kid. I would read the books then rewrite my own version of a certain chapter
because I thought my version would be more interesting and whimsical. I had composition
books full of my imaginative writings. They also had different cartoon sketches I would make
up. Those books were amazingly colorful due to the fact that I wrote mostly with colored
pencils. I spent months upon months perfecting those composition notebooks that I called books.
Page by page, I would fill them up. I remember also asking my friends for help along the way.
They weren’t as interesting; in fact, they may have thought it was a little silly for me to actually
think my writings were real books. I remember days where I used to get in trouble for writing
those things in school without permission. Books that I read throug ...
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Introsection college
- 1. By Grant C Robinson Introspection of a Course Major: History/Historian.
- 2. What was my Favorite week in the course? To be honest, the first week, I found that my conversations and replies to the other classmate where incredibly enjoyable. It shows how important introductions huh. As well, I was able to rant a little about one of my favorite random stories from latter roman history.
- 3. What was my favorite dissection in the course It was diffidently the second week, its probably just me, but talking about how a person can improve it always s a conversation I enjoy having, if not at the moment, I can look back on it with joy that I hade that conversation in the first place. Understanding how manage time is something that can always be useful, no matter where you are.
- 4. What topic from this course do I hope to learn more about in the future? What I would want to learn more about is just how we learn; the art of learning is what I mean. How we as people learn and process information. From there I would like to teach people to how they can learn, whether it come to school or life.
- 5. What did you learned in this course that you will carry with you beyond this course. The main thing is the notion that learning is not as linear, that it need to adapt to the situation at hand and that it is not as simple as “you are a good reader, or you can listen to someone and remember the subject perfectly.” You need to be able to be able to read, then listen, then watch your information till you can say it back by pure memory.
- 6. I would hope to find myself in a somewhat cramped office, filled with books, items, old or new notions of history, studying the trade routes of ancient Greece one moment and possible assisting in a local museums ancient Roman exhibit, then to find myself taking a trip to the east to see the sights that the world has and to study there history in person, and then to collect whatever I can and to bring all of it back home. Then to tell the stories I have learned to my family, whether that is the one I was born to, or the one I hope to make. If you accomplished all of your goals and dreams, show us what you life would look like. What would you be doing, where would you be and who would be there with you
- 7. To Dana J. Kermanian Thank you for being a wonderful teacher for this subject, and a great intro duction to what Grayson can be like Your student Grant C. Robinson