| | | | | paying attention to their lives and making realistic |
| “Some succeed by what they know, some by | | | | decisions in order to attain their dreams? Or is it the |
| what they do; and few by what they are.” – | | | | power of judgment from the outside world that |
| Ebert Hubbard | | | | influences a young person’s decisions? |
| | | | | In reference to the essay Indian Education, |
| Success really isn’t that easy to define, | | | | written by Sherman Alexie, Sherman had a different |
| especially when it refers to a college student’s | | | | view of academic success. Having lived on an Indian |
| perspective of success. Success means many | | | | Reservation, Sherman’s writings greatly illuminated |
| different things to many different people. Between | | | | how powerful outside influences can impact a |
| ages, culture, finances, and ethnic groups, success can | | | | child’s life. |
| be classified in numerous ways. That being said, a | | | | Early on, a child is learning the most basic and |
| student’s idea of what success truly is will | | | | most complicated forms of values in life. Depending of |
| constantly change throughout his/her life. | | | | the atmosphere they grow up in, a child’s idea of |
| In my own life, I’ve had to fight for my | | | | success becomes formulated and is carried on |
| education. Growing up in a strict religious atmosphere, I | | | | throughout their future. If personal values are not |
| was taken out of school at the age of fourteen and | | | | balanced, or if one value clashes with another, such as |
| had to work in my family’s business in a | | | | the two common beliefs “Seize the moment!” |
| warehouse. For me, academic education had always | | | | and “Don’t jump the gun!” a great conflict |
| been a struggle, so I didn’t allow myself to measure | | | | can disrupt that child’s logic as they become a |
| my success on acquiring degrees. My personal | | | | student. According to William Zinsser in his essay |
| success was determined by the amount of effort I put | | | | College Pressures, he states that “it will be the |
| into whatever I believed in and cared deeply for at the | | | | student’s own business to break the circles on |
| time. | | | | which they are trapped. They are too young to be |
| But how does one achieve one’s own | | | | prisoners of their parents’ dreams and their |
| measure of success? What are the common steps in | | | | classmates’ fears. They mush be jolted into |
| order to succeed? Perhaps the first step would be to | | | | believing in themselves as unique men and women |
| make a list of the values that we hold of great | | | | who have the power to shape their own future.” |
| importance. Then we might get a clearer perspective | | | | So, in conclusion, I believe that it is beneficial for a |
| on what direction we’re driving our lives. | | | | college student to determine who they are and what |
| According to the motivational specialist, Anthony | | | | they truly desire early on in life; otherwise they could |
| Robbins, from his 12th volume of Power Talk: | | | | become lost inside the opinions of others without even |
| Strategies for Lifelong Success, he states: | | | | realizing it. To be a success really depends on |
| “The truth is that even in the information age, | | | | one’s outlook, what one admires and judges. In |
| information is not enough. Action is what unites every | | | | essence success can depend on what you know… |
| great success. Action is what produces results. | | | | or what you do. But most importantly success is in |
| Knowledge is only potential power until it comes into | | | | knowing who you are. |
| the hands of someone who knows how to get himself | | | | L. Starling |
| to take effective action. In fact, the literal definition of | | | | -------------------------------- |
| the word ‘power’ is ‘the ability if act’”. | | | | |
| According to Robbins there are seven basic | | | | Works cited |
| triggering mechanisms that can ensure your success: | | | | Robbins, Anthony. “Power Talk-: Strategies for |
| --------------------------------- | | | | Lifelong Success. Unlimited Power. |
| Trait #1: Passion | | | | Audio Book. October 12th, 2005 |
| Trait #2: Belief | | | | Alexie Sherman. Indian Education, written by Sherman |
| Trait #3: Strategy | | | | Alexie. Patterns for College |
| Trait #4: Clarity of Values | | | | Writing (2004) 126-133. Sept 6th, 2005. October 11th |
| Trait #5: Energy | | | | 2005. |
| Trait #6 Bonding Power | | | | Zinsser William. “College Pressures.” |
| Trait #7 Mastery of Communication | | | | Patterns for College Writing (2004) 447-55. |
| Many others can benefit from Robbins formula, | | | | October 11th 2005. |
| but despite his teachings, there is another factor that | | | | Hubbard Ebert. “Quotations” The Quotation |
| must be considered. Are college students really aware | | | | Station. Posting date unknown. |
| of which direction they are heading? Are students | | | | |