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Quote by John M. Barry

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The Great Influenza: The Story of the Deadliest Pandemic in History

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John M. Barry

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“I’VE BECOME MORE AWARE OF MYSELF. BECAUSE OF THE SITUATION. NOW THAT I KNOW I’M LEAVING, I SEE THINGS DIFFERENTLY. I’VE BEEN AWARE OF LITTLE THINGS THAT I WOULD HAVE MISSED BEFORE. “LIKE WHAT?” LIKE SEEING THE SUN SHINE OFF THE ROOF OF OUR OLD BARN. I SAW THAT THIS MORNING AND STOOD THERE, LOOKING AT IT. I FOUND IT MOVING. IT WAS BEAUTIFUL—IT REALLY WAS. I DON’T USUALLY THINK ABOUT IF A LANDSCAPE IS BEAUTIFUL OR NOT, BUT I COULDN’T CONTROL THIS FEELING. I SAW IT AND RECOGNIZED THAT IT WAS BEAUTIFUL. BUT YOU KNOW WHAT? IT MADE ME SAD. “SAD?” I CAN HEAR HIM TYPING. HE’S TRYING TO DO IT QUIETLY, BUT I CAN HEAR. “WHY?” I DON’T KNOW. I HAVE NO IDEA. “BECAUSE BEAUTY IS FLEETING, MAYBE?” NO, I SAY. IT’S THE OPPOSITE. BEAUTY ISN’T FLEETING. BEAUTY IS ETERNAL. BUT . . . I’M NOT. I’M FLEETING. THAT’S MORE THE POINT. HIS TYPING STOPS ABRUPTLY. “THAT’S QUITE PROFOUND. YOU DO SEEM MORE SELF-AWARE AND INTROSPECTIVE THAN WHEN I FIRST ARRIVED. IT MAKES ME THINK OF BAUdelaire: ‘I CAN BARELY CONCEIVE OF A TYPE OF BEAUTY IN WHICH THERE IS NO MELANCHOLY.’”

Iain Reid
Book:Foe
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“Three individuals were involved: the one running the experiment, the subject of the experiment (a volunteer), and a confederate pretending to be a volunteer. These three people fill three distinct roles: the Experimenter (an authoritative role), the Teacher (a role intended to obey the orders of the Experimenter), and the Learner (the recipient of stimulus from the Teacher). The subject and the actor both drew slips of paper to determine their roles, but unknown to the subject, both slips said "teacher". The actor would always claim to have drawn the slip that read "learner", thus guaranteeing that the subject would always be the "teacher". Next, the "teacher" and "learner" were taken into an adjacent room where the "learner" was strapped into what appeared to be an electric chair. The experimenter told the participants this was to ensure that the "learner" would not escape.[1] The "teacher" and "learner" were then separated into different rooms where they could communicate but not see each other. In one version of the experiment, the confederate was sure to mention to the participant that he had a heart condition.[1] At some point prior to the actual test, the "teacher" was given a sample electric shock from the electroshock generator in order to experience firsthand what the shock that the "learner" would supposedly receive during the experiment would feel like. The "teacher" was then given a list of word pairs that he was to teach the learner. The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to the learner, with the voltage increasing in 15-volt increments for each wrong answer. If correct, the teacher would read the next word pair.[1] The subjects believed that for each wrong answer, the learner was receiving actual shocks. In reality, there were no shocks. After the confederate was separated from the subject, the confederate set up a tape recorder integrated with the electroshock generator, which played prerecorded sounds for each shock level. After a number of voltage-level increases, the actor started to bang on the wall that separated him from the subject. After several times banging on the wall and complaining about his heart condition, all responses by the learner would cease.[1] At this point, many people indicated their desire to stop the experiment and check on the learner. Some test subjects paused at 135 volts and began to question the purpose of the experiment. Most continued after being assured that they would not be held responsible. A few subjects began to laugh nervously or exhibit other signs of extreme stress once they heard the screams of pain coming from the learner.[1] If at any time the subject indicated his desire to halt the experiment, he was given a succession of verbal prods by the experimenter, in this order:[1] Please continue. The experiment requires that you continue. It is absolutely essential that you continue. You have no other choice, you must go on.”

Authority Figures
Author:Wikipedia :-)
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“Life is precious; good friends are not numerous, but their actions are significant. Cherish them. Feel grateful for them. Show them that you appreciate them. And do all this as often as possible. Be grateful for the bad ones too, as they helped you see the good ones for who they were. I am grateful for any friend that has come into my life and proved to be in the bad category, because it helped me to recognize and appreciate the good ones.”

Life LessonsFriendshipGratitudeGratefulAppreciationFriendship QuotesFriendship True And LoyalBad FriendsGood FriendsCherish Each Moment
Book:ADHD: LIFE IS BEAUTIFUL
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“Escribió su nombre y contempló cómo la tinta se secaba poco a poco. El placer de la página en blanco, que al principio siempre olía a misterio y a promesa, se desvaneció por ensalmo. Tan pronto como uno empezaba a colocar las primeras palabras comprobaba que en la escritura, como en la vida, la distancia entre intenciones y resultados iba pareja con la inocencia con que se acometían unas y se aceptaban los otros.”

WritingEscribirEscrituraLettering
Book:El laberinto de los espíritus
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