Napoleon Hill’s 17 Principles of Personal Achievement

Lesson 1: Definiteness of Purpose

Definiteness of purpose is the starting point of all achievement. Without a purpose and a plan, people drift aimlessly through life.

Lesson 2: Mastermind Alliance
The Mastermind principle consists of an alliance of two or more minds working in perfect harmony for the attainment of a common definite objective. Success does not come without the cooperation of others.

Lesson 3: Applied Faith
Faith is a state of mind through which your aims, desires, plans and purposes may be translated into their physical or financial equivalent.

Lesson 4: Going the Extra Mile
Going the extra mile is the action of rendering more and better service than that for which you are presently paid. When you go the extra mile, the Law of Compensation comes into play.

Lesson 5: Pleasing Personality
Personality is the sum total of one’s mental, spiritual and physical traits and habits that distinguish one from all others. It is the factor that determines whether one is liked or disliked by others.

Lesson 6: Personal Initiative
Personal initiative is the power that inspires the completion of that which one begins. It is the power that starts all action. No person is free until he learns to do his own thinking and gains the courage to act on his own.

Lesson 7: Positive Mental Attitude
Positive mental attitude is the right mental attitude in all circumstances. Success attracts more success while failure attracts more failure.

Lesson 8: Enthusiasm
Enthusiasm is faith in action. It is the intense emotion known as burning desire. It comes from within, although it radiates outwardly in the expression of one’s voice and countenance.

Lesson 9: Self-Discipline
Self-discipline begins with the mastery of thought. If you do not control your thoughts, you cannot control your needs. Self-discipline calls for a balancing of the emotions of your heart with the reasoning faculty of your head.

Lesson 10: Accurate Thinking
The power of thought is the most dangerous or the most beneficial power available to man, depending on how it is used.

Lesson 11: Controlled Attention
Controlled attention leads to mastery in any type of human endeavor, because it enables one to focus the powers of his mind upon the attainment of a definite objective and to keep it so directed at will.

Lesson 12: Teamwork
Teamwork is harmonious cooperation that is willing, voluntary and free. Whenever the spirit of teamwork is the dominating influence in business or industry, success is inevitable. Harmonious cooperation is a priceless asset that you can acquire in proportion to your giving.

Lesson 13: Adversity & Defeat
Individual success usually is in exact proportion of the scope of the defeat the individual has experienced and mastered. Many so-called failures represent only a temporary defeat that may prove to be a blessing in disguise.

Lesson 14: Creative Vision
Creative vision is developed by the free and fearless use of one’s imagination. It is not a miraculous quality with which one is gifted or is not gifted at birth.

Lesson 15: Health
Sound health begins with a sound health consciousness, just as financial success begins with a prosperity consciousness.

Lesson 16: Budgeting Time & Money
Time and money are precious resources, and few people striving for success ever believe they possess either one in excess.

Lesson 17: Habits
Developing and establishing positive habits leads to peace of mind, health and financial security. You are where you are because of your established habits and thoughts and deeds.

Read Rich Man, Poor Man the story of Napoleon Hill.

college recruiting

COLLEGE RECRUITING

* When narrowing down your schools, have a few schools in each category (dream/reach school, great school, safety/fall-back school), this way you are safe all the way through the process.

* When you e-mail or write a coach about your interest, make sure you include your home address, email, cell number and home phone number, as well as what your cumulative GPA is.  (Be sure to give the most accurate GPA, do not estimate or round up because this will give a false assessment of your academic ability.)

If you decided to take an unofficial visit with your parents on campus or a coach comes to your home, let the player do most of the talking and answer the questions, not the mother or father.  Remember first impressions mean everything!!

* When you play in tournaments where you know there will be a lot of college coaches, make sure that your coach has given the tournament directors the correct numbers and names of the players so the college coaches know who they are evaluating.  You want the college coach to be evaluating you and not someone else because of an incorrect roster.  When you arrive at the tournament check the roster to make sure you are represented properly (jersey number, address, age, year in school, etc….).  It is also a good idea to let coaches know where/when you will be playing.

Be pro-active in finding out about a school, and don’t believe what your friends say or what you read on the Internet.  Your recruiting process will be different from everyone else so don’t follow others lead; it could lead you down a dead end.

When a coach calls you, ask questions to the coach that you think are important and don’t freeze when it comes time to ask them.  Everyone has different dreams and needs and sometimes you go to a place as a freshman and it’s not what you expected.  This often not the coaches fault, but rather the recruits for not doing all their homework on the school.

If you decide to send a coach a highlight video, of you playing, make sure you send an entire game as well.  The perfect video is a short highlight of your ability coupled with a full game tape.  Make sure the video is of high quality and your jersey number is clearly seen.  Make sure you list your number and jersey color on the DVD or VHS tape.

* Make sure to send your player profile (bio sheet) and a cover letter to college coaches so that they can reference your academic and athletic information easily.  Your player profile will allow the coach to determine whether you fit in academically and your cover letter shows that you are proactive and interested in their lacrosse program.

When you are competing in front of college coaches, you are being evaluated on a lot more than how skilled you are as a lacrosse player.  Your attitude, how you treat your teammates, how hard you play and how you adapt to adversity are as equally as important as anything else. Always play hard because you never know who is watching you.

When you decide to take an official visit to a school.  Remember that you are not only evaluating the school you are visiting, but also the coaches, the players and the program.  Also, the current players are evaluating you yourself.  Be a stand up person and carry yourself in a way that is respectful and courteous to those around you.  No matter how good a player you are, if the players and coaches don’t like you, they will stop showing interest in you.

* Remember NCAA D-I, D-II and D-III are all distinctively different when it comes to recruiting rules and procedures.  Make sure to visit the NCAA website (www.ncaa.org) to read up on rules and regulations for each division.

NCAA Division I Men’s Lacrosse Recruiting Calendar

NCAA Division I Men’s Lacrosse Recruiting Calendar

September 1, 2011 – August 3, 2012

(See NCAA Division I Bylaw 30.10.5 for men’s lacrosse calendar formula)

The dates in this calendar reflect the application of Bylaw 30.11 at the time of publication but are subject to change per Constitution 5.2.3.1 or if certain dates (e.g., National Letter of Intent signing dates) are altered.

September 1 through October 31 –Contact/No Lacrosse Evaluation Period

November 1-25 — Contact Period, except November 10-13 — Dead Period

November 26-30 — Dead Period

December 1-23 — Quiet Period

December 24 – January 4 — Dead Period

January 5-19 — Contact/No Lacrosse Evaluation Period

January 20 – February 28 — Quiet Period

March 1 – May 21 — Contact Period

May 22 – 26 — Dead Period

May 26 through August 3 — Contact Period

 

Recruiting Terms:

Contact.  A contact occurs any time a coach has any face-to-face contact with you or your parents off the college’s campus and says more than hello.  A contact also occurs if a coach has any contact with you or your parents at your high school or any location where you are competing or practicing.

Contact period.  During this time, a college coach may have in-person contact with you and/or your parents on or off the college’s campus.  The coach may also watch you play or visit your high school.  You and your parents may visit a college campus and the coach may write and telephone you during this period.

Dead period.  The college coach may not have any in-person contact with you or your parents at any time in the dead period.  The coach may write and telephone you or your parents during this time.

Evaluation.  An evaluation is an activity by a coach to evaluate your academic or athletics ability.  This would include visiting your high school or watching you practice or compete.

Evaluation period.  The college coach may watch you play or visit your high school, but cannot have any in-person conversations with you or your parents off the college’s campus.  You and your parents can visit a college campus during this period.  A coach may write and telephone you or your parents during this time.

Official visit.  Any visit to a college campus by you and your parents paid for by the college.  The college may pay the following expenses:
*Your transportation to and from the college;
*Room and meals (three per day) while you are visiting the college; and
*Reasonable entertainment expenses, including three complimentary admissions to a home athletics   contest.
*Before a college may invite you on an official visit, you will have to provide the college with a copy of your high school transcript (Division I only) and SAT, ACT or PLAN score.

Prospective student-athlete.  You become a “prospective student-athlete” when:
*You start ninth-grade classes; or
*Before your ninth-grade year, a college gives you, your relatives or your friends any financial aid or other benefits that the college does not provide to students generally.

Quiet period.  The college coach may not have any in-person contact with you or your parents off the college’s campus.  The coach may not watch you play or visit your high school during this period.  You and your parents may visit a college campus during this time.  A coach may write or telephone you or your parents during this time.

Unofficial visit.  Any visit by you and your parents to a college campus paid for by you or your parents.  The only expense you may receive from the college is three complimentary admissions to a home athletics contest.  You may make as many unofficial visits as you like and may take those visits at any time.  The only time you cannot talk with a coach during an unofficial visit is during a dead period.

Questions to Ask Potential College Coaches:

Athletics:

1.  What positions will I play on your team?  It is not always obvious.  Most coaches want to be flexible, so you might not receive a definite answer.

2.  What other players may be competing at the same position?  The response could give you an idea of when you can expect to be a starter.

3.  Will I be redshirted my first year?  The school’s policy on redshirting may impact you both athletically and academically.  (D-I)

4.  What expectations do you have for training and conditioning?  This will reveal the institution’s commitment to a training and conditioning program.

5.  How would you best describe your coaching style?  Every coach has a particular style that involves different motivational techniques and discipline.  You need to know if a coach’s teaching style matches your learning style.

6.  When does the head coach’s contract end?  How long does the coach intend to stay?  The answer could be helpful.  Do not make any assumptions about how long a coach will be at a school.  If the coach leaves, does this change your mind about the school/program?

7.  What are preferred, invited and uninvited walk-on situations?  How many do you expect to compete?  How many earn a scholarship?  Situations vary from school to school.

8.  Who else are you recruiting for my position?  Coaches may consider other student-athletes for every position.

9.  Is medical insurance required for my participation?  Is it provided by the college?  You may be required to provide proof of insurance.

10.  If I am seriously injured while competing, who is responsible for my medical expenses?  Different colleges have different policies.

11.  What happens if I want to transfer to another school?  You may not transfer without the permission of your current school’s athletics administration.  Ask how often coaches grant this privilege and ask for an example of a situation in which permission was not granted.

12.  What other factors should I consider when choosing a college?  Be realistic about your athletics ability and the type of athletics experience you would enjoy.  Some student-athletes want to be part of a particular athletics program, even if that means little or no playing time.  Other considerations include coaching staff and style.  Of course, the ideal is to choose a college or university that will provide you with both the educational and athletics opportunities you want.

Academics:

1.  How good is the department in my major?  How many students are in the department?  What credentials do faculty members hold?  What are graduates of the program doing after school?

2.  What percentage of players on scholarship graduate?  The response will suggest the school’s commitment to academics.  You might want to ask two follow-up questions:

(1)  What percentage of incoming students eventually graduate?
(2)  What is the current team’s grade-point average?

3.  What academic support programs are available to student-athletes?  Look for a college that will help you become a better student.

4.  If I have a diagnosed and documented disability, what kind of academic services are available?  Special academic services may help you achieve your academic goals.

5.  How many credit hours should I take in season and out of season?  It is important to determine how many credit hours are required for your degree and what pace you will follow to obtain that degree.

6.  Are there restrictions in scheduling classes around practice?  NCAA rules prevent you from missing class for practice.

7.  Is summer school available?  If I need to take summer school, will it be paid for by the college?  You may need to take summer school to meet academic and/or graduation requirements.

College Life:

1.  What is a typical day for a student-athlete?  The answer will give you a good idea of how much time is spent in class, practice, study and travel.  It also will give you a good indication of what coaches expect.

2.  What are the residence halls like?  The response should give you a hint of how comfortable you would be in your room, in study areas, in community bathrooms and at the laundry facilities.  Also ask about the number of students in a room, co-ed dorms and the rules governing life in the residence halls.

3.  Must student-athletes live on campus?  If “yes,” ask about exceptions.

Connor

All

This final, regular season email was supposed to be another long,

boring 2,000 word treatise on the lax landscape our boys will travel

in the coming years. Snoozefest. Even I’m weary of me! Ha ha. Instead,

lets live a little more in the present. What do wise men say?

Yesterday is history and tomorrows a mystery?

 

Courtesy of Maureen Silverman and approved by Connor and his Dad,

Brent, I have been given permission to share something much more

meaningful. Below is the email Connors Mom sent earlier this week. Dig

a little bit deeper, and the gifts of this great sport will reveal

themselves.

 

We have seen some special things this season. One very special truth

we came away with is this: Moms and Dads, each of you have raised fine

young sons. From the first day of practice to Sundays last game and

everyday in between, your boys have consistently displayed remarkable

character and compassion. As I mentioned in an earlier email, the

coaches have never seen a group of boys who care so much about each

other. By the end of this email the who, what, why, where, when and

how will manifest themselves. Even then, I find it tough to figure out

exactly who’s gift this is.

 

Thank you Maureen and Brent. And thank you Connor for your smile, your

willingness to share and your depth of character to take ownership of

the fact that you have overcome so many obstacles. You are an amazing

person, you are an inspiration and we are blessed that you have come

into our lives.

 

One Love, Rastamon!

 

Coach DC

 

 

 

The 1st time I emailed John, explaining Connor’s auditory processing

issue, the response has been amazing and accepting. The last 8 weeks

have been some of the most important and defining of Connor’s life. He

is a kid that was born so early he wasn’t suppose to live. After 5

months in the NICU, he came home and hasn’t stopped amazing us, or

smiling, since. As his 2nd grade teacher said, “Connor has never had a

bad day.” Of course I like to say it’s his Irish feistiness!

 

Our attitude with Connor has always been to treat him as normally as

possible, and make no exceptions. I never wanted to baby him, or

coddle him. Ok, I did-but that’s not the right thing for him.

 

Fast forward 12 years and he says he wants to play Lacrosse. My

brother is a LAX Coach in Chicago and says, “I don’t know-sometimes

it’s too physical, he may not like it.” My husband doesn’t know

either. But I sign him up and we go up to All Star, I buy all the

gear, and then some-and off he goes.

 

The 1st practice I watch with my heart in my throat. He’s last during

drills. Way last. My eyes start to water. But he gets in the car, and

says, “that was great!” “my Coaches are awesome.”  His sisters tell

him he looks like a Gladiator in his equipment. Suddenly it’s Lacrosse

talk in this house ALL Spring. He starts showing his sisters the

things he is learning. (they play too) ONLY Lacrosse shorts are worn

to school. The backyard now has a bounce back net. At some point

during those weeks, when I looked for him during drills, it took

awhile to find him. Why? Because he was mixed in with the pack. He was

doing it!

 

I drop him a bit early to a practice a few weeks ago, and as he gets

out of the car, there are 6 boys standing there. I’m thinking to

myself, “Are they nice to him?” and then I hear “hey Connor/Hi Connor,

hey Connor let’s pass”. Little do these boys, or their parents know, I

drove away with tears again, and the biggest smile you have ever seen.

 

It’s those things that mean so much when you spend ALOT of time

worried about your son, both academically and socially. And the game

with the Goal, I will remember FOREVER. Even my daughters “got” why I

was so happy.

 

To hear him rave about the coaches and the kids on his team has been

so great. I have a daughter in 5th and last week Blake Lori yells down

the hall, “hey Caroline-your brother Connor is awesome!” How amazing

is that?

 

You all have given him an unbelievable confidence. An unbelievable

sense of team and belonging. I know you guys are going to go on and

coach kids with some great talent. Maybe their parents will be

obsessed with fair playing time, going to the Columbus tournament,

etc. But not us. We know our son is a gift, and the fact he was on

YOUR team was also a gift. And through the years we have met some

people who shock us with their character and compassion. People we

will never forget. You are all now on that list. Please forward this

to the other Coaches and tell them how much they changed a kids life,

and how grateful we are. Thank you SO much for more than just a great

season of LAX.  Maureen