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5 Hurdles in Life and How to Jump Over Them — Personal Dividends
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Hurdles in Life to Getting What You Want
Hurdles in Life Photo: Steven Aitchison
Every single thing we do in life has a set of hurdles which has to be jumped, climbed, walked around, blown up………you get the picture. Even the simplest of things like making a cup of coffee or tea has a set of hurdles which has to be overcome. In this article we will look at the five main hurdles and how to jump them to get what you want in life.
Hurdle 1 – Knowing what you want
This is possibly one of the biggest hurdles to jump. Speak to anybody at all who is complaining about their job or situation in life and ask them what they really want to do in life and listen……listen to the silence! A lot of people don’t know what they want to do with their lives so they just flounder about doing what they have fallen into. You’ll hear lots of excuses, some of them will be quite convincing, but at the end of the day it’s an excuse.
Jumping hurdle 1
To jump the hurdle of not knowing what you want to do is quite easy. Take time to sit and think about this question in your head. The answers will be slow at first but they will start coming to you. It’s also a good idea to put questions to yourself and lay them on the back of that shelf in your mind until you are ready for the answer. To do this, simply ask your question e.g. What type of job do I really want to have? And then you mentally sit the question on a shelf in your mind and the answers will start coming to you as you go about your day. Periodically ask the question throughout the day.
Hurdle 2 – Making a quick plan
Whenever you do something, whether you know it or not, you will always make a quick plan in your head. Even something as simple as making a cup of coffee, once you have got past the first hurdle of knowing that you want a coffee you make a quick plan e.g. how long will it take, have you got the necessary ingredients, have you got enough milk, have you got time to drink it. This all may sound laborious but you do it every time you do something. Now, with the big things in life you should do the same thing only you are making a conscious plan and hopefully writing it down as the plan unfolds.
Jumping Hurdle 2
On an A4 sheet of paper or in your favourite notebook write at the top of the sheet, START and at the bottom of your sheet your goal.
In-between the two write down everything you think you will need to reach your goal. Just brainstorm this and don’t take any more than 15 minutes. This is a quick exercise and it should not be laboured over. This will be the beginning of a blueprint for your success in life.
Hurdle 3 – Taking the first step
Once you have decided what you want to do then it’s time to take the first step. This can be daunting but it will also be exhilarating. This first step can be any step at all as long as it’s an action and it moves you toward your goal. This can also be tough for some people but it has to be done.
Jumping Hurdle 3
Do absolutely anything to get you going. For example if you know that you want to get another job and you know what type of job it is then start looking around at colleges to get you the qualifications you need to get that job. Send away for a home study pack to get you going, make a call to someone who can help you, do anything as long as it takes you toward your goal and keeps you thinking about it.
Hurdle 4 – Keep on moving
Once you have got going and taken your first step it’s important to keep going with your efforts. It is much easy to change direction when you are moving so keep going and if you feel you are making a wrong turn you can change direction easily as you have momentum.
Jumping Hurdle 4
Use your plan from hurdle 2 and keep going with all the ideas you had to get to where you want to be. I can’t stress enough about the importance of keep moving and keep your goal in mind at all times.
If you don’t think about your goal, your mind is not working on ways for you to get to your goal. As a simple example, imagine you get a bill for your phone charges, you say to yourself I’ll pay that later when I’ve got time. You put the bill in your letter area (mine is in the kitchen on the worktop). You come home later and pick it up and put it to one side again, it’s in your mind and each time you look at it you get a little more stressed about. Then comes the time when you have forgotten about it altogether until you get the red letter. You berate yourself for not having paid if when you received it. This is what it’s like when you have a goal. If you don’t take action straight away the momentum disappears and it slips out of your mind.
Hurdle 5 – Enjoying your success
This might sound a little strange but a lot of people have a hard time to enjoy their success once they have reached a goal. It’s important to recognise your achievements and share it with those close to you.
Jumping Hurdle 5
Treat yourself as soon as you have reached one of your goals. You might think that reaching your goal is enough of a treat. You are not celebrating the fact that you have reached your goal you are celebrating the effort you put in to reach your goal so go out and reward yourself for all the hard work, enjoy it, luxuriate in the thought that you created a thought to reach a goal and you reached it.
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So what can we do to boost our motivation? This formula gives us a few tools to help us complete that task. They’re listed here in the order in which I’ve found them useful:
Break it down. If it’s too big to imagine completing it, break it down: what’s the next thing you can do to progress it? Do that, then rinse and repeat. This is one of the main things I learnt from GTD.
Ensure you can do it. This is all about raising our confidence in whether we can get it done. Remind yourself that you have ability and knowledge to not only do it well, but knock it out the park! If you don’t, either get someone to help you with the task or schedule another task to find out what you need to know. Both these things will raise your confidence and increase your motivation.
Remind yourself why you’re doing it. In other words, raise your perception of the value gained through doing the task. What is the task achieving for your? What good things will happen when it’s done? Remember, the tasks you feel the least like doing are the ones you feel best about having done: there’s value in that in itself. After this, if you still cannot see the value, why are you doing this in the first place?
Reduce distractions. Some distraction is inevitable, but we can work hard to overcome it. This is where I’ve found the pomodoro technique very useful. Change your environment and space to help you concentrate on what you’re doing. Tracking your distractions and intentionally overcoming them can be very effective in helping to get something done.
Raise the bottom. When do you have to do it by? If it’s in six months time, then you’re unlikely to want to bother now. But if the task is going to take six months (such as writing a dissertation, for example), then you will naturally doubt you can do it, and you’re really going to struggle to get started.
Instead, break the task down, and think: “If I’m going to get this done, I have to do this first thing by next week at the latest.” That will raise your confidence level (smaller task) and artificially reduce your deadline, both increasing your motivation.
Do it later. In a week you’ll have less time to get it done, and therefore you’ll be a bit more motivated. I’ve found this is the least effective, as it plays into my natural tendency to procrastinate, but sometimes we have to question why we’re doing this now at all, and get on with the really important tasks.
http://www.slideshare.net/
What is a True Friend?
By: Jennifer Flaten
What is a true friend? A true friend is someone you can count on to laugh with you, cry with you and be there for you through good times and bad. Unfortunately, people do not come with a true friend label; you need to be able to spot the characteristics of a good friend.
Throughout your life, you will encounter many, many people. Some of them will become good buddies and some will become true friends. The difference between a good friend and good buddy is that the friend will be with you for life. Buddies come and go with school, work and neighborhoods, but a true friendship can survive being separated by continents.
It is very disappointing when someone you thought was a friend lets you down. It can be very hurtful when you lose a friendship. You may be sad, lonely and even angry with the "friend" who let you down.
While there is no guarantee that a friendship will last, you can look for several characteristics in a person. If they have the following traits, they are more likely to become your lifelong friend. Luckily, you will be able to tell if a person has these characteristics right away; they are core values that will be apparent in everything a person does.
Characteristics of a True Friend
* Honest and trustworthy: Can they keep a secret? A good friend doesn-t gossip about you. Do they tell they truth? If they lie to you or about you, they are not a true friend. At the same time, however, a true friend will always look out for you. If you ask a friend to keep something that's harmful a secret, like drug use or stealing, they may tell somebody in an attempt to get you help. That's not betrayal, that's caring.
* Good Listener: Do they listen to you or do they only talk about themselves? If you tell them that you don't eat candy, do they remember that?
* Loyal: Do they stick with you even when you are grumpy? Are they still your friend when your sick or out of money? If someone is gossiping about you, will your friend step in and put a stop to it?
* Available: Are they available when you need them? If you need to talk instead of going to the movies, are they willing to sit and talk with you? Will they help you finish your chores so you can go swimming?
* Supportive: A true friend will never make you do something that goes against your moral or religious beliefs. They will not ask you to lie, steal or cheat, or to do drugs or alcohol.
If your friend has these characteristics, you know you have found someone who is a true friend. Be a good friend to this person, and you'll benefit from this friendship for many years to come.
[img[http://www.sentimentalrefugee.com/maze_final_SR.jpg]]
a link to inspirational videos provided by Mr. Conkle.
http://www.ncaa.com/buick/?xid=BuickPaidSearch
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Being Supportive
How to Get Plugged In
First Step- What do you believe in? Are they rational or irrational beliefs? A supportive person will help to sort out beliefs. A supportive person can be a role model for their belief system.
How are beliefs important in making decisions in your life and how can a supportive person help?
Second Step- We need to teach our teens to think through all the facts before making a decision. This applies to all decisions- both large and small. The support role is to show our teens how to consider matters of honesty, integrity, character, work ethic, sexual behavior, substance abuse, vocation, athletics, time, dating, authority, etc. Making a decision based solely on how something "feels" is a dangerous way to live.
How can “getting plugged in” help me make decisions?
Third Step- The supportive person needs to challenge teens to set and manage healthy patterns of thinking by asking them "why" they do what they do. Our goal is to get them to think for themselves in healthy ways.
How can a supportive person know what is going on inside the head of a teenager?
Fourth Step- The supportive person needs to help teens think through the consequences of their decisions by asking them to consider the long- and short-term implications. Teens need to understand the positive and negative consequences of the choices they make. The supportive person needs to help them think through the implications of keeping their word, drinking and driving, sexual activity, honesty, cheating, and the commitment to hard work. Sharing the consequences of decisions, by a supportive person , can go a long way in cementing these lessons into a teen's head and heart.
Can teenagers learn from the experience of others? Give an example:
[[Doc File of Worksheet|https://docs.google.com/open?id=0B38fYnNUlRY5ZDUwM2Q5OTktM2M0Yy00ZWU1LTgwMTMtYzE5ZWE2NGIyOGFi]]
[[Billy Elliot Film Worsheet|https://docs.google.com/open?id=0B38fYnNUlRY5ZmMxYWYzMDEtZWYwOC00MjI5LWIwMjQtMWNhMzY3YzRlOGU0]]
Billy Elliot Movie Discussion Questions:
1. What is the historical setting for the movie.
2. Describe the role that the 1984-85 miners strike played in the film. What was at stake for the miners? Suggested Response: At stake for the miners was not only economic issues such as wages, benefits and job security, but their very way of life. Many of their towns were totally economically dependent on the coal industry and the government wanted to shut the mines down.
3. In the 1984-85 miners strike, why did the British Government oppose the miners so strongly? The British coal industry at the time was very poorly organized and inefficient. Many, if not most, coal mines were losing proposition. The government owned the mines and had to subsidize them. There were other, less polluting and cheaper sources of fuel developing in the North Sea (oil and gas). The cost of subsidizing the coal industry was a drag on the entire British economy.
4. Why was it ironic that Mrs. Wilkinson's husband, who had himself been made "redundant", took the position that the miners should abandon their strike? If the coal miners lost the strike, they too would be made redundant when the unprofitable mines were closed.
5. When Billy was asked "What does it feel like when you dance?" He answered "It sort of feels good. It starts stiff and that but once I get going, then I like forget everything and I sort of disappear. Like I feel a change in my whole body -- like there's fire in my body. I'm just there -- flyin' like a bird -- like electricity, -- yeah, like electricity." Do you get that type of a feeling from anything that you do?
6. What are the similarities between dancers and athletes who play football, baseball, basketball or tennis? What are the differences? Each of them are athletes whose performance demands strength, endurance, and endless hours of practice. The differences are that for dancers the result is art and for other athletes the result is doing well in competitions.
7. If you wanted to be a ballet dancer how do you think your schoolmates would react? Would that reaction be justified? Would you have the courage to tell your friends at school that you were dancing?
8. What would have happened to Billy and what kind of life would he have led, if it had not been for his teacher, Mrs. Wilkinson? Billy might not have found what he loved to do.
9. What was Mrs. Wilkinson's motivation in teaching ballet class? She loved the ballet and wanted to see children enjoy it as well.
10. Why was Mrs. Wilkinson especially interested in teaching ballet to Billy? Every teacher dreams of being the agent for allowing a child to find him or herself.
The film is set during the 1984–1985 UK miners' strike, and centres on the character of 11-year-old Billy Elliot (Jamie Bell), his love of dance and his hope to become a professional ballet dancer. Billy lives with his widowed father Jackie (Gary Lewis), older brother Tony (Jamie Draven), and his invalid Nan (Jean Heywood), who once aspired to be a professional dancer. Both Jackie and Tony are coal miners out on strike.
Jackie takes Billy to the Sports Centre to learn boxing like his father's dad, but Billy struggles and dislikes the sport. He then happens upon a ballet class that is using the gym while their usual basement studio in the Sports Centre is temporarily being used as a soup kitchen for the striking miners. Unknown to Billy's father, he joins the ballet class. When Jackie discovers this after the boxing coach mentions Billy's absence, he forbids Billy to take any more ballet. But, passionate about dancing, Billy secretly continues his lessons with his dance teacher Georgia Wilkinson's (Julie Walters) help.
Georgia believes Billy is talented enough to study at the Royal Ballet School in London, but due to Tony's arrest during a skirmish between police and striking miners, Billy misses the audition. Georgia goes to Billy's house to tell Jackie about the missed opportunity. Jackie and Tony, fearing that Billy will be considered a "poof", are outraged at the prospect of him becoming a professional ballet dancer.
Over Christmas, Billy's best friend, Michael, kisses him on the cheek. Although Billy is not gay, he is supportive of his friend. Later, Jackie sees Billy dancing in the gym and realises his son is truly gifted, and he will do whatever it takes to help Billy realise his dream. Jackie attempts to cross the picket line to pay for Billy's training, but is blocked by Tony. Instead, his fellow miners and the neighbourhood raise money for Billy, and Jackie takes him to London to audition for the Royal Ballet School. Though highly nervous, Billy performs well, but after he punches another boy in an unprovoked attack at the audition, he is sternly rebuked by the review board. However, as a final question, they ask him what it feels like when he's dancing, to which Billy responds, "like electricity." Billy returns home with his father. Sometime later, he receives a letter accepting him to the Royal Ballet School, and he leaves his family to go there.
The film's final scene is set fourteen years later (approximately 1999), when Billy has finally attained his goal: the mature Billy (dancer/actor Adam Cooper) takes the stage to perform the lead in Matthew Bourne's Swan Lake, as Jackie, Tony and Michael watch in the audience.
Tearing Off Labels
Worksheet for the Film “Billy Elliot”
1. Many assumed Billy was gay because he liked dancing. Can you think of an example where you have label someone and it turned out to be wrong? Explain:
2. Have you been wrongly labeled by someone? How did you change that person’s label?
3. How can you resist labeling another person too quickly?
4. What can you do to keep another person from labeling you too soon?
5. Are there things you would like to do but don’t because you are afraid of someone labeling you too soon? Explain:
Try some of these ideas to promote teamwork in your kids while having fun.
Building Blind
Students work in pairs or triads. One student is designated as the “leader”, the other students are the “builders”. The leader has visual access to a simple structure (made of Legos, tinker toys, or similar items), but the builders do not. Each group also has a box of building materials identical to those used to make the hidden structure.
The task is for the team to duplicate this structure under two conditions: the builders cannot see the original structure, and the leader cannot touch the original structure or any of the building materials. The leader must direct his teammates using verbal cues only. This forces the leader to be precise in the directions he gives and forces the builders to use listening skills and follow instructions exactly. A great game for helping kids learn how to work together.
Back Drawing
This game is played in pairs. One student is the “artist” and sits behind their partner. The artist is given a short list of simple items and shapes (i.e. heart, star, face, etc.) that she will then use her finger to trace one at a time onto her partners back. The object is for the partner to identify as many of the shapes as possible. Each drawing can be repeated only one time. This activity forces kids to pay careful attention and use visualization skills.
Blind Obstacle Course
Set up a simple obstacle course that involves items to walk around, step over, and duck under. Students work in pairs. One member of each team is blindfolded and must rely on their partner to direct them through the course. Leaders must give clear, specific directions, and followers must rely solely on their listening skills to gather information about how to navigate the course. Another great activity for promoting teamwork.
Directions, Directions
Students work in groups of 4-6. One person starts, identifying and performing a small task (i.e. “Clap hands three times”). The next person repeats and performs the same tasks, then adds on one of their own (i.e. “Clap hands three time, stick out tongue”). Play continues around the group, with each person performing and adding a new task to the mix. Students who cannot complete the sequence correctly are out until the next round. This game requires students to follow directions, focus, listen carefully, and utilize memory skills.
You may also be interested in Team-Building Games for Teens and Kids and Group and Classroom Icebreakers for more activities like these.
Copyright
Susan Carney
. Contact the author to obtain permission for republication.
Read more at Suite101: Team Building Activities for Teens: Group and Classroom Games to Promote Communication Skills http://www.suite101.com/content/team-building-activities-for-teens-a34157#ixzz1DZkazz11
[img[http://all-silhouettes.com/wp-content/uploads/2010/06/emotional-people-silhuette.jpg]]
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[[Go Here|http://worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=32&link1=31&link2=32]]
[[Main Page for Character Counts|http://charactercounts.org/]]
[img[http://www.kidscharactercounts.org/images/pillars2.jpg]]
[[Read More Here|http://charactercounts.org/pdf/charactercounts_brochure.pdf]] and [[Here|http://charactercounts.org/pdf/charactercounts_brochure-overview.pdf]]
Why teach character?
pdf CC! brochure (pdf, 560K)
pdf CC! overview brochure (pdf, 290K)
A person’s "character" is the summation of his or her habits, attitudes and attributes. Because those qualities are learned, they can also be purposefully taught. And they should be — because good character doesn’t happen automatically, and it’s too important to be left to chance. The effectiveness and well-being of individuals, their organizations and their society depend on it.
Whose job is character education?
It is always primarily a parent’s job to teach a child how to behave and make wise choices, but other institutions and adults working with young people play critical support roles.
Isn’t ethics relative?
No. There are many areas in which we legitimately differ: politics, religion, sexuality, wealth, ethnicity, personality, ambition. But there is such a thing as right and wrong. In word and deed, we have a duty to teach each other, and especially the impressionable young, that honesty is superior to lying, fairness to greed and caring to callousness.
But what values should we teach?
The ethical values that define good character are pretty basic. We can all agree what they are. The trick is to express them using a consistent language so that messages about ethics and character resonate across the community, from the home to the classroom to the playground to the workplace. The good news is there is broad consensus on six words that are not political or religious and neatly summarize our common values. They are called the Six Pillars of Character.
What are the Six Pillars of Character?
1. Trustworthiness
2. Respect
3. Responsibility
4. Fairness
5. Caring
6. Citizenship
You might remember them by their first letters: T.R.R.F.C.C. … Terrific!
More about the Six Pillars »
What is CHARACTER COUNTS!?
CHARACTER COUNTS! was established to promote and teach the Six Pillars of Character. It is today the most widely implemented approach to character education, reaching millions of youth through thousands of affiliated schools, agencies and organizations.
Who is behind it?
The Joseph & Edna Josephson Institute of Ethics — a nonprofit and nonpartisan teaching organization based in Los Angeles, California — established CHARACTER COUNTS! and organized its Coalition in 1993. Many of the country’s leading educational and youth-serving institutions belong to the Coalition, including the YMCA, 4-H, Little League, Boys & Girls Clubs, the NEA and the National Association of Secondary School Principals. The Coalition is guided by an independent, volunteer Leadership Council. Its chairperson is Ron Kinnamon, former assistant national executive director of the YMCA. Michael Josephson, founder of the Institute and the Coalition, serves as president of both without salary.
Where does the funding come from?
Coalition members fund and run their own activities. Programs and projects that are administered by the national office in Los Angeles, California, are financially supported by grants, membership dues, fees for training and consulting services, and sales of videos, books, teaching guides and other creative products. Individuals also support Josephson Institute with tax-deductible donations.
Is CHARACTER COUNTS! political or religious?
Absolutely not. CHARACTER COUNTS! and the Josephson Institute that administers it are strictly nonpartisan and nonsectarian. The people and organizations involved may have diverse views and backgrounds, but they find common purpose in support of character education based on shared ethical values.
Do public officials endorse CHARACTER COUNTS!?
Both Democratic and Republican White Houses have proclaimed CHARACTER COUNTS! Week the third week of October. A bipartisan group of U.S. Senators maintains the Congressional CHARACTER COUNTS! Working Group. And countless mayors and governors have endorsed CHARACTER COUNTS! and its local activities.
Can anyone join the Coalition?
Anyone can be a community advocate for character education and can be a good role model, but membership in the Coalition entails specific commitments. As an alliance of hundreds of organizations, CHARACTER COUNTS! serves as a clearinghouse of programs and publications in the field of values education. Members of the Coalition benefit from this vast resource, as well as from networking opportunities at periodic conferences. More on membership »
What programs and resources does the CC! national office offer?
* CHARACTER COUNTS! Week — Each year in October, schools and communities around the country celebrate good character by holding fun and innovative programs, including art and essay contests, parades and school assemblies. The CC! national office supports these local activities by offering free materials on its website and consultation over the phone. Each year National CHARACTER COUNTS! Week is declared by the U.S. President, both houses of Congress, plus several governors and mayors. Learn more »
* Character Development Seminars are the Coalition’s primary means of training and certifying teachers, community leaders and youth-service professionals to teach effective character-development methods based on the Six Pillars of Character. The seminars also cover how to start CHARACTER COUNTS! programs in schools and communities. Seminars open to the public are held around the country throughout the year. Schools and organizations sometimes host sessions on-site for their own staff. Learn more, see schedule, register »
* In-Service Trainings — The CHARACTER COUNTS! national office offers a variety of training and workshops to support educators and youth-service professionals. In-service training can focus on a specific issue like bullying or special needs, or it can provide a general introduction to a whole school or district. Learn more »
* Support Materials — CHARACTER COUNTS! produces and distributes a variety of resources to help you be a more effective character educator. Lesson plans, books and videos serve as instructional aids while stickers, ribbons and wrist bands help reward and reinforce good behavior. Finally, to ensure the message is pervasive and prominent, schools and community groups often cover the walls with colorful posters and giant banners. Visit secure online catalog »
* Honor Above All — This project’s resource manual and awareness-building materials help schools create a culture that prizes academic integrity.
Learn more »
* Nationwide Youth Ethics Surveys — Every two years, Josephson Institute conducts a survey of thousands of young people and releases a report ("The Report Card on the Ethics of American Youth") that receives wide media coverage. The CC! national office also designs surveys tailored to particular communities or organizations. These can help build a consensus and point the way for character-building programs. Learn more »
[[Character Counts Graphics]]
[[Lesson Plans|http://charactercounts.org/lesson-plans/index.html]]
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[[Some good ideas about running a contest here|http://www.isabellacounty.org/msue/character/forms/essay_guidelines.pdf]]
[[Another contest|http://www.tcoe.org/ERS/FFLInfoPacket2011.pdf]]
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[[A Program for school to Stop Prejudice|http://www.adl.org/education/edu_awod/awod_classroom.asp]]
[img[http://www.animalclipart.net/animal_clipart_images/crab_coloring_page_0515-1004-1906-4101_SMU.jpg]]
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![[Chap. 6 Climbing Out|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YjBmMDFkY2QtMWFiOC00ZmIwLWE1ZDUtM2QwMjUwMjJiNTcw&hl=en&authkey=CIKws4AB]]
[img[http://www.letusdiy.org/uploads/userup/0804/132009212T8.jpg]]
Make a crab origami!
[[Climbing Out Music Video]]
[img[http://2.bp.blogspot.com/_-FJAUS7ouZU/SwC4l478OwI/AAAAAAAAAB4/7cA_2CAXNp0/s400/IMG_0001.jpg]]
[[Sample Lesson Video|http://www.whytrytraining.com/index.php?option=com_content&view=article&id=61:climbing-out-sample-lesson&catid=37:online-training-samples&Itemid=80]]
[[The Tunnel Rats]]
[[Dealing with Peer Pressure]]
[[Good and Bad of Peer Pressure]]
[[Peer Pressure Quiz]]
[[Wikipedia-Peer Pressure]]
[[Peer Pressure]]
[img[http://www.garynorthfield.co.uk/USERIMAGES/peer-pressure-web.jpg]]
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[[A True Friend]]
[img[http://www.thatsvinyl.com/images/ideas/friendship/ATrueFriend.jpg]]
[[Toxic Friends]]
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http://www.adl.org/prejudice/default.asp
[[Free Booklet for Students on Combating Prejudice|http://www.adl.org/prejudice/closethebook.pdf]]
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Creative Problem Solving Activities
These days, there are several complications in our private and professional lives. The old school, repetitive solutions may not work anymore! Lets face it, it's a new age of creativity. The articles below should help you to quite an extent, in finding suitable and creative problem solving activities.
"Rasoi Ghar is a very popular restaurant in a typical Indian Metro. They offer gourmet cuisine from all parts of the world. Each dish made with optimum authenticity, while keeping in mind the taste of their typical clientele. The restaurant saw mind blowing profits for the first 2 years of operation. However, in the 3rd year, it had a change of management. The impact did not show for 6 months. However, post those 6 months, the restaurant viewed a drop in clientele. Employee attrition was on an all time rise, and profits were on an all time low. No matter what they did, which were typical methods used by all restaurants, their situation did not seem to improve."
What would you say, is the answer to the woes faced by Rasoi Ghar? In my opinion, it is in the way they went about solving the problem. They should have found solutions specific to their business, creatively.
In any business, the key to success of any strategic planning activity, is adequate and appropriate problem solving. Each plan, activity or meeting is going to face some or the other issue. There are bound to be hurdles in the way that lead to disturbance in the ultimate scheme of things. As such there are two very important things to remember, firstly, you need to be prepared for untoward incidences, and secondly, you need to have a proper problem solving mechanism in place.
Let us start off with understanding the meaning of "problem solving activities". These are activities that help solve a problem that may come up at any point of time. These activities may be performed prior to the occurrence of the problem, or post it. Nonetheless, they can help reduce the side-effects of the problem.
To that end, one may use several "problem solving tools". Problem solving tools are the processes that help in widening the scope of imagination and looking for the right answers, by asking the right questions. One of the most effective tools in creative problem solving is "Brainstorming". Brainstorming helps bring forth different solutions, perspectives and aspects of the problem. Sometimes brainstorming leads into seeing the unseen gravity of the problem, as well. Isn't it an important tool? In fact, many believe that any kind of problem solving has to be embarked upon by brainstorming. This helps in viewing and reviewing the problem at all angles possible.
Now, let us see a few creative problem solving methods. As per the Osborne Parne's Creative Problem Solving process, the creative problem solving method would contain six logical steps.
1. Creative problem solving activities.
2. Collecting data about the problem, observing the problem as objectively as possible.
3. Examining the various parts of the problem to isolate the major part, stating the problem in an open - ended way.
4. Generating as many ideas as possible, regarding the problem - brainstorming.
5. Choosing the solution that would be most appropriate, developing and selecting criteria to evaluate the alternative solutions.
6. Creating a plan of action.
The Osborne Parne's method is one of the most popularly followed method in creative problem solving. Nonetheless, let us not forget, if it ought to be creative, you can modify the methods. A management should try to make sure that the solution fits the organization. Even if it means that the methods need to be bent a little bit, legitimately, of course!
Other popularly utilized creative problem solving activity, especially for HR and motivation related problems, are team building activities. Team building activities are essential for any organization to ensure smooth implementation of a plan or a policy. An organization is only as strong, as the team spirit of its employees. So Mr. HR, please keep a certain budget intact for specific team building activities. These activities can be good to implement or try out creative problem solving activities. It could work wonders for brainstorming or any idea finding.
The bottom line is that, any management has to be aware that problems and hurdles are inevitable. The best way to find the most optimum solution is to keep your cool because getting flustered has never helped anybody. So stay calm, breathe and don't forget that thinking in the box can, at times, be like thinking out of the box. Explore each solution and view each angle of the problem. This is where I sign off. All the best!
By Rashida Khilawala
[[Creative Thinking Intro|http://virtualsalt.com/crebook1.htm]]
[[Creative Thinking Techniques|http://virtualsalt.com/crebook2.htm]]
~You'll remember the five creative methods we discussed in the Introduction to Creative Thinking: evolution, synthesis, revolution, reapplication, changing direction. Many classic creative thinking techniques make use of one or more of these methods. Note in this section that the goal is to produce a good quantity and a good quality of new ideas and solutions so that the best ones may be chosen. Exactly how those ideas are generated is less important than the ideas themselves. Remember, the goal is more important than the path.
Brainstorming
Alex Osborn, advertising writer of the fifties and sixties, has contributed many very powerful creative thinking techniques. Brainstorming is probably the best known and certainly one of the most powerful. For a fuller treatment, see his book, Applied Imagination.
Brainstorming is an idea generating technique. Its main goals are (1) to break us out of our habit-bound thinking and (2) to produce a set of ideas from which we can choose. (No one wants to have a choice of only one product when buying detergent or cars, so why have a choice of only one solution when working on a problem?)
Basic Guidelines for Brainstorming
Brainstorming is useful for attacking specific (rather than general) problems and where a collection of good, fresh, new ideas (rather than judgment or decision analysis) are needed.
For example, a specific problem like how to mark the content of pipes (water, steam, etc.) would lend itself to brainstorming much better than a general problem like how the educational system can be improved. Note, though, that even general problems can be submitted to brainstorming with success.
Brainstorming can take place either individually or in a group of two to ten, with four to seven being ideal. (Alex Osborn, brainstorming's inventor, recommends an ideal group size of twelve, though this has proven to be a bit unwieldy.) The best results are obtained when the following guidelines are observed:
1. Suspend judgment. This is the most important rule. When ideas are brought forth, no critical comments are allowed. All ideas are written down. Evaluation is to be reserved for later. We have been trained to be so instantly analytic, practical, convergent in our thinking that this step is very difficult to observe, but it is crucial. To create and criticize at the same time is like watering and pouring weed killer onto seedlings at the same time.
2. Think freely. Freewheeling, wild thoughts are fine. Impossible and unthinkable ideas are fine. In fact, in every session, there should be several ideas so bizarre that they make the group laugh. Remember that practical ideas very often come from silly, impractical, impossible ones. By permitting yourself to think outside the boundaries of ordinary, normal thought, brilliant new solutions can arise. Some "wild" ideas turn out to be practical, too.
For example, when the subway was being dug under Victoria station in London, water began seeping in. What are the ways to remedy this? Pumps, steel or concrete liners? The solution: freeze it. Horizontal holes were drilled into the wet soil and liquid nitrogen was pumped in, freezing the water until the tunnel could be dug and cemented.
We've already talked about gold plating electrical contacts. In another example, it's a fact that electric generators can produce more power if the windings can be kept cool. How would you cool them? Fans, air conditioned rooms? How about a wild idea? Make the electric windings out of copper pipe instead of wire and pump helium through them. That is what's actually done in some plants, doubling the output of the generators.
3. Tag on. Improve, modify, build on the ideas of others. What's good about the idea just suggested? How can it be made to work? What changes would make it better or even wilder? This is sometimes called piggybacking, hitchhiking, or ping ponging. Use another's idea as stimulation for your own improvement or variation. As we noted earlier, changing just one aspect of an unworkable solution can sometimes make it a great solution.
Example problem: How can we get more students at our school? Brainstorm idea: Pay them to come here. That sounds unworkable, but what about modifying it? Pay them with something other than money--like an emotional, spiritual, or intellectual reward or even a practical value-added reward like better networking or job contacts?
4. Quantity of ideas is important. Concentrate on generating a large stock of ideas so that later on they can be sifted through. There are two reasons for desiring a large quantity. First, the obvious, usual, stale, unworkable ideas seem to come to mind first, so that the first, say, 20 or 25 ideas are probably not going to be fresh and creative. Second, the larger your list of possibilities, the more you will have to choose from, adapt, or combine. Some brainstormers aim for a fixed number, like 50 or 100 ideas before quitting the session.
Practical Methodology
1. Choose a recorder. Someone must be put in charge of writing down all the ideas. Preferably, the ideas should be written on a board or butcher papered walls so that the whole brainstorming group can see them. Lacking this, ideas should be put down on paper. In an ideal session, the recorder should be a non participant in the brainstorming session, since it's hard to be thoughtful and creative and write down everything at the same time. But in small sessions, the recorder is usually a participant, too.
For a one-person brainstorming session, using an idea map on a large piece of paper is useful. Butcher paper on the walls is good, too. (Large writing helps keep your ideas in front of you. In fact, some people have said that using 11 by 17 inch paper instead of 8.5 by 11 inch increases their creativity. Why not try it?)
2. Organize the chaos. For groups of more than three or four, have a moderator to choose who will offer an idea next, so that several people don't speak at once. The moderator should prefer those with ideas that tag onto previous ideas, then those with new ideas. If necessary the moderator will also remind members of the group not to inject evaluation into the session (in case a member tsks, sneers, says, "Oh, come on," and so forth).
3. Keep the session relaxed and playful. The creative juices flow best when participants are relaxed and enjoying themselves and feeling free to be silly or playful. Eat popcorn or pizza or ice cream or make paper airplanes or doodles while you work, even if the problem itself is deadly serious like cancer or child abuse. Don't keep reminding everyone that "this is a serious problem" or "that was a tasteless joke."
As an aid to relaxation and a stimulation to creativity, it is often useful to begin with a ten-minute warm-up session, where an imaginary problem is tackled. Thinking about the imaginary problem loosens people up and puts them into a playful mood. Then the real problem at hand can be turned to. Some imaginary problem topics might include these:
* how to heat a house more efficiently
* how to light a house with a single light bulb
* how to improve your travel from home to work
* inventing a new game for the Olympics
* how to improve institutional food without increasing its cost
4. Limit the session. A typical session should be limited to about fifteen or twenty minutes. Longer than that tends to become dragging. You should probably not go beyond thirty minutes, though thirty is the "ideal" length recommended by Alex Osborn.
5. Make copies. After the session, neaten up the list and make copies for each member of the session. No attempt should be made to put the list in any particular order.
6. Add and evaluate. The next day (not the same day) the group should meet again. First, ideas thought of since the previous session should be shared (entered on the photocopied lists). Then the group should evaluate each of the ideas and develop the most promising ones for practical application.
During the evaluation session, wild ideas are converted to practical ones or used to suggest realistic solutions. The emphasis is now on analysis and real world issues. Some brainstormers divide the ideas found to be useful into three lists:
A. Ideas of immediate usefulness. These are the ideas you will be able to use right now.
B. Areas for further exploration. These are ideas that need to be researched, followed up, thought about, discussed more fully, and so on.
C. New approaches to the problem. These are ideas that suggest new ways of looking at the situation.
Note here that evaluation does not take place on the same day as the brainstorming session. This fact keeps the idea session looser (no fear that evaluation is coming soon) and allows incubation time for more ideas and time for thinking about the ones suggested.
Variations
1. Stop and Go. For stop and go brainstorming, ideas are generated for three to five minutes. Then the group is silent (and thinking) for three to five minutes. Then ideas are given out for another three to five. This pattern alternates for the entire session.
2. Sequencing. In this technique, the moderator goes in order from one member of the group to the next in turn or sequence. Each member gives whatever ideas he then has, and they are written down. If a member has no ideas, he just says, "Pass," and the next member responds. This movement in turn or around the table continues throughout the session. (Sequencing has been said to nearly double the number of ideas generated in a brainstorming session.)
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Try It Yourself
Brainstorming. Choose one of the following problems for a brainstorming session. Generate at least 35 ideas for solving the problem. Then distill this list into at least three practical, effective ideas.
1. A new snack food
2. How to keep rowdy children quiet on a schoolbus
3. How to get more tourists into the United States
4. How compatible people can meet each other for romance
5. How to reduce hospital costs
6. How to reduce airport congestion and delays
7. A name for a new laundry detergent
8. How to keep your car keys safe at the beach
9. A new toy
10. A new electronic consumer product
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Idea Generating Questions
Asking questions to stimulate curiosity and creativity has proven helpful for all kinds of endeavors, whether problem solving, product development, inventing, or communication. A written list of mind-stimulating questions is useful because it reminds us of approaches and possibilities that we otherwise would not have in mind. Yes, it is sometimes possible to be creative in a thorough and even orderly way.
The Journalistic Six
These are the six key questions that journalism students are taught to answer somewhere in their news articles to make sure that they have covered the whole story. For creative thinkers, these questions stimulate thinking about the idea in question and allow approaches to it from various angles.
1. Who? (Actor or Agent) Who is involved? What are the people aspects of the problem? Who did it, will do it? Who uses it, wants it? Who will benefit, will be injured, will be included, will be excluded?
2. What? (Act) What should happen? What is it? What was done, ought to be done, was not done? What will be done if X happens? What went or could go wrong? What resulted in success?
3. When? (Time or Timing) When will, did, should this occur or be performed? Can it be hurried or delayed? Is a sooner or later time be preferable? When should the time be if X happens?
4. Where? (Scene or Source) Where did, will, should this occur or be performed? Where else is a possibility? Where else did the same thing happen, should the same thing happen? Are other places affected, endangered, protected, aided by this location? Effect of this location on actors, actions?
5. Why? (Purpose) Why was or is this done, avoided, permitted? Why should it be done, avoided, permitted? Why did or should actor do it? Different for another actor, act, time, place? Why that particular action, rule, idea, solution, problem, disaster, and not another? Why that actor, time, location, and not another?
6. How? (Agency or Method) How was it, could it be, should it be done, prevented, destroyed, made, improved, altered? How can it be described, understood? How did beginning lead to conclusion?
Historical Examination
These questions are especially useful for generating ideas for improving something (the evolutionary approach), but they also help to break thinking out of the evolutionary mode and put it into the revolutionary mode by returning the thinker to the origin and purpose of the idea or solution. By returning to the roots of the problem, a new vision can be created.
1. Essence. What is it? object, concept? What is it made of? What is its real, elementary nature? What are its parts? What is it like, unlike? (Similes and metaphors help in understanding abstractions). What is it related to? What are its various kinds, facets, shades? What is it a part of? Which part of it is unusual or outstanding? In what forms does it appear? Is it typical or atypical of its kind? What is it not? What is it opposed to? How is it different? What makes it different?
2. Origin. Where did it come from? How was it made or conceived or developed? What caused it? If an idea, how did it arise? Are its origins meaningful now? What makes it spread or multiply or gain adherents? What was the reason behind it? Is the reason still valid or useful? Why? Why not? Is it still needed? What influences it? Does it change? Can it, should it be changed, strengthened, eliminated? What could have prevented, delayed, encouraged it?
3. Purpose. What does it do? How does it work? What is its purpose? Is the purpose fulfilled? Better than by its predecessor? Can it, should it be improved? Is it helpful or harmful in intent? What are its implications; what does it lead to? Does it have obvious or hidden consequences? Does it have more than one purpose? What are its immediate effects and its long-term effects? Is its actual function the same as the original purpose intended by its originator? Can it be put to other uses?
4. Import. What is its overall significance? What is its significance to man, environment, civilization, happiness, virtue, safety, comfort, etc.? How is it important? Is it a key element in life, civilization, local area, one man's existence? Is it necessary? Is it desirable?
5. Reputation. What do you think about it? What are your underlying assumptions? What do others think about it? Do you find consensus, division? Is it good, bad, helpful, harmful in fact or in the opinion of others? Can you resolve any differences between truth and opinion, intent, and actuality, pro and con members? What weaknesses are commonly identified? Are there obvious areas of desired change or improvement or elimination?
Blocking and Block Busting
Many people complain of not being creative when in fact their creativity has merely been blocked. Once the blocks are removed, nearly everyone can exercise a high degree of creativity. Several techniques exist which will help remove the usual blocks to creativity, but before we discuss these, we should say a few words about the blocks themselves.
Sources of Blocking
1. Functional Fixation. As we mentioned earlier, functional fixation arises when someone is unable to see beyond the historical or accepted use for an item, often identified by its name or label. Thus, for example, a screwdriver is a tool for tightening or loosening screws, just as its name says. A person suffering from functional fixation would be unable to see any other uses for the item. But, of course, a screwdriver can also be used as a paint can opener, an ice pick, a plumb bob, a paper weight, and so on.
Similarly, to see a length of water pipe and to think only of water pipe may block your thinking if you are need of pry bar, a blow gun, a plant prop, a flag pole, a fishing rod, a measuring stick, or something else that the pipe might serve for.
An interesting example of how people are almost by nature functionally fixated comes from an experiment. Several people were placed in a room where a short length of pipe containing a ping pong ball was anchored in the floor. The task of the people was to remove the ball from the pipe without damaging either. Several sets of people were given this same task. For some of the sets, a bucket of water was placed on the floor. When this was the case, over 80 percent of the groups solved the problem by pouring water into the pipe and floating the ball out. For some of the other sets, a pitcher of ice water and some drinking glasses were placed on a table in the room. When this was the case, fewer than 40 percent of the groups solved the problem by using the water in the pitcher. The pitcher of water and the drinking glasses so fixated them on the idea of refreshment, that they could not see beyond the ostensible purpose of the pitcher to its use as a solution to their problem.
Block Busting Techniques
1. Uses For. This is a simple technique that can be used for mental stimulation or practical application, depending on what you have in mind at the time. It is an excellent tool for breaking you out of a functionally fixated mindset. To use this technique, think of an item or object, usually a common one like a brick, toothpick, pencil, or bucket, and set the task of thinking of all the possible uses for that object, without regard to what the object is normally used for, what it is named, or how it is usually thought of.
Sometimes a time limit, like three to five minutes, is given. Other times a quantity limit, like 25 to 100 is given. All the techniques of idea generation are used, from checklist to attribute analysis to random stimulation.
For example: What are the possible uses for a brick?
Ideas: doorstop, boat anchor, build a wall, build a walk, ballast, sanding block, powder and make dye, put on white background and make a sign (red letters), nut cracker, shoes, straightedge, red chalk, stop signal (use something green like a cucumber for go), heat reservoir, leaf press, paper weight, step stool, target for shooting, children's toys, scale weight standard, distance standard, definition of red, water holder (soaked), tamper, pattern maker (in soft material), pendulum weight, bell clapper, roofing material (crushed)
Another example: What are the possible uses for a steak knife?
Ideas: hot pad, planter stick or prop, hole digger, popsicle stick, bubble wand (through hole in handle), flipping tool or spring, hammer, gun sight, fishing weight/float, compass (magnetize the steel), plumb bob, drill, can opener, carving tool, electrical (knife) switch or other electrical conductor use, awl, measuring device (two knives long and three knives wide), shim, design maker in wet plaster (serrated edge), writing instrument (dip in ink), all cutting and chopping uses, guitar pick, branding or soldering device (get red hot first), ice climbing aid (hook or glue to boots with part of blade down into ground)
______________________________________________________________________
Try It Yourself
Uses For. Choose one of the items below and think of at least 25 original uses for it. (That is, you cannot list things that the item is already used for.) The uses can be fanciful, but should at least approach practicality. Describe each use in a sentence or two.
Example: Uses for a steak knife.
1. Drill a hole in the tip and use it as a "knife switch" to turn electricity on and off.
2. Use the wood or plastic handles of two or three to make a hot pad for serving casseroles or soup in hot containers.
3. Use it to measure a spot for a new sofa, so when you go to the store you will know how many "steak knife units" long your new sofa can be.
4. Use it to drill holes in plasterboard walls.
a cardboard box a towel
a nail a sheet of paper
a spoon a fan
a roll of adding machine paper a ball point pen
the yellow pages an inner tube
a candle three feet of Scotch tape
popsicle sticks a plastic drinking glass
a toothpick a marble
old newspapers ball bearings that aren't round
worn out automobile tires non-returnable soda bottles
tons of broken rubber bands) pencils
Versa Tarp. You have been hired by Acme Manufacturing to write an advertising brochure for its new product, Versa Tarp. The product is an 8 by 10 foot plastic tarp with the usual spaced grommets and reinforcing. (You can see tarps like this at most hardware stores.) In the brochure, Acme wants you to list as many good, practical uses for this tarp as you can, to show just how versatile it is. List at least 25 practical uses, with explanations if necessary. Drawings would be good, too.
Hole Punch. Redwood Mills, Incorporated is a manufacturer of paper. A principal product of theirs is three-hole punch notebook paper for schools. A byproduct of making this paper is tons and tons of punched paper holes. You have been hired to suggest as many uses for these punched pieces of paper as possible. Be imaginative and practical. Think of at least 25 uses.
Steamer. The Heiss manufacturing company of Germany has been making a steam-producing home appliance, designed to be used to steam milk in the making of cappuccino. Unfortunately for the company, its competitors now incorporate a steam maker right into the cappuccino maker, so that a steamer-only design no longer sells. You have been hired by a liquidator company that has acquired 40,000 of these steamers to write an advertising brochure, describing as many practical uses for this steamer as you can. Your basic task is to think of what steam can be used for. Describe at least 25 good uses, with any necessary explanations or drawings.
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2. Improvements to. "Improvements to" is the counterpart of "uses for." Whereas "uses for" concentrates on using a given item, often unchanged, for multiple purposes different from the item's original purpose, the "improvements to" technique focuses on altering an item to enhance its original, given purpose. The item in question can be any of several kinds and is not limited to objects.
A. Objects. The first and most obvious "thing" to improve is an object, usually something common that most people would never think of changing. The classic, textbook example item is the coffee cup. Suggested improvements have included things like
* multiple handles
* anti skid
* anti tip over
* anti spill (lids)
* built-in heater
* decorations
* wheels
* tea bag holder on side
* insulated
* self brewing
* self cleaning
and so forth. The improvements ideally should move away from obvious bolt-on things, however. For example, in the problem, "Think of several ways to improve books," the first things that come to mind might be the addition or repair ones like
* better binding
* lighter weight
* lower cost
* clearer type
* more color pictures
* better indexes
but we might also think about more imaginative improvements like
* books that read themselves (talk to you)
* books with three dimensional pictures
* books with multiple reading paths
* books that explain their hard parts (better glosses?)
* books that project on the wall so you don't have to hold them
B. Places, Institutions, Things. In addition to the object, a second kind of thing that improvements for can be applied to is a place, institution, or thing. For example, list ten ways to improve a college, or a marriage, or a shopping mall, or the local church, or the road system, or communications channels (telephone, TV, radio). Improvements to these areas require more thoughtful and elaborate proposals, often involving improvements in attitudes, beliefs, behavior, relationships, or other non-tangible things, as well as changes in physical technology. A piece of wood and a tube of glue are no longer sufficient to effect improvement.
C. Ideas. A third area of improvement is even more removed from wood and glue: the improvement of ideas or abstractions. How can we improve art or the writing of history or the application of personal values to our actions?
In all of these cases, problem exploration (an exploration and articulation of needs) is usually the first step. What is there about a coffee cup that is deficient or that could be made better? What about shopping malls do you (and most people) dislike? How is the bulk of recorded or taught history insufficient or imperfect--what keeps it from being described as excellent?
Again, remember the constructive discontent philosophy. The coffee cup, the local church, the college, art, all may be really good and suitable and "satisfactory" in what they do; to look for ways to improve them should not imply condemnation or rejection. This "either it's fine or it's bad" attitude often gets in the way of thinking calmly about improvements. In personal relationships, romantic or supervisor/employee, in techniques and policies, whenever someone suggests an improvement, the typical response is, "So what's so terrible about it now?" Be sensitive, therefore, to the ego needs of the human element involved in improving things. Don't rush into the cafeteria and declare that you are there to make the putrid food edible at last--think of the people who make it now. Don't rush up to your boss and declare that you are about to reveal why his management style stinks. Don't call your best friend and offer to reform her disgusting and selfish personality.
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Try It Yourself
Improvements To. Choose one of the following and think of at least ten practical ways it can be improved. Describe each improvement in a sentence or two (why is it an improvement?) and supply any needed drawings.
pencil calculator spoon
paper postal system tires
lighting in a room desk controlling a car
museums dating spelling rules
court system telephone ball-point pen
textbook hamburgers telephone book
flashlight bicycle postage stamp
hair dryer bus window shades
You will probably want to submit drawings with this project to show what your improvements will look like.
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An Idea List of Ways to Improve Something
* Simplify--remove complexity
* Apply to new use
* Automate
* Reduce Cost
* Make easier to use, understand
* Reduce fear to own, use
* Make safer
* Give more performance, capacity
* Make faster, less waiting
* Provide more durability, reliability
* Give better appearance
* Create more acceptance by others
* Add features, functions
* Integrate functions
* Make more flexible, versatile
* Make lighter weight--or heavier
* Make smaller--or larger
* Make more powerful
* Reduce or eliminate drawbacks, bad side effects
* Make more elegant
* Give better shape, design, style
* Provide better sensory appeal (taste, feel, look, smell, sound)
* Provide better psychological appeal (understandable, acceptable)
* Provide better emotional appeal (happy, warm, satisfying, enjoyable, fun, likable, "neat")
* Aim toward ideal rather than immediate goals
* Give larger capacity
* Make portable
* Make self-cleaning, easy to clean
* Make more accurate
* Make quieter
Note: Remember that some of the major problems in modern living are too much noise, too much information, too many decisions, too much complexity, together with a general lack of quality and reliability. Intelligent addressing of these problems in connection with your idea should produce welcome improvements to it.
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3. What-Iffing. A major block to creativity for many of us is the mind's fierce grasp on reality. This very factor that keeps us sane also keeps us from thinking beyond what we know to be true. What-iffing is a tool for releasing the mind, for delivering us from being blocked by reality.
In its simplest form, what-iffing involves describing an imagined action or solution and then examining the probable associated facts, consequences, or events. Instead of quickly saying, "That sounds dumb," or "That would never work," and leaving our criticism vague, we trace as exactly as our reasonable minds can generate the specific implications or consequences of the newly imagined fact.
For example, what if automobiles were all owned by the government and everybody had a key and could use any car that was handy? Consequences: Parking lot size could be reduced. There would probably be more car pooling with strangers. If cars were maintained by the government, too, some would be in better shape than now, but others would be in worse shape--no pride in personal ownership. On sunny days cars would be plentiful, but on rainy days, you might get stuck at the shopping center. Cars that broke down would be abandoned. You couldn't lock things in your car. You'd never know if the car you drove to a location (like the movie theater at night) would be there when you got out.
Another example might be to ask, "What if we do nothing about the problem?" Then seek as accurately as possible the consequences.
On another level, what-iffing allows us to create a completely new reality, to establish a new chain of being or relationships, to change the unchangeable in hope of generating a new perspective on a problem or a new idea.
For example: What if rocks were soft? We could put big ones in our houses like pillows to lean on in the living room. We could use them like "medicine balls" to toss to each other for exercise. We could line roads with piles of rocks to keep cars from damage when control was lost on dangerous corners. We could jump off high buildings onto rock piles. Crushed rock pits could be used to jump into by athletes. On the other hand, rock grinding wheels wouldn't work anymore. Concrete, made of rock, would be soft. A cinderblock cell would be a padded cell.
Another example: What if we could see odors? You'd know the source of the bad smell in the kitchen--a plant, garbage disposal, wastebasket, old food in the refrigerator. You could see the perfume as it wafted off the girl wearing it--a visible "come on." Since we can see farther than we can smell, you could see who had an orange or banana or Limburger cheese sandwich in his lunch bag from across the room. Visible odors could be socially embarrassing in ways not necessary to detail.
Whether or not the "seeing odors" thought suggests the invention of an odor detecting device, a super sniffer like the ones used by the U.S. military to sniff out enemy soldiers, a main benefit of practicing what-iffing is to train the mind to explore unreality or imagined reality, to think about, for a few minutes, the necessary, logical consequences or facts needed to support such a change in real things. Too often when someone gets a new idea, little attempt is made to think about its logical consequences for a few minutes.
For example, we have heard some people say that the United States should legalize drugs like cocaine because then the pushers and organized crime couldn't make money and would stop pushing them and the drug problem would go away. Okay, what if drugs were legal? Would they be legal for everyone, even children? Well, no, you'd have to be 18 to buy them. But then wouldn't the pushers concentrate on selling drugs to those under 18 instead of to adults, which would be a worse situation than we have now? Or, would adults stop using cocaine if it were legal and cheap? Or would it be legal and expensive? And so on.
As I said, too often we simply stop thinking altogether when something contrary to fact comes across our minds or else we think about it in the most illogical and impractical way. When we ask, "What if the sky were green?" the response we tend to get, either from others or from ourselves, is, "Well, the sky isn't green, so why think about it?" But if nothing else, thinking about it is good practice at logical thinking.
In more practical terms, though, thinking about what does not exist is about the only way we have of eventually making it exist. In other words, the first step to implementing a new reality is to imagine it.
Notice when you mention a "what if" to your friends, their reaction will probably be to laugh and change the subject, or to laugh and suggest one funny consequence. There is little attempt to trace probable consequences thoroughly, to outline a full set of associated realities. By not doing so, we are in danger of cutting off many new ideas.
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Try It Yourself
What If. Choose one of the questions below and then trace the reasonable and logical consequences that would follow. You might be sure to think of both good and bad (and perhaps indifferent) consequences. List or describe (in a sentence or two each) at least ten consequences.
1. What if anyone could set up as a doctor?
2. What if each home could run the television only one hour a day?
3. What if a citizen could serve only one term in one office during a lifetime?
4. What if gasoline grew on trees and was a renewable resource?
5. What if exams and grades were abolished in college?
6. What if our pets could talk?
7. What if gasoline cost $25 a gallon?
8. What if we never had to sleep?
9. What if we could read other people's minds (and they could read ours)?
10. What if all marriages were automatically cancelled by the state every three years?
11. What if everybody looked almost exactly alike?
12. What if clocks and watches didn't exist and daylight lasted six months?
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4. Attribute Analysis. Attribute analysis is the process of breaking down a problem, idea, or thing into attributes or component parts and then thinking about the attributes rather than the thing itself.
For example, let's say you work for a ball bearing manufacturer and you discover that a flaw in one of the machines has caused the production of 800 million slightly out-of-round ball bearings. You could ask, "What can I do with 800 million slightly out-of-round ball bearings?" and, of course, a few things come to mind, like sling shot ammo and kid's marbles. But you could also break the ball bearings down into attributes, such as roundish, heavy, metal, smooth, shiny, hard, magnetizable. Then you could ask, "What can I do with 800 million heavy things?" or "What can I do with 800 million shiny things?"
Further, you can focus on each identified attribute and ask questions about it, like this:
What can heavy things be used for? paperweights, ship ballast, podium anchors, tree stands, scale weights, and so on
What can be done with metal things? conduct electricity, magnetize them, melt them, make tools with them
To solve the problem of poverty, ask, what are the attributes of poverty
Some answers: people, crime, lack of food, lack of goods, large families, psychological lacks, low self esteem, welfare, lack of jobs, lack of job skills, lack of value-rich upbringing, lack of education, lack of motivation, poor economic judgment (poor buying skills), poor quality housing, poor quality transportation.
Then, each of these attributes can be addressed, either directly, or through further attribute analysis. For example, take "poor economic judgment." What are the attributes of that?
Some possibilities: buying low quality items, buying smaller packages at higher price per ounce, wasteful spending habits, tendency to "blow a wad" on payday, inefficient food buying (expensive rather than quantity or health considerations), lack of market competition (and hence higher prices), lack of ability to budget, tendency to use money for non food items like alcohol, inability to calculate price per ounce, etc. to determine greatest economy
Discovering attributes can be aided by the use of checklists. For example:
Physical: color, weight, material, speed, odor, size, structure, taste
Psychological: appearance, symbolism, emotive ("happy smell of detergent")
Functional: intended uses, applications, how it does what it does
People: who's involved
Miscellaneous: cost, reputation, origin, class it belongs to, definition
Attribute analysis is sometimes described as a smashing technique, because it smashes our fixed and frozen collection of thoughts about a problem or idea. Notice that this is accomplished by refocusing onto something belonging to the problem but more general or abstract or more specific and concrete. Often, attribute analysis is another way of recognizing that a given problem is really a collection of interrelated smaller problems. And often it is a way of perceiving the variables that make up a situation or thing in a way that allows us to change one or more and improve the whole thing.
Example problem: How can we read and remember better? First, what are the attributes of reading and remembering?
Possibilities: books, repetition, visualization, understanding (comprehension), quantity of material and number of details, length of time desired to remember (short or long or permanent)
What are the attributes of visualization? ... Solution: draw pictures of what you read.
What are the attributes of understanding? ... Simplify text by rewriting it or summaries of it into your own words
Another problem: What are the uses for a yellow pencil? What are the attributes?
Possibilities: yellow paint, hexagonal, pointed, rubber end, metal ring, wood, graphite rod, long and stick-like shape
What are the attributes of wood? burns, floats, electrical insulator, nailable, paintable, gluable, structural component, soaks up liquid slowly, can be sanded or carved
~5. Morphological Analysis. Morphological analysis builds upon attribute analysis by generating alternatives for each attribute, thereby producing new possibilities.
The rules are simple:
A. List the attributes of the problem, object, or situation as you would in a standard attribute analysis.
B. Under each attribute, list all the alternatives you can think of.
C. Choose an alternative from each column at random and assemble the choices into a possibility for a new idea. Repeat the choosing and assembly many times.
Example problem: Develop a better bandaid.
What are the current attributes of a bandaid? In the table below the attributes are listed in the first row and alternates are listed under each attribute:
stick on flesh colored plastic rectangular gauzed
magnetic red or green cloth round medicated
tie on flower pattern paper triangular cellulose
glue on transparent Tyvek octagon sawdust
paint on black metal square plastishred
velcro words (ouch) wood trapezoid plastic
clamp on stripes rubber animals cotton
Example problem: Improve the textbook
What are the current attributes of a textbook?
size/shape binding cover pages type pictures
small perfect hardback large Roman photos
large sewn paper small varied drawings
long spiral plastic glossy color color
round left none thick highlighted holograms
micro top thin large vertical U-draw
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Try It Yourself
Morphological Analysis. Use morphological analysis to improve or solve one of the following. List at least six attributes and at least six alternatives for each. Then choose one set that forms a practical, useful improvement.
* improve a bus
* improve a telephone
* solve flat tires
* improve a chair
* solve the problem of low participation in recycling efforts
* improve a shoe
* improve the game of basketball
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6. Manipulative Verbs. Taking a hint from Osborn's questions above, some creative thinkers have asked, Why not use a large list of action verbs to stimulate creative thinking? And that is just what manipulative verbs are all about. The list could be very long; here we have just a few. You can make your own list if you like. Choose one of the verbs and think about how it can be applied to your idea or problem.
For example: The problem is to improve a table. The verb is inflate. What does that suggest? Make the table larger, floating, made of inflated vinyl, thick top and legs, high price to cater to upscale consumers, air vents in table to blow out cool or heated air or to suck in smoke from cigarettes. And so on. Here are a few verbs to begin with:
freeze crush rotate
heat bend transpose
melt paint display
loosen stretch submerge
twist repeat automate
7. Reversal. The reversal method for examining a problem or generating new ideas takes a situation as it is and turns it around, inside out, backwards, or upside down. A given situation can be "reversed" in several ways; there is no one formulaic way.
For example, the situation, "a teacher instructing students" could be reversed as
* students instructing the teacher
* the teacher uninstructing students
* students instructing themselves
* students instructing each other
* teacher instructing himself
* students uninstructing (correcting?) the teacher
Example problem: a motorist came up behind a flock of sheep in the middle of the road and told the shepherd to move the sheep to the side so that he could drive through. The shepherd knew that on such a narrow roadside, he could not easily keep all his sheep off the road at once. Reversal: Instead of "drive around the sheep," drive the sheep around the car: have the car stop and drive the sheep around and in back of it.
Example: going on vacation: bring vacation home, stay on vacation most of year and then "go on work" for two weeks, make work into a vacation, send someone on vacation for you to bring back photos and souvenirs, etc.
Example: how can management improve the store?
* how can the store improve management?
* how can the store improve itself?
* how can management make the store worse?
* how can the store make itself worse?
* how can the store hinder management?
Note that in some reversals, ideas are generated which then can be reversed into an idea applicable to the original problem. Example from reversal, "How can management hurt the store?" Hurt it by charging high prices on low quality goods, dirty the floors, be rude to customers, hire careless employees, encourage shoplifting, don't put prices on anything and charge what you feel like, or have to ask for a price check on every item. These bad things can then be reversed, as in, be nice and helpful to customers, make sure all items are priced, etc., and supply a good number of ideas. Sometimes it's easier to think negatively first and then reverse the negatives.
Example: What can I do to make my relationship with my boss or spouse better? Reversal: what can I do to make it worse? Have temper tantrums, use insults, pretend not to hear, etc. Reverse: control temper, use compliments, be solicitous to needs and requests.
In another example, a variety store chain was being hurt by the competition. Some possible reversals include these:
* how can the store hurt competition?
* how can competition help the store?
* how can the competition hurt itself?
* how can the store help itself?
The second reversal, "How can competition help the store?" was chosen and was implemented by sending employees to competing stores every week to examine displays, sales, floor plans, goods quality and selection, anything that appeared to be effective or useful. The employees brought these ideas back to company, compared, and implemented the best in the store. Result: competition helped the store.
The value of reversal is its "provocative rearrangement of information" (de Bono's term). Looking at a familiar problem or situation in a fresh way can suggest new solutions or approaches. It doesn't matter whether the reversal makes sense or not.
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Try It Yourself
Reversals. Choose on of the following situations and suggest at least five reversals for it.
1. street cleaner cleaning streets
2. workers striking against the company
3. clerk helping customer
4. how can a student improve his ability to write?
5. how can society solve the drug problem?
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8. Analogy and Metaphor. Whether you are teaching someone else something new or trying to learn something yourself or trying to solve a problem, one of the best ways for doing that is to compare the unfamiliar, unknown, or problematic with something familiar and understandable. This is the method of analogy, to find a familiar thing or process that seems somewhat like the idea or problem to be clarified.
In creative thinking, analogies are used for their suggestive qualities, to see what ideas they can break loose, and especially for helping to examine the problem better. By searching for several points of similarity between the analogy and the problem, new aspects of the problem are revealed and new approaches arise.
Example problem: Devise a better way to find your way driving through the fog.
Analogy: This is like a nearsighted person finding his way around. How does he do that? feels with his hands, looks at the ground, uses glasses, waves a cane, asks directions.
Ideas: feel around--a radar system or fog lights or other feelers, uses glasses--develop a vision enhancing device, such as night light amplification, looks at ground--develop system for car to follow a track on the ground.
Another analogy for the same problem: This is like a traveler in a strange country trying to find his way to a particular location. Use direction signs, radio stations with tourist broadcasts. The traveler goes slow, asks directions, uses guidebook and perhaps foreign language dictionary. What is similar in the problem?
Ideas: direction signs--put signs or lights along the side of fog shrouded roads, asks directions--an electronic query system in the car?
A metaphor is a comparison between two unlike things, in which one thing is identified with the other. In problem solving, the use of metaphor helps to break out of a stereotyped or obvious view. Again, similarities between these two essentially unlike things are looked for.
For example: This problem is a real doughnut. My work schedule is a tree or barbed wire fence or brick wall or flowerpot.
Hmm. My work schedule is a flowerpot, and right now there are too many flowers in it and not enough water. So I need more water or fewer flowers if I want healthy blossoms. I had been thinking in terms of fewer flowers (fewer things to do), but now I see that if I use more water (get some help and support), then I can do the same amount of work without suffering.
There is still some good thinking in traditional metaphors, like society as a ship, hierarchies as a great chain, and so on. For example, "History's not my cup of tea." Well, what is your cup of tea? What do you really like? A subject that's hot, sweet, strong, clear, weak, brimming over, aromatic, mixed with cream, flavored with honey or orange blossoms? What are the corresponding realities to each part of the metaphor? Strong equals weighty, technical, concrete? Or orange blossom equals improved with esthetics, etc. But new metaphors are often the most revealing. So discover your own.
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Try It Yourself
Analogy and Metaphor. Think of a good, original analogy or metaphor for one of the following and the trace at least four similarities. Describe the similarities in complete sentences.
1. studying
2. driving a car
3. solving problems
4. using a computer
5. education
6. love
7. painting
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9. Trigger Concepts. A trigger concept (or idea seed or random seed) is an idea creating technique operated by bringing an unrelated idea into the problem and forcing connections or similarities between the two.
Example problem: improve TV programming
Trigger concept: road
Questions of association: How is TV programming like a road? (a journey, dangerous curves, linear progress--would better continuity improve TV? scenery makes roads interesting); Does TV programming have a road in it? (bumpy, rough, leading astray); What do roads do? They take you somewhere. Does TV programming take you somewhere? Could improved programming do this better? More location filming? More programs from abroad? Programs that take viewers on intellectual journey?
What are roads like? ribbons, tourist havens between the scenery, the route to something else, a path toward real life. What about TV programs that are the route to something else, like happiness, education, thinking, art, escape
Another Example Problem: How can we individualize mass education so that students receive as much personal attention and instruction as possible?
Trigger concept: Hatmaker
Ideas: put it on your head, iron each one out, custom made hats, custom made heads, custom made textbooks or information (computer generated?), hatboxes of knowledge, students choose a boxful of information to master, multiple hats like multiple disciplines, one hat at a time, one subject at a time? one student at a time? meet twenty students for fifteen minutes each
As strange as the trigger concept method may sound at first, it can work quite well. And, oddly enough, any random seed will be fruitful if you are patient and energetic.
For example, in his book, The Care and Feeding of Ideas, James Adams gives the following problem and random seed as an exercise: "Assume that you have been hired as a consultant by a restaurant that is having business problems. See how many ways you can think of to improve the business of the restaurant using the concept of a runover dead cat."
What are the possibilities here? Cat guts, catgut, tennis racket--make the restaurant a sports club like place or decorate it with a sports theme (The Avon River Rowing Club?), or install game machines (video) or put in a giant screen TV and show football games on Monday nights. Flat cat, tire tread marks, artsy in the avant garde area--add to the restaurant an art gallery with modern art on the walls, put in chrome and glass and high tech furnishings. Decorated dining plus art sales. Who killed the cat? Offer surprise menu items that guests won't know what they are until the food arrives. Cats, catsup, the Catsup Supper Club--a burger place. The cat was greased, hit--did the Mafia do it? Is the cat run over repeatedly? Build repeat business by giving a free meal, drink, gift after nine (cat's lives) visits.
That's my list, and you can see that what Adams suggests is true: "One of the underlying theories of creativity techniques is that wild ideas are valuable because the normal forces of life will tend to convert them rapidly into practicality."
Final Example Problem: Get a friend who is behind in his payments to the store to catch up and pay regularly.
Trigger concept: Potato
Ideas: feed him, peel him, slice him up--divide his payments into smaller pieces, as in every week, and send in the monthly payment made up from that. fry him when he doesn't pay, plant him in the ground. salt him--give him some "flavorful" incentive to pay, as in some gift or verbal reward. Baked potato, butter and sour cream. Potato eyes--growth--convince him his credit rating will grow and be valuable to him if he pays regularly.
Some useful questions to ask that will help you connect your trigger concept to your idea include these:
A. How is the problem or idea like the trigger concept?
B. Does the problem have the trigger concept in it?
C. What does the concept do?
D. What is the concept like?
E. What is it not like?
F. What does the concept suggest?
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Try It Yourself
Trigger Concepts. Choose one of the following items and use its assigned trigger concept to stimulate ideas for improving the item. On the first part of a page, write down the ideas and associations that first occur to you when using the trigger concept. Then on the last part of the page, list at least five improvements, each described in a sentence or two, that resulted from your thinking.
1. improve an automatic dishwasher using the trigger concept of a stone.
2. improve a toy store using the trigger concept of hair
3. improve a library using the trigger concept of candy
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Checklists
A checklist is a standard collection of items (things, verbs, questions, approaches, attributes) used to remind the creative thinker of possible ways to approach a problem or shape a solution. When running through a typical checklist, the creative thinker might ask, "Have I taken this into account? How might I change or use this aspect? What effect will this attribute have on my problem or solution or idea?"
Here are a few checklists, which you should supplement with your own customized ones, developed for your particular problem, or the kind of work your do. You might also locate or develop some additional general lists like these:
I. The Five Senses
1. Touch. Feeling, texture, pressure, temperature, vibration.
2. Taste. Flavor, sweet/salt/bitter.
3. Smell. Aroma, odor.
4. Sound. Hearing, speech, noise, music.
5. Sight. Vision, brightness, color, movement, symbol.
II. Human Needs
1. Physical Comfort. Food, clothing, shelter, warmth, health.
2. Emotional Comfort. Safety, security, freedom from fear, love.
3. Social Comfort. Fellowship, friendship, group activity.
4. Psychological Comfort. Self-esteem, praise, recognition, power, self-determination, life control.
5. Spiritual Comfort. Belief structure, cosmic organizing principle.
(Note: some needs cross boundaries. These include: pleasure, recreation, activity.)
III. Physical Attributes
1. Shape.
2. Color.
3. Texture.
4. Material.
5. Weight.
6. Hardness/Softness.
7. Flexibility.
8. Stability. (rolls, evaporates, decomposes, discolors, etc.)
9. Usefulness. (edible, tool, esthetic, etc.)
10. State. (powdered, melted, carved, painted, etc.)
IV. Aristotle's Categories
1. Substance or essence. What is it and what makes it unique or individual?
2. Quantity or magnitude. How many, how much, what degree?
3. Relation. Rank, comparison, derivation.
4. Quality. Value, attributes, shape, habits.
5. Action. What is it doing or does it do?
6. Affection. Reputation, attitudes toward.
7. Place. Where is it?
8. Time. When? (now? historical? future?)
9. Position. Sitting, standing, displayed, hidden
10. State. Planned, broken, untried, changing.
V. General Comments
Customized checklists should be developed for individual problems or ideas when several factors must be considered. Listing each condition to be met or part to be covered will assure that none are overlooked. The mind can attend to only about seven items at one time; more than that will have to be recalled from memory, either by force of will or through a checklist. Checklists help enormously in keeping the idea maker or problem solver alert to multiple aspects of the issue at hand.
A checklist of available tools used in your ordinary work can also be helpful. These lists might be called availability reminders. An electrician might have a list (or even a board with samples) of the various kinds of wires and fasteners available. A student might have a list of common reference tools, outlining styles, and information storage methods (like writing, drawing, typing, voice and video recording, model building, memorizing, and so forth). These checklists simply save the mental effort required to bring up what's available when that list gets longer than six or seven.
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Try It Yourself
Use one or more of the concepts in this article to respond to one of the following challenges. List the concept(s) you chose to use, and describe how you used it. Then list your suggested names.
Product Name. The KellMills Cereal Company has just created a new breakfast cereal made from formed wheat chunks. Instead of targeting this cereal either to the children's or adult's market, the company would like to target it toward young adults in the 13-19 year-old range. Your task is to think of ten possible names for this product and then to choose one of these names. Explain in a few sentences why the name is appropriate and appealing, and then in a paragraph sketch out a possible advertising campaign or advertisement that will appeal to the targeted group.
You may want to design the look of the cereal box also as part of the advertisement.
Company Name. A new company has been formed through the merger of two conglomerates, AXA Inc. and Flubco Industries. The new company now makes food items (bread, cake mix, cereal, soup), household products (light bulbs, telephones, dishwashing detergent), and original equipment for manufacturers (automobile mufflers and shock absorbers).
Your task is to create a new name for this company that will be attractive, memorable, and distinctive, and if possible, reflect the kinds of products the company makes and the market it serves. Suggest ten possible names and then choose one that seems to be the best. In a few sentences explain why this is the best choice.
Finally, generate a motto to go with the new name. (For example, "Flubco--Our light bulbs are a bright idea.")
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Lesson Plan #:AELP-SPS0001
Creative Activities for the Sciences
An Educator's Reference Desk Lesson Plan
Submitted by: Barbara Stein Ritchie, Fremon School, Riverton, WY
Endorsed by: These lesson plans are the result of the work of the teachers who have attended the Columbia Education Center's Summer Workshop. CEC is a consortium of teacher from 14 western states dedicated to improving the quality of education in the rural, western, United States, and particularly the quality of math and science Education. CEC uses Big Sky Telegraph as the hub of their telecommunications network that allows the participating teachers to stay in contact with their trainers and peers that they have met at the Workshops.
Date: May 1994
Grade Level(s): All
Subject(s):
* Science/Process Skills
Overview:
Probably the most important aspect of teaching for creative growth is raising students' creativity consciousness. That is, students must:
1. Become more aware of creativity in general
2. Value flexible and original thinking
3. Become more receptive to creative (even wild) ideas
4. Become willing to think in a creative fashion
5. Become willing to involve themselves in creative activities
The most important aspect of becoming more creative - acquiring a creative consciousness - is also the easiest to teach. Creative attitudes and predispositions will be a natural by-product of virtually any classroom effort to teach for creative thinking, particularly if there is an emphasis on raising awareness and improving student's understanding of creative thinking.
Purpose:
The purpose of this endeavor is to provide three activities related to the sciences that will provide opportunity for creative growth in students of all age groups. Raw knowledge is important in science. But if a student has no imagination to find the answers, what good will come of it? As Einstein said, "Imagination is more important than knowledge".
Resources/Materials Needed: There is almost no end to the resources available when dealing with creativity. Resources mentioned in this article are organized below.
Organizations:
Odyssey of the Mind
P.O. Box 27
Glassboro, NJ 08029
Media:
"Creativity With Bill Moyers"
The Corporation For Entertainment and Learning, Inc.
515 Madison Avenue,
New York, NY 10022
"Why Man Creates"
Pyramid Films
Box 1048
Santa Monica, CA 90406
Activities:
As teachers, it is our responsibility to provide opportunities for our students to develop their creative skills. We should structure our teacher planning so there is a balance of learning for students - a combination of basic knowledge consumption and a time for creative learning. The following activities have been successfully tried in classrooms and can be stepping stones to your own creative curriculum creations.
1. The twenty-five minute film "Why Man Creates" by Saul Bass and Associates is appropriate for elementary through adult viewers. This film is itself a beautiful example of creativity at work. With high humor and a playful touch, it portrays some very important truths. "Why Man Creates" can be stimulating and enjoyable for a very broad spectrum of ages and conditions of people. In the sciences, the film shows particularly how imagination can be the key to solving problems. An excellent discussion guide accompanies the film.
2. "Creativity With Bill Moyers" is a sixteen part P.B.S. documentary series. The programs, while varying in subject and techniques, are all thought-provoking, imaginative and superbly produced. It is an excellent, exciting educational resource for secondary or college level students. The thirty minute programs dealing with the sciences are:
* Olympics of the Mind
* The Inventors
* NCAR: National Center for Atmospheric Research
* That's No Tomato - That's a Work of Art
* Garbage - A New Way of Seeing
The teaching/learning possibilities inherent in the "Creativity" series are limitless. While this series is of such outstanding content and quality that these programs can be used by themselves, their educational value is enhanced by detailed curriculum guides.
3. The Odyssey of the Mind program promotes divergent thinking in students from kindergarten through college. This program offers students a unique opportunity to participate in challenging and motivating activities both inside and outside their regular classroom curriculum. Students learn to work with others as a team. They develop self-confidence by creating solutions, evaluating ideas and making final decisions. They develop their creative skills through problem solving and independent thinking. Problems to be solved consist of both a long-term and are solved over a period of months. Whereas the spontaneous problems usually take a few minutes to solve. Spontaneous problems can be verbal or "hands-on".
Examples of long-term problems are:
* Building balsa wood structures to specifications to see how much weight can be held
* Designing, building and driving a spring-powered vehicle
Examples of spontaneous problems are:
* Hunters seek game animals - Name other kinds of hunters and what it is that they hunt
* Name as many kinds of brushes as you can
* Move an egg with the implements given through a series of obstacles
Tying it all Together:
Students need an environment and life experiences that facilitate creativity. We, as educators, need to promote an atmosphere that will allow our students the freedom to be creative. Perhaps the next Galileo, DiVinci, or Einstein is in your classroom. Provide time for discovery and "hands-on" activities; for provocative questioning; for aesthetic experiences; for daydreaming and fantasizing; for quiet reflection and time to play. And, of course, encourage an atmosphere that instills self-expression, laughter and humor. You have been given many ideas and resources that will allow you to introduce creativity awareness in your classroom. Choose what will work for you in your situation. Remember also that you should serve as a "creative model" for your students. Learn to be creative yourself. Always read, write, think, imagine, do, feel, and just be yourself.
[[Go to web site here|http://www.cloudnet.com/~edrbsass/edcreative.htm]]
[img[http://www2.scholastic.com/content/images/content_promo/collection/m/monsters_content_promo3.jpg]]
[[Critical Thinking|http://www.virtualsalt.com/think/]]
DEFENSE MECHANISMS AND CONTROLLING OTHERS
1.Simple denial: Simply lying or denying that something occurred which actually did. Pretending like it did not happen. Example: “I never get angry,” or, “I don’t have a problem with anger or violence,” or, “I’m not violent.” (When you have thrown things, pushed your partner, etc.), or, “I never get irritated.”
2.Minimizing: Making something seem small, inconsequential, less than it actually was –especially your violent, controlling or abusive behavior – or minimizing the importance of the other person’s feelings.Example: “I didn’t hit him, I only pushed him a little.” “He gets mad if I just mention our lack of finances.” “It was only flirting a little; he shouldn’t get so jealous!”
3.Vagueness: Speaking in generalities, avoiding specifics. Example: Saying, “I lost t,” when what you actually did was yell and scream at him for over 5 minutes, calling him “Asshole, Jerk, & Loser” at least 15 times, threatening to leave him, and insulting his ability to relate to you in the way you would like, while following him around the house, blocking his ability to leave, and eventually throwing a candle at him in anger.
4.Blaming: Putting responsibility or blame on something or someone else. Example: “If you hadn’t called me a name, I wouldn’t have slapped you.”
5. Playing the victim / Helplessness: Acting as if you couldn’t help it, it was beyond your control. Example: “He made me angry.” “I was hurt.” “I had no choice. I had to defend myself.” “I was out of control,” when you actually hit him while in full control of your muscles, or you hit him on a specific part of him body, or you chose specific
things to break. (Being out of control means you cannot control your muscles, so, for instance, you might drool or urinate uncontrollably.)
6. Rationalizing / Justifying: Making excuses for the behavior, explaining away the problem. Making it a reasonable, credible response.Example: “It’s a natural reaction.” “It’s the way I was raised.” “I had a really hard day.”
7. “I’m unique”: Claiming to be special or an exception to the general rules. Example: “That might be true for her, but that just doesn’t fit my situation.” “Others might get jealous over small things, but I actually found him in bed with another woman.”
8. Intellectualizing: Talking impersonally, generally, or abstractly, or arguing over small points (which distracts attention from the main issue). Not talking about your personal involvement with the issue. Example: When your partner or someone else complaining about your controlling or abusive behavior and in response you begin giving a lecture about what controlling or abusive behavior really is. Or if your partner says you smashed the picture, you might argue the point saying you didn’t smash the picture, you only broke the glass in the frame.
9. Diversion / Distraction: Changing the subject, focusing on irrelevant details, asking a lot of questions. Shifting the focus away from the issue. Example: In response to a question about your controlling or violent behavior, you would
respond with, “Are you getting mad?” or, “Why do you ask?” or, “Look at what you did last week.”
10. Humor: Making light of serious topics. Making fun while talking about your controlling or violent behavior. Another form of distraction. Can also include telling elaborate or amusing stories. Example: “I kneed this guy in the nuts so hard, I thought his eyeballs would burst out of their sockets. He bent over and cried like a girl for 15 minutes!” “Would you believe this fool wouldn’t take ‘No’ for an answer? I had to humiliate him in front of the whole party for him to get a clue!”
11. Hostility: Using anger and intimidation to get the person to back off. Example: “Get out of my face. Why don’t you just lay off before I really blow my top.” “I can go from 0 to Bitch in about 5 seconds, buddy.”
12. Playing stupid: Acting as if you don’t know better, pretending to be ignorant.Example: “Who, me?” or, “I didn’t realize I was being controlling by doing that,” or, “Didthat hurt?” or, “What did I do?”
13. Forgetfulness: “Forgetting” important information or actions, thereby avoiding accepting responsibility for them or the consequences of those actions.Example: “I forgot that you wanted to use that money for our vacation, otherwise I wouldn’t have used it for these new clothes,” or, “What do you mean I scratched you last week, too? I don’t remember that.”
14. Selective attention: Only reporting or acknowledging certain aspects of a situation. Leaving out important, but incriminating facts. Example: While reading or filling out a Feeling or Control Journal, leaving out the result
of your controlling behavior (f or instance, saying your voice got a bit louder, while neglecting to mention that you were swearing – out loud or as negative self-talk.)
15. Agreeing: Superficially agreeing with the confronter to cut them off. Using excessive politeness. Example: Saying, “You’re right, I shouldn’t have called you those names,” or, “No problem,” or, “Whatever you say,” but then doing it again the next night without a thought.
16. Future-focus / Superficial optimism: Promises never to do it again without making any real changes, offers promises and reassurances about the future. Example: “I won’t do it again, I promise.” Apologizing, which implies one is asking for forgiveness, for example, “I’m sorry, I won’t let it happen again.”
17. Self abusive negative self-talk: Shaming yourself either because you believe you deserve it or because you believe such behavior will make you change (which it will do – it will make you more controlling and abusive and depressed). Example: “I’m such a bitch.” “I’ll probably never change; it’s just the way I am!”
TAKE RESPONSIBILITY
Taking responsibility means working toward fearlessly, shamelessly and honestly acknowledging your controlling, violent, and criminal behavior.
Dealing With Peer Pressure
"Come on! ALL of us are cutting math. Who wants to go take that quiz? We're going to take a walk and get lunch instead. Let's go!" says the coolest kid in your class. Do you do what you know is right and go to math class, quiz and all? Or do you give in and go with them?
As you grow older, you'll be faced with some challenging decisions. Some don't have a clear right or wrong answer — like should you play soccer or field hockey? Other decisions involve serious moral questions, like whether to cut class, try cigarettes, or lie to your parents.
Making decisions on your own is hard enough, but when other people get involved and try to pressure you one way or another it can be even harder. People who are your age, like your classmates, are called peers. When they try to influence how you act, to get you to do something, it's called peer pressure. It's something everyone has to deal with — even adults. Let's talk about how to handle it.
Defining Peer Pressure
Peers influence your life, even if you don't realize it, just by spending time with you. You learn from them, and they learn from you. It's only human nature to listen to and learn from other people in your age group.
Peers can have a positive influence on each other. Maybe another student in your science class taught you an easy way to remember the planets in the solar system, or someone on the soccer team taught you a cool trick with the ball. You might admire a friend who is always a good sport and try to be more like him or her. Maybe you got others excited about your new favorite book, and now everyone's reading it. These are examples of how peers positively influence each other every day.
Sometimes peers influence each other in negative ways. For example, a few kids in school might try to get you to cut class with them, your soccer friend might try to convince you to be mean to another player and never pass her the ball, or a kid in the neighborhood might want you to shoplift with him.
Why Do People Give in to Peer Pressure?
Some kids give in to peer pressure because they want to be liked, to fit in, or because they worry that other kids might make fun of them if they don't go along with the group. Others go along because they are curious to try something new that others are doing. The idea that "everyone's doing it" can influence some kids to leave their better judgment, or their common sense, behind.
Walking Away From Peer Pressure
It is tough to be the only one who says "no" to peer pressure, but you can do it. Paying attention to your own feelings and beliefs about what is right and wrong can help you know the right thing to do. Inner strength and self-confidence can help you stand firm, walk away, and resist doing something when you know better.
It can really help to have at least one other peer, or friend, who is willing to say "no," too. This takes a lot of the power out of peer pressure and makes it much easier to resist. It's great to have friends with values similar to yours who will back you up when you don't want to do something.
You've probably had a parent or teacher advise you to "choose your friends wisely." Peer pressure is a big reason why they say this. If you choose friends who don't use drugs, cut class, smoke cigarettes, or lie to their parents, then you probably won't do these things either, even if other kids do. Try to help a friend who's having trouble resisting peer pressure. It can be powerful for one kid to join another by simply saying, "I'm with you — let's go."
Even if you're faced with peer pressure while you're alone, there are still things you can do. You can simply stay away from peers who pressure you to do stuff you know is wrong. You can tell them "no" and walk away. Better yet, find other friends and classmates to pal around with.
If you continue to face peer pressure and you're finding it difficult to handle, talk to someone you trust. Don't feel guilty if you've made a mistake or two. Talking to a parent, teacher, or school counselor can help you feel much better and prepare you for the next time you face peer pressure.
Powerful, Positive Peer Pressure
Peer pressure is not always a bad thing. For example, positive peer pressure can be used to pressure bullies into acting better toward other kids. If enough kids get together, peers can pressure each other into doing what's right!
Reviewed by: Mary L. Gavin, MD
Date reviewed: June 2010
Originally reviewed by: Kevin J. Took, MD
[[The Why Try Teacher's Manual]]
[[Why Try Student Workbook]]
[[Why Try Activities Training Manual]]
[[The One Up Relationship]]
[[Reality Ride]]
[[Tearing Off Labels]]
[[Defense Mechanisms]]
[[Motivation Formula]]
[[Climbing Out]]
[[Jumping Hurdles]]
[[Desire, Time, Effort]]
[[Lifting the Weight]]
[[Getting Plugged In]]
[[Seeing Over the Wall]]
[[Why Try? and Using Music]]
[[Other Why Try Info]]
[img[http://hs.eastnoble.net/eastnobleband/East%20Noble%20Band%20Photos/ENBAND%20-%20GIF.GIF]]
NAME_______________________________________DATE_________________
This week we will covering Defense Mechanisms. The goal of this metaphor in Phase 1 of Why Try is to understanding the terms and how defense mechanisms can be helpful or hurtful.
Today we will cover the workbook sheet and draw some pictures of animals and their defense mechanism. For example, you could draw a picture of a CAT and its defense mechanism would be its CLAWS. Use the space below.
http://shrink4men.files.wordpress.com/2009/10/defense-mechanism-control-panel.jpg?w=600
http://general.south-derbys.gov.uk/revenue/focusonfraudawareness/pics/10.gif
Defense and Denial
1.Simple denial: Simply lying or denying that something occurred which actually did.
Pretending like it didn’t happen.
Example:
2. Minimizing: Making something seem small, inconsequential, less than it actually was –
especially your violent, controlling or abusive behavior – or minimizing the importance of
the other person’s feelings.
Example:
3.Vagueness: Speaking in generalities, avoiding specifics.
Example:
4.Blaming: Putting responsibility or blame on something or someone else.
Example:
5. Playing the victim: / Helplessness: Acting as if you couldn’t help it, it was beyond your
control.
Example:
6. Rationalizing:/ Justifying: Making excuses for the behavior, explaining away the problem.
Making it a reasonable, credible response.
Example:
7.“I’m unique”: Claiming to be special or an exception to the general rules.
Example:
8. Intellectualizing: Talking impersonally, generally, or abstractly, or arguing over small
points (which distracts attention from the main issue). Not talking about your personal
involvement with the issue.
Example:
9. Diversion / Distraction: Changing the subject, focusing on irrelevant details, asking a lot
of questions. Shifting the focus away from the issue.
Example:
10. Humor: Making light of serious topics. Making fun while talking about your controlling
or violent behavior. Another form of distraction. Can also include telling elaborate or
amusing stories.
Example:
11.Hostility: Using anger and intimidation to get the person to back off.
Example:
12.Playing stupid: Acting as if you don’t know better, pretending to be ignorant.
Example:
13. Forgetfulness: “Forgetting” important information or actions, thereby avoiding accepting
responsibility for them or the consequences of those actions.
Example:
14. Selective attention: Only reporting or acknowledging certain aspects of a situation.
Leaving out important, but incriminating facts.
Example:
15. Agreeing: Superficially agreeing with the confronter to cut them off. Using excessive
politeness.
Example:
16. Future-focus / Superficial optimism: Promises never to do it again without making any
real changes, offers promises and reassurances about the future.
Example: “I won’t do it again, I promise.” Apologizing, which implies one is asking for
forgiveness, for example, “I’m sorry, I won’t let it happen again.”
17. Self abusive negative self-talk: Shaming yourself either because you believe you deserve
it or because you believe such behavior will make you change (which it will do – it will
make you more controlling and abusive and depressed).
Example:
18. TAKING RESPONSIBILITY
Taking responsibility means working toward fearlessly, shamelessly and honestly acknowledging your controlling, violent and abusive behavior
Example:
[img[https://lh6.googleusercontent.com/_fwukQ1dvAw8/TWAqrS2MQKI/AAAAAAAAHd4/Ls-Uisu7MNE/s800/defense%20mechanisms.jpg]]
![[Chap. 4 Defense Mechanisms|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MGI4ZWJhODQtYTgyNi00N2UzLWEyMGYtM2YyM2IwZTEyMjU1&hl=en]]
[[Defense Mechanisms Music Video]]
[img[http://listverse.files.wordpress.com/2007/11/reactionformation.jpg]]
[[Stop Being Defensive]]
[[Defense and Denial]]
[[Defending your Terrority]]
DEFENSE MECHANISMS AND SELF-DECEPTIONS USED TO AVOID
FEELINGS AND RESPONSIBILITY
David Leventer, LPC, LMFT
1.
Simple denial: Simply lying or denying that something occurred which actually did.
Pretending like it didn’t happen.
Example: “I never get angry,” or, “I don’t have a problem with anger or violence,” or, “I’m
not violent.” (When you have thrown things, pushed your partner, etc.), or, “I
never get irritated.”
2.
Minimizing: Making something seem small, inconsequential, less than it actually was –
especially your violent, controlling or abusive behavior – or minimizing the importance of
the other person’s feelings.
Example: “I didn’t hit him, I only pushed him a little.” “He gets mad if I just mention our
lack of finances.” “It was only flirting a little; he shouldn’t get so jealous!”
3.
Vagueness: Speaking in generalities, avoiding specifics.
Example: Saying, “I lost it,” when what you actually did was yell and scream at him for
over 5 minutes, calling him “Asshole, Jerk, & Loser” at least 15 times,
threatening to leave him, and insulting his ability to relate to you in the way
you would like, while following him around the house, blocking his ability to
leave, and eventually throwing a candle at him in anger.
4.
Blaming: Putting responsibility or blame on something or someone else.
Example: “If you hadn’t called me a name, I wouldn’t have slapped you.”
5.
Playing the victim / Helplessness: Acting as if you couldn’t help it, it was beyond your
control.
Example: “He made me angry.” “I was hurt.” “I had no choice. I had to defend myself.” “I
was out of control,” when you actually hit him while in full control of your
muscles, or you hit him on a specific part of him body, or you chose specific
things to break. (Being out of control means you cannot control your muscles,
so, for instance, you might drool or urinate uncontrollably.)
6.
Rationalizing / Justifying: Making excuses for the behavior, explaining away the problem.
Making it a reasonable, credible response.
Example: “It’s a natural reaction.” “It’s the way I was raised.” “I had a really hard day.”
7.
“I’m unique”: Claiming to be special or an exception to the general rules.
Example: “That might be true for her, but that just doesn’t fit my situation.” “Others might
get jealous over small things, but I actually found him in bed with another
Page 1 of 3
“A New Woman” Abuse Prevention Program
Brad L. Peterson, MA
woman.”
8.
Intellectualizing: Talking impersonally, generally, or abstractly, or arguing over small
points (which distracts attention from the main issue). Not talking about your personal
involvement with the issue.
Example: When your partner or someone else complaining about your controlling or
abusive behavior and in response you begin giving a lecture about what
controlling or abusive behavior really is. Or if your partner says you smashed
the picture, you might argue the point saying you didn’t smash the picture, you
only broke the glass in the frame.
9.
Diversion / Distraction: Changing the subject, focusing on irrelevant details, asking a lot
of questions. Shifting the focus away from the issue.
Example: In response to a question about your controlling or violent behavior, you would
respond with, “Are you getting mad?” or, “Why do you ask?” or, “Look at what
you did last week.”
10.
Humor: Making light of serious topics. Making fun while talking about your controlling
or violent behavior. Another form of distraction. Can also include telling elaborate or
amusing stories.
Example: “I kneed this guy in the nuts so hard, I thought his eyeballs would burst out of
their sockets. He bent over and cried like a girl for 15 minutes!” “Would you
believe this fool wouldn’t take ‘No’ for an answer? I had to humiliate him in
front of the whole party for him to get a clue!”
11.
Hostility: Using anger and intimidation to get the person to back off.
Example: “Get out of my face. Why don’t you just lay off before I really blow my top.” “I
can go from 0 to Bitch in about 5 seconds, buddy.”
12.
Playing stupid: Acting as if you don’t know better, pretending to be ignorant.
Example: “Who, me?” or, “I didn’t realize I was being controlling by doing that,” or, “Did
that hurt?” or, “What did I do?”
13.
Forgetfulness: “Forgetting” important information or actions, thereby avoiding accepting
responsibility for them or the consequences of those actions.
Example: “I forgot that you wanted to use that money for our vacation, otherwise I
wouldn’t have used it for these new clothes,” or, “What do you mean I
scratched you last week, too? I don’t remember that.”
Page 2 of 3
“A New Woman” Abuse Prevention Program
Brad L. Peterson, MA
14.
Selective attention: Only reporting or acknowledging certain aspects of a situation.
Leaving out important, but incriminating facts.
Example: While reading or filling out a Feeling or Control Journal, leaving out the result
of your controlling behavior (f or instance, saying your voice got a bit louder,
while neglecting to mention that you were swearing – out loud or as negative
self-talk.)
15.
Agreeing: Superficially agreeing with the confronter to cut them off. Using excessive
politeness.
Example: Saying, “You’re right, I shouldn’t have called you those names,” or, “No
problem,” or, “Whatever you say,” but then doing it again the next night without
a thought.
16.
Future-focus / Superficial optimism: Promises never to do it again without making any
real changes, offers promises and reassurances about the future.
Example: “I won’t do it again, I promise.” Apologizing, which implies one is asking for
forgiveness, for example, “I’m sorry, I won’t let it happen again.”
17.
Self abusive negative self-talk: Shaming yourself either because you believe you deserve
it or because you believe such behavior will make you change (which it will do – it will
make you more controlling and abusive and depressed).
Example: “I’m such a bitch.” “I’ll probably never change; it’s just the way I am!”
TAKING RESPONSIBILITY
Taking responsibility means working toward fearlessly, shamelessly and honestly acknowledging
your controlling, violent and abusive behavior (every instance you can remember) to someone
else, and committing to undertake the lifelong discipline to change that behavior, which includes
the activities mentioned on the Group Goals sheet, such as doing Control and Feeling Journals,
making amends, etc.
Example: “In the past five years of our relationship I have yelled at you on at least 50
occasions, calling you hurtful names in at least a dozen of those times. On
three occasions, I have struck at you repeatedly, causing you to feel physical
pain, incurring scratches, and to feel emotional pain and hurt through my
anger outbursts and intimidation.”
© Copyright 1993 Chris Huffine, Psy.D. & David Leventer, LPC, LMFT (Used & Modified With Permission)
[[DD answer]]
<html><iframe title="YouTube video player" width="640" height="390" src="http://www.youtube.com/embed/jYE4pKf5Z8k" frameborder="0" allowfullscreen></iframe></html>
https://docs.google.com/leaf?id=0B38fYnNUlRY5MzI5MDU1NDgtODdhNy00MGJlLTllMzUtMmEwOTJkMDBlZDUz&hl=en&authkey=CMeR3YcD
See the quiz [[here|https://docs.google.com/document/d/1pTEeDpFZ7wk1CY-8KPEd8XOyCH8-Gnr7icldFpT0y2Y/edit]]
[[Defining Decision Making Techniques|http://www.virtualsalt.com/crebook6.htm]]
[img[https://lh5.googleusercontent.com/_fwukQ1dvAw8/TWAqrcQrZVI/AAAAAAAAHd8/kD1zoJIWnSA/s800/Desire%20Time%20Effort.jpg]]
![[Chap. 8 Desire, Time, and Effort|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OGVhOTIxNjgtM2FkMi00NzQ4LWJmNjUtNThkODU4ZGNkMzg1&hl=en&authkey=CPvLjosL]]
[[Desire, Time, Effort Music Video]]
[[Desire, Time, Effort Worksheet]]
Read the student's workbook on Desire, Time, Effort [[here|https://docs.google.com/file/d/0B38fYnNUlRY5NjdkM2E3MWItOGUxOC00MWQ2LWJiY2YtMjcxZjg3Y2Q5M2Nh/edit]]
Read the Teacher's Manual [[here|https://docs.google.com/file/d/0B38fYnNUlRY5OGVhOTIxNjgtM2FkMi00NzQ4LWJmNjUtNThkODU4ZGNkMzg1/edit?hl=en&authkey=CPvLjosL]]
[[Setting Goals]]
<html><iframe title="YouTube video player" width="640" height="390" src="http://www.youtube.com/embed/gzjyxH__S3I" frameborder="0" allowfullscreen></iframe></html>
[[See the poster here|https://docs.google.com/leaf?id=0B38fYnNUlRY5NTUxMzI3Y2EtYThlMi00NDcxLTg5MTEtNjgyODdiNzNjOWRi&hl=en&authkey=CICWl8QE]]
Download the WORD document [[here|https://docs.google.com/document/d/1t9RvLtQLf0j6XCwKFQQb_kLZAtNWFo9qOrlUr3KRE14/edit]]
See the poster [[here|https://docs.google.com/file/d/0B38fYnNUlRY5NjdkM2E3MWItOGUxOC00MWQ2LWJiY2YtMjcxZjg3Y2Q5M2Nh/edit]]
Steps for Setting Goals for the Long Term
1. Define the goal.
2. Outline the steps needed to achieve it.
3. Consider possible blocks and ways of dealing with them.
4. Set deadlines.
5.Make a plan and do it.
6. Evaluate success and make new plan if necessary.
Not every wish can be a goal. For instance, you may wish you could live and stay young forever, but since there's nothing you can do to make that happen, it could never be considered a goal.
In order for something to be a goal:
• It has to be important to you, personally.
• It has to be within your power to make it happen through your own actions.
• It has to be something you have a reasonable chance of achieving.
• It must be clearly defined and have a specific plan of action.
• Realize the benefits of setting goals and committing to them.
• Develop a willingness to risk failure in order to pursue higher goals.
• Adopt an attitude of learning from failures and disappointments.
• Learn some other techniques for goal setting.
DISCUSSION QUESTIONS for the metaphor DESIRE, TIME, And EFFORT
1. Do you ever set goals for yourself? What are some goals you have right now (short term and long-term)?
2. Agree or disagree: It's better to set lower goals than to risk failure by setting higher ones.
3. A young man’s goals are to be an NBA star and a rap star, are these realistic?
4. What's the difference between a wish and a goal?
5. How do you decide what your goals are?
6. Have you ever set a goal that was unrealistic? What happened? What did you learn from that?
7. Is it ever okay to take risks? What kinds of risks are okay? What kinds of risks are not okay?
8. Have you ever gone out on a limb and risked failure in order to achieve a bigger goal? (describe) Are you glad you took that risk?
9. Has there been a time when you turned a failure into a success? (describe) What did you learn from that?
10. What's the difference between failing and being a failure?
11. If you don't accomplish all your goals does that make you a failure?
12. What are some good ways to deal with disappointments?
13. What is your personal definition of success?
14. Is it a good idea to set goals? Why, what do goals do for you?
15. What was most meaningful to you about the metaphor Desire, Time, and Effort?
Developing self-discipline
Self-discipline
Self-discipline can be considered a type of selective training, creating new habits of
thought, action, and speech toward improving yourself and reaching goals.
Self-discipline can also be task oriented and selective.
View self-discipline as positive effort, rather than one of denial.
Schedule a small task for a given time of the day;
Practice deliberate delaying.
o Schedule a particular task in the morning and once in the evening.
o The task should not take more than 15 minutes.
o Wait for the exact scheduled time.
When the schedule time is due, start the task.
o Stick to the schedule for at least two months.
Advantages: Scheduling helps you focus on your priorities.
By focusing on starting tasks rather than completing them, you can avoid procrastination.
o Schedule a task and hold to its time;
Avoid acting on impulse.
o Track your progress;
At the end of the allotted time, keep a record of accomplishment that builds over time.
Advantage: Building a record will help you track how much time tasks take.
o If you begin to have surplus time, fill it with small tasks, make notes to yourself, plan other tasks, etc.
Harness the power of routine.
o Instead of devoting a lot of hours one day, and none the other and then a few on an another day and so on, allocate a specific time period each day of the week for that task.
o Hold firm.
o Don't set a goal other than time allocation,
simply set the habit of routine.
o Apply this technique to your homework or your projects, you will be on your way to getting things done
Advantage: You are working on tasks in small increments, not all at once. You first develop a habit, then the habit does the job for you.
Use self discipline to explore time management
Time management can become an overwhelming task.
When you do not have control over your own self, how can you control time?
Begin with task-oriented self-discipline and build from there.
Advantage: As you control tasks, you build self-discipline.
As you build self-discipline, you build time management.
As you build time management, you build self-confidence.
Maintain a self-discipline log book.
o Record the start and end times of the tasks.
o Review for feedback on your progress
Advantage: This log book can be a valuable tool to get a better picture over your activities in order to prioritize activities, and realize what is important and not important on how you spend your time.
Schedule your work day and studies.
o When you first begin your work day, or going to work take a few minutes and write down on a piece of paper the tasks that you want to accomplish for that day.
o Prioritize the list.
o Immediately start working on the most important one.
o Try it for a few days to see if the habit works for you.
o Habits form over time: how much time depends on you and the habit.
Advantage: When you have a clear idea as to what you want to achieve for the day at its start, the chances are very high that you will be able to proactively accomplish the tasks. Writing or sketching out the day helps.
Discouragement:
o Do not be intimidated; do not be put off by the challenge
o If you slip, remember this is natural
o Take a break and then refresh the challenge
Tricks:
Associate a new habit with an old one:
If you drink coffee, make that first cup the time to write out and prioritize your tasks.
Advantage: Association facilitates neural connections!
Tick your progress:
On a calendar in your bathroom, on a spreadsheet at your computer, on your breakfast table: Check off days you successfully follow up. If you break the routine, start over!
Advantage: Visualizing is a ready reinforcement of progress
Role models:
Observe the people in your life and see to what extent self discipline and habits help them accomplish goals. Ask them for advice on what works, what does not.
There are two kinds of people in this world, some who understand the cause of true happiness and most who think happiness always depends on external objects. Some spend their entire life looking for the best house or the most secured neighborhood or even the right car, assuming it will bring us utmost happiness. But a very few realize the source of true happiness. Happiness is ones state of mind, just like anger or sadness. So the source of happiness is from within our mind, not any external source. It can be said that the path to happiness is the path of dharma.
Dharma is a force that sustains this universe. Wherever there is dharma, we can unearth harmony and balance, both individually and socially. Dharma is a universal principle that lives in all societies, allowing for peace and brotherhood to grow among all people, not just certain religions.
Hindus for Dharma
If one studies today’s society, we can say that dharma is gradually declining from the age of the ancient days to this day. In his dying speech, Bhishma tells Yudhishthira that in the fourth age of kaliyuga (our present age), “dharma becomes adharma and adharma, dharma”. If we live in on the basis of lust greed, and to accumulate possessions, money, and sensual pleasure by the demands of the mind and senses, it will become difficult to follow the path of dharma. People are becoming gradually more restless and out of balance. The guilt that they contain is so large that they are concealed from the world of happiness. Hence, applying dharma to modern life can be easier said than done. It’s hard to practice dharma when the car breaks down in the middle of an unknown road or the computer crashes without saving your work. Earning money is a stressful negotiation between necessity and greed. The world is full of egoism, materialism, and hatred. In the modern world, carried away by the mechanical way of living, people don’t care for nature, culture and art, which is the root cause for all the problems they are facing and suffering today.
Dharma Explained
Dharma is not an old fashioned religious tradition or blind beliefs. When man follows the righteous path, and rid of his bad traits, then he will be able to experience peace, love, and forbearance. Here is an example of practicing Dharma. The meaning of Dharma can best be identified in the story of a yogi and the scorpion. A yogi was performing his regular routine of taking a bath in the river, while his followers waited for him on the shore. When the yogi noticed a fallen scorpion in the water, the yogi immediately picked up the scorpion. In spite of the intense pain of the scorpion sting racing through his veins, the great yogi waded through the water towards the shore, and rescued the scorpion. His followers watched, surprised at the Yogi’s determination to help the scorpion. The confused followers rushed to the struggling yogi, only to see a smile of content on the yogi’s face. One of them asked him how he can still smile after almost being killed by the very scorpion he rescued. The yogi responded that the scorpion was only following its dharma, or nature, which is to sting. Also, the dharma of a yogi, which was to save the life of the scorpion, was followed. Dharma is a natural instinct in all of us that stimulates us to act at a subconscious level, without thinking.
It is said that, anything that helps a human being to reach God is dharma. In this same context anything that stops a human being from reaching God is adharma. For instance, in the epic poem Mahabharat, the Pandavas represent dharma and the Kauravas represent adharma. The Kauravas achieved their purpose by deceitful means and by unnecessary violence, which is adharma. On the other hand, the Pandavas followed the path of Dharma and resorted to war only after all the peaceful means of conflict resolution failed.
Many times we cannot identify what is dharma and what is not. At times of great stress it can seem impossible. Though the definition of dharma itself is unchanged and eternal, the terms right and wrong are relative to time, social conditions, and the laws of the land. To kill an enemy is duty for a Kshatriya king. A Sannyasin on the other hand, should not kill, but may offer himself to save the world from the evil just as how the Buddha transformed the life of Angulimala, a cruel killer, by offering his own life to the killer. When Angulimala is about to kill the Buddha, he asks Angulimala to cut the branch of a tree as his last wish. The Buddha then asks the killer to place it back exactly as it was. Angulimala is surprised at this strange wish and tells the Buddha that it is not possible to replace the cut branch. Buddha wisely replies, “You kill people, but can you make them alive again? So, why do you do this?” Thus Angulimala is convinced and becomes a disciple of the Buddha.
Another example of practicing dharma is Yudhishthir(Dharmaraja) of Mahabharata who never diverged from the path of dharma. When four of his brother are killed by drinking the water from Yaksha’s lake, Yudhishthir tries to save them by answering all the questions of Yaksha. Impressed by the character of Yudhishthir, the Yaksha grants him a boon: “One of your dead brothers can now be revived. Whom do you want to revive?” Yudhishtira asks for the life of Nakula, after thinking for a while. The yaksha asks him: “Instead of your favorite brothers like Bhima, Arjuna, whose prowess in arms is your protection, why do you choose Nakula instead?”. Yudhishthir replied: “Kunti and Madri were the two wives of my father. I am surviving son of Kunti, and so she is not completely bereaved. In order that the scales of justice may be even, I ask that Madri’s son Nakula may revive.” The Yaksha was delighted with Yudhishthir and granted that all his brothers would come back to life. Even though it was a difficult time, he followed his duty. This is a fine example of facing the hurdles in life that mislead you from the path of dharma.
Incentives for Dharma
dhwaj.gif“Honesty pays, but people do not have the patience to practice it” – said Swami Vivekananda. Though the results are slow, person of dharma realizes the Self, understands one’s nature, does all work as perfectly as possible, and lives a full life with happiness. That is why dharma is very important and necessary for everyone. Incentives of Dharma are visible to only those who follow it. The quote, “Don’t know till you try” applies in this situation. We need to think about dharma before we do anything. So, before gambling, dharma says, “Gambling is bad. You lose money and credibility. Your good name will be destroyed.” Until and unless the gambler understands this, he is bound to suffer. Another example of suffering would be when a person buys the most demanding car; only to see his neighbor’s car, which happens to be better than his car. Now this person’s happiness suddenly disappeared since someone else has a better car than him. This is fake happiness; the true happiness comes from the inner soul. Some have not experienced this happiness yet, but they will not know the feeling without seeking it first. Whoever practices Dharma finds the peace, joy, strength, and tranquility within themselves.
There are three important aspects to dharma.
• Discover true Self
• Express individual talents
• Service to humanity
‘Victory of Dharma’ could be understood, as employed by the Mauryan Emperor, Ashoka, in his rock edict at Kalsi that proclaimed his achievement in terms of the moral and ethical imperatives of Dharma.
The concept of Dharma encompasses all aspects of our lives. Even politics can be based on the principles of Dharma. Prime Minister Jawaharlal Nehru, who was widely believed to have been a non-religious type, wrote in the introduction to a book- Socialism in Indian Planning, by Srimannarayan Agarwal: “
In India it is important for us to profit by modern technical processes and increase our production in agriculture and industry. But, in doing so, we must not forget that the essential objective to be aimed at, is the quality of the individual and the concept of Dharma underlying it.
” The concept of Dharma would definitely be a better foundation to build a modern society! Dharma is the first of the four personal aims to be realized during the course of one’s lifetime known as chaturvidha phala purushaartha i.e. Dharma, artha, kama and moksha. Thus Dharma is the very core of Hindu code of behavior and Hindu view of life, which according to Dr. Radhakrishnan is “an attempt to discover the ideal possibilities of human life.”
While truth, non-violence and forbearance are great values; they should not be taken to the extreme. Instead, we must use God given commonsense when practicing dharma. To execute a dacoit who murders wayfarers daily might be the right kind of law. Krishna, after all the peaceful means are exhausted, recommends Pandavas to wage a war and kill the evil Kauravas. So for the greater good of the society, it is sometimes essential to follow one’s commonsense. Bhishma on the bed of arrows speaks to Yudhishthira, somewhat paradoxically, “
If one fights against trickery, one should oppose him with trickery. But if one fights lawfully, one should check him with dharma … One should conquer evil with good. Death by dharma is better than victory by evil deeds.”
Dharma is the harmony of thought, word and deed. This is the mark of true humanness. Protecting dharma is an essential duty of every individual and society. Without dharma, the life does not continue. Hence great sages have toiled to save dharma forever. Today’s societies must continue that spirit.
Dharmo Rakshati Rakshitaha… Dharma protects those who protect it!
References
- “Renaissance of Hindu Dharma” http://www.vivekanandagospel.org/Renaissanceofhindudharma.pdf
- “Glory of Sanatana Dharma” http://www.classicalyoga.org/glory_of_sanatana_dharma.htm
- Williams, David (ed). Peter Brook and the Mahabharata: Critical Perspectives. 1991.
Soumya Murag is 14 years old and lives in Cupertino, California USA. She attends Hindu Swayamsevak Sangh’s weekly Shakha and is an active participant. You can reach her at soumyamurag@gmail.com.
/***
|''Name:''|EasyEditPlugin|
|''Description:''|Lite and extensible Wysiwyg editor for TiddlyWiki.|
|''Version:''|1.3.3|
|''Date:''|Dec 21,2007|
|''Source:''|http://visualtw.ouvaton.org/VisualTW.html|
|''Author:''|Pascal Collin|
|''License:''|[[BSD open source license|License]]|
|''~CoreVersion:''|2.1.0|
|''Browser:''|Firefox 2.0; InternetExplorer 6.0|
!Demo
*On the plugin [[homepage|http://visualtw.ouvaton.org/VisualTW.html]], see [[WysiwygDemo]] and use the {{{write}}} button.
!Installation
#import the plugin,
#save and reload,
#use the <<toolbar easyEdit>> button in the tiddler's toolbar (in default ViewTemplate) or add {{{easyEdit}}} command in your own toolbar.
! Useful Addons
*[[HTMLFormattingPlugin|http://www.tiddlytools.com/#HTMLFormattingPlugin]] to embed wiki syntax in html tiddlers.<<br>>//__Tips__ : When this plugin is installed, you can use anchor syntax to link tiddlers in wysiwyg mode (example : #example). Anchors are converted back and from wiki syntax when editing.//
*[[TaggedTemplateTweak|http://www.TiddlyTools.com/#TaggedTemplateTweak]] to use alternative ViewTemplate/EditTemplate for tiddler's tagged with specific tag values.
!Configuration
|Buttons in the toolbar (empty = all).<<br>>//Example : bold,underline,separator,forecolor//<<br>>The buttons will appear in this order.| <<option txtEasyEditorButtons>>|
|EasyEditor default height | <<option txtEasyEditorHeight>>|
|Stylesheet applied to the edited richtext |[[EasyEditDocStyleSheet]]|
|Template called by the {{{write}}} button |[[EasyEditTemplate]]|
!How to extend EasyEditor
*To add your own buttons, add some code like the following in a systemConfig tagged tiddler (//use the prompt attribute only if there is a parameter//) :
**{{{EditorToolbar.buttons.heading = {label:"H", toolTip : "Set heading level", prompt: "Enter heading level"};}}}
**{{{EditorToolbar.buttonsList +=",heading";}}}
*To get the list of all possible commands, see the documentation of the [[Gecko built-in rich text editor|http://developer.mozilla.org/en/docs/Midas]] or the [[IE command identifiers|http://msdn2.microsoft.com/en-us/library/ms533049.aspx]].
*To go further in customization, see [[Link button|EasyEditPlugin-LinkButton]] as an example.
!Code
***/
//{{{
var geckoEditor={};
var IEeditor={};
config.options.txtEasyEditorHeight = config.options.txtEasyEditorHeight ? config.options.txtEasyEditorHeight : "500px";
config.options.txtEasyEditorButtons = config.options.txtEasyEditorButtons ? config.options.txtEasyEditorButtons : "";
// TW2.1.x compatibility
config.browser.isGecko = config.browser.isGecko ? config.browser.isGecko : (config.userAgent.indexOf("gecko") != -1);
config.macros.annotations = config.macros.annotations ? config.macros.annotations : {handler : function() {}}
// EASYEDITOR MACRO
config.macros.easyEdit = {
handler : function(place,macroName,params,wikifier,paramString,tiddler) {
var field = params[0];
var height = params[1] ? params[1] : config.options.txtEasyEditorHeight;
var editor = field ? new easyEditor(tiddler,field,place,height) : null;
},
gather: function(element){
var iframes = element.getElementsByTagName("iframe");
if (iframes.length!=1) return null
var text = "<html>"+iframes[0].contentWindow.document.body.innerHTML+"</html>";
text = config.browser.isGecko ? geckoEditor.postProcessor(text) : (config.browser.isIE ? IEeditor.postProcessor(text) : text);
return text;
}
}
// EASYEDITOR CLASS
function easyEditor(tiddler,field,place,height) {
this.tiddler = tiddler;
this.field = field;
this.browser = config.browser.isGecko ? geckoEditor : (config.browser.isIE ? IEeditor : null);
this.wrapper = createTiddlyElement(place,"div",null,"easyEditor");
this.wrapper.setAttribute("easyEdit",this.field);
this.iframe = createTiddlyElement(null,"iframe");
this.browser.setupFrame(this.iframe,height,contextualCallback(this,this.onload));
this.wrapper.appendChild(this.iframe);
}
easyEditor.prototype.onload = function(){
this.editor = this.iframe.contentWindow;
this.doc = this.editor.document;
if (!this.browser.isDocReady(this.doc)) return null;
if (!this.tiddler.isReadOnly() && this.doc.designMode.toLowerCase()!="on") {
this.doc.designMode = "on";
if (this.browser.reloadOnDesignMode) return false; // IE fire readystatechange after designMode change
}
var internalCSS = store.getTiddlerText("EasyEditDocStyleSheet");
setStylesheet(internalCSS,"EasyEditDocStyleSheet",this.doc);
this.browser.initContent(this.doc,store.getValue(this.tiddler,this.field));
var barElement=createTiddlyElement(null,"div",null,"easyEditorToolBar");
this.wrapper.insertBefore(barElement,this.wrapper.firstChild);
this.toolbar = new EditorToolbar(this.doc,barElement,this.editor);
this.browser.plugEvents(this.doc,contextualCallback(this,this.scheduleButtonsRefresh));
this.editor.focus();
}
easyEditor.SimplePreProcessoror = function(text) {
var re = /^<html>(.*)<\/html>$/m;
var htmlValue = re.exec(text);
var value = (htmlValue && (htmlValue.length>0)) ? htmlValue[1] : text;
return value;
}
easyEditor.prototype.scheduleButtonsRefresh=function() { //doesn't refresh buttons state when rough typing
if (this.nextUpdate) window.clearTimeout(this.nextUpdate);
this.nextUpdate = window.setTimeout(contextualCallback(this.toolbar,EditorToolbar.onUpdateButton),easyEditor.buttonDelay);
}
easyEditor.buttonDelay = 200;
// TOOLBAR CLASS
function EditorToolbar(target,parent,window){
this.target = target;
this.window=window;
this.elements={};
var row = createTiddlyElement(createTiddlyElement(createTiddlyElement(parent,"table"),"tbody"),"tr");
var buttons = (config.options.txtEasyEditorButtons ? config.options.txtEasyEditorButtons : EditorToolbar.buttonsList).split(",");
for(var cpt = 0; cpt < buttons.length; cpt++){
var b = buttons[cpt];
var button = EditorToolbar.buttons[b];
if (button) {
if (button.separator)
createTiddlyElement(row,"td",null,"separator").innerHTML+=" ";
else {
var cell=createTiddlyElement(row,"td",null,b+"Button");
if (button.onCreate) button.onCreate.call(this, cell, b);
else EditorToolbar.createButton.call(this, cell, b);
}
}
}
}
EditorToolbar.createButton = function(place,name){
this.elements[name] = createTiddlyButton(place,EditorToolbar.buttons[name].label,EditorToolbar.buttons[name].toolTip,contextualCallback(this,EditorToolbar.onCommand(name)),"button");
}
EditorToolbar.onCommand = function(name){
var button = EditorToolbar.buttons[name];
return function(){
var parameter = false;
if (button.prompt) {
var parameter = this.target.queryCommandValue(name);
parameter = prompt(button.prompt,parameter);
}
if (parameter != null) {
this.target.execCommand(name, false, parameter);
EditorToolbar.onUpdateButton.call(this);
}
return false;
}
}
EditorToolbar.getCommandState = function(target,name){
try {return target.queryCommandState(name)}
catch(e){return false}
}
EditorToolbar.onRefreshButton = function (name){
if (EditorToolbar.getCommandState(this.target,name)) addClass(this.elements[name].parentNode,"buttonON");
else removeClass(this.elements[name].parentNode,"buttonON");
this.window.focus();
}
EditorToolbar.onUpdateButton = function(){
for (b in this.elements)
if (EditorToolbar.buttons[b].onRefresh) EditorToolbar.buttons[b].onRefresh.call(this,b);
else EditorToolbar.onRefreshButton.call(this,b);
}
EditorToolbar.buttons = {
separator : {separator : true},
bold : {label:"B", toolTip : "Bold"},
italic : {label:"I", toolTip : "Italic"},
underline : {label:"U", toolTip : "Underline"},
strikethrough : {label:"S", toolTip : "Strikethrough"},
insertunorderedlist : {label:"\u25CF", toolTip : "Unordered list"},
insertorderedlist : {label:"1.", toolTip : "Ordered list"},
justifyleft : {label:"[\u2261", toolTip : "Align left"},
justifyright : {label:"\u2261]", toolTip : "Align right"},
justifycenter : {label:"\u2261", toolTip : "Align center"},
justifyfull : {label:"[\u2261]", toolTip : "Justify"},
removeformat : {label:"\u00F8", toolTip : "Remove format"},
fontsize : {label:"\u00B1", toolTip : "Set font size", prompt: "Enter font size"},
forecolor : {label:"C", toolTip : "Set font color", prompt: "Enter font color"},
fontname : {label:"F", toolTip : "Set font name", prompt: "Enter font name"},
heading : {label:"H", toolTip : "Set heading level", prompt: "Enter heading level (example : h1, h2, ...)"},
indent : {label:"\u2192[", toolTip : "Indent paragraph"},
outdent : {label:"[\u2190", toolTip : "Outdent paragraph"},
inserthorizontalrule : {label:"\u2014", toolTip : "Insert an horizontal rule"},
insertimage : {label:"\u263C", toolTip : "Insert image", prompt: "Enter image url"}
}
EditorToolbar.buttonsList = "bold,italic,underline,strikethrough,separator,increasefontsize,decreasefontsize,fontsize,forecolor,fontname,separator,removeformat,separator,insertparagraph,insertunorderedlist,insertorderedlist,separator,justifyleft,justifyright,justifycenter,justifyfull,indent,outdent,separator,heading,separator,inserthorizontalrule,insertimage";
if (config.browser.isGecko) {
EditorToolbar.buttons.increasefontsize = {onCreate : EditorToolbar.createButton, label:"A", toolTip : "Increase font size"};
EditorToolbar.buttons.decreasefontsize = {onCreate : EditorToolbar.createButton, label:"A", toolTip : "Decrease font size"};
EditorToolbar.buttons.insertparagraph = {label:"P", toolTip : "Format as paragraph"};
}
// GECKO (FIREFOX, ...) BROWSER SPECIFIC METHODS
geckoEditor.setupFrame = function(iframe,height,callback) {
iframe.setAttribute("style","width: 100%; height:" + height);
iframe.addEventListener("load",callback,true);
}
geckoEditor.plugEvents = function(doc,onchange){
doc.addEventListener("keyup", onchange, true);
doc.addEventListener("keydown", onchange, true);
doc.addEventListener("click", onchange, true);
}
geckoEditor.postProcessor = function(text){return text};
geckoEditor.preProcessor = function(text){return easyEditor.SimplePreProcessoror(text)}
geckoEditor.isDocReady = function() {return true;}
geckoEditor.reloadOnDesignMode=false;
geckoEditor.initContent = function(doc,content){
if (content) doc.execCommand("insertHTML",false,geckoEditor.preProcessor(content));
}
// INTERNET EXPLORER BROWSER SPECIFIC METHODS
IEeditor.setupFrame = function(iframe,height,callback) {
iframe.width="99%"; //IE displays the iframe at the bottom if 100%. CSS layout problem ? I don't know. To be studied...
iframe.height=height.toString();
iframe.attachEvent("onreadystatechange",callback);
}
IEeditor.plugEvents = function(doc,onchange){
doc.attachEvent("onkeyup", onchange);
doc.attachEvent("onkeydown", onchange);
doc.attachEvent("onclick", onchange);
}
IEeditor.isDocReady = function(doc){
if (doc.readyState!="complete") return false;
if (!doc.body) return false;
return (doc && doc.getElementsByTagName && doc.getElementsByTagName("head") && doc.getElementsByTagName("head").length>0);
}
IEeditor.postProcessor = function(text){return text};
IEeditor.preProcessor = function(text){return easyEditor.SimplePreProcessoror(text)}
IEeditor.reloadOnDesignMode=true;
IEeditor.initContent = function(doc,content){
if (content) doc.body.innerHTML=IEeditor.preProcessor(content);
}
function contextualCallback(obj,func){
return function(){return func.call(obj)}
}
Story.prototype.previousGatherSaveEasyEdit = Story.prototype.previousGatherSaveEasyEdit ? Story.prototype.previousGatherSaveEasyEdit : Story.prototype.gatherSaveFields; // to avoid looping if this line is called several times
Story.prototype.gatherSaveFields = function(e,fields){
if(e && e.getAttribute) {
var f = e.getAttribute("easyEdit");
if(f){
var newVal = config.macros.easyEdit.gather(e);
if (newVal) fields[f] = newVal;
}
this.previousGatherSaveEasyEdit(e, fields);
}
}
config.commands.easyEdit={
text: "write",
tooltip: "Edit this tiddler in wysiwyg mode",
readOnlyText: "view",
readOnlyTooltip: "View the source of this tiddler",
handler : function(event,src,title) {
clearMessage();
var tiddlerElem = document.getElementById(story.idPrefix + title);
var fields = tiddlerElem.getAttribute("tiddlyFields");
story.displayTiddler(null,title,"EasyEditTemplate",false,null,fields);
return false;
}
}
config.shadowTiddlers.ViewTemplate = config.shadowTiddlers.ViewTemplate.replace(/\+editTiddler/,"+editTiddler easyEdit");
config.shadowTiddlers.EasyEditTemplate = config.shadowTiddlers.EditTemplate.replace(/macro='edit text'/,"macro='easyEdit text'");
config.shadowTiddlers.EasyEditToolBarStyleSheet = "/*{{{*/\n";
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar {font-size:0.8em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".editor iframe {border:1px solid #DDD}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar td{border:1px solid #888; padding:2px 1px 2px 1px; vertical-align:middle}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar td.separator{border:0}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .button{border:0;color:#444}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .buttonON{background-color:#EEE}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar {margin:0.25em 0}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .boldButton {font-weight:bold}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .italicButton .button {font-style:italic;padding-right:0.65em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .underlineButton .button {text-decoration:underline}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .strikeButton .button {text-decoration:line-through}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .unorderedListButton {margin-left:0.7em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .justifyleftButton .button {padding-left:0.1em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .justifyrightButton .button {padding-right:0.1em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .justifyfullButton .button, .easyEditorToolBar .indentButton .button, .easyEditorToolBar .outdentButton .button {padding-left:0.1em;padding-right:0.1em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .increasefontsizeButton .button {padding-left:0.15em;padding-right:0.15em; font-size:1.3em; line-height:0.75em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .decreasefontsizeButton .button {padding-left:0.4em;padding-right:0.4em; font-size:0.8em;}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .forecolorButton .button {color:red;}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .fontnameButton .button {font-family:serif}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet +="/*}}}*/";
store.addNotification("EasyEditToolBarStyleSheet", refreshStyles);
config.shadowTiddlers.EasyEditDocStyleSheet = "/*{{{*/\n \n/*}}}*/";
if (config.annotations) config.annotations.EasyEditDocStyleSheet = "This stylesheet is applied when editing a text with the wysiwyg easyEditor";
//}}}
/***
!Link button add-on
***/
//{{{
EditorToolbar.createLinkButton = function(place,name) {
this.elements[name] = createTiddlyButton(place,EditorToolbar.buttons[name].label,EditorToolbar.buttons[name].toolTip,contextualCallback(this,EditorToolbar.onInputLink()),"button");
}
EditorToolbar.onInputLink = function() {
return function(){
var browser = config.browser.isGecko ? geckoEditor : (config.browser.isIE ? IEeditor : null);
var value = browser ? browser.getLink(this.target) : "";
value = prompt(EditorToolbar.buttons["createlink"].prompt,value);
if (value) browser.doLink(this.target,value);
else if (value=="") this.target.execCommand("unlink", false, value);
EditorToolbar.onUpdateButton.call(this);
return false;
}
}
EditorToolbar.buttonsList += ",separator,createlink";
EditorToolbar.buttons.createlink = {onCreate : EditorToolbar.createLinkButton, label:"L", toolTip : "Set link", prompt: "Enter link url"};
geckoEditor.getLink=function(doc){
var range=doc.defaultView.getSelection().getRangeAt(0);
var container = range.commonAncestorContainer;
var node = (container.nodeType==3) ? container.parentNode : range.startContainer.childNodes[range.startOffset];
if (node && node.tagName=="A") {
var r=doc.createRange();
r.selectNode(node);
doc.defaultView.getSelection().addRange(r);
return (node.getAttribute("tiddler") ? "#"+node.getAttribute("tiddler") : node.href);
}
else return (container.nodeType==3 ? "#"+container.textContent.substr(range.startOffset, range.endOffset-range.startOffset).replace(/ $/,"") : "");
}
geckoEditor.doLink=function(doc,link){ // store tiddler in a temporary attribute to avoid url encoding of tiddler's name
var pin = "href"+Math.random().toString().substr(3);
doc.execCommand("createlink", false, pin);
var isTiddler=(link.charAt(0)=="#");
var node = doc.defaultView.getSelection().getRangeAt(0).commonAncestorContainer;
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[img[http://www.buzzle.com/img/articleImages/41619-41.jpg]]
Dressed in her denim skirt, and petite pink t-shirt, Sarah almost felt as if she was hiding herself behind the layers of make-up that she dabbed before coming to school. She remembered the first time she stepped into high school. High school was a nightmare for Sarah when she was ridiculed for her dull dressing sense, her messed up hairdo and her geeky spectacles. She was sick and tired of kids laughing at her and looking at her as if she had walked out straight from another planet. She was sick of having lunch alone, and leading a non-existent profile in high-school until she decided it was time for her to join the bandwagon. She started dressing up like the Barbie dolls in her class, even picked up a few make up tips from them. She was listening to the same music that everyone was listening to, she was going to the places that everyone frequented and even though she hated it, she tried to gulp down a glass of beer at every weekend party that she attended. Soon she was what her peers wanted her to be – one of the lot.
We’ve heard about it, experienced it, advised the children about it and yet, a majority of kids continue to struggle with it through years of schooling and perhaps even later. Peer pressure is inevitable since there always exists one ‘cool group’ at school – which basically includes a bunch of kids who do all the things that they are not supposed to do and make it seem like a ‘cool’ or ‘happening’ thing to do. Children, who are too sincere at studies, have often been at the receiving end of ridicule, and a lot of meaningless bashing by the bullies at school. Indulging in unsafe sexual practices, alcohol, drug abuse, eating disorders and smoking are some of the activities that are a part of the peer pressure phenomenon.
Often you find teenaged children indulging in unprotected sex with multiple partners just because they think everyone is doing it and hence it is ‘cool’. The parameters of good and bad have been replaced by ‘what’s in’ and ‘what’s out’. Peer pressure is nothing but the incessant desire of the children to be perceived as ‘happening’ and ‘cool’ in order to belong to a particular group. Often at schools and colleges the students are always forming groups, and there is a lot of group politics and bullying than you can ever imagine.
For parents who want to guide their children on dealing with peer pressure, the answer lies in simple and effective parenting. Always tell your child that he/she is a unique individual and does not have to emulate his/her peers to feel accepted by them. Peer pressure is something that children deal from the early schooling years and can even continue facing the problem during adulthood. Although the severity of peer pressure might not seem very grave in every situation, never take any sort of peer pressure lightly. No matter what form it comes in, peer pressure erodes the individuality of the child and retards personal growth.
Peer pressure kills individuality and gives rise to a set of people who are merely clones of each other. Often what people don’t realize is that although there exists the garb of a similar fashion or a similar trend that masks these clones, the actual faces behind these facades are unique. Loss of individuality can be the biggest setback anyone can suffer in his or her childhood. It is very important for children themselves to realize that it is never about fitting in a set mould of characters and skills, it is about being a part of the group and yet retaining your individuality – be it your clothes, your friends, or your thoughts.
Be it school, college or workplace - making friends is important, and so is socializing, but there are ways to forge new ties and mix up with people without being pressurized by the peers. Friends never make you lose your identity, making friends is about appreciating the differences and respecting individual tastes and still being together. So remember that if someone asks you to change yourself and be like them in order to be accepted - you are better off without them. Be comfortable with who you are, and you will soon make new friends and will be accepted by everyone. The effects of peer pressure can be prevented by teaching your children to be confident and comfortable in their own skin.
By Uttara Manohar
http://www.buzzle.com/articles/effects-of-peer-pressure.html
Elements of Motivation
http://www.motivation-tools.com/elements/three_elements.htm
[[To load the PDF book, click here|http://www.google.com/url?sa=t&source=web&cd=4&sqi=2&ved=0CCkQFjAD&url=http%3A%2F%2Fwww.lrd.usace.army.mil%2F_kd%2Fgo.cfm%3Fdestination%3DShowItem%26Item_ID%3D3720&rct=j&q=Problem%20solving%20for%20teenagers&ei=iqBRTdznO43ogQezurXjCA&usg=AFQjCNFJ2SVtDIcta2INrIW5j8qZY8L3dA&sig2=eDuPu0k0Fwr6FIXlc0ULeA&cad=rja]]
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[[Go here|http://www.mnsu.edu/comdis/kuster2/sptherapy.html]]
[img[http://www.mnsu.edu/comdis/kuster/gifs/kids.gif]]
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[[Read the story here|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OWQ4ZjdhNjgtOWRhYi00MWYxLWIwYzctNGFhYWY0MzI3NjEw&hl=en_US&authkey=CNKlhc8G]]
A father's gift of reading
Single dad Jim Brozina started reading each night to his 4th-grade daughter -
and continued up until she left for college
(CBS News)
By Steve Hartman
Steve Hartman reports on how a father and daughter created a reading connection that lasted
well beyond early childhood.
Just two weeks until Father's Day - the perfect time for Steve Hartman's story on "required
reading" ... starring a very dedicated dad:
Thanks to a retired librarian in Millville, New Jersey, I may have found the secret to successful
parenting - not in any one, single book, but in this one, single dad, whose wife left him when his
daughter was 10.
"It was just she and I," said Jim Brozina. He says he and his daughter Alice were always close -
but around 4th grade, he started worrying they'd soon drift apart.
"After 4th grade, they start looking for their friends," he said. "Could be that we just didn't see
each other during the day or talk to one another - it could have been."
Could have been - he says - if not for "The Streak."
"The Streak" was a challenge Jim issued to his daughter that 4th grade year - to see how many
nights in a row they could read together.
He even made rules - that they had to read at least one chapter, and had to finish before midnight.
"It was our way of being connected," Brozina said. "If I got that done, and nothing else, that was
the important thing of the day had gotten done."
"It was like my life," said Alice - now 23 - who took it just as seriously.
"You would think 15 minutes a day wouldn't be that fundamental," she said, "but it turned out it
was what everything came back to."
Starting with chapter books and building to Shakespeare, Jim continued reading to Alice well
after most parents give up on story time ... well into high school.
That's right: While the other kids were leaving parties to get beer ("I don't know if I was
particular popular," Alice mused), Alice was leaving for "King Lear."
"And I didn't even drive, either, so I would have to burden someone at a party to take me home to
get read to, and then drive me back.
And yet, she and her dad kept it up every night 'till the first day of college.
After unpacking her things at Rutgers, Jim and Alice sat in the stairwell of her dorm and shared
one last read.
"It was a hard thing to bear - to know that after almost nine years that we were now doing the last
time," said Jim.
"He put in every night for years; he didn't have to do that," said Alice. "He's selfless."
Alice ended up graduating top of her class, with a degree in - you guessed it - English Literature.
And thanks to all that reading her dad did, Alice is now able to read to him - from her own book.
It's called "The Reading Promise."
As for Jim - although he rarely reads to Alice anymore, he still finds a regular audience, by
traveling around to local senior centers.
Apparently you're never too old to be read to.
For more info:
"The Reading Promise: My Father, and the Books We Shared" by Alice Ozma
[[Go Here|http://www.filmclipsonline.com/order.html]]
[[Go here|http://www.teachwithmovies.org/guides/film-study-worksheet.html]]
[[Billy Elliot Plot]]
[[Preview of the movie Billy Elliott]]
[[Learning Guide to the film Billy Elliot]]
[[Billy Elliott Film Worksheet|https://docs.google.com/open?id=0B38fYnNUlRY5ZmMxYWYzMDEtZWYwOC00MjI5LWIwMjQtMWNhMzY3YzRlOGU0]]
[[Click Here|https://docs.google.com/open?id=0B38fYnNUlRY5ZGQxMWUwNzctODNhOS00ZTk1LThjZmQtZDIxZGE0YTg1ZDZi&authkey=CM6P8ZAG]]
[[Go Here|http://videoclips.mrdonn.org/list.html]]
[img[http://freshpickedwhimsy.typepad.com/.a/6a00e5503379c6883401156fa90d9d970b-800wi]]
[img[http://www.wired.com/images_blogs/underwire/2009/06/scarfe_wall.jpg]]
Get Plugged In
Directions: Choose a leader/spokesman for the table. Go through each of the questions below and give an answer as a group. The leader should write this down and will read the answers out loud to the class. The next part of today’s assignment is to draw a new symbol or metaphor for Get Plugged In on the back of this page and the leader will explain at the end of class.
1. What does Get Plugged in mean?
2. Who would you go to for support with relationship problems? Why?
3. Who would you turn to for school problems? Why?
4. Who would you turn to for spiritual problems? Why?
5. Who would you go to for health issues? Why?
6. Who would you go to for sports problems? Why?
7. Who would you go to for money problems? Why?
8. Who would you go to for alcohol or drug problems?
9. Who would you go to for transportation problems? Why?
10. Who would you go to for housing problems? Why?
https://docs.google.com/leaf?id=0B38fYnNUlRY5NDFkYjA1OWMtNTlhMy00NjQ2LWE3Y2YtZWJjYjk3ZWVkMTU1&hl=en&authkey=CMmPlpsB
[img[https://lh4.googleusercontent.com/_fwukQ1dvAw8/TWAqrtXNzmI/AAAAAAAAHeA/WcKfBel23_0/s800/Get%20Plugged%20In.jpg]]
![[Chap. 10 Get Plugged In|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZGFkNTdjNjYtOGZhYS00NTRiLWI3N2EtN2E2NjM5M2ZjMzk5&hl=en&authkey=CK-2iLIG]]
[[Getting Plugged In Music Video]]
[img[http://www.calvaryso.com/images/get-involved.jpg]]
<html><iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/cr9r_sd4M1Q" frameborder="0" allowfullscreen></iframe></html>
[img[http://users.static.freeblog.hu/w/e/r/wers/files/IndianTrain2.jpg]]
[img[http://www.thecultureconcept.com/circle/wp-content/uploads/2011/09/Teenagers.jpg]]
The Glee show has some very good examples of the different metaphors for the Why Try program.
[[Here is the complete episode guide|http://www.imdb.com/title/tt1327801/episodes]]
[[Goal Setting Facts and Discussion Questions|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YWE3MWEzMTItMDY4Zi00MDI5LThjOTktMjZjZDJiYTc1MDUx&hl=en&authkey=CIfO2v4J]]
Steps for Setting Goals
1. Define the goal.
2. Outline the steps needed to achieve it.
3. Consider possible blocks and ways of dealing with them.
4. Set deadlines.
*Not every wish can be a goal. For instance, you may wish you could live and stay young forever, but since there's nothing you can do to make that happen, it could never be considered a goal.
In order for something to be a goal:
• It has to be important to you, personally.
• It has to be within your power to make it happen through your own actions.
• It has to be something you have a reasonable chance of achieving.
• It must be clearly defined and have a specific plan of action.
• Realize the benefits of setting goals and committing to them.
• Develop a willingness to risk failure in order to pursue higher goals.
• Adopt an attitude of learning from failures and disappointments.
• Learn some techniques for goal setting.
DISCUSSION QUESTIONS
If you are using the video, ask the first two questions before viewing.
1. Do you ever set goals for yourself? What are some goals you have right now (short term and long-term)?
2. Agree or disagree: It's better to set lower goals than to risk failure by setting higher ones.
3. In the video, Mike Pritchard told a story about a guy sitting in a Hollywood coffee shop waiting to be discovered. What was the point of that story?
4. What's the difference between a wish and a goal?
5. How do you decide what your goals are?
6. Have you ever set a goal that was unrealistic? What happened? What did you learn from that?
7. Is it ever okay to take risks? What kinds of risks are okay? What kinds of risks are not okay?
8. Have you ever gone out on a limb and risked failure in order to achieve a bigger goal? (describe) Are you glad you took that risk?
9. Has there been a time when you turned a failure into a success? (describe) What did you learn from that?
10. What's the difference between failing and being a failure?
11. If you don't accomplish all your goals does that make you a failure?
12. What are some good ways to deal with disappointments?
13. What is your personal definition of success?
14. Is it a good idea to set goals? Why, what do goals do for you?
15. What was most meaningful to you in this video? Why?
http://library.thinkquest.org/3354/Resource_Center/Virtual_Library/Peer_Pressure/peer.htm
Peer Pressure
The Good & the Bad...
Peer pressure is when "friends" persuade you to doing something that you do not want to do. But maybe you want to do it, and you just don't have the courage to do it and your friends talk you into it. Peer Pressure can be broken down into two areas; good peer pressure and bad peer pressure.
Bad peer pressure is being coerced into doing something that you didn't want to do because your friends said that you should. Friends have a tendency to think that they know what is best for you, and if your friends are like some of ours, they always offer their opinion whether it is wanted or not Well, if friends are going to tell you what to do, what can you do about it? The most basic thing that you can do is to say "No, I don't wish to do that!" or if you want to do it, say "Yes, give me a try!"
For instance, if one of your friends offered you a cigarette, you might say "No, that just doesn't interest me." But being able to say no may not be the problem; the real problem arises when your friends repeatedly ask you to do something. This is where you have to be able to say to yourself, "I made a decision and I truly feel that my decision was the correct one", and then be able to express that repeatedly to all of your friends, and have enough respect for yourself to stand up and not give in. This seems like a difficult task, doesn't it? It takes a tremendous amount of will power to be able to stand up to the people that you know, trust, and respect ... your friends.
One of the major problems with peer pressure occurs when you get sucked into something that you really didn't want to do and subsequently, become addicted to it. Usually, people get backed into a situation to try illegal drugs, alcohol, and cigarettes and more times than not, these behaviors can become habit forming.
If and when someone comes up and offers you one of these substances, it is your decision whether you want to try or continue to use these substances. You should be prepared to make these decisions and to make a good decision you must be educated on that topic. For instance, say you were going to buy a stereo. You wouldn't just go out and pick the one that looked nice, you probably would go to the library and look into it. You might do some research in a few magazines, ask a few friends what they thought, go to the store and listen to each stereo through multiple speakers and finally make an educated decision. Before engaging in a specific situation, you should take the time to read about each one and the possible drawbacks before you decide to try or not to try anything.
Our reasoning behind not telling you what to do with each decision is because through out school, we were always told "Say NO to drugs, alcohol, and cigarettes." You see, we may have always been taught other people's opinions. We think that it is better that one finds out what will happen, how it will happen, and get whatever information that you need to make an educated decision. So, arm yourself with wisdom and knowledge and some decision making skills, so you can live your own life and finally accept the consequences of doing or not doing something.
Good peer pressure, on the other hand, is being pushed into something that you didn't have the courage to do or just didn't cross your mind to do. However, as you think about it, it seems like a good thing to do. Good peer pressure can also be a situation when your friends convince you not to do something you were going to do because it wasn't in your best interest. Some people say that good peer pressure is when you get pushed into something that you didn't want to do and it turned out well. Well, this may be nice, but ask yourself this question: how do you know "ahead of time" whether what you are doing will turn out good or bad? Can you? Most people can't, but if you can, your problems may be solved! When the time comes for you to make these big decisions, it is important to think before deciding. Take as long as you need just to think about whether you want to do it, think about whether you should, and finally think about the consequences. These are the important things that must be done before any big decision is made. Also, knowing who is asking you to do something helps you make the decision. If the person is not your friend, you should really consider what they want you to do, but if you know, trust and respect this person then you might seriously consider what they ask.
But how do you know? For each person, deciding who is your friend or not, is a difficult decision. It might be of benefit for you to develop some sort of personal grouping system of your friends and depending on what group they fall into will determine how strong an influence you allow them to have in your life. One possible classification scheme might be as follows:
1. Not Your Friend - People you usually don't associate with under normal circumstances.
2. Acquaintance - This group of people includes those that you might see in school, but you don't associate with out of school. You might occasionally cross their path out of school, but you wouldn't normally seek them out.
3. Wannabe Friends - These are people you might want to be friends with for some selfish reasons, such as hoping to be more popular. People who fall into this category are never your true friends because the foundation for the friendship does not have a solid basis.
4. True Friends - These are the ones in the small, close group of people that you confide in and you know that they have your best interest in mind. The people in this group are those whose influence on your life makes you a better person.
Knowing who to listen to and who to avoid is the biggest step in fighting unwanted, negative peer pressure. Remember, it's your life and your responsibility for determining what you make of it!
[img[http://www.firstscholarshipfund.org/images/photo_stud_12.jpg]]
[img[http://www.harrycutting.com/graphics/photos/families/african-american-family-grandmother-and-kids-J178-27-157.jpg]]
[[Guide for Lesson Plans|http://k6educators.about.com/od/lessonplanheadquarters/tp/8_steps_lp.htm]]
[[Click Here|http://www.cedu.niu.edu/~shumow/iit/doc/journalwriting.pdf]]
[img[http://www.loc.gov/exhibits/young/images/y29-00639r.jpg]]
[img[http://www.empowermentinstitute.net/dream/photogallery/images/03-African%20Kids.jpg]]
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[img[http://www.funnyaccidents.org/wp-content/uploads/2009/09/FunnySportsAccident.jpg]]
[[How to Deal with Frustration|http://freepdfhosting.com/bc699eec79.pdf]]
<html><div style="width:425px" id="__ss_218526"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/shantanuo/tiddlywiki-218526" title="Tiddlywiki">Tiddlywiki</a></strong> <object id="__sse218526" width="425" height="355"> <param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=tiddlywiki-119945790279178-4&stripped_title=tiddlywiki-218526&userName=shantanuo" /> <param name="allowFullScreen" value="true"/> <param name="allowScriptAccess" value="always"/> <embed name="__sse218526" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=tiddlywiki-119945790279178-4&stripped_title=tiddlywiki-218526&userName=shantanuo" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed> </object> <div style="padding:5px 0 12px"> View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/shantanuo">Shantanu Oak</a> </div> </div></html>
[[Guide for Lesson Plans|http://k6educators.about.com/od/lessonplanheadquarters/tp/8_steps_lp.htm]]
!Helping teens make healthy decisions
-Paul Robertson
[[Being Supportive Worksheet]]
North America is a pretty decent place to live. Materially speaking, there's little we do without. At first glance, most children enjoy prosperity, opportunity and better health than any generation before. Plus, they have more disposable income than ever before.
But there's a growing unease that grips many adults when they look at today's youth culture. Many sense something is going very wrong in the way we raise our children. The recent rash of school shootings haunts us. Drug use is still high. Kids are depressed, pressured and pushed. Parents are nervous, as more and more kids seem to be making unhealthy decisions.
A recent article in USA Today confirmed these parental concerns. Entitled "A Culture Purposefully Damaging," the article quoted the latest data on parenting from a poll of parents and professional experts from across the country.
Consider these findings from that poll:
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About nine in10 parents said it's harder to raise kids to be "good people" than it was 20 years ago.
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Two out of three say parents are doing a worse job.
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76 percent say TV, movies and pop music are negative influences on kids.
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While 75 percent of parents say they've taken steps to shield their children from outside "undesirable" influences, 73 percent concede kids cannot be shielded from the pervasive influence of our culture.
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Over 50 percent of those polled agree with this statement: "There are so many bad influences out there that even for parents who do a good job, there is a good chance their children will get into serious trouble."
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Six of 10 say the "lack of a close-knit neighborhood or community" is a problem.
It's gotten harder for all kids. While things may look okay on the surface, they're faced with a growing number of choices in an environment where parental input and guidance seem to be on the decline.
Not along ago I met with a good friend who lamented that he had no idea what he was going to do with his 16-year-old son. Things had gone from bad to worse. Dedicated Christians, he and his wife have done everything they can to help him make the right choices, but their son was still struggling. Fearing his son was involved in the drug culture, the father secretly wire-tapped the family phone. As the parents feared, they learned their only son was very involved in the buying and selling of illegal drugs at his private school. When confronted, the son didn't deny his involvement. His attitude that "everyeone's doing it" alarmed his parents, but it's typical of the morally relativistic response often heard in today's culture. My friends can't figure out how their boy, brought up in a loving Christian home, could make such terrible choices for his life.
Making bad choices seems to come naturally for many. In his book "Right From Wrong," Josh McDowell offers evidence of the many wrong choices Christian kids are making. McDowell found that Christian kids admitted to participating in the following behaviors during the prior three months: 66 percent had lied to an adult; 36 percent had cheated on an exam; 27 percent had sexual intercourse; 23 percent had smoked a cigarette; 20 percent tried to physically hurt someone; 12 percent got drunk; and 8 percent had used an illegal drug. And the gap between the choices Christian and non-Christian kids are making is shrinking.
Parenting today may be tougher than a generation ago, but that's no reason to give up hope. Yes, there are many influences in the lives of our kids. But parents still play the major role in raising kids. With that in mind, what are some of the steps we can take to guide our teens into making healthy decisions? Here are a few I've found helpful:
First, we must ask ourselves, "What do I believe?" We need to consistently live the standards we hope to pass on to our kids. We have to live out what we want our kids to become because they usually grow up to live out who we are. In one survey, 94 percent of the kids interviewed said their parents are "very important" role models.
Second, we need to teach our kids to think through all the facts before making a decision. This applies to all decisions- both large and small. We need to help our kids learn to think about what God has to say about every decision they face. Our role is to show our children what Scripture has to say about matters of honesty, integrity, character, work ethic, sexual behavior, substance abuse, vocation, athletics, time, dating, authority, etc. Making a decision based solely on how something "feels" is a dangerous way to live.
Third, we need to challenge our teens to set and manage healthy patterns of thinking by asking them "why" they do what they do. As our children move into the early teen years, they become intellectually capable of wrestling with various options. Our goal is to get them to think for themselves in healthy ways. Chuck Swindoll says, "Training should prepare the child to think for himself. Overprotective parents, as well as easily threatened parents, are weak here. Insecure moms and dads have great difficulty inculcating solid, biblical principles in their children, apart from a long list of do's and don'ts."
And fourth, we need to help our kids think through the consequences of their decisions by asking them to consider the long- and short-term implications. Our children need to understand the positive and negative consequences of the choices they make. We need to help them think through the implications of keeping their word, drinking and driving, sexual activity, honesty, cheating, and the commitment to hard work. Sharing the consequences of decisions you've made in your life can go a long way in cementing these lessons into your child's head and heart.
Every parent must remember that kids who grow up in today's youth culture face lots of confusing choices. It's a tough world out there. They need your guidance and help. Will you give it to them?
The Center for Parent/Youth Understanding grants permission for this article to be copied in its entirety, provided the copies are distributed free of charge and the copies indicate the source as the Center for Parent/Youth Understanding.
For more information on resources to help you understand today's rapidly changing youth culture, contact the Center for Parent/Youth Understanding.
©2003, The Center for Parent/Youth Understanding
Free Programs for Making Video and Slide Presentations for the Why Try Program
The ~YouTube Downloader program lets you download ~YouTube videos to your hard drive. Once they are on your hard drive, you can add titles, words, narration, music, or edit the video to your ideal. This program can be found here: http://youtubedownloader.com/
A free and simple program for making slide shows with your voice and music is called ~PhotoStory 3. You can download it here:
http://download.cnet.com/Photo-Story-3-for-Windows/3000-12511_4-10339154.htm
The VLC Media Player is probably the best and most versatile program. It plays video that the Windows Media Player won’t play. It is available for free from:
http://download.cnet.com/VLC-Media-Player/3000-13632_4-10267151.html?tag=mncol;1
You can look at the top five free video editors at the following location:
http://www.desktop-video-guide.com/top-5-free-video-editing-software-review.html
Here is a program for making your videos online:
http://www.photoshow.com
Youth Group Icebreaker Games
When children are old enough for Youth Group, Icebreaker Games become even more important. With advancing maturity, comes increasing self-consciousness. There's nothing so stereotypical as a group of pre-teens, or teenagers, all stoically holding up the walls of any room in which they're meeting. You need icebreaker games to get them to loosen up and start interacting. As a Sunday School teacher, it’s your responsibility to plan for and lead icebreaker games. But what if you’ve never done it before? What if you don’t know any icebreaker games? That’s why we put this collection together.
To identify the best icebreaker games, we asked a bunch of people to tell us their favorite icebreaker games - games they would happily recommend to new teachers, because they work. Then, from the games described to us, we picked the best ones.
Currently the games are divided into two pages. One, this one, has youth group icebreaker games. The other one it the group icebreaker game page for younger children. Of course, many games are suitable for a broad age range. Games that will work for both younger children and youth groups are repeated on each page. You only have to look at the one page for your age group, to find all the games we have for your class.
Who Am I?
* Contributed by: a teacher
* Ages: middle school, high school, young adult, teen, youth
I use this all the time. I announce a theme - like Bible Characters, or pop stars or candy bars or TV shows or anything. I prepare a series of Index cards with these things on them - like, let's say I use Bible Characters - I write stuff like Noah, Jacob, David, Rebekah - you know, the topics - on the cards. Then they get taped to each kid's back. The kids then are trying to identify what is taped to their backs by asking questions about the topic - they can't ask a direct question, and they can't ask more than one question of each person that is there. Sometimes, I have them write down their clues and the person who gave them to them - then they have to learn names too. It's a lot of fun.
Who Am I? (Version Two)
* Contributed by: a teacher
* Ages: middle school, high school, young adult, teen, youth
My favorite Ice-Breaker game is when you get a few members of the group to sit at the front of the room and write celebrity names on the board behind them. The people facing them have to answer questions with yes or no answers only to help the person find out who they are. Eg: "Am I tall?", "Am I a singer?", "Am I an athlete?" This game encourages people to speak out in a group.
Icebreaker Bingo
* Contributed by: anonymous
* Ages: middle school, high school, young adult, teen, youth
I've played this at work functions (when two branches merged and people didn't know each other) and also in high school. It would work for middle school, high school or young adult. Each player gets a piece of paper with a 5x5 grid. In each square of the grid is written an experience or a description. Examples could be things like "was born outside the US", "is wearing a green shirt", "plays guitar", "wears glasses", "has more than 2 siblings", etc. Each player can have the same bingo grid. Each person has to find people who match the the descriptions. No person can be used for more than one square. The first person to complete a row yells bingo and gets a prize. You can let people keep playing and award a prize for filling in all the squares, or the most squares. It's a good way to get people to talk to a large number of people, and learn facts about them. You also have to know their names since you have to write them down.
Circle Toss
* Contributed by: anonymous
* Ages: middle school, high school, young adult, teen, youth
I remember this game from when I went to camp. In it, the leader has the group get in a circle, and then brings out several random objects, it really doesn't matter what, as long as they can be thrown. The leader starts with one of the objects, saying one of the kids names, and throwing it to them. That kid throws it to someone else, saying their name, and so on and so forth. When it gets back to the leader, he/she brings out another object and repeats the process. This can be repeated as many times as objects you have. For added fun, you can time it, and see how fast they can get it while still clearly saying the next persons name. You can challenge them to see how they can change the way they are standing to make the process faster, also.
Come to Order
* Contributed by: a high school teacher
* Ages: preschool, early grades, older primary, middle school, high school, young adult, teen, youth
My favorite "get to know each other game" is standing in line. I was introduced to it as a girl guide and have used it often when we met in a new group of people and as a high school teacher with new classes. It only takes a few minutes, but you suddenly know a lot about people, if you can remember :-)
This game is good for all ages, if you give a little thought to the criteria you line up after. Preschoolers, for example, won’t know the alphabet. A Captain calls out what the rule for the line up is, for instance by height, and people line up. When the line has been formed everybody introduces themselves and shakes hands with their neighbors in the line. Repeat four or five times with new rules.
Criteria for forming the line can be:
* Age, youngest first
* Height, smallest first
* Alphabetically by given name, family name, town you come from, street you live in, ...
* Shoe size,
* Length of hair
* Size of nose (great discussions arise :-)
* Height you can jump etc.
Honey Do You Love Me?
* Contributed by: a youth group member
* Ages: older primary, middle school, high school, young adult, teen, youth
This is a game that I played with my youth group and had a LOT of fun. The suggested age range is probably older-primary through young adult, but it seems to be enjoyable for almost anyone. It's called "Honey Do You Love Me?" Any number of people can play. Everyone sits in a circle, and one person is picked to start the game. The basic play goes like this: The person who is "it" says to someone else in the room, "Honey, do you love me?" The person they ask must reply "Honey, I love you, but I just can't smile." (obviously, without smiling!) If they can do it without smiling, the person who was "it" must keep asking people around the room until someone smiles. Then they're it. The person who is "it" can use whatever theatrics they'd like...batting eyelashes, making faces, silly voices...to try to get the other person to smile.
Human Knot
* Contributed by: a youth group member
* Ages: older primary, middle school, high school, young adult, teen, youth
We played a human knot game in schools and camps. It's most suitable for older-primary age students and older. A group of 8-16 people stand in a small circle facing each other. Everyone sticks their hands into the center of the circle and randomly grabs someone else's hand with each of their own hands. The objective of the game is to untangle this "human knot" without anyone letting go of a hand, ending up with one large circle (although sometimes, two separate or linked circles might be the end result). The participants have to step over or under each others linked arms, with the close physical proximity and silly maneuvers breaking the ice between strangers. This game also requires team work and decent leadership skills in one or more participants.
Middle Name Game
* Ages: early grades, older primary, middle school
* Contributed by: a youth ministry director
(This is a variant of 'Come to Order.' We're listing it separately because of the element of competition added - and as a vote of confidence, considering its contributor. )
Here's one the kids love: The Middle Name Game If you have enough kids, divide them into two teams (the more kids, the longer the game will last). Once the teams have been determined, have them line up alphabetically according to their middle names. The first team to accomplish this correctly wins. If you have a smaller group or you'd rather not have a winning team/losing team, you could always do one, big, long line instead.
Morning Workout
* Contributed by: Tona P., Finland
* Ages: preschool, early grades, older primary, middle school, high school, young adult, teen, youth
This was something our leaders at theater-creativity camp often started the day with when I was 12-15 (youngest kids at camp were around 7-8). This game works well for children in early grades, and would probably work with younger kids too. It can be fun even for adults with the right modifications. It's very simple, and sounds boring, but after a few rounds everyone is warmed up and usually giggling.
Everyone sits in a circle, with legs extended (or knees drawn up, doesn't matter) in front of them. The leader describes the game, which goes like this: Everyone lies down on their backs. The first person (usually a leader or someone who knows how it goes) sits up and says "Hi, I'm Susie!". Then everyone else sits up too and chorus "Hello Susie!". Everyone down again, next person, repeat. When everyone has done this once you add something about yourself, like "Hi, I'm Susy and I like flowers!" (... and I come from Michigan / and I'm 12 years old / etc). The group sits up and choruses "Hello again Susie!". The later rounds can be more or less giggly/challenging depending on how closely you instruct the participants to match the type of statement the leader makes. For the first time you can do all rounds with only basic information and little "I like" or "I dislike" statements. (And it doesn't have to be real "sit ups", but for older kids you can make it more challenging by deciding how people should should move, or piling on extra moves for the later rounds, f.ex. sit up and then raise your arms/touch your toes/wiggle your nose/or any combination.)
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1. Coordination
2. Facility wide
3. Officer training
4. Use Why Try for Sanctions
5. Make STAR more consistent with Why Try
6. Two week system wide themes
7. Bank of activities and suggestions
8. Description of each metaphor issued each cycle.
Second List
Ideas for Why Try
1. Coordinate WT school wide.
2. Train officers.
3. Develop resource center in library.
4. Make copies of WT songs, lyrics, and videos.
5.Show videos system wide and make disks available.
6. Have a capstone project for each student: act, drawing, written, etc. which contributes to knowledge.
7. Have sanctions consistent with WT theme when appropriate.
8. Students carry WT Folder with them where ever they go. Stickers or ranking system on folder. Every teacher, counselor, instructor, CO can inspect and offer guidance. Have level, goal for week, suggestions, etc.
9. Need writing, reading, and resource material for every unit.
10. One hour designated study time for Why Try every eve.
http://www.scican.net/~morgansup2/delinq.html
Jurisdiction in Juvenile Delinquency cases:
IC 31-30-1-1
The juvenile court has exclusive original jurisdiction, except as provided in IC 31-30-1-9 and 31-30-1-10, in all proceedings governing the detention of a delinquent child. Also, the juvenile court has exclusive jurisdiction over violations of IC 7.1-5-7 if the child is under eighteen years of age. However, the juvenile court does not have jurisdiction with respect to a child who commits an infraction, violation of a municipal ordinance, or violation of a traffic law if the violation is a misdemeanor and the child is 16 years of age or older. The juvenile court has exclusive jurisdiction over a juvenile who commits a violation of IC 9-30-5 (Operating While Intoxicated offenses).
IC 31-30-1-4 Crimes excluded from juvenile jurisdiction:
Excluded from the jurisdiction of juvenile courts are prosecutions against a sixteen year old or older individual for alleged violations of the following:
1. IC 35-42-1-1 (murder);
2. IC 35-42-3-2 (kidnapping)
3. IC 35-42-4-1 (rape);
4. IC 35-42-4-2 (criminal deviate conduct)
5. IC 35-42-5-1 (robbery), if:
(A) it was committed while armed with a deadly weapon; or
(B) it results in bodily injury or serious bodily injury;
6. IC 35-42-5-2 (carjacking);
7. IC 35-45-9-3 (criminal gang activity)
8. IC 35-45-9-4 (criminal gang intimidation)
9. IC 35-47-2-1 (carrying a handgun without a license)
10. IC 35-47-10 (children and firearms)
11. IC 35-47-5-4.1 (dealing in a sawed-off shotgun);
12. IC 35-48-4-1 (dealing in cocaine or a narcotic drug;
13. IC 35-48-4-2 (dealing in a schedule I, II, or III controlled substance;
14. IC 35-48-4-3 (dealing in a schedule IV controlled substance); or
15. Any offense that may be joined [under IC 35-34-1-9 (a)(2)] with the crime listed in subdivisions (1) through (14).
Once a child described above has been charged with any crime listed in subsection (1) through (15), the court having adult criminal jurisdiction retains jurisdiction over the case even if the child pleads guilty to or is convicted of a lesser included offense. A plea of guilty to or a conviction of a lesser included offense does not vest jurisdiction in the juvenile court.
Parties to a Juvenile Delinquency Proceeding:
The parties to any juvenile delinquency proceeding are:
* (1) the child;
* (2) the child's parent(s), guardian(s) or custodian(s);
* (3) the Prosecuting Attorney.
All rights of parties provided in the Indiana Rules of Trial Procedure apply in juvenile delinquency proceedings.
Juvenile Detention and Custody:
Indiana Law specifies four ways in which a child "may be taken into custody:"
* by any law enforcement officer acting under an order of the court of juvenile jurisdiction.
* by any law enforcement officer acting with probable cause to believe the child has committed a delinquent act;
* by any law enforcement officer, probation officer, or caseworker acting with probable cause to believe the juvenile is in need of services under certain circumstances.
* by any law enforcement officer, probation officer, or caseworker acting with probable cause to believe the child is a CHINS because the child is a missing child as defined by IC 10-1-7-2.
The Court can issue an order to take a child into custody pursuant to 34-4-9-2.1 for failure to appear in response to summons, subpoena, or notice given in open court.
IC 34-4-9-2.1 allows the court to order a body attachment for persons who fail to appear as ordered by the court.
A juvenile apprehended upon the authority of such a body attachment shall be taken "to a place designated in the order to await a detention hearing ."
A child taken into custody without such an order may be released to the child's parent or legal guardian by the law enforcement officer upon written promise to appear, but may also be placed in detention by the officer if the officer reasonably believes that:
* the child is unlikely to appear for subsequent proceedings;
* the act involved is murder or a Class A or B felony;
* detention is "essential to protect the child or community";
* the parent, etc. cannot be located or is unwilling to take custody; or
* the child has a reasonable basis for requesting nonrelease.
The law enforcement officer shall immediately notify the child's parent, guardian, or custodian and an intake officer of the following: (1) Where the child is being held. (2) The reasons for the child's detention.
A child taken into custody and placed in detention without a court order and detained by the intake officer is entitled to: (1) a probable cause determination by a judicial officer within forty-eight (48) hours of the time the child was taken into custody; and (2) a detention hearing within forty-eight (48) hours (excluding Saturdays, Sundays and legal holidays) after the child is taken into custody. The notice of the time, place and purpose of the detention hearing shall be given to the child and the child's parent if the parent can be located. At the hearing the child and the parent shall be informed of the child's right to counsel, and the child's right to refrain from testifying against himself/herself. The court may appoint counsel for the child.
Preliminary Inquiry:
If the prosecutor has reason to believe the child has committed a delinquent act, the prosecutor shall instruct the intake officer to make a preliminary inquiry to determine whether the interests of the public or the child require further action. A preliminary inquiry is an informational investigation into the facts and circumstances reported to the court. Whenever practicable, it should include information on the child's background, current status, and school performance.
Informal Adjustment:
IC 31-37-9
After the preliminary inquiry, and upon approval by the juvenile court, the intake officer may implement a program of informal adjustment if the officer has probable cause to believe that the child is a delinquent child or a child in need of services. The child and parent, guardian, custodian, or attorney must consent to the program. A program of informal adjustment may not exceed six (6) months, except by approval of the juvenile court which may extend a program of informal adjustment an additional six (6) months.
Juvenile's Rights in Delinquency Proceeding:
In a juvenile delinquency proceeding, the juvenile has the following rights:
* to know the nature of the allegations against the juvenile;
* to be represented by counsel;
* to have a speedy trial;
* to confront all witnesses against him;
* to cross-examine witnesses against him;
* to obtain witnesses or tangible evidence by compulsory process;
* to introduce evidence on his own behalf;
* to refrain from testifying against himself; the right to remain silent;
* to have the State prove that he committed the delinquent act charged beyond a reasonable doubt.
Right to Counsel:
In a delinquency proceeding, the juvenile is entitled to be represented by counsel who may represent him/her without a conflict of interest. The court can appoint an attorney for the juvenile, without any cost to the juvenile, if the juvenile desires one. If the court does give the juvenile a court appointed attorney, at the time of disposition the court must make a decision whether the parents must reimburse the county for all or part of the cost of the court-appointed attorney. A juvenile can waive his right to an attorney if that waiver is joined by the juvenile's custodial parent, guardian, custodian or guardian ad litem. The juvenile's parent, guardian, custodian, or guardian ad litem may waive the juvenile's right to an attorney if they knowingly and voluntarily waive the right, and if they have no interest adverse to the juvenile, and if meaningful consultation has occurred between them and the juvenile, and if the juvenile knowingly and voluntarily joins with the waiver.
Parental Participation and Financial Responsibility/Reimbursement for Services:
If the juvenile is adjudicated a delinquent juvenile, the parent(s) or the custodian(s) of the juvenile may be required to participate in programs of care, treatment, or rehabilitation for the juvenile, and will be held financially responsible for any services provided for the juvenile or the parents/custodians (including the costs incurred by the County on behalf of the juvenile for: attorney, out-of-home placement, secure detention, inpatient/outpatient treatment or counseling).
The parent(s) or custodian(s) of the juvenile are entitled to controvert any allegations made at the dispositional or other hearing concerning their participation, or they may controvert any allegations concerning their financial responsibility for any services that would be provided.
Expenses which a parent or guardian of the estate shall be ordered to pay are as follows:
* The parent or guardian of the estate of any child returned to Indiana under the interstate compact shall reimburse the court for all costs regardless of whether the child has been adjudged delinquent.
* Support which accrued prior to termination of parental rights.
Expenses which a parent or guardian of the estate may be ordered to pay are as follows:
* Attorneys fees
* Docket fees
* Probation User's fee
* Guardian ad litem or court appointed special advocate fees
* Support for partially emancipated child
* Services for abused children
* Outpatient social, psychological, psychiatric, medical or educational care
* Care, including support, provided in an institution or foster care
If the parent or guardian of the estate defaults in reimbursing county, or fails to pay any fee authorizes by this article, the juvenile court may find him in contempt and may enter judgment for the amount due:
Each parent of a child shall be ordered to pay for services provided to the child in accordance with the child support guidelines adopted by the Indiana Supreme Court. IC 31-6-4-18(e). Exception: If the court finds that the parents/guardians are unable to pay, or justice would not be served by ordering payment, the order of reimbursement need not be issued. Enforcement of orders to parent is through the contempt power of the court.
Liability of parents to others for the acts of their children:
IC 34-31-4-1. A parent is liable for not more than five thousand dollars ($5,000) in actual damages arising from harm to a person or damage to property knowingly, intentionally, or recklessly caused by the parent's child if: (1) the parent has custody of the child; and (2) the child is living with the parent.
IC 34-31-4-2. A parent of a child who is a member of a criminal gang (as defined in IC 35-45-9-1), who actively encourages or knowingly benefits from the child's involvement in the criminal gang, is liable for actual damages arising from harm to a person or property intentionally caused by the child while participating in a criminal gang activity if: (1) the parent has custody of the child; (2) the child is living with the parent or guardian; and (3) the parent failed to use reasonable efforts to prevent the child's involvement in the criminal gang.
Predispositional Report:
If a child is found to be a delinquent child, the court will order a written predispositional report to be filed by a probation officer or caseworker. A predispositional report must include a recommendation for the care, treatment or rehabilitation of the child.
The child, his parents, guardian, guardian ad litem, custodian, or court appointed special advocate have the option of filing alternative predispositional report with the court.
Dispositional Alternatives upon finding of Delinquency:
Upon a finding of delinquency, and at the dispositional Hearing, the Court has the following dispositional alternatives:
* Award wardship over the juvenile to the Indiana Department of Correction for housing in any correctional facility for juveniles or in a community based correctional facility for juveniles.
The child may be placed in an IDOC facility until age 18 if the child is at least 13 and less than 16 and commits murder, kidnapping, rape, criminal deviate conduct, robbery committed with a deadly weapon or resulting in bodily or serious bodily injury.
The child may be placed in an IDOC facility for not more than 2 years if: (a) the act committed was a felony against a person, or a Class A or B felony that is a controlled substance offense, or Burglary as a Class A or B felony; and (b) if the child is at least 14 years of age and the child has committed two, unrelated, prior adjudicated acts of delinquency that would be felonies if committed by an adult
* (applicable only if juvenile is less than 17 years old). Place the juvenile in a juvenile detention facility for up to ninety (90) days.
* (applicable if the juvenile is at least 17 years old). Place the juvenile in a juvenile detention facility for up to one hundred twenty days (120) days.
* Remove the juvenile from his/her home and place the juvenile in another home or shelter care facility.
* Award wardship over the juvenile to any other person or shelter care facility.
* Place the juvenile in a secure private facility for children licensed under the laws of this state.
* Order a person who is a respondent in a protective proceeding of this chapter to refrain from direct or indirect contact with the juvenile.
* Order HIV testing if the juvenile is convicted of certain sex and/or controlled substance offenses.
* Supervision over the juvenile by the probation department (or the county welfare department).
* Order the juvenile to receive out-patient treatment at a social service agency, psychological, psychiatric, medical or educational facility, or from an individual practitioner.
* Order the juvenile to surrender his/her driver's license to the Court for a specified period of time.
* Order the juvenile pay restitution to the crime victim if the victim provides reasonable evidence of loss which the juvenile could question at the dispositional hearing.
* Order the invalidation of the juvenile's driver's license of permit by the bureau of motor vehicles for not less than 90 or more than 180 days if the juvenile is a repeat truant.
* Order the invalidation of the juvenile's driver's license or permit or learner's permit not be issued by the bureau of motor vehicles for not less than 180 days but not more than one (1) year if the juvenile committed certain acts that would be crimes if committed by an adult, including dealing in a controlled or counterfeit substance, possessing a controlled substance or a prescription drug, or conspiring to commit these acts, or that the operator's license or permit shall be invalidated or that the learner's permit not be issued for at least 180 days but not more than two (2) years for repeating violations, or if the crimes above were committed on school property or within 1000 feet of school property.
* Partially or completely emancipate the juvenile.
* Order the juvenile to attend an alcohol or drug service program.
* Order the juvenile to perform community service for a specified period of time.
* Order the juvenile and parents to pay an initial probation user's fee of not less than $25.00 or more than $100.00 and a monthly probation user's fee of not less than $5.00 or more than $15.00.
WAIVER: STATUTORY AUTHORITY AND PREREQUISITES
Waiver hearings: The statutory basis for waiver of juvenile court jurisdiction is IC 31-30-3.
Nonpresumptive Waiver arises under IC 31-30-3-2 when a child fourteen (14) years or older is charged with an act which is either: (1) heinous or aggravated with greater weight given to acts against the person than to acts against property; or (2) that is a part of a repetitive pattern of delinquent acts (even though less serious).
In a "Nonpresumptive Waiver" proceeding, the burden is upon the State to prove:
* the child was fourteen (14) years of age or older when the act charged was allegedly committed;
* there is probable cause to believe that the child committed the act;
* the child is beyond rehabilitation under the juvenile justice system; and
* it is in the best interests of the safety and welfare of the community that the child stand trial as an adult.
Nonpresumptive Waiver arises under IC 31-30-3-3 when a child sixteen (16) years or older is charged with an act which if committed by an adult would be a felony under the Controlled Substances Act, IC 35-48-4, and it is in the best interests of the safety and welfare of the community for the child to stand trial as an adult.
Presumptive Waiver arises under IC 31-30-3-4 when a child ten (10) years old or older [but less than age 16] is charged with an act which would be murder if committed by an adult. NOTE: If the child, who is sixteen (16) years of age or over and is charged with murder, the juvenile court does not have jurisdiction.
Presumptive Waiver arises under IC 31-30-3-5 when a child sixteen (16) years or older is charged with an act which if committed by an adult would be: a Class A or Class B felony, except a felony defined by IC 35-48-4; involuntary manslaughter as a Class C felony under IC 35-42-1-4; or reckless homicide as a Class C felony under IC 35-42-1-5, except for those cases in which the juvenile court has no jurisdiction.
Presumptive Waiver arises under IC 31-30-3-6 when a child is charged with an act which would be a felony, and the child has previously been convicted of a felony or a non-traffic misdemeanor. ["Once waived, always waived"]
Once a child has been waived to adult court and has been convicted of a felony or a non-traffic misdemeanor, the child will be waived to adult court for all future criminal acts.
Information On Treating Juvenile Delinquents
Although juvenile delinquency treatments include juvenile rehabilitation(modeled after New York's House of Refuge), rehabilitation treatments(multi-layered, focusing on formative skills), and boot camps(less effective than family centered programs), there is a need to integrate mental health therapy into the current treatment programs.
Juvenile offenders need to be confined in a safe place so they wont hurt anyone. Boys Homes and boot camps might be a couple of feasible choices. Detention facilities offer services, such as substance abuse treatment, education and counseling, to juvenile offenders. Youth offenders can stay at this facility while they await judgments from legal hearings and decisions concerning their permanent placement. You need to know some basic facts about the treatments that occur in detention facilities for young offenders.
NY's House of Refuge was the original model for places to rehabilitate troubled youth
The New York House of Refuge is an institution that first opened its doors in 1825. This trailblazing addition to the United States juvenile reformatory system was fostered by a philanthropic association. This facility served as the model for all other juvenile rehabilitation programs. An inmate's schedule may include programs like school and work. Male inmates made chairs, shoes, brushes and other materials while females were completed domestic tasks. Abuses within the facility were only discovered years after its establishment.
Rehabilitation treatments are multi-layered
Treatment for juvenile delinquency is multi-layered because their is no one rehabilitation treatment that is effective for all. There are two major aspects to rehabilitation. These include community-based treatments and professional therapy. The best way to help troubled youth is having an in-patient treatment program which addresses different aspects of their lives. For youths who may be very dangerous to themselves and to others, residential treatment is not always the answer. In these circumstances, youths may require a residential facility with greater security or juvenile detention. Juveniles with a serious criminal history usually end up in the Youth Authority or in Juvenile Hall, where generally there is little to no opportunity for rehab.
Developing formative skills is the main focus of many treatments
It is generally known that neglected and abused children are more prone to be delinquent, and many treatments are based on this diagnosis. Most treatments target and foster missing formative skills that were supposed to have developed at a young age. Basically, the purpose of this therapy is to re-parent the youngster.
Programs that involve the whole family have been shown to be more effective than the boot camp approach
Boot camps have always been used as an option for juvenile rehabilitation. However, boot camps are not really a form of treatment and have been quite ineffective in treating troubled teens. And, the fact that family-centric treatments are more effective, in the long run, than boot camps is a fact that is actually backed by research. In addition, the experience at boot camps has been found to be traumatic.
At this point, the current system should incorporate some aspects of mental health treatment
A 2010 study sanctioned by The Office of Juvenile Justice and Delinquency Prevention reported that more than 70% of juvenile offenders had traumatic pasts, while an additional 67% had been witness to a death or severe injury. Such inhuman treatment meted out to youth proves the need for psychological treatment to become an integral part of juvenile justice system. The study indicated that providing counseling for substance abuse was effective and should be included in the program.
Treatment for juvenile delinquency must continually evolve to provide better options for youth and society.
To find more information about Boys Homes and the help they offer please go to http://boyshomes.com.
Read more at http://www.articlealley.com/article_1855593_24.html?ktrack=kcplink
[[Go here for info|http://nicic.gov/Library/024658]]
[[Thinking for a Change Resources|http://nicic.gov/t4c]]
[img[http://www.rochesterpubliclibrary.org/teens/images/img_teen_group.jpg]]
!Upcoming Why Try Training
There is scheduled a ~WhyTry Facilitator Training in Anderson, IN on June 16-17, 2011. Seats are going fast so make sure to fill out your registration right away to save your spot! Visit www.whytry.org
If you haven’t been through a ~WhyTry Facilitator Training, this is your chance! If you’ve already been trained, please help us by letting your peers know about this training. Almost everyone who has used ~WhyTry first heard about it from someone like you.
The ~WhyTry Facilitator Training is designed to prepare you to use the ~WhyTry Program in your professional setting. It will also give you new perspectives to help you understand and reach your most difficult students and clients.
Thank you for your on-going interest and support. And thank you for all you do to serve youth.
Thanks,
Mike Woodward
The ~WhyTry Organization
mike@whytry.org
866-949-8791 (toll free)
801-724-9879 (office)
801-437-3222 (fax)
www.whytry.org
!Why Try Manual, Worksheets, and Video are on shared drive at:
!S:/Treatment/WT/
On your main desktop, click on the computer icon. Go down to the shared drive (S:\). Click and go down to "Treatment" and click. Go down to "WT" and click. Here are the shared Why Try booklets and videos. You can watch the videos by clicking on them.
If you would like a simple program to download You Tube videos, go [[HERE!|http://youtubedownloader.com/]]
May be blocked by your server or network.
You can't watch Youtube Videos online and download programs won't work on the in house network, but you can try this at home on your own computer.
!Here are the latest Why Try Videos I made:
<html><iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/MzOMy9qwgBI" frameborder="0" allowfullscreen></iframe></html>
<html><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/6kXww1e1uzY?hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/6kXww1e1uzY?hl=en&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object></html>
[[To See the Lyrics to the above Video click here|http://www.youtube.com/watch?v=BWdLt3Afjrg]]
Find Other Video at the link below:
![[Why Try Video]]
[img[http://www.kidscharactercounts.org/images/pillars2.jpg]]
!"Character cannot be developed in ease and quiet. Only through experiences of trial and suffering can the soul be strengthened, vision cleared, ambition inspired and success achieved." - Helen Keller
![[Character Counts]]
[img[http://aviewfromtheright.com/wp-content/uploads/2010/04/thinker21.jpg]]
![[Thinking for a Change]]
[img[http://stopbullying.gov/images/promowh-active.png]]
![[Stop Bullying Information|http://stopbullying.gov/]]
*
/***
|Name:|InstantTimestampPlugin|
|Description:|A handy way to insert timestamps in your tiddler content|
|Version:|1.0.10 ($Rev: 3646 $)|
|Date:|$Date: 2008-02-27 02:34:38 +1000 (Wed, 27 Feb 2008) $|
|Source:|http://mptw.tiddlyspot.com/#InstantTimestampPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
!!Usage
If you enter {ts} in your tiddler content (without the spaces) it will be replaced with a timestamp when you save the tiddler. Full list of formats:
* {ts} or {t} -> timestamp
* {ds} or {d} -> datestamp
* !ts or !t at start of line -> !!timestamp
* !ds or !d at start of line -> !!datestamp
(I added the extra ! since that's how I like it. Remove it from translations below if required)
!!Notes
* Change the timeFormat and dateFormat below to suit your preference.
* See also http://mptw2.tiddlyspot.com/#AutoCorrectPlugin
* You could invent other translations and add them to the translations array below.
***/
//{{{
config.InstantTimestamp = {
// adjust to suit
timeFormat: 'DD/0MM/YY 0hh:0mm',
dateFormat: 'DD/0MM/YY',
translations: [
[/^!ts?$/img, "'!!{{ts{'+now.formatString(config.InstantTimestamp.timeFormat)+'}}}'"],
[/^!ds?$/img, "'!!{{ds{'+now.formatString(config.InstantTimestamp.dateFormat)+'}}}'"],
// thanks Adapted Cat
[/\{ts?\}(?!\}\})/ig,"'{{ts{'+now.formatString(config.InstantTimestamp.timeFormat)+'}}}'"],
[/\{ds?\}(?!\}\})/ig,"'{{ds{'+now.formatString(config.InstantTimestamp.dateFormat)+'}}}'"]
],
excludeTags: [
"noAutoCorrect",
"noTimestamp",
"html",
"CSS",
"css",
"systemConfig",
"systemConfigDisabled",
"zsystemConfig",
"Plugins",
"Plugin",
"plugins",
"plugin",
"javascript",
"code",
"systemTheme",
"systemPalette"
],
excludeTiddlers: [
"StyleSheet",
"StyleSheetLayout",
"StyleSheetColors",
"StyleSheetPrint"
// more?
]
};
TiddlyWiki.prototype.saveTiddler_mptw_instanttimestamp = TiddlyWiki.prototype.saveTiddler;
TiddlyWiki.prototype.saveTiddler = function(title,newTitle,newBody,modifier,modified,tags,fields,clearChangeCount,created) {
tags = tags ? tags : []; // just in case tags is null
tags = (typeof(tags) == "string") ? tags.readBracketedList() : tags;
var conf = config.InstantTimestamp;
if ( !tags.containsAny(conf.excludeTags) && !conf.excludeTiddlers.contains(newTitle) ) {
var now = new Date();
var trans = conf.translations;
for (var i=0;i<trans.length;i++) {
newBody = newBody.replace(trans[i][0], eval(trans[i][1]));
}
}
// TODO: use apply() instead of naming all args?
return this.saveTiddler_mptw_instanttimestamp(title,newTitle,newBody,modifier,modified,tags,fields,clearChangeCount,created);
}
// you can override these in StyleSheet
setStylesheet(".ts,.ds { font-style:italic; }","instantTimestampStyles");
//}}}
<html><div style="width:425px" id="__ss_152394"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/guest102a23/an-introduction-to-tiddlywiki-revised" title="An Introduction to TiddlyWiki, revised">An Introduction to TiddlyWiki, revised</a></strong> <object id="__sse152394" width="425" height="355"> <param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=an-introduction-to-tiddlywiki-revised-1193924841420239-1&stripped_title=an-introduction-to-tiddlywiki-revised&userName=guest102a23" /> <param name="allowFullScreen" value="true"/> <param name="allowScriptAccess" value="always"/> <embed name="__sse152394" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=an-introduction-to-tiddlywiki-revised-1193924841420239-1&stripped_title=an-introduction-to-tiddlywiki-revised&userName=guest102a23" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed> </object> <div style="padding:5px 0 12px"> View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/guest102a23">guest102a23</a> </div> </div></html>
[img[http://foolface.com/wp-content/uploads/2010/08/1282795212.jpg]]
Here is a transcript of Jim Valvano’s speech at the 1993 ESPY’s announcing the formation of the Jimmy V Foundation for cancer research. The
link to the actual audio of the speech is below. Hopefully you can use this for Why Try.
From Mr.Conkling
http://www.americanrhetoric.com/speeches/jimvalvanoespyaward.htm
Journal topics are geared to help students learn a little more about themselves as they grow in self understanding. In addition to the topics listed below, associative writing, the writing of thoughts as fast as they come to mind without worrying about sentence structure or punctuation, may be particularly helpful when a student is troubled or experiencing writers' block.
When I need time for myself...
If I could live anywhere
I really miss...
I never expected...
An unusual day in my life
For my birthday I'd like...
The worst gift I ever got...
I daydream most about...
I really wish....
Something few people realize about me
I wish I weren't so...
One of my best points is...
One of my most important goals is...
I dream that one day...
My hardest class is
What makes me feel proud is
I'm glad I'm alive when
Some little things I often forget to enjoy
Associative Writing
Associative writing, also called free writing, requires that the student write his thoughts as fast as they come to mind with no attention to sentence structure or punctuation. The technique may be particularly helpful when a student is troubled or suffering from writers' block. Although I like to teach students how and when to use associative writing, I prefer that they do it outside of class and not as an English assignment.
http://712educators.about.com/od/Journal-Writing/a/Journal-Topics-For-Self-Understanding.htm
[img[https://lh3.googleusercontent.com/_fwukQ1dvAw8/TWAqruuQtiI/AAAAAAAAHeE/zXMTtnXvWzc/s800/Jumping%20the%20Hurdles.jpg]]
![[Chap. 7 Jumping Hurdles|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OTVjMTQ1YTctNjRjYS00ZmQ3LTljZmUtOGQ2ZDRkYWRkMzZj&hl=en&authkey=CJGmuJ8D]]
[img[http://image.shutterstock.com/display_pic_with_logo/98191/98191,1253663571,2/stock-vector-track-and-field-athlete-jumping-hurdles-37587739.jpg]]
[[Jumping Hurdles Quiz]]
[[Jumping Zombies]]
Jumping Hurdles
Use the back of the paper.
1. Explain what the Why Try metaphor “Jumping Hurdles” means in your own words.
2. List several hurdles that you have overcome in the past.
3. What helped you overcome the hurdles?
4. What hurt you in overcoming the hurdles?
5. What does the term “jump back up” mean?
Following is the Why Try for overcoming hurdles, solving problems, and reaching goals. Pick a problem or issue and fill out the blanks.
1. Identify the Problem:
2. Create Options for solving the problem:
3. Where can I get help?
4. What specific actions will you take to jump the hurdle?
5. What can you do to be more positive in your belief to change.
6. What will aid you jumping back up in you fall?
Draw a symbol which will help you remember this metaphor.
https://docs.google.com/leaf?id=0B38fYnNUlRY5MjRmZmIwM2QtOTEwYi00ZDZhLTg0YjItZWI4YzlkM2Y4ZTAz&hl=en&authkey=CPf8-oEF
Why Try Program - Jumping Hurdles
Please answer each of the questions below.
1. How have you overcome hurdles in the past? What skills did you learn to use to over come new hurdles?
2. How will you measure success in overcoming your problem?
3. What can you do to identify the specifics of your problem? How can you study your problem? How can you break your problem down?
4. How will you discover options to overcome your problem?
5. In the past, when you tripped on a hurdle, how did you get back up?
6. Does believing that you can overcome your problem make accomplishing this easier?
7. How do you find people to help you overcome your hurdles?
8. Have you ever helped someone with their hurdles? What did you learn?
9. Will you help others to jump their hurdles?
10. What skills do I need to learn to be stronger at jumping hurdles and solving problems?
11. How have you learned from past mistakes?
12. How do you develop an action plan to jump your hurdles?
13. How can you motivate yourself to solve a problem?
14. How does one’s attitude affect their ability to jump hurdles?
[[Worksheet|https://docs.google.com/document/d/18goO3dINJ_aMlzIUNT0RPME6IzFbNpvuNx7RXXxHS8o/edit]]
[[Get the worksheet here|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YzQxMmUwNGYtMjg1Yy00ZWRiLTk5NzYtMmQ0NTUxZjYwYjMw&hl=en&authkey=CIavyooH]]
[img[http://lh4.ggpht.com/_zU3sp__BWjU/SeqAO_xShFI/AAAAAAAACvo/QSctL8oi2Nk/X1310116DSd%5B7%5D.jpg?imgmax=800]]
[img[http://teachers.greenville.k12.sc.us/sites/kaanders/Shared%20Documents/african%20american%20kids%20-%20website.jpg]]
[img[http://www.reachforyouth.org/images/home_image.jpg]]
[img[http://www.harrycutting.com/graphics/photos/children/minoritychildrenthumbs/two-african-american-kids-J242-22-626.jpg]]
[[test|S:\Treatment\WT\Why Try Stuff\Why Try Power Pt and Videos\labels.wmv]]
[[See a Labels Cartoon Here|https://docs.google.com/open?id=0B38fYnNUlRY5YjZjMzFhNTgtMmNkMy00MDM1LTgxNTYtNzAwODFiYTM1NGQw]]
[img[http://michellemalkin.cachefly.net/michellemalkin.com/wp/wp-content/uploads/2010/12/nolabels1.bmp]]
[img[https://lh6.googleusercontent.com/-a8CT94HJTQo/TYEB-FGgGWI/AAAAAAAAAT8/jeimvoMYuhE/teen-tv.jpg]]
[img[http://www.pharmainfo.net/files/u1221/GroupDiscussion-full.jpg]]
http://www.celt.iastate.edu/teaching/small_group.html
Suggestions for Leading Small-group Discussions
Prepared by Lee Haugen
Center for Teaching Excellence, Iowa State University
March, 1998
Related Resources
Leading Classroom Discussion
Managing a Discussion in a Large Class
The following general concepts are applicable for all teaching.
* Formulate clear objectives for the course (other than covering X number of chapters) which are clearly communicated to the students. It's helpful if you can state the objectives in "action" terms but not necessary. Useful objectives relate to what students should know, understand, be able to apply, or use effectively by the end of the semester. The memorization of a list of facts or dates is not in itself a very useful objective but being able to identify how current events both resemble and differ from an historic event, for example, would be a workable objective. The objectives should be explained to the students at the beginning of the semester and reiterated periodically.
* Use a variety of approaches to teaching during each session and over the course of the semester according to what is most appropriate for the material being presented. An entire course session of only lecture or only slides becomes tedious, not only for the students but for the instructors as well. But don't just jump from one thing to another. Try to load up the first 10 to 15 minutes with the important factual information. Then follow that with illustrations which give visual reinforcement to the facts. Then, maybe a short discussion of implications, etc.
* Develop clear expectations for what you expect from the students and how they will be tested. These expectations should follow logically from the objectives you formulate for the semester. Students need to understand what they will have to know, how well they need to know it, and how they will have to demonstrate what they know. Far too many students today have had twelve or more years of educational experience which has required very little of them. You can't assume that their educational preparation was like yours or that they have any experience with the kinds of performance that you expect. Also, remember that students have very different learning styles and some may respond best to multiple choice exams while others are better at answering essay questions so try to prepare different kinds of exams for different parts of the semester.
* Students learn the most when they can take an active part in learning instead of being passive recipients of information. But you will have to let them know what you expect. Most students have primarily been in lecture-style courses and have gotten used to being passive in the classroom. It make take some coaxing at first, but if you explain what you want students to do and why you are designing the course this way, they do tend to become involved. For example, having students each prepare a presentation for the class on specific topics is a useful active learning strategy. But if you do not explain why you are making this assignment, many students are likely to assume that the instructor is just lazy and is having the students do his/her work. And most students resist group or team projects because the logistics of getting together can be difficult, they've had negative experiences with teammates who do not pull their weight, and they are used to being competitive rather than collaborative. But when students can clearly see how team projects prepare them for professional life, most are more enthusiastic.
* If you want students to learn critical thinking skills or be able to synthesize several sources of information into a coherent perspective, you need to model those processes and give students a chance to practice them. For example, teachers who sometimes encounter something that they do not understand or for which they do not already have a rehearsed answer, should use that opportunity to demonstrate how they gain understanding or solve problems. And if they also involve the students in that process, they are providing a valuable lesson about how one thinks in the discipline. Students also need time to reflect on what they are learning, clarify what they do not understand in a non-judgmental environment, and have meaningful discussions about how they fit what they are learning into their construct of the world. If you want students to be able to have intelligent discussions, you need to model that behavior. In other words, don't just talk to the students, but engage them in a two-way exchange that lets them explore ideas rather than just answer questions. And when you are presenting new information, remember that the students need some time to think before you expect them to voice their thoughts.
* If you expect students to keep up with the readings for the course, then make sure that those readings are relevant to what you discuss in class but not a substitute for the readings. In other words, the readings should be the basis for thoughtful discussion, real-life application, questions about implications or hypothetical situations, etc. Most students will come to realize that they are left out of the discussions if they haven't read the assignments. But if you cover the content of the readings in class, students will also learn that they do not have to keep up with the reading because you will give them the information in lecture. Some instructors grade preparation in order to make it a requirement that students will take seriously. This tactic probably works best for the youngest students because of their developmental level.
Discussion is not always the most appropriate teaching method.
You will need to think about your objectives for the course and the discussion sessions and then compare them to the objectives below (taken from Teaching Tips by McKeachie).
* Help students learn to think in terms of the subject matter by giving them practice in thinking.
* Help students learn to evaluate the logic of, and evidence for, their own and others' positions.
* Give students opportunities to formulate applications of principles.
* Help students become aware of and formulate problems using information gained from readings or lectures.
* Use the resources of members of the group.
* Gain acceptance for information or theories counter to folklore or previous beliefs of students. [Which implies that you find out what your students believe. This can be extremely useful at the beginning of the semester.]
* Develop motivation for further learning.
* Get prompt feedback on how well objectives are being attained. If you want to achieve any or some of the goals in this list, then discussion is usually an effective method.
It helps to prepare a background for small discussion groups.
(a synthesis of information from several sources and my own experiences)
* Make a safe place. Students will not contribute to a discussion if they are afraid that they will be ridiculed for what they say. This needs to be done by an explicit statement and by demonstration.
* Have clear objectives for the discussions and communicate them clearly. Are the small groups meant to discuss specific assigned readings? Are they where students ask questions to clarify what they do not understand (and if they have no questions are they all excused)? Are these "mini lectures" in which you are presenting new information?
* Formulate and communicate your expectations of the students. Will they be graded on participation? This is not usually a good incentive because it's difficult to coerce participation and students have the impression that participation can never be graded fairly, anyway. It's better if they form more intrinsic reasons for participation such as a feeling of responsibility to the group or because it's fun and interesting. Also, let students know that a discussion is not a series of two-way exchanges between the instructor and each student. Some students have not had much experience with group discussions and do not really understand what is expected of them.
* Avoid yes/no questions. Ask "why" or "how" questions that lead to discussion and when students give only short answers, ask them to elaborate. Also, avoid questions that have only one answer. This isn't "Jeopardy" and students shouldn't be put into the position of trying to guess which set of words you have in mind.
* Don't fear silence. This may be the most difficult thing to do but it's absolutely essential. When we are responsible for facilitating a discussion, we tend to feel that a lack of response within one or two beats is stretching into an eternity. But even if you have posed a very interesting question or situation, the students will need some time to think and formulate a response. If you have very reticent students, you can try asking them to write down one or two ideas before you open up discussion. Or try handing out a list of discussion topics at the end of the session for the next session to give them time to think. Even so, there may be times when there is just no response. That's when you need to re-state the topic, use a different example, take only a part of it at a time, or throw out a "what if" scenario or devil's advocate proposition. But the important thing is to learn to bide your time and bite your tongue and wait for the students to respond.
* When possible, set up the room for discussion. A circle works best, especially if the group can sit around a table. If you can't re-arrange the furniture, then move around the room, sit among the students; become a discussion participant rather than a teacher.
* Get to know the students' names and who they are. Students are more likely to be engaged with the group if addressed by name rather than by being pointed at. If you know the interests, majors, experiences, etc. of the students, it becomes much easier to think of ways to involve them. For example, if you ask "Jane" to contribute a perspective based on her semester in Rome, you're more likely to get her involved in the discussion than if you ask if anyone wants to say something about the Coliseum.
* Provide positive feedback for participation. If a student is reluctant to speak up and then makes a contribution that just lies there like a dead fish, that student is not likely to try again. If you can't think of anything better, thank the student for his/her contribution. But it's much better to build on what the student has said, add an insight, ask others how they would respond to what the student said, and otherwise weave that contribution into the fabric of the discussion. Feedback can be a good means of getting through a lull in the discussion also. A recap of what has been discussed so far lets students know that you heard what they said, helps to reinforce main points, and often stimulates further discussion.
* Show enthusiasm for the subject. You can't expect students to become interested in a discussion topic for which the instructor shows no enthusiasm. This usually means that the instructor has not done his/her homework, a part of which is to think about what is interesting, why the subject is worthwhile or relevant, personal experience with the subject, how the topic relates to current events, etc. If you are interested in the subject, then you will be interested in discovering what your students think and feel.
* Teach your students how to participate. Many of them may have had little or no experience with small group discussion, and most of those who have experience have never been taught how to do it well. There are all kinds of resources in the library in the Speech/Communications area about small-group discussion. You could prepare a handout for your students or assign a project (preferably in small groups) that involves their preparing information for the rest of the group about small-group communications.
* Ease students into discussion. One tactic is to arrive at the classroom early and engage the first students to arrive in "chit chat" about the weather, a recent sports event, something in the news, etc. The point is to get students comfortable and talking so that as you ease them into the subject for the day, you are not making a sudden demand for performance. You will also be establishing the idea that discussion is a natural process, not cruel and inhuman punishment, or something with which they have no experience.
* Clarify for yourself how you see your role as a discussion facilitator. If you are uncomfortable, your students will also be uncomfortable. So don't try to make yourself into the "Great Communicator" if you are not. Are you more comfortable with a prepared list of topics and questions or do you like a more free-wheeling atmosphere? Do you feel that some topics are strictly off limits or do you feel that you can manage even very "touchy" topics by keeping the discussion relevant and on course? Are you able to give over enough control to the students so that they feel some ownership and responsibility to making the course work?
* Provide opportunities for students to talk to each other in smaller, unsupervised groups so that they get to know each other and become comfortable with sharing ideas. You can do this with small "break-out" groups which are assigned a specific task about which they will report to the larger group. You can assign group projects, encourage the formation of small study groups, or have the class form interest groups which are responsible for contributing something related to their particular interest periodically. The point is to encourage interaction that is not under the watchful eye of the instructor and helps students to become comfortable with each other.
* Manage both process and content. This is often rather difficult at first but becomes much easier with practice. Good discussion is as much about process as it is about content and if you concentrate on one but neglect the other, you are likely to have problems. The tendency is to become caught up in the content and forget to encourage quiet students to contribute or forget to minimize your own contributions. But concentrating too much on making sure everyone contributes or on acknowledging and rewarding contributions can allow the conversation to stray too far afield or become mired in a tangle of irrelevant minutiae. To a great extent, you will need to take your cues from the students. While you are part of the discussion, you have the added responsibility of monitoring it as well. During the course of a class session, you will probably have to do some of each.
* Bringing students into the process of the course and even having them contribute to content does not mean that you have to give over total control. It's still your course and your responsibility to inform the students what information they should study, how they will be expected to demonstrate their knowledge and understanding, and your standards for performance. It is their responsibility to read, study, participate, and perform. When you ask students to participate, you are not asking them to simply voice their unformed and uninformed opinions. At the developmental stage for most freshmen and sophomores, students tend to believe fervently that everyone has a right to his/her opinion. Unfortunately, the corollary, for them, is that therefore all opinions are equal. Part of your mission, therefore, is to help them understand the difference.
* Listen, learn, and adapt. There is no single prescription for all groups. Much like individual people, groups have individual characters and you will need to adapt your style to them as much as is comfortable for you. If you can be open to those differences, they will become part of what makes teaching an interesting challenge year after year after year.
A useful list from Tools for Teaching by Barbara Gross Davis.
* Make certain each student has an opportunity to talk in class during the first two or three weeks. The longer a student goes without talking, the more difficult it will become.
* Plan an icebreaker activity early in the semester. Games can work well for the first or second class meeting if they aren't too childish or embarrassing. For an architectural history course, for example, you could ask students to bring a picture of a building from any source and describe to the rest of the class what they like about that building. Or each student could be asked to introduce themselves and explain which historical period they would most like to live in and why. Or students could introduce themselves and explain what they think they will learn from the course or what they hope to learn. The advantage of the above exercises is that the instructor can gain some useful insight while the students get to know a little about each other. Often the most effective icebreaker can be a field trip because it moves the students out of the classroom and gives them a common experience.
* Ask students to identify characteristics of an effective discussion then ask them to list characteristics of poor discussions. Have the students contribute items from their lists in a "brain storming" method (meaning no criticism) while you make a list on the blackboard or on newsprint. Then encourage discussion about how the group can maximize the characteristics of good discussions while minimizing the characteristics of poor discussions. Students will take more ownership of the class when they have had a part in setting the expectation level.
* Periodically divide students into smaller groups with a specific goal such as a question to answer, a problem to solve, or perspectives to list then report back to the larger group.
* Assign roles to the students. You could have one or two students each session assigned to observe and assess the process of the group, with time set aside for their report and some group response at the end of each session. [This suggestion has its drawbacks because it tends to draw one or more students out of the discussion.] You could have one or two students assigned to summarize the discussion at the end of each session.
* One method to both encourage participation and limit those who tend to dominate is to hand out three poker chips (or something else) to each student. Each time a student contributes, he or she puts a chip into the pot. Students must spend all of their chips by the end of the session but when they run out of chips, they have to keep quiet. [This may be helpful early in the semester but it could quickly become too artificial and stifling.]
* Don't forget non-verbal communication. Smiling and nodding are very positive reinforcers. Look at the student who is speaking to show that you are listening and appreciate his or her contribution. Sit upright and a bit forward to show your interest and anticipation. And watch for non-verbal cues form your students as well. If they look bored, sleepy, disinterested, then it may be time to change tactics, stand and stretch, move on to another topic, etc.
* Be careful not to get into private conversations with one or two students which excludes the rest of the class. Where you stand or sit affects whether the entire class feels included so you may need to move away from one student to bring the rest of the students into the discussion.
Most of us are more comfortable in some kinds of situations than in others. Some people are the life of the party while others really shine in smaller, more intimate groups. Spend some time thinking about the kinds of groups in which you tend to speak up and the ones in which you're more likely to keep quiet. Think about the conditions that increase your comfort level and those which inhibit you. Then think about how your students might feel. You're not going to create the ideal environment for everyone but you'll have a better understanding of yourself and your students.
REFERENCES
The following books are available in the Center for Teaching Excellence library and in Parks library.
Davis, Barbara Gross (1993). Tools for Teaching, San Francisco: Jossey-Bass Publishers. (LB 2331.D37)
McKeachie, Wilbert J. (1986). Teaching Tips: A Guidebook for the Beginning College Teacher, 8th Ed., Lexington, MA: D.C. Heath and Company. (LB 1738.M35)
Tiberius, Richard G. (1995). Small Group Teaching: A Trouble-Shooting Guide, Ontario: The Ontario Institute for Studies in Education.
LEARNING GUIDE TO:
BILLY ELLIOT
One of the Best! This movie is on TWM's list of the ten best movies to supplement classes in Health, High School Level.
SUBJECTS — Dance, World/England;
SOCIAL-EMOTIONAL LEARNING — Breaking Out; Families in Crisis; Father/Son;
Courage; Grieving; Friendship; Parenting; Grandparents; Sexual Orientation;
Education;
MORAL-ETHICAL EMPHASIS — Caring; Responsibility; Respect; Trustworthiness.
Age: 12+; MPAA Rating; Drama; 2000; 110 minutes; Color; Available from Amazon.com.
Description: Billy, the 11 year old son of an English mining family, stumbles onto a ballet class held in the same community center as his boxing lessons. Billy's family is under tremendous strain. His mother has just died. Billy's grandmother has a tendency to wander off and cannot take care of herself. Billy's father, a miner of limited education, and his older brother, are walking the picket lines during the violent and unsuccessful 1984 British miner's strike. There is little money. Billy's father doesn't approve of boys taking ballet, while Billy finds that he would rather dance than do anything else. Will Billy pursue his dream? Will the beleaguered Elliot family pull together and heal?
Benefits of the Movie: This warmhearted story shows children the rewards of perseverance in following their own star despite parental or popular opinion. It demonstrates the redemptive agency of love in a family under enormous stress and shows a father coming through as a parent after some egregious errors. The film illuminates the tensions and sorrows of a family dealing with the loss of its wife and mother while the grandmother gently sinks into senility. (Billy lovingly takes care of his grandmother.) In this film a friendship between two boys survives the fact that one is homosexual and the other probably is not. "Billy Elliot" also illustrates the far reaching influence that a dedicated teacher can have on a child's development.
The family's struggle is set against the background of the 1984 English coal miner's strike in which the British government, determined to drastically reform the country's bloated and inefficient coal industry, crushed the miner's union, and changed English society. The film reveals the sacrifices required of striking union workers and their families, as well as the anguish of a community whose way of life is doomed in the face of new economic conditions.
Possible Problems: SERIOUS. Profanity pervades the dialogue. Billy's father and older brother Tony curse continually. Billy and his friend Michael curse matter-of-factly. Though softened by an English North Country/Scottish Border accent, the f... word, pronounced as rhyming with "cook," is heard in every sentence of some speeches. See Discussion Question #19.
The family pulls together in the end, but not before violent arguments. In one of them, the father, pushed to his limits by not being able to support his family, by the strike, by the recent death of his wife, by having to raise a child he cannot understand, and by many other events beyond his control, throws Billy against a wall. The father also hits his older son, an adult, drawing blood in a futile attempt to stop the young man from an early morning foray to damage company property. There are frequent violent clashes between the police and striking miners. Billy hits another child. No gore is shown and there is no thrill factor to the violence in this film. No serious injury is suffered by anyone in these incidents.
Billy defies his father and surreptitiously attends dance classes. While some parents might object to this part of the story, we see it as a strength. The father's insistence that Billy box rather than take ballet restricted the growth and development of his child. Had Billy complied with that instruction he would have missed his life's calling. In other words, the parent was wrong in such a fundamental way that the child's disobedience was justified.
Billy's best friend Michael tries on women's clothing, as the film reveals his nascent homosexuality. The film accepts Michael's homosexuality without any negative implication. Some parents may object to anything other than a negative portrayal of homosexuality. However, Billy, who appears to be heterosexual, is able to gently decline Michael's advances and set boundaries to their relationship. In this way, the film provides an excellent model for the maintenance of friendships between people who are substantially different. In addition, the juxtaposition of Billy, who dances and is heterosexual, with Michael, who is homosexual but does not dance, demonstrates the fallacy of stereotyping the sexual orientations of male ballet dancers. We see the film's treatment of this friendship as a strength of the movie.
The film shows a community at odds with its government. The strikers protest and the police attack. A striker moons the police. This incident distracts a librarian while Billy steals a book on ballet that the librarian would not let him check out. The police are a constant and malevolent presence.
There is a lot of smoking in the film.
Why recommend this film with all of these possible problems? The reason is twofold. First, pervading the film and triumphing at the end is the essential human quality of loving and caring for others. Second, the film has many positive lessons, and, except for the profanity and the smoking, each possible problem has a strong and corresponding benefit.
Parenting Points: Review the Helpful Background section so that you can answer questions that may arise as your child watches the film. Describe any experiences you or people you know may have had in breaking out of the traditional roles that their family or society had set out for them and charting a new course based on their own interests and goals. Ask the Quick Discussion Question.
QUICK DISCUSSION QUESTION: When Billy was asked "What does it feel like when you dance?" He answered "It sort of feels good. It starts stiff and that but once I get going, then I like forget everything and I sort of disappear. Like I feel a change in my whole body -- like there's fire in my body. I'm just there -- flyin' like a bird -- like electricity, -- yeah, like electricity." What do you think about this? Do you get that type of a feeling from anything that you do?
Suggested Response: People who have danced all their lives tell us that this is a fairly accurate description of the way that a person who loves to dance feels when they dance.
Helpful Background:
Britain's Royal Ballet School was founded in 1926 by Dame Ninette De Valois. Prospective students (like Billy Elliot) are auditioned at sites around the country. The school offers an eight year training program in dance, fine arts and academics. The Royal Ballet School is a feeder school for Britain's Royal Ballet and the Royal Birmingham Ballet. Equivalent schools in the United States are the School of American Ballet (affiliated with New York City Ballet) and the American Ballet Theater Summer Intensive School, though they do not receive the government support provided to the Royal Ballet School. See Web Site for the Royal Ballet School.
The study of classical ballet is physically rigorous, tantamount to engaging in the most grueling sports activities. Many professional athletes have been sent to ballet class to improve their balance, agility and flexibility. Dancing has the added demand that the leaps, spins, and turns are graceful and apparently effortless. Imagine basketball, baseball, football or tennis with no grunts, grimaces or spitting allowed!
The rule of thumb is that it takes eight years of training to create a professional ballet dancer, but that varies with the physical attributes of each student. In general, girls have to start studying at a younger age, preferably 6 to 9, in order to be ready to dance on pointe (in toe shoes). Serious boy students also train with weights so they'll be able to lift 120 pound girls overhead with ease. A dancer's body has been compared to a perfectly tuned instrument: extraordinarily coordinated, limber, strong and musically responsive.
The author of the script, Lee Hall, stated that, "The story sort of wrote itself once I had the image of the kid at odds with his family and the community and pitted against a larger, hostile world." Speaking about the 1984-85 miners' strike, Hall said, "It was a class war where the state was mobilized against a small group of people. It left me with a sense of indignation which has fuelled much of my work."
The 1984-85 miners strike was a watershed in British history. At the time in which this film is set, the British coal industry was owned by the government. It was enormous, at one time employing a million men. In 1984 it was bloated, inefficient and cost British taxpayers hundreds of millions each year in subsidies. Production was greatly in excess of demand and new and cleaner sources of energy, oil and natural gas, were coming on line from the North Sea. The British Government was in the hands of Margaret Thatcher, a conservative prime minister, who wanted to sell off state owned industries, crush the unions, close many mines (or pits, as the English call them) and lay off hundreds of thousands of miners. The government argued that widespread mine closings were the only way to make the industry economically rational.
Facing not only the wholesale loss of jobs but also destruction of the many mining communities that were dependent on the mines as their sole source of employment, the union leaders called a strike. As mentioned in the film, the union leadership had Communist sympathies, the strike was imposed from above, and it was never popular with the rank and file. However, the miners were tremendously loyal to the unions. Historically, it had only been the unions, often through bitter strikes, which had secured enhanced safety and improved pay and benefits for the miners. In class conscious Britain, loyalty to the union was very much associated with the worker's loyalty to their class, the working class. Once the strike was called, the union membership came out in force.
The government, sitting on more than six months of coal reserves, with an economy that increasingly used gas and oil rather than coal, and with an ideological bent to crush the unions, aggressively mobilized the police against the strikers. After a year of bitter struggle the strike collapsed and the miners went back to work.
In the years following the strike most of the mines were shut down and entire communities were devastated. The British trade union movement has never recovered. The effects of the strike can be seen in the policies of the New Labour governments of Prime Ministers Tony Blair and Gordon Brown, which have abandoned many of the traditional Labour Party positions for more capitalist and centrist policies.
For English Language Arts classes, distribute TWM's Film Study Worksheet. Teachers can modify the worksheet to fit the needs of each class. Ask students to fill out the worksheet as they watch the film or at the film's end.
Are you concerned that time will be wasted if you are absent from class? Worry no more . . . Check out TeachWithMovies' Set-Up-the-Sub.
BUILDING VOCABULARY: scab, "made redundant," plier, demi-plier, "port de bras."
Discussion Questions:
1. See Discussion Questions for Use With any Film that is a Work of Fiction.
Historical Setting
2. Describe the role that the 1984-85 miners strike played in the film. What was at stake for the miners? Suggested Response: At stake for the miners was not only economic issues such as wages, benefits and job security, but their very way of life. Many of their towns were totally economically dependent on the coal industry and the government wanted to shut the mines down.
3. In the 1984-85 miners strike, why did the British Government oppose the miners so strongly? Suggested Response: The British coal industry at the time was very poorly organized and inefficient. Many, if not most, coal mines were losing proposition. The government owned the mines and had to subsidize them. Their were other, less polluting and cheaper sources of fuel developing in the North Sea (oil and gas). The cost of subsidizing the coal industry was a drag on the entire British economy.
4. Why was it ironic that Mrs. Wilkinson's husband, who had himself been made "redundant", took the position that the miners should abandon their strike? Suggested Response: If the coal miners lost the strike, they too would be made redundant when the unprofitable mines were closed.
Dance
5. When Billy was asked "What does it feel like when you dance?" He answered "It sort of feels good. It starts stiff and that but once I get going, then I like forget everything and I sort of disappear. Like I feel a change in my whole body -- like there's fire in my body. I'm just there -- flyin' like a bird -- like electricity, -- yeah, like electricity." Do you get that type of a feeling from anything that you do?
6. What are the similarities between dancers and athletes who play football, baseball, basketball or tennis? What are the differences? Suggested Response: Each of them are athletes whose performance demands strength, endurance, and endless hours of practice. The differences are that for dancers the result is art and for other athletes the result is doing well in competitions.
7. For Boys: If you wanted to be a ballet dancer how do you think your schoolmates would react? Would that reaction be justified? Would you have the courage to tell your friends at school that you were dancing?
Education
8. What would have happened to Billy and what kind of life would he have led, if it had not been for his teacher, Mrs. Wilkinson? Suggested Response: Billy might not have found what he loved to do.
9. What was Mrs. Wilkinson's motivation in teaching ballet class? Suggested Response: She loved the ballet and wanted to see children enjoy it as well.
10. Why was Mrs. Wilkinson especially interested in teaching ballet to Billy? Suggested Response: Every teacher dreams of being the agent for allowing a child to find him or herself.
Select questions that are appropriate for your students.
Selected Awards, Cast and Director:
Selected Awards: 2001 British Academy Awards: Alexander Korda Award for Best British Film; Best Actor (Bell); Best Supporting Actress (Walters) 2001 Academy Awards Nominations: Best Supporting Actress (Walters), Best Director, Best Writing, Screenplay Written Directly for the Screen, 2001 British Academy Awards Nominations: Best Film, Best Cinematography, Best Editing, Best Screenplay, Best Sound, Best Music, Best Supporting Actor (Lewis).
Featured Actors: Julie Walters, Jamie Bell, Jamie Draven, Gary Lewis (III), Jean Heywood, Stuart Wells, Mike Elliot, Janine Birkett.
Director: Stephen Daldry.
Social-Emotional Learning Discussion Questions:
1. Describe the emotional growth of Billy and of his father in the film. Which character showed the most emotional growth?
FRIENDSHIP - SEXUAL ORIENTATION
2. Should Billy have maintained his friendship with Michael after he realized that Michael was a homosexual? Can a straight person maintain a friendship with someone of the same sex who is a homosexual? Suggested Response: Yes to both questions. Each person has to respect the boundaries of the other.
3. The character of Billy Elliot was able to set boundaries to his relationship with Michael that permitted them to be friends but stopped at any sexual relationship between them. Describe the scenes in which this occurred. Do you have relationships in which boundaries are set by you or by someone else? Can you describe the relationship, what the boundaries are, and how they have been set?
4. Do you have friends that are very different from you in some ways? What is the basis for these friendships?
5. When Billy left for ballet school and said goodbye to Michael, he kissed Michael on the cheek. What was Billy saying to Michael by that action? Suggested Response: It is a gesture of friendship, telling Michael that Billy loved him as a friend even if Michael was a homosexual.
6. Are all male ballet dancers homosexual? Suggested Response: No.
PARENTING - FATHER/SON - FAMILIES IN CRISIS
7. Evaluate Billy's father as a parent. What did he do well and what did he do poorly? Suggested Response: He was better at the end than at the beginning. He did poorly in trying to stop Billy from dancing and he did well when he decided to help his son find the career that he loved.
8. What should happen to parents who commit serious errors like Billy's father did? Suggested Response: If they recognize their error and seek to make it up, they should be permitted to do so. In addition, sometimes kids just don't have the best parents. Until and unless the parent's neglect or abuse of the child rises to intolerable levels, it is the child's lot in life to endure them. The question of what is an intolerable level is different in every society.
9. During the course of the movie, Billy's family endures several crises and conflicts. Please describe them and describe how the family dealt with them.
GRIEVING
10. How did Billy grieve for his mother?
11. Why did the father break down and cry at Christmas?
12. Why did Billy show his mother's letter to Mrs. Wilkinson?
BREAKING OUT
13. Remember the scenes in which Billy dances into walls? What does this scene show? What type of literary convention is it? Suggested Response: It is a symbol of the fact that Billy's life at that time is a dead end and he hasn't figured a way out.
14. Describe some situations that you have heard about in your own life in which people have broken out of the expectations that their parents, family and community had of them and have done something unexpected with their lives.
GRANDPARENTS
15. Was it right for Billy to be given responsibility for caring for his grandmother?
Moral-Ethical Emphasis Discussion Questions (Character Counts)
Discussion Questions Relating to Ethical Issues will facilitate the use of this film to teach ethical principles and critical viewing. Additional questions are set out below.
TRUSTWORTHINESS
(Be honest; Don't deceive, cheat or steal; Be reliable -- do what you say you'll do; Have the courage to do the right thing; Build a good reputation; Be loyal -- stand by your family, friends and country)
1. Did Billy do the right thing in lying to his father about going to ballet class? Was there a better way to handle it? In what circumstances are children justified in defying their parents? Describe some situations in which a child would be justified in lying to his or her parents. Describe some situations in which a child would not be justified in lying to his or her parents.
2. Remember the scene when Billy "borrows" the library book about ballet while the librarian is distracted by a striker mooning the police? What do these two actions have in common and why did the screenwriter juxtapose these two scenes?
3. When Billy was in the library and wanted the ballet book, but the librarian wouldn't let him take it out, Billy decided to "borrow" it against the rules. How could Billy have resolved this situation and complied with the ethical principle of trustworthiness?
4. Why was it so difficult for Billy's father to cross the picket line? Was he being disloyal to his class, his union and his fellow workers? What other moral values were motivating him?
5. When Billy's father tried to stop the older son from the early morning foray to destroy company property, which of the Six Pillars of Character was the father following? Which was the son ignoring?
RESPECT
(Treat others with respect; follow the Golden Rule; Be tolerant of differences; Use good manners, not bad language; Be considerate of the feelings of others; Don't threaten, hit or hurt anyone; Deal peacefully with anger, insults and disagreements)
6. Obviously Billy didn't obey the ethical principle of respect for others when he hit the ballet student who was trying to talk to him after the tryout. What caused him to attempt to resolve this situation with violence?
7. Initially, did Billy's father respect his son's desire to dance?
8. Did the striking miners treat the police with respect? Did the police treat the striking minors with respect? Evaluate the conduct of each in terms of this ethical principle.
9. A wise woman once said that "Profanity is the last refuge of the unimaginative." What did she mean by that? A wise man once said that cursing degrades the level of human interaction by reducing people, things and situations to the scatological, the base or the animal. What did he mean by that? Finally, the wise woman added that swearing shows a lack of style and finesse. Do you agree or disagree?
(Additional questions on this topic are set out in the "Social-Emotional Learning/Friendship/Sexual Orientation" section above.)
RESPONSIBILITY
(Do what you are supposed to do; Persevere: keep on trying!; Always do your best; Use self-control; Be self-disciplined; Think before you act -- consider the consequences; Be accountable for your choices)
10. There were times when Billy didn't obey his father, especially about taking dance lessons. What do you think of this behavior?
11. Did dancing always come easily for Billy?
CARING
(Be kind; Be compassionate and show you care; Express gratitude; Forgive others; Help people in need)
12. Billy's father made a number of serious mistakes, like throwing Billy against the wall and making it hard for him to take ballet lessons. Was he a ultimately a good father? Defend your answer.
13. Billy's family had a lot of problems but they had one big thing going for them. What was it?
(Additional questions on this topic are set out in the "Social-Emotional Learning/Parenting, Father/Son and Families in Crisis" section above.)
Teachwithmovies.com is a Character Counts "Six Pillars Partner" and uses The Six Pillars of Character to organize ethical principles.
Character Counts and the Six Pillars of Character are marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics.
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Courage in the Movies
This lesson plan:
• trustworthiness
• teens
• Language arts
More lesson plans:
Overview
Teens examine the decisions and behaviors of movie characters through the prism of integrity and courage to encourage better awareness of their own ethical decision-making in difficult situations.
Materials
* Television, VCR
* Videotapes of movies (see suggestions below)
Procedure
1. Discuss integrity (being true to your best self) and how it requires courage and unselfishness. Say: One of the key elements of trustworthiness is living a life of integrity — being true to yourself so people know they can trust you. What could be simpler, right? But, of course, it isn’t that easy. Integrity requires courage to do the right thing and to be true to your best self. It's one of the toughest requirements of an ethical life because courage requires us to face down what we fear most. Fear is powerful. When faced with conflict and paying a price we might not want to pay, it’s easier to compromise our values, go with the flow, and not stand up for someone or something that’s right.
2. Explain that the class will watch a movie and discuss the value of courage and integrity exhibited — or not exhibited — by the characters. Tell the students to focus on key decisions made by the characters. Pick a movie that is age- and content-appropriate (Death of a Salesman, Schindler’s List, Dead Poet’s Society, Mr. Holland’s Opus, My Bodyguard, etc.).
(Note: Some may have violent or graphic content. These elements may be important to the story, but as with any movie you choose, screen the films first as some families may object to young people being shown certain movies.)
3. After the movie, refocus the students’ attention on trustworthiness. Give them one week to write a one- to two-page argument explaining why one character’s actions were ethically courageous or not. Tell them to back up their claims with examples and explanations.
This lesson is from the Good Ideas book, available for purchase from the CHARACTER COUNTS! online store: http://www.charactercounts.org/materials
[img[http://www.teachwithmovies.org/guides/west-side-story-DVDcover.jpg]]
WEST SIDE STORY
SUBJECTS — Drama/Musicals; U.S./1945 - 1991; Diversity &
New York;
SOCIAL-EMOTIONAL LEARNING — Fighting; Revenge;
MORAL-ETHICAL EMPHASIS — Trustworthiness; Respect; Caring.
Age: 12+; Not Rated; Musical; 1961; 151 minutes; Color.
West Side Story, Leonard Bernstein
This film is an adaptation of the "Romeo and Juliet" story, moved to New York in the 1950s. The movie is regarded as one of the best musicals ever filmed. West Side Story is a consummate work of art. The music, lyrics, and choreography are terrific. The male dancing is strikingly masculine and virile, an expression of the strength and energy of the young men who make up the rival gangs.
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The dancing in West Side Story is some of the best on film. The movie introduces children to the development of gangs of Puerto Rican young men in New York. The music is beautiful. This film is among the ten best musicals ever made.
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West Side Story, Leonard Bernstein
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In the fight, did Riff expect Bernardo to be behind the group of boys with a knife pointed at him? Did Bernardo expect Tony to grab the knife and kill him? What does this tell us about fighting?
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[img[http://www.teachwithmovies.org/snippets/pink-floyd-the-wall-dvd-cover.jpg]]
SNIPPET LESSON PLAN FOR:
Determining Theme
Using Film Clips from "Pink Floyd: The Wall"
Subject: Literature/Literary Devices: Theme
Ages: 14+; High School Level
Length: Film Clip: Fifteen minutes, beginning at DVD Scene 5; Lesson: three 45 - 55 minute class periods.
Learner Outcomes/Objectives: Students will learn a method for determining theme and will write a thematic statement in a paragraph or an essay. They can also be asked to write compositions of various types on topics suggested by the clip.
Rationale: Deriving theme is an important skill required by most ELA curriculum standards. An explication of the clip enables students to practice deriving theme and writing compositions using subject matter of interest and value.
Description of the Clip: "Pink Floyd: The Wall" is a dark, expressionistic musical structured around the memories of Pink, a depressed British rock musician. As a young boy, Pink suffered from the effects of his father's death in WW II, a distracted and distant mother, and a repressive and unresponsive school system. In the clip, a young Pink tries to express himself in writing, only to be ridiculed by his teacher and his fellow students. He escapes through fantasies of a factory/school in which faceless automaton children are processed on a conveyor belt which takes them to a meat grinder. The students then riot, singing "We don't need no education", and burn down the school. When the building is ablaze, they throw the teacher into the flames. This powerful clip contains striking visuals, evocative music, and simple, forceful lyrics. The images are dark, the hopelessness palpable.
Note that the themes derived from the clip are different than the theme of the overall film, which focuses on how Pink builds a wall to insulate himself from the pain he experiences in the world.
SNIPPET MENU
Learner Outcomes/Objectives
Rationale
Description of the Clip
Using the Film Clip in Class:
Preparation
Step by Step
Introduction
Worksheet Discussions
Determining Theme
Additional Wring Assignments
Additional Creative
Assignment
Using the Film Clip in Class:
Preparation
o Preview the film clip and find its exact location. In the newer releases of the movie, the scene selection can be complicated.
o While previewing the clip decide whether to give an introduction. A proposed introduction is set out below. Some teachers play the clip without an introduction.
o Review and, if appropriate, edit or supplement TWM's Worksheet on "Pink Floyd: The Wall". The worksheet contains many discussion topics and there may not be time to cover them all.
Step by Step
Introduction
1. Introduce the Clip by conveying the following.
The film "Pink Floyd: The Wall" is a semi-autobiographical work about a rock star named Pink.
Pink's father was a British soldier, killed in WW II when Pink was a very young child. As a boy and a young man, Pink is haunted by many things, including images of the bombing of London by the German Air Force during WW II. The clip shows animated images of the bombing.
The Second World War was the first major conflict in which air forces played an important role. Early in the war the Germans targeted British cities. The world was shocked that the Germans would try to kill thousands of civilians with indiscriminate bombing. The British people hid wherever they could, many seeking shelter in the tunnels of the London subway system. The German air attacks were designed to break the will of the British people to resist a planned German invasion. However, the bombing had the opposite effect. For this and other reasons, the German invasion of Britain never took place.
Later in the war, the British and the U.S. repaid the Germans many times over for the bombing of British civilians. For example, in 1945, British and American bombers leveled much of the German city of Dresden, killing an estimated 25,000 non-combatants. This action is still considered by many to have been a war crime. The U.S. also used the bombing of civilian targets in the Pacific Theater, systematically destroying Japanese cities with incendiary bombs. The U.S. ended the war with atomic bombs dropped on the cities of Hiroshima and Nagasaki. More than a hundred thousand civilians were killed by the two atomic bombs. Modern standards of warfare prohibit the mass killing of innocent civilians.
The Anzio campaign is mentioned in the clip as the operation in which Pink's father was killed. It took place in Italy when British and American forces landed on a beach behind German lines near the town of Anzio. The effort, eventually successful, was to bypass a German defensive line that blocked the Allied advance up the Italian peninsula.
2. Show the clip.
3. Hand out the worksheet and review the questions with the class. Do not allow discussion of the responses. Students should be instructed that if they have ideas for responses based on their first viewing, they can make brief notes.
4. Play the clip a second time.
5. Separate the class into groups of no more than four students. Allow the students to share ideas within the group. Students should be encouraged to use new information they may learn from their peers so that they will feel better able to write an essay when the assignment is given. Give students an estimate of the time that they should take with each question.
6. Select different students at random to lead a short class discussion on each question in the worksheet. Other students should be allowed to contribute their ideas to the class discussion. Tell students that there will be an assignment in which the information from the discussion will be useful. The teacher should ensure that the points described in the suggested responses set out below are covered during the class discussion.
7. Questions on the Worksheet with Notes on Responses
(1) What irony can be found in the church scene in which the mother prays while the boy plays with an airplane? Notes on Responses: While the mother prays, she ignores her child who is suffering from having lost his father. He is playing with an airplane, a tool of destruction that dropped the bombs that killed his father and terrorized Britain during the war. This scene occurs in a church, often valued as a representation of peace and comfort.
(2) Why do we laugh as one of the boy's friends falls down the hill? Is there irony our reaction to his mishap? Notes on Responses: We laugh at what is called "comic relief," an element of film that provides a break from the tension of the serious, even tragic, story line. There is irony in the fact that we care about people and do not want them to be hurt yet we laugh when we see them fall. The fall may presage the coming danger the boys face as they seek to put bullets on the train line, a far more dangerous form of play than running down a slope.
(3) How do color and sound create the dismal feeling in the animation? Notes on Responses: Student reactions to the visuals and sound track will vary. For example, they may point to the strong presentation of dark and red colors or the shifts in the music between soft and lilting to bold and frightening. Any response supported by evidence from the clip and logical connections will be appropriate.
(4) Which incidents in the clip effectively show the boy's loneliness? Notes on Responses: Here are several: the boy's loneliness can be seen as he plays in the church, ignored by his mother; as he tries to get a man in the park to "father" him; as he plays alone in the park, watching the other children with their parents; and as he comes home alone to prepare a sandwich and dress in his father's uniform.
(5) What is the point being made as the boy, dressed in his father's uniform, sees his father's reflection in the mirror? Notes on Responses: Instead of his own image, the boy sees his father reflected in the mirror suggesting that boys want to emulate their fathers when they grow to be men in a repeating cycle of death and loneliness. The boy himself may grow up to die in war and cause his own children to suffer the loneliness he has suffered.
(6) The boy sees masks on the faces of the people in the train. Later he sees similar masks on the faces of the children in his fantasy. What are the filmmakers trying to tell us with the similarities in these two images? Notes on Responses: The masks on the faces of the people in the train cars represent the nameless, faceless automatons who became victims of war and possibly the concentration camps of WW II. Later the students marching in lockstep in the school system have these same masks, suggesting that they, too, are victims of a system that concentrates them in heartless educational camps without regard for their individuality. They are nameless, faceless.
(7) The teacher ridicules Pink. What irony can be found in the laughter of the other children in the classroom? Notes on Responses: The teacher's comments about the boy who "fancies himself a poet" would be less effective were it not for the students joining in the derision. A child subjected to a repressive school system will hope to find support among his fellow students. The irony in this scene is that Pink's fellow students join in the demand for conformity; they are allies of the teacher, not their fellow students.
(8) The teacher reads lines of poetry from Pink's notebook and mocks the boy for writing them. These lines are lyrics from a song entitled "Money" which was on Pink Floyd's best selling album, Dark Side of the Moon. What irony can be found in this? Notes on Responses: It is ironic that the boy's writing which will one day make him a successful artist, both in terms of money and fame, is ridiculed as being worthless in a setting that is supposed to prepare young people for their futures. The teacher has the students recite a mathematical definition as if this information were more important than poetry.
(9) At his home, the teacher is dominated by his wife. What has this to do with the way he treats the children? Notes on Responses: Since the teacher is mistreated at home and he cannot defend himself against his domineering wife, he takes this injustice out on his students. This scene suggests that people who bully others are bullied by an authority in their own lives. It shows how some people battle against the weak when they are unable to battle against a powerful force in their own lives.
(10) What is the symbolic meaning behind the teacher's words: "If you don't eat your meat, you can't have any pudding"? Notes on Responses: The meat and the pudding in this phrase refer to a cause and effect relationship between any number of factors in an individual's life. The meat represents the work and the pudding represents the reward.
(11) Metaphors can be visual as well as spoken or written. In this movie, a visual metaphor is generated through images of machines and assembly lines as the children march in lockstep. State the visual metaphor described by the images of the use of machines and assembly lines as the children march in lockstep. Notes on Responses: A strong response will be something similar to the following: the machines and assembly line images serve as visual metaphors making the statement that "the assembly line is the British educational system that eliminates individuality and creativity".
(12) The hammer seen in the industrial setting of the school is known as a "dichotomous symbol," one that has two opposing meanings. What two symbolic meanings does the hammer suggest in this scene? Notes on Responses: The hammer earns its status as a dichotomous symbol because a hammer can be a tool to build as well as a tool for destruction.
(13) The children falling into the meat grinder is another visual metaphor which makes a powerful point. What is the metaphor and what point does it make? Notes on Responses: A strong response will be something similar to the following: the machines and assembly line images serve as visual metaphors making the statement that "the grinding of children in a meat grinder is the ultimate result of the education system shown in this film clip". The point being made is that the education process shown in this film clip grinds up the minds of children and makes them a uniform undifferentiated mass.
(14) What ironies can be found about the way in which, in Pink's fantasy, the students riot and tear down the school? Notes on Responses: As the students riot they act together and conform utterly to mob rule. It is ironic that Pink's desire for individuality finds expression in a fantasy in which he is liberated from the conforming constraints of the school system by students acting in conformity.
(15) The underlying concept of political nihilism is that the current institutional order is destructive but so deeply entrenched that it cannot be reformed; it must be completely destroyed. In what sense does Pink's fantasy of destruction envision an act of political nihilism? Notes on Responses: As the students riot, they destroy the school and kill the teacher. This is a statement that the educational system shown in the movie cannot be reformed and that the only hope lies in the total destruction of the existing schools.
(16) The riot scene ends and the camera returns to the boy in the classroom as the children recite the lesson. Discuss whether this ending suggests hope or futility? Notes on Responses: Answers will vary. This is an opinion question that requires only clarity and support for a position taken. One may suggest that the boy is persevering and is thus hopeful. Another may suggest that nothing has changed and that the boy's perseverance represents futility.
Theme -- Exercising analytical skills: an effective method of determining theme
8. Often students will watch the clip and decide that the subject is associated with criticism of the school system, which is true, but they will not look deeply enough into the action to derive a theme. In order to assist students in their efforts to understand theme, ask students to write brief answers to the following questions. The answer to the fourth question will constitute theme.
Below are two reasonable interpretations of the theme of this film clip.
A. Whose story is this? Suggested Response: The story's protagonist is Pink, a young boy troubled by the death of his father, a distant and distracted mother and a rigid, conformist school system.
B. What happens to him? Suggested Response: The boy loses his father in World War II and feels lonely and alienated from the school system. He is ridiculed by a teacher and his peers and indulges in a fantasy in which the school system is destroyed by rioting students. He feels despair at the end of his fantasy.
C. Why does this ending come about? Suggested Response: This fantasy is the result of his despair. He sees no hope other than destruction.
D. What does the fact that the story ended this way mean to me? Suggested Response: Destructive fantasies relieve the pain of outcast members of society.
Using the same method of analysis, students can derive a theme from the boy's fantasy as set out below.
A. Whose story is this? Suggested Response: It is the story of the school children.
B. What happens to them? Suggested Response: They are being forced into conformity; they are the product of an assembly line education which destroys their individuality and makes them one undifferentiated mass. This situation is not tolerable and the students riot in rebellion. However, even in their rebellion, the students are all acting in the same way. The students are conforming to conformity to protest conformity.
C. Why does this ending come about? Suggested Response: The students cannot escape conformity because this is all the students know.
D. What does the fact that the story ends this way mean to me? Another way to put this question in the context of the fantasy, is: What does the fact that the fantasy ends this way mean to Pink and, by extension, what does it mean to me? Suggested Response: Conformity negates the concept of individuality, reducing the individual to nothing other than being part of a homogeneous mass, like ground meat.
Students can be asked to write an essay of several pages explicating the theme of the clip or of the fantasy, using the questions set out above as a way of organizing their paper and citing evidence from the film clip to support their assertions. Citations can refer to the lyrics, scenes, images, dialogue and actions in the clip. In the alternative, for a less demanding assignment, students can be asked to write a paragraph declaring the theme of the film clip or of the fantasy, using the questions and the answers held together with proper transitions.
Location: Begin the Clip at DVD scene #5 in which Pink, as a young child, is playing with an airplane while his mother prays in church. Continue for 15 minutes until the fantasy of destruction has ended and Pink is shown sitting in class while the teacher requires the students to recite a formula.
Possible Problems with these Clips: MODERATE: Children riot and burn down the school. Child automatons are on an assembly line leading to a meat grinder. They audience is shown students dropping into the hopper and ground meat coming out.
Reminder: Obtain all required permissions from school administrators before showing this clip.
What about showing the whole movie? TWM does not recommend showing the entire film in class. It is R rated and the only educational benefit we could find in the movie is in the recommended film clip.
This film is available from Amazon.com.
Teachers who want parental permission to show this film clip can use TWM's Movie Permission Slip.
For lyrics to the songs in the movie, see Lyrics for songs shown in the film clip.
Print this Guide for personal or classroom use: (1) in PDF or (2) from your web browser.
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This film is an expressionist work. The filmmakers were very conscious of this. Show students the DVD cover and ask them if it reminds them of a famous work of art. Click here for the answer.
An excellent discussion topic will be to ask students in what ways their school system represses or encourages individuality?
Additional Writing Assignments
The following lyrics, the theme song from the film as a whole, can be used to help illuminate the theme and drive assignments.
The Wall: Part II
We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone.
Hey! Teachers! Leave them kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.
1. Ruminative Paragraph: — The lyrics of "The Wall, Part II" provoke thought through the use of a double negative: "We don't need no education." The line is repeated throughout the film clip. Write a ruminative paragraph about what you think the writer means by this line.
2. Discussion Piece — Write a discussion piece about the validity of the idea that individualism is lost in society today and that young people are merely cogs in a machine.
3. Informal Essay — Write an informal essay about the use of a wall as symbol. In this essay explain what a wall represents in terms of individuals building a wall around themselves and in terms of society as a whole. Try to find examples of walls that are a part of history or a part of a neighborhood or even a part of the design of a school.
4. Formal Analytical Essay — Write a formal analytical essay comparing the school system shown in the film clip with the school system that you currently attend or have attended in the past.
5. Narrative — Write a narrative about a time in your life when you felt as if you were simply mass produced as if on an assembly line. Do not just tell about your experience. Show it. Use at least four of the five ways to show meaning: 1. through action; 2. through dialogue; 3. through comparisons; 4. through thoughts; 5. through descriptive language.
6. Opinion Piece — Write an opinion piece on the validity of political nihilism: Must the institutions of our present day society be destroyed in order for there to be meaningful reform?
7. Critical Essay — Evaluate, through a critical essay, the use of music to help tell the story. Support the idea that the music is the driving energy in the clip.
Creative Assignment
Using your own taste in music, find a song or a piece of instrumental music that communicates the conflict between conformity and individuality. Decide what visuals you would use to create a video to illustrate the idea. If you have the technology available, you may want to create the music video. Present either the idea in the form of story boards or the complete product to the class.
Essays are to be written according to the essay rubric established in class. When paragraphs are called for, they should be written according to the rubric for paragraphs established in class.
This Snippet Lesson Plan written by Mary Red Clay with assistance from James Frieden. It was published on November 18, 2009 and revised on March 16, 2011.
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[img[http://1.bp.blogspot.com/_8wUKumosnEE/TJuyYFXnzYI/AAAAAAAABOA/9wOlHn1HrLY/s1600/lifting+weights.png]]
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[[Lifting the Weight Build Self-Discipline]]
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[[Lift the Weight and Self-Discipline Handouts]]
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“Lift the Weight”
Self-Discipline - The Foundation For Success
No personal success, achievement, or goal, can be realized without self-discipline. It is singularly the most important attribute needed to achieve any type of personal excellence, athletic excellence, virtuosity in the arts, or otherwise outstanding performance.
What is self-discipline?
It is the ability to control one's impulses, emotions, desires and behavior. It is being able to turn down immediate pleasure and instant gratification in favor of gaining the long-term satisfaction and fulfillment from achieving higher and more meaningful goals.
To possess it is to be able to make the decisions, take the actions, and execute your game plan regardless of the obstacles, discomfort, or difficulties, that may come your way.
How To Develop Self-Discipline
Start with baby steps.. Just as it takes time to build muscle, so does it take time to develop self-discipline. The more you train and build it, the stronger you become
Learn what motivates you and what your bad triggers are. You can begin by learning about yourself! Sometimes it is very difficult to fight off urges and cravings, so know the areas where your resistance is low and how to avoid those situations.
Learn also what energizes and motivates you. Your willpower can go up and down with your energy levels. Be prepared to motivate yourself when your energy and willpower are low.
Make certain behaviors a routine. Establish a daily routine that will help your goals. Make it a habit. Likewise, get rid of some of your bad, self-defeating habits, whatever they may be. They can put you in a negative frame of mind and hinder your self-discipline. A poor attitude can also be a bad habit.
Practice self-denial. Learn to say no to some of your feelings, impulses and urges. Train yourself to do what you know to be right, even if you don't feel like doing it.
Engage in sports or activities. Sports are an excellent way to enhance self- discipline. They train you to set goals, focus your mental and emotional energies, become physically fit, and to get along well with others
Learning to play a musical instrument can be another great way to practice self-discipline. The focus, repetition, and application required in learning to play an instrument is invaluable. Achieving self-discipline in any one area of your life reprograms your mind to choose what is right, rather than what is easy.
Get inspiration from those you admire. Michael Jordan has always maintained that his greatness as a basketball player came as much from his willingness to work hard at his craft, as it did his talent. It was his desire through discipline and focus that made him one of the best basketball players ever. If it worked for him, it could certainly work for the rest of us.
Visualize the rewards. There is nothing more gratifying than accomplishing your goals. Practice the technique that high achievers and top athletes do. Project yourself in the future. Visualize your desired outcome.
[[Go here for a Reading Handout|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MGNmMzg5NzMtNmNhOC00N2I1LWFiMjgtM2RiYmVjOGYxMTEz&hl=en_US&authkey=COOBqcgN]]
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Memories consume
Like opening the wound
I'm picking me apart again
You all assume
I'm safe here in my room
Unless I try to start again
I don't want to be the one
The battles always choose
'Cause inside I realize
That I'm the one confused
I don't know what's worth fighting for
Or why I have to scream
I don't know why I instigate
And say what I don't mean
I don't know how I got this way
I know it's not alright
So I'm breaking the habit
I'm breaking the habit tonight
Clutching my cure
I tightly lock the door
I try to catch my breath again
I hurt much more
Than anytime before
I had no options left again
I don't want to be the one
The battles always choose
'Cause inside I realize
That I'm the one confused
I don't know what's worth fighting for
Or why I have to scream
I don't know why I instigate
And say what I don't mean
I don't know how I got this way
I'll never be alright
So I'm breaking the habit
I'm breaking the habit tonight
I'll paint it on the walls
'Cause I'm the one at fault
I'll never fight again
And this is how it ends
I don't know what's worth fighting for
Or why I have to scream
But now I have some clarity
To show you what I mean
I don't know how I got this way
I'll never be alright
So I'm breaking the habit
I'm breaking the habit
I'm breaking the habit tonight
[img[https://lh5.googleusercontent.com/_fwukQ1dvAw8/TWAq3R97YXI/AAAAAAAAHeM/fd-p_Q7m-_o/s800/Lift%20the%20Weight.jpg]]
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[[Lift the Weight Music Video]]
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~Self-Discipline - The Foundation
For Success
[[from here|http://www.essentiallifeskills.net/self-discipline.html]]
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No personal success, achievement, or goal, can be realized without self-discipline. It is singularly the most important attribute needed to achieve any type of personal excellence, athletic excellence, virtuosity in the arts, or otherwise outstanding performance.
What is ~self-discipline?
It is the ability to control one's impulses, emotions, desires and behavior. It is being able to turn down immediate pleasure and instant gratification in favor of gaining the long-term satisfaction and fulfillment from achieving higher and more meaningful goals.
To possess it is to be able to make the decisions, take the actions, and execute your game plan regardless of the obstacles, discomfort, or difficulties, that may come your way.
Certainly, being disciplined does not mean living a limiting or a restrictive lifestyle. Nor, does not mean giving up everything you enjoy, or, to relinquish fun and relaxation. It does mean learning how to focus your mind and energies on your goals and persevere until they are accomplished. It also means cultivating a mindset whereby you are ruled by your deliberate choices rather than by your emotions, bad habits, or the sway of others. Self-discipline allows you to reach your goals in a reasonable time frame and to live a more orderly and satisfying life.
How To Develop ~Self-Discipline
Start with baby steps. No process takes place overnight. Just as it takes time to build muscle, so does it take time to develop self-discipline. The more you train and build it, the stronger you become. In exercise, if you try to do too much at once, you could injure yourself and have a setback. Likewise, take it one step at a time in building self-discipline. So, begin by making the decision to go forward and learning what it takes to get there.
Learn what motivates you and what your bad triggers are. You can begin by learning about yourself! Sometimes it is very difficult to fight off urges and cravings, so know the areas where your resistance is low and how to avoid those situations. If you know you can't resist cake, fries, or other temptations - stay away from them. Do not have them around to lure you in moments of weakness. discipline If you also know that putting pressure on yourself does not work for you, then set yourself up in an environment that encourages the building of self-discipline rather than one that sabotages it. Remove the temptations and surround yourself with soothing and encouraging items such as motivating slogans and pictures of what you want to achieve.
Learn also what energizes and motivates you. Your willpower can go up and down with your energy levels so play energetic music to perk you up, move around, laugh. Train yourself to enjoy what you are doing by being energized. This will make it easier to implement desirable and appropriate behaviors into your routine - which is really what self-discipline is all about.
Make certain behaviors a routine. Once you have decided what's important to you and which goals to strive for, establish a daily routine that will help you achieve them. For example, if you want to eat healthily or lose weight; resolve to eat several servings of fruits and vegetables each day and exercise for at least half an hour. Make it part of your daily routine and part of your self-discipline building. Likewise, get rid of some of your bad, self-defeating habits, whatever they may be. They can put you in a negative frame of mind and hinder your self-discipline. A poor attitude can also be a bad habit.
Practice self-denial. Learn to say no to some of your feelings, impulses and urges. Train yourself to do what you know to be right, even if you don't feel like doing it. Skip dessert some evenings. Limit your TV watching. Resist the urge to yell at someone who has irritated you. Stop and think before you act. Think about consequences. When you practice self-restraint it helps you develop the habit of keeping other things under control.
Engage in sports or activities. Sports are an excellent way to enhance self- discipline. They train you to set goals, focus your mental and eexercisemotional energies, become physically fit, and to get along well with others. Participating in sports provides a situation where you learn to work hard and strive to do your best, which in turn, teaches you to integrate the same the thought processes and disciplines into your everyday life.
Learning to play a musical instrument can be another great way to practice self-discipline. The focus, repetition, and application required in learning to play an instrument is invaluable. Achieving self-discipline in any one area of your life reprograms your mind to choose what is right, rather than what is easy.
Get inspiration from those you admire. Michael Jordan has always maintained that his greatness as a basketball player came as much from his willingness to work hard at his craft, as it did his talent. It was his desire through discipline and focus that made him one of the best basketball players ever. If it worked for him, it could certainly work for the rest of us.
Visualize the rewards. There is nothing more gratifying than accomplishing your goals. Practice the technique that high achievers and top athletes do. Project yourself in the future. Visualize your desired outcome. Feel how rewarding it is and the countless benefits you will enjoy. Remind yourself what it takes to get there.
The Benefits
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It helps build self-confidence.
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You accomplish more, and are therefore more productive.
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You are able to maintain a higher tolerance for frustration, obstacles and negative emotions.
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Allows you to obtain better health, better finances and a good work ethic.
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You are able to reach your most difficult goals more efficiently.
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The more disciplined you become, the easier life gets.
If we are to be masters of our own destiny, we must develop self-discipline and self-control. By focusing on long-term benefits instead of short-term discomfort, we can encourage ourselves to develop of self-discipline. Ultimately our health and happiness depend on it.
[[Literature Lesson Plans|http://www.enotes.com/guides/lesson-plans?gclid=CLC757zKzqgCFcW5Kgod9RWPjQ]]
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MEETING BASIC NEEDS AND PROBLEM SOLVING
Adapted from Engs, R.C. Alcohol and Other Drugs: Self Responsibility, Tichenor Publishing Company, Bloomington, IN, 1987. (c) Tichenor Publishing Group. Used with permission. All rights reserved. (c) Copyright Ruth C. Engs, Bloomington, IN, 1996
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Meeting Basic Needs
All of us have certain basic needs that must be met in order for us to survive. If these needs are not met, we will die or else will cease to function on a positive psychological, sociological, or emotional level. Abraham Maslow characterizes these needs as-
1. Physiological, such as oxygen, food, water, and elimination.
2. Safety, which includes shelter, clothing, and protection from hostile beings and the environment.
3. Love and belonging, which includes close family, friendship, and love ties.
4. Self Esteem, which includes feeling good about oneself, one's job, status, work, and career.
5. Self Actualization, which is the fulfillment of creativity, peace with oneself, and detachment from stressors
The Need to Change Conscious Awareness and Drug Use
Andrew Weil feels that we have a basic need to change or alter conscious awareness. This appears to be a need that transcends culture, race, age, intelligence, and other human and personal characteristics. It is a universal need and can be seen in a variety of activities people have done for centuries. Young children in all cultures like to swing on ropes or swings until they are dizzy, and individuals in many different cultures will dance and sing for hours without stopping. Moreover, members of all cultures have engaged in some type of meditation or physical activity that changes conscious states. Even drug use has been common throughout history to change conscious states.
This need to change conscious awareness is just as strong as the other basic needs. The need appears to be instinctual, and it is cyclical. In many ways it is similar to the sexual need. The urge to relieve tension is felt spontaneously from within the individual. It reaches a peak, finds pleasure in relief, and then dissipates. The rhythm is different for everyone. However, the satisfaction of this need, like the meeting of any basic need, can be accomplished in a responsible and safe way or in a dangerous and irresponsible manner.
The fulfillment of the need to change conscious awareness has been achieved throughout history in medical, religious, and recreational settings. It has been facilitated through the creative process, in the enhancement of physical performance, and in risk taking. Moreover, this need to change conscious awareness has been realized through these activities and social processes both with and without the use of drugs.
Religion. Meditation, chanting, prayer, Yoga, Zen, and similar exercises are found in most societies as a means of changing consciousness in a religious setting. Alcohol, the most commonly used drug throughout history, has been used by many cultures in conjunction with religious ceremonies. Some groups have used hallucinogenic mushrooms, cactus, seeds, and other herbs to better communicate with the gods or higher powers so as to gain inner peace, inspiration, or prophecy as part of this religious consciousness-changing experience.
Medical Settings. In medical settings, the relief of pain in particular has been accomplished throughout time by such techniques as chanting, hypnotism, acupuncture, the "laying of hands," and herbs such as opium, marijuana, and alcohol. In the cures of many illnesses, changes in consciousness occur that relieve the symptoms, especially if the symptoms are psychological in origin.
In the average primary-care physician's office, it has been estimated that approximately 75 percent of all patients have psychologically induced illnesses or symptoms, including ulcers, headaches, rashes, weakness, and even the common "cold". In many cases, the symptoms of these and other illnesses will disappear with the administration of a placebo or "sugar pill". A change in consciousness has occurred in the person, who believes that he or she has received some kind of medication to relieve the problem, and the symptoms go away. This placebo effect is undoubtedly the primary reason behind healing from prayer, chanting, incense, voodoo, and other methods that have been and are still used in a variety of cultures to cure illnesses.
Recreational Settings. The desire to change consciousness has also been exhibited in recreational settings and secular festivals. Most celebrations, such as the winter, spring, and autumn festivals in many cultures, are accompanied by the use of alcohol or hallucinogens. The greeting of relatives and friends, the making of peace or war, the vanquishing of an enemy, the celebration of love or a loved one have all been accompanied in most cultures by a change in consciousness induced either by dancing, chanting, or using a variety of natural drugs.
Physical Performance. Throughout history, athletes and warriors have used various drugs to change conscious awareness prior to undertaking tough physical ventures. Alcohol has been used before battles by many armies to dull pain and give courage. Coca was used by relay runners in Peru to dull fatigue and hunger and to give strength for running. In the past few years there has been mass media coverage of athletes and body builders using a variety of drugs, including steroids and cocaine, to stimulate psychological states and physical performance. Some Vietnam veterans have said they smoked hashish before going into a battle, to quell their fears.
Risk Taking and Rebellion. An altered conscious state or "thrill" can result from doing something that is risky or against prevailing social mores. Potentially dangerous activities such as skydiving, hang gliding or motorcycle racing can cause a "high" or change in conscious state. The person feels energized and excited while engaged in the behavior. Negative social behaviors, such as street gang fighting or "joy riding" in a stolen car, can also produce this effect in young people. These activities, however, tend to cause anxiety or anger in adult authority figures such as parents and teachers. The use of illicit drugs is also considered exciting and thrilling to adolescents because it is illegal and causes anxiety and anger in adults. Unfortunately, society's attempt to control drug abuse by making the substances illegal often makes them more attractive to rebellious individuals.
Peer Pressure. Many individuals begin to use drugs or engage in certain behaviors so as to be "one of the in group." They feel that if they do not use a certain substance, they will not be accepted by the individuals with whom they wish to associate. Peer pressure can be subtle, and it is not limited to youth. For example, at a restaurant meal, a person may feel he/she has to have a drink when he/she really does not wish to because "everyone else is doing it."
DEVELOPMENTAL TASKS AND DRUG USE
The excessive use of drugs or other substances more readily occurs during adolescence, young adulthood, and midlife developmental crisis stages as a way for the individual to escape the confusion of the situation. These periods are necessary turning point's in the person's life, critical moments at which successful resolution can help the individual find his or her way to a more happy and mature life.
Five tasks in the young adult crisis period may cause problems for the individual for the rest of his or her life if they are not successfully accomplished. These adolescent life development tasks, as defined by Coons are as follows:
1. The Resolution of the Child-Parent Relationship. Individuals often have conflicting feelings about being independent from their parents. They want to be on their own, but at the same time they often want their parents' financial support. Leaving home and taking care of oneself, including doing the laundry, cooking, and other day-to-day maintenance problems, especially if this is the person's first time away from home, may be difficult for some people. Some individuals, particularly if they have come from an overprotective environment and now find few parental restraints, may escape into excessive drug use or sex to prove that they are independent. Others are afraid that if they go against their parents' wishes they will not receive any more financial support. They, too, may escape into a variety of substances so as to avoid facing their parents. In helping to resolve this parent-child conflict, especially if the child needs to ask his or her parents for money but really wants to be independent, a part-time job may ease the situation.
2. Solidifying Sexual Identity. In early adulthood, many individuals still have insecurities about their own sexual identity. This is often true for the shy male who hears his more aggressive male buddies talk about the many sexual exploits they are having. These shy young men then begin to feel insecure and go into what is sometimes called "homosexual panic." According to Coons, if a male is fantasizing about having sex with women, he is not a homosexual. Sometimes these individuals try to prove that they are manly by escaping into heavy drug or alcohol use as a way of building up their confidence to get a date or have a sexual experience. Women rarely have this problem, but many often do not have the skills for meeting men and so become lonely. Learning communication skills for meeting people so as to form better dating relationships often helps to improve one's sexual image and self esteem.
3. Development of the Capacity for True Intimacy. The establishment of true intimacy is a major problem in our society. Delayed autonomy and independence, and the lingering puritanical ethic, make the development of psychological intimacy difficult. Coons feels that some individuals, in an attempt to achieve this intimacy, may hop from one bed to another, as this may be easier for them than establishing a close psychological relationship. Other individuals may begin using a variety of substances to relieve their symptoms of loneliness. Counseling can help people to learn new skills for meeting new people and establishing a close relationship without necessarily getting sexually involved.
4. Choosing a Life's Work or Vocation. The freshman year in college for most university students is filled with excitement and newness. However, during the sophomore year, many individuals become discouraged, disillusioned, and confused about what they really want to do with their lives. Often they feel no purpose in the college experience and begin to feel that college for them is a waste of time and money. This period is sometimes called the "sophomore slump."
For some individuals who begin to feel this way, it may be best to "drop out" for a year or so and get a job. Doing so often helps the person decide what he or she really wants to do, and the person can then come back to school with improved motivations.
Some individuals who choose to stay in school but who lack motivation and are confused about what they want to do escape into alcohol, drugs, political, or religious activities. Others become professional students and change their major yearly or "hang around" the university for a number of years.
When a person is going through these tasks of late adolescence-young adulthood, he or she will usually be struggling with two or three of these tasks at the same time. Some people never successfully complete some of these developmental tasks and are still having problems with these areas when they are in their forties and fifties. Counseling while still in one's late teens and early twenties can often help the individual come to terms with himself or herself on these issues and can lead to a much happier life.
5. Developing a personal value system: Children generally have the values of their parents. If you want to know what a parents religious or political values or beliefs are, ask a school age child. The onset of adolescence often results in a clash of values. The young teen wants to stay up all night with his/her friends, but the parent says, "no". The parent may be very adamant about not wanting his/her teen to smoke, and the teen smokes. Adolescents often try the patients of their parents experimenting with a variety of behaviors as a way of asserting independence and finding their own values and beliefs.
Self Responsibility
In the process of meeting one's basic needs and going through the tasks of young adulthood, a variety of activities are carried out daily. If these actions are undertaken in a responsible manner, the individual usually develops and continues to grow as a mature human being. If, however, the behaviors are exhibited in an irresponsible way, negative social, physical, and emotional problems can occur. This brings up the question: What is responsible action or behavior? Because we, in North America, are multicultured and have widely differing values, this definition is often filled with controversy. Responsible behavior is generally believed to be those actions, decisions, and attitudes which increase trust among people; enhances self respect; dissolve barriers separating people; aid creativity, work, and job performance; and augment social, physical, and mental wellbeing. Most people also feel that responsible behavior would include any action or activity that did not harm self or others.
Self Responsibility, then, is making your own choices about a variety of behaviors in your life and accepting both the positive and negative results from your choice.
Irresponsible behavior would include those actions which cause barriers in interpersonal relationships and cause problems with work, family, and society. It would also include behavior in which the person did not accept the consequences of his or her actions.
These definitions of responsible and irresponsible actions could be used for activities that include the use of drugs, alcohol, and other substances, food, watching television, sex, jogging, gambling, political or religious involvement, and many other activities.
Examples of responsible behaviors using this definition could be the use of alcohol at a party and then waiting for the effects to wear off before driving home, completing a job as best as you know how, using paint-removing solvents in a well-ventilated place, taking prescription drugs at the right time and in the correct dose, and using an appropriate family planning method when you do not wish to have children.
Examples of irresponsible behavior would include driving a car when you know you have had too much to drink; watching television all day long and not studying or doing homework; becoming so involved with a political group so that you neglect family, friends, and job; or giving some of your prescription medication to a friend with the same symptoms as yours.
Responsible choices about using drugs and other substances and the responsible use of these substances may be different for each person because of different values, backgrounds, and physical and psychological makeup. However, any action that will hurt others and oneself would probably not be considered to be responsible, no matter what it was.
What are Responsible Choices and Actions for You?
Making responsible choices and responsible decisions is something each individual must do for him or herself. No one else can tell you what responsible behavior is for you. An action for one individual may be a responsible activity causing positive results. However, the same action for another person could be irresponsible and would lead to problems. For example, if you have a headache and choose to take an aspirin, this might be a responsible action on your part as your headache goes away. On the other hand, your friend who is allergic to aspirin and knows it could also take an aspirin and then develop an allergic reaction. This would be an irresponsible action on his or her part. For you to choose to drink beer with your pizza might be a responsible action for you. However, if a recovering alcoholic drank beer with his or her pizza, this would be irresponsible behavior, as it could cause the person to go into an acute phase of alcoholism. The old saying, "One man's meat is another man's poison" might be apt when thinking about responsible behavior and action for yourself.
Self Responsibility and Problem-Solving Skills
When attempting to exhibit responsible behavior in any area of life, or when confronted with a crisis or problem situation, it is often easier to solve the problem and come to some rational conclusion for yourself if you use problem-solving skills.
To use problem-solving skills is merely to examine various parts of the issue to find one basic problem, to decide upon different courses of action, to act, and then to evaluate the action. The steps are as follows:
1. Evaluating the Situation. It is important to define the stress, problem, or hassle accurately. Often a person feels angry, frustrated, or tense and does not know where these feelings come from. It often helps to think about what has happened and to piece various activities together that may have led up to these feelings. After this process, the real problem will usually emerge, or the individual will find that there are several problems, all of which are interrelated. In problem solving, it is best to tackle one problem at a time and not all of them!
2. Formulating Alternatives. After one problem has been selected to be worked on, the individual needs to think of all the alternative approaches to the problem.
3. Recognizing Obstacles. After you have thought of all the alternatives, you need to think of obstacles that might stand in the way of a solution. These obstacles could come from the outside or be within yourself.
4. Evaluating Each Solution. After considering all of the solutions to the problem along with various obstacles, you need to weigh them and study the pros and cons of each solution. You also need to examine the possible outcomes of different solutions and determine if some solutions in themselves might cause further problems.
5. Taking Action. After you have chosen what you think is the best solution, you then need to take action.
6. Final Evaluation. After you have carried out the solution, you then need to go back and evaluate the effectiveness of the solution, reconsider other alternatives, and determine what you would have worked better if this particular action was not effective. No matter what the outcome, you need to take responsibility for your choice.
In utilizing this method for solving a variety of problems, daily hassles, and crisis situations, individuals often have a better grasp on their lives, are able to meet the demands of life and their basic needs more easily, and find that they are exhibiting more responsible behavior.
As humans, we have a variety of basic needs and go through diffrerent periods of crisis in our lives. We also have a need to alter our conscious states. Meeting this need of altering consciousness, like meeting any other basic need, can be done in a responsible and safe way that increases the pleasures of living and positively affects others. In meeting basic needs and changing conscious states, problem solving skills can often help us to examine and evaluate a variety of choices, in order to make the best possible choice in many aspects of living.
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[[Motivation Formula]]
[[Reality Ride]]
[[Tearing Off Labels]]
[[Defense Mechanisms]]
[[Climbing Out]]
[[Jumping Hurdles]]
[[Desire, Time, Effort]]
[[Lifting the Weight]]
[[Getting Plugged In]]
[[Seeing Over the Wall]]
[[Why Try? and Using Music]]
[[Other Why Try Info]]
[[Page One|https://docs.google.com/open?id=0B38fYnNUlRY5RXNMSHVNMnBoREU]]
[[Page Two|https://docs.google.com/open?id=0B38fYnNUlRY5Ukw2V0UxOEJTc0E]]
[[Page Three|https://docs.google.com/open?id=0B38fYnNUlRY5ekltWnJUUHItVFE]]
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By Laurisa White Reyes
Teens need to clearly see their goals, whether it's graduating from high school, going to college, or just passing the next big test. But kids who struggle with school cannot be expected to reach their goals alone. They need support from both parents and teachers. Below are six ways to motivate struggling teens to stay on task:
1. Pay Attention.
Parents often assume that teens do not need the same amount of attention they received when they were younger. But nothing could be further from the truth. “The most motivated students,” says Larsen, “are those whose parents sit with them during homework and do not ignore problems until it’s too late.”
2. Communicate.
Parents should be aware of what is going on at school and what assignments their children have been given. Larsen advises parents to communicate regularly with teachers about their child’s progress. “Teachers want your child to succeed as much as you do.”
3. Don't Make Excuses.
Sometimes parents enable their kid’s poor performance in school by laying the blame on that child’s disability or situation. Instead, parents ought to expect teens to be responsible for their own education, while keeping such expectations reasonable. “Parents should also set the example for their kids,” says Messersmith. “No double standards.”
4. Recognize Achievements.
For teens who struggle in school, even the slightest improvement is an achievement. Praise your child for his efforts. Receiving recognition for accomplishments is a great motivator.
5. Celebrate Strengths.
“We all have different abilities,” says Larsen. “Parents can motivate their teens to succeed by focusing on their strengths and helping them improve on their weaknesses.”
6. Never Give Up.
High school students who face academic challenges can sometimes feel like throwing in the towel. But with the love and support of their parents and teachers, even the most frustrated teen can set and meet goals. “It’s so much easier to give up,” says Messersmith, “but don’t get discouraged. Stand your ground.” The key, as Larsen reminds us, “is to never settle, but also don’t have crazy, unreachable goals.” In other words, set realistic goals and never stop helping your child attain them.
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[[Motivating the Under Achieving Teen]]
[[Which Way to Go]]
Motivation Work Sheet
1. What is motivation? What is my motivation?
2. What can I do today to stop my crash on The Reality Ride?
3. How did I show others the real me and not a label?
4. How did I protect myself in a pressure situation?
5. How did I react when someone tried to pull me down?
6. How will I jump back up when I fall?
7. What did I put my desire, time, and effort into today?
8. What rules and laws make me strong?
9. Who is helping me deal with my challenges?
10. Why will seeing over the wall give me more respect?
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});
/* this doesn't work unless you have a modified ViewTempate */
config.shadowTiddlers["MptwCollapsePluginStyles"] = ""
+".collapsed .uncollapsedView { display:none; }"
+".collapsedView { display:none; }"
+".collapsed .collapsedView { display:block; }"
+".tiddler.collapsed { padding-bottom:1em; }"
+".tiddler.collapsed .title { font-size:100%; }"
;
store.addNotification("MptwCollapsePluginStyles",refreshStyles);
})(jQuery);
/***
|Name:|MptwConfigPlugin|
|Description:|Miscellaneous tweaks used by MPTW|
|Version:|1.0 ($Rev: 3646 $)|
|Date:|$Date: 2008-02-27 02:34:38 +1000 (Wed, 27 Feb 2008) $|
|Source:|http://mptw.tiddlyspot.com/#MptwConfigPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#MptwConfigPlugin|
!!Note: instead of editing this you should put overrides in MptwUserConfigPlugin
***/
//{{{
var originalReadOnly = readOnly;
var originalShowBackstage = showBackstage;
config.options.chkHttpReadOnly = false; // means web visitors can experiment with your site by clicking edit
readOnly = false; // needed because the above doesn't work any more post 2.1 (??)
showBackstage = true; // show backstage for same reason
config.options.chkInsertTabs = true; // tab inserts a tab when editing a tiddler
config.views.wikified.defaultText = ""; // don't need message when a tiddler doesn't exist
config.views.editor.defaultText = ""; // don't need message when creating a new tiddler
config.options.chkSaveBackups = true; // do save backups
config.options.txtBackupFolder = 'twbackup'; // put backups in a backups folder
config.options.chkAutoSave = (window.location.protocol == "file:"); // do autosave if we're in local file
config.mptwVersion = "2.5.3";
config.macros.mptwVersion={handler:function(place){wikify(config.mptwVersion,place);}};
if (config.options.txtTheme == '')
config.options.txtTheme = 'MptwTheme';
// add to default GettingStarted
config.shadowTiddlers.GettingStarted += "\n\nSee also [[MPTW]].";
// add select theme and palette controls in default OptionsPanel
config.shadowTiddlers.OptionsPanel = config.shadowTiddlers.OptionsPanel.replace(/(\n\-\-\-\-\nAlso see \[\[AdvancedOptions\]\])/, "{{select{<<selectTheme>>\n<<selectPalette>>}}}$1");
// these are used by ViewTemplate
config.mptwDateFormat = 'DD/MM/YY';
config.mptwJournalFormat = 'Journal DD/MM/YY';
//}}}
Name: MptwGreen
Background: #fff
Foreground: #000
PrimaryPale: #9b9
PrimaryLight: #385
PrimaryMid: #031
PrimaryDark: #020
SecondaryPale: #ffc
SecondaryLight: #fe8
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #eee
TertiaryLight: #ccc
TertiaryMid: #999
TertiaryDark: #666
Error: #f88
Name: MptwRed
Background: #fff
Foreground: #000
PrimaryPale: #eaa
PrimaryLight: #c55
PrimaryMid: #711
PrimaryDark: #500
SecondaryPale: #ffc
SecondaryLight: #fe8
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #eee
TertiaryLight: #ccc
TertiaryMid: #999
TertiaryDark: #666
Error: #f88
|Name|MptwRounded|
|Description|Mptw Theme with some rounded corners (Firefox only)|
|ViewTemplate|MptwTheme##ViewTemplate|
|EditTemplate|MptwTheme##EditTemplate|
|PageTemplate|MptwTheme##PageTemplate|
|StyleSheet|##StyleSheet|
!StyleSheet
/*{{{*/
[[MptwTheme##StyleSheet]]
.tiddler,
.sliderPanel,
.button,
.tiddlyLink,
.tabContents
{ -moz-border-radius: 1em; }
.tab {
-moz-border-radius-topleft: 0.5em;
-moz-border-radius-topright: 0.5em;
}
#topMenu {
-moz-border-radius-bottomleft: 2em;
-moz-border-radius-bottomright: 2em;
}
/*}}}*/
Name: MptwSmoke
Background: #fff
Foreground: #000
PrimaryPale: #aaa
PrimaryLight: #777
PrimaryMid: #111
PrimaryDark: #000
SecondaryPale: #ffc
SecondaryLight: #fe8
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #eee
TertiaryLight: #ccc
TertiaryMid: #999
TertiaryDark: #666
Error: #f88
|Name|MptwStandard|
|Description|Mptw Theme with the default TiddlyWiki PageLayout and Styles|
|ViewTemplate|MptwTheme##ViewTemplate|
|EditTemplate|MptwTheme##EditTemplate|
Name: MptwTeal
Background: #fff
Foreground: #000
PrimaryPale: #B5D1DF
PrimaryLight: #618FA9
PrimaryMid: #1a3844
PrimaryDark: #000
SecondaryPale: #ffc
SecondaryLight: #fe8
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #f8f8f8
TertiaryLight: #bbb
TertiaryMid: #999
TertiaryDark: #888
Error: #f88
|Name|MptwTheme|
|Description|Mptw Theme including custom PageLayout|
|PageTemplate|##PageTemplate|
|ViewTemplate|##ViewTemplate|
|EditTemplate|##EditTemplate|
|StyleSheet|##StyleSheet|
http://mptw.tiddlyspot.com/#MptwTheme ($Rev: 1829 $)
!PageTemplate
<!--{{{-->
<div class='header' macro='gradient vert [[ColorPalette::PrimaryLight]] [[ColorPalette::PrimaryMid]]'>
<div class='headerShadow'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
<div class='headerForeground'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
</div>
<!-- horizontal MainMenu -->
<div id='topMenu' refresh='content' tiddler='MainMenu'></div>
<!-- original MainMenu menu -->
<!-- <div id='mainMenu' refresh='content' tiddler='MainMenu'></div> -->
<div id='sidebar'>
<div id='sidebarOptions' refresh='content' tiddler='SideBarOptions'></div>
<div id='sidebarTabs' refresh='content' force='true' tiddler='SideBarTabs'></div>
</div>
<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
</div>
<!--}}}-->
!ViewTemplate
<!--{{{-->
<div class="uncollapsedView">
[[MptwTheme##ViewTemplateToolbar]]
<div class="tagglyTagged" macro="tags"></div>
<div class='titleContainer'>
<span class='title' macro='view title'></span>
<span macro="miniTag"></span>
</div>
<div class='subtitle'>
(updated <span macro='view modified date {{config.mptwDateFormat?config.mptwDateFormat:"MM/0DD/YY"}}'></span>
by <span macro='view modifier link'></span>)
<!--
(<span macro='message views.wikified.createdPrompt'></span>
<span macro='view created date {{config.mptwDateFormat?config.mptwDateFormat:"MM/0DD/YY"}}'></span>)
-->
</div>
<div macro="showWhen tiddler.tags.containsAny(['css','html','pre','systemConfig']) && !tiddler.text.match('{{'+'{')">
<div class='viewer'><pre macro='view text'></pre></div>
</div>
<div macro="else">
<div class='viewer' macro='view text wikified'></div>
</div>
<div class="tagglyTagging" macro="tagglyTagging"></div>
</div>
<div class="collapsedView">
<span class='toolbar'>
<span macro='toolbar closeTiddler'></span>
<span macro='mptwCollapse +'></span>
</span>
<span class='title' macro='view title'></span>
</div>
<!--}}}-->
!ViewTemplateToolbar
<!--{{{-->
<div class='toolbar'>
<span macro="showWhenTagged systemConfig">
<span macro="toggleTag systemConfigDisable . '[[disable|systemConfigDisable]]'"></span>
</span>
<span macro="showWhenTagged systemTheme"><span macro="applyTheme"></span></span>
<span macro="showWhenTagged systemPalette"><span macro="applyPalette"></span></span>
<span macro="showWhen tiddler.tags.contains('css') || tiddler.title == 'StyleSheet'"><span macro="refreshAll"></span></span>
<span style="padding:1em;"></span>
<span macro='toolbar closeTiddler closeOthers +editTiddler deleteTiddler > fields syncing permalink references jump'></span> <span macro='newHere label:"new here"'></span>
<span macro='newJournalHere {{config.mptwJournalFormat?config.mptwJournalFormat:"MM/0DD/YY"}}'></span>
<!--span macro='mptwCollapse -'></span-->
</div>
<!--}}}-->
!EditTemplate
<!--{{{-->
<div class="toolbar" macro="toolbar +saveTiddler saveCloseTiddler closeOthers -cancelTiddler cancelCloseTiddler deleteTiddler"></div>
<div class="title" macro="view title"></div>
<div class="editLabel">Title</div><div class="editor" macro="edit title"></div>
<div macro='annotations'></div>
<div class="editLabel">Content</div><div class="editor" macro="edit text"></div>
<div class="editLabel">Tags</div><div class="editor" macro="edit tags"></div>
<div class="editorFooter"><span macro="message views.editor.tagPrompt"></span><span macro="tagChooser"></span></div>
<!--}}}-->
!StyleSheet
/*{{{*/
/* a contrasting background so I can see where one tiddler ends and the other begins */
body {
background: [[ColorPalette::TertiaryLight]];
}
/* sexy colours and font for the header */
.headerForeground {
color: [[ColorPalette::PrimaryPale]];
}
.headerShadow, .headerShadow a {
color: [[ColorPalette::PrimaryMid]];
}
/* separate the top menu parts */
.headerForeground, .headerShadow {
padding: 1em 1em 0;
}
.headerForeground, .headerShadow {
font-family: 'Trebuchet MS', sans-serif;
font-weight:bold;
}
.headerForeground .siteSubtitle {
color: [[ColorPalette::PrimaryLight]];
}
.headerShadow .siteSubtitle {
color: [[ColorPalette::PrimaryMid]];
}
/* make shadow go and down right instead of up and left */
.headerShadow {
left: 1px;
top: 1px;
}
/* prefer monospace for editing */
.editor textarea, .editor input {
font-family: 'Consolas', monospace;
background-color:[[ColorPalette::TertiaryPale]];
}
/* sexy tiddler titles */
.title {
font-size: 250%;
color: [[ColorPalette::PrimaryLight]];
font-family: 'Trebuchet MS', sans-serif;
}
/* more subtle tiddler subtitle */
.subtitle {
padding:0px;
margin:0px;
padding-left:1em;
font-size: 90%;
color: [[ColorPalette::TertiaryMid]];
}
.subtitle .tiddlyLink {
color: [[ColorPalette::TertiaryMid]];
}
/* a little bit of extra whitespace */
.viewer {
padding-bottom:3px;
}
/* don't want any background color for headings */
h1,h2,h3,h4,h5,h6 {
background-color: transparent;
color: [[ColorPalette::Foreground]];
}
/* give tiddlers 3d style border and explicit background */
.tiddler {
background: [[ColorPalette::Background]];
border-right: 2px [[ColorPalette::TertiaryMid]] solid;
border-bottom: 2px [[ColorPalette::TertiaryMid]] solid;
margin-bottom: 1em;
padding:1em 2em 2em 1.5em;
}
/* make options slider look nicer */
#sidebarOptions .sliderPanel {
border:solid 1px [[ColorPalette::PrimaryLight]];
}
/* the borders look wrong with the body background */
#sidebar .button {
border-style: none;
}
/* this means you can put line breaks in SidebarOptions for readability */
#sidebarOptions br {
display:none;
}
/* undo the above in OptionsPanel */
#sidebarOptions .sliderPanel br {
display:inline;
}
/* horizontal main menu stuff */
#displayArea {
margin: 1em 15.7em 0em 1em; /* use the freed up space */
}
#topMenu br {
display: none;
}
#topMenu {
background: [[ColorPalette::PrimaryMid]];
color:[[ColorPalette::PrimaryPale]];
}
#topMenu {
padding:2px;
}
#topMenu .button, #topMenu .tiddlyLink, #topMenu a {
margin-left: 0.5em;
margin-right: 0.5em;
padding-left: 3px;
padding-right: 3px;
color: [[ColorPalette::PrimaryPale]];
font-size: 115%;
}
#topMenu .button:hover, #topMenu .tiddlyLink:hover {
background: [[ColorPalette::PrimaryDark]];
}
/* make 2.2 act like 2.1 with the invisible buttons */
.toolbar {
visibility:hidden;
}
.selected .toolbar {
visibility:visible;
}
/* experimental. this is a little borked in IE7 with the button
* borders but worth it I think for the extra screen realestate */
.toolbar { float:right; }
/* fix for TaggerPlugin. from sb56637. improved by FND */
.popup li .tagger a {
display:inline;
}
/* makes theme selector look a little better */
#sidebarOptions .sliderPanel .select .button {
padding:0.5em;
display:block;
}
#sidebarOptions .sliderPanel .select br {
display:none;
}
/* make it print a little cleaner */
@media print {
#topMenu {
display: none ! important;
}
/* not sure if we need all the importants */
.tiddler {
border-style: none ! important;
margin:0px ! important;
padding:0px ! important;
padding-bottom:2em ! important;
}
.tagglyTagging .button, .tagglyTagging .hidebutton {
display: none ! important;
}
.headerShadow {
visibility: hidden ! important;
}
.tagglyTagged .quickopentag, .tagged .quickopentag {
border-style: none ! important;
}
.quickopentag a.button, .miniTag {
display: none ! important;
}
}
/* get user styles specified in StyleSheet */
[[StyleSheet]]
/*}}}*/
|Name|MptwTrim|
|Description|Mptw Theme with a reduced header to increase useful space|
|ViewTemplate|MptwTheme##ViewTemplate|
|EditTemplate|MptwTheme##EditTemplate|
|StyleSheet|MptwTheme##StyleSheet|
|PageTemplate|##PageTemplate|
!PageTemplate
<!--{{{-->
<!-- horizontal MainMenu -->
<div id='topMenu' macro='gradient vert [[ColorPalette::PrimaryLight]] [[ColorPalette::PrimaryMid]]'>
<span refresh='content' tiddler='SiteTitle' style="padding-left:1em;font-weight:bold;"></span>:
<span refresh='content' tiddler='MainMenu'></span>
</div>
<div id='sidebar'>
<div id='sidebarOptions'>
<div refresh='content' tiddler='SideBarOptions'></div>
<div style="margin-left:0.1em;"
macro='slider chkTabSliderPanel SideBarTabs {{"tabs \u00bb"}} "Show Timeline, All, Tags, etc"'></div>
</div>
</div>
<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
</div>
For upgrading. See [[ImportTiddlers]].
URL: http://mptw.tiddlyspot.com/upgrade.html
/***
|Description:|A place to put your config tweaks so they aren't overwritten when you upgrade MPTW|
See http://www.tiddlywiki.org/wiki/Configuration_Options for other options you can set. In some cases where there are clashes with other plugins it might help to rename this to zzMptwUserConfigPlugin so it gets executed last.
***/
//{{{
// example: set your preferred date format
//config.mptwDateFormat = 'MM/0DD/YY';
//config.mptwJournalFormat = 'Journal MM/0DD/YY';
// example: set the theme you want to start with
//config.options.txtTheme = 'MptwRoundTheme';
// example: switch off autosave, switch on backups and set a backup folder
//config.options.chkSaveBackups = true;
//config.options.chkAutoSave = false;
//config.options.txtBackupFolder = 'backups';
// uncomment to disable 'new means new' functionality for the new journal macro
//config.newMeansNewForJournalsToo = false;
//}}}
[[Go here|http://nicic.gov]]
[[Read|https://docs.google.com/document/d/18rYgNFX47T0zovNkLXSlPBa-TlVbPt7x41OZvpxkJUA/edit]]
/***
|Name:|NewHerePlugin|
|Description:|Creates the new here and new journal macros|
|Version:|3.0 ($Rev: 3861 $)|
|Date:|$Date: 2008-03-08 10:53:09 +1000 (Sat, 08 Mar 2008) $|
|Source:|http://mptw.tiddlyspot.com/#NewHerePlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License|http://mptw.tiddlyspot.com/#TheBSDLicense|
***/
//{{{
merge(config.macros, {
newHere: {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
wikify("<<newTiddler "+paramString+" tag:[["+tiddler.title+"]]>>",place,null,tiddler);
}
},
newJournalHere: {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
wikify("<<newJournal "+paramString+" tag:[["+tiddler.title+"]]>>",place,null,tiddler);
}
}
});
//}}}
/***
|Name:|NewMeansNewPlugin|
|Description:|If 'New Tiddler' already exists then create 'New Tiddler (1)' and so on|
|Version:|1.1.1 ($Rev: 2263 $)|
|Date:|$Date: 2007-06-13 04:22:32 +1000 (Wed, 13 Jun 2007) $|
|Source:|http://mptw.tiddlyspot.com/empty.html#NewMeansNewPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License|http://mptw.tiddlyspot.com/#TheBSDLicense|
!!Note: I think this should be in the core
***/
//{{{
// change this or set config.newMeansNewForJournalsToo it in MptwUuserConfigPlugin
if (config.newMeansNewForJournalsToo == undefined) config.newMeansNewForJournalsToo = true;
String.prototype.getNextFreeName = function() {
numberRegExp = / \(([0-9]+)\)$/;
var match = numberRegExp.exec(this);
if (match) {
var num = parseInt(match[1]) + 1;
return this.replace(numberRegExp," ("+num+")");
}
else {
return this + " (1)";
}
}
config.macros.newTiddler.checkForUnsaved = function(newName) {
var r = false;
story.forEachTiddler(function(title,element) {
if (title == newName)
r = true;
});
return r;
}
config.macros.newTiddler.getName = function(newName) {
while (store.getTiddler(newName) || config.macros.newTiddler.checkForUnsaved(newName))
newName = newName.getNextFreeName();
return newName;
}
config.macros.newTiddler.onClickNewTiddler = function()
{
var title = this.getAttribute("newTitle");
if(this.getAttribute("isJournal") == "true") {
title = new Date().formatString(title.trim());
}
// ---- these three lines should be the only difference between this and the core onClickNewTiddler
if (config.newMeansNewForJournalsToo || this.getAttribute("isJournal") != "true")
title = config.macros.newTiddler.getName(title);
var params = this.getAttribute("params");
var tags = params ? params.split("|") : [];
var focus = this.getAttribute("newFocus");
var template = this.getAttribute("newTemplate");
var customFields = this.getAttribute("customFields");
if(!customFields && !store.isShadowTiddler(title))
customFields = String.encodeHashMap(config.defaultCustomFields);
story.displayTiddler(null,title,template,false,null,null);
var tiddlerElem = story.getTiddler(title);
if(customFields)
story.addCustomFields(tiddlerElem,customFields);
var text = this.getAttribute("newText");
if(typeof text == "string")
story.getTiddlerField(title,"text").value = text.format([title]);
for(var t=0;t<tags.length;t++)
story.setTiddlerTag(title,tags[t],+1);
story.focusTiddler(title,focus);
return false;
};
//}}}
[img[http://englishrussia.com/images/new_russian_girl_fun/1.jpg]]
<html><iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/F_wtHnZytyQ" frameborder="0" allowfullscreen></iframe></html>
I cannot take this anymore
I'm saying everything I've said before
All these words they make no sense
I find bliss in ignorance
Less I hear the less you'll say
But you'll find that out anyway
Just like before...
Everything you say to me
Takes me one step closer to the edge
And I'm about to break
I need a little room to breathe
Cause I'm one step closer to the edge
And I'm about to break
I find the answers aren't so clear
Wish I could find a way to disappear
All these thoughts they make no sense
I find bliss in ignorance
Nothing seems to go away
Over and over again
Chorus
Shut up when I'm talking to you
Shut up, shut up, shut up (2x)
I’m about to break!
Chorus
[[List of Metaphors and their Descriptions|http://www.oztry.org/resources/analogies.htm]]
[[Writing Ideas for Teens|http://www.ehow.co.uk/list_7589986_teen-writing-activities.html]]
[[Writing Ideas]]
[[Building Programs for Teens|http://www.google.com/url?sa=t&source=web&cd=59&ved=0CEwQFjAIODI&url=http%3A%2F%2Fwww.bgcp.org%2FLinked_Documents%2FBuilding%2520Effective%2520Teen%2520Programs%2520EPA.pdf&rct=j&q=teenage%20motivation%20activities&ei=yL1BTcSDDoLAgQfvzY2dAg&usg=AFQjCNGmT1_1cqU045_iLc-7aoq4-jFIiw&sig2=EBRfTXTII8dFsAzS2Wl7PA&cad=rja]]
[[Ice Breaker Activities]]
[[Why the Kids Can't Help It|http://www.newsweek.com/2010/12/16/the-kids-can-t-help-it.html#]]
[img[http://s2.hubimg.com/u/1230797_f520.jpg]]
[[Go Here|http://www.ct.gov/cen/cwp/view.asp?a=2268&q=385178]]
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YjE3ZmYwMjUtYzVkMy00YmMwLTllYTYtZjFmZjAwOThhZWNi&hl=en&authkey=COTT_d0I Intro
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MWFiNmZmMjctODMzMi00MjdlLTk5OWQtZjJjNjI0NTFlMzZh&hl=en&authkey=CI6WuIkM 1
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MDVlNzg5YTItMWUyYy00OWY3LWE0NTktYjkwMjMxY2NiOGIw&hl=en&authkey=CJO76poD 2
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5NTU0YmZkZjQtNzUwNS00ODAzLTljMmQtZjQzMjY4MjBjMzZj&hl=en&authkey=CIGiwYcM 3
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MGI4ZWJhODQtYTgyNi00N2UzLWEyMGYtM2YyM2IwZTEyMjU1&hl=en 4
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OWVlYmQwNTgtOTJhOC00NWY5LTljZTMtZTFmOGIxOTI4MWY5&hl=en&authkey=CNXRneYN 5
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YjBmMDFkY2QtMWFiOC00ZmIwLWE1ZDUtM2QwMjUwMjJiNTcw&hl=en&authkey=CIKws4AB 6
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OTVjMTQ1YTctNjRjYS00ZmQ3LTljZmUtOGQ2ZDRkYWRkMzZj&hl=en&authkey=CJGmuJ8D 7
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OGVhOTIxNjgtM2FkMi00NzQ4LWJmNjUtNThkODU4ZGNkMzg1&hl=en&authkey=CPvLjosL 8
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MjM3YzFlYmEtN2RkYi00OWFhLTk5OGUtYWFlNDcxNjJhNDQy&hl=en&authkey=CPDcq6MJ 9
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZGFkNTdjNjYtOGZhYS00NTRiLWI3N2EtN2E2NjM5M2ZjMzk5&hl=en&authkey=CK-2iLIG 10
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZWVmNThkZmItYWM1NS00NTk2LWIzZmItNWRiODk4MmU1ZWJl&hl=en&authkey=CMyI9-sO 11
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YmYzZjRkYjUtNzk2OS00ZGVmLTk2YTktNTVkOGU0ZDViMzEw&hl=en 12
<html><iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/DGNpjqRXwFI" frameborder="0" allowfullscreen></iframe></html>
/***
|''Name:''|PasswordOptionPlugin|
|''Description:''|Extends TiddlyWiki options with non encrypted password option.|
|''Version:''|1.0.2|
|''Date:''|Apr 19, 2007|
|''Source:''|http://tiddlywiki.bidix.info/#PasswordOptionPlugin|
|''Author:''|BidiX (BidiX (at) bidix (dot) info)|
|''License:''|[[BSD open source license|http://tiddlywiki.bidix.info/#%5B%5BBSD%20open%20source%20license%5D%5D ]]|
|''~CoreVersion:''|2.2.0 (Beta 5)|
***/
//{{{
version.extensions.PasswordOptionPlugin = {
major: 1, minor: 0, revision: 2,
date: new Date("Apr 19, 2007"),
source: 'http://tiddlywiki.bidix.info/#PasswordOptionPlugin',
author: 'BidiX (BidiX (at) bidix (dot) info',
license: '[[BSD open source license|http://tiddlywiki.bidix.info/#%5B%5BBSD%20open%20source%20license%5D%5D]]',
coreVersion: '2.2.0 (Beta 5)'
};
config.macros.option.passwordCheckboxLabel = "Save this password on this computer";
config.macros.option.passwordInputType = "password"; // password | text
setStylesheet(".pasOptionInput {width: 11em;}\n","passwordInputTypeStyle");
merge(config.macros.option.types, {
'pas': {
elementType: "input",
valueField: "value",
eventName: "onkeyup",
className: "pasOptionInput",
typeValue: config.macros.option.passwordInputType,
create: function(place,type,opt,className,desc) {
// password field
config.macros.option.genericCreate(place,'pas',opt,className,desc);
// checkbox linked with this password "save this password on this computer"
config.macros.option.genericCreate(place,'chk','chk'+opt,className,desc);
// text savePasswordCheckboxLabel
place.appendChild(document.createTextNode(config.macros.option.passwordCheckboxLabel));
},
onChange: config.macros.option.genericOnChange
}
});
merge(config.optionHandlers['chk'], {
get: function(name) {
// is there an option linked with this chk ?
var opt = name.substr(3);
if (config.options[opt])
saveOptionCookie(opt);
return config.options[name] ? "true" : "false";
}
});
merge(config.optionHandlers, {
'pas': {
get: function(name) {
if (config.options["chk"+name]) {
return encodeCookie(config.options[name].toString());
} else {
return "";
}
},
set: function(name,value) {config.options[name] = decodeCookie(value);}
}
});
// need to reload options to load passwordOptions
loadOptionsCookie();
/*
if (!config.options['pasPassword'])
config.options['pasPassword'] = '';
merge(config.optionsDesc,{
pasPassword: "Test password"
});
*/
//}}}
The thoughts, behavior and tastes of fashion, music, television and other walks of life of the masses are often seen having a deep impact on the living of the society. We tend to get influenced by the lifestyles of our peer group. The changing ways of life of our peers often force us to change our ways of looking at life and leading it. It’s a human tendency to do what the crowd does. Few have the courage to resist the peer pressure and be their own selves rather than being one among the lot. Peer pressure is bound to affect most of us, both, positively and negatively. The distinction between positive and negative peer pressure lies in a thoughtful analysis of the views of the masses. Following your peers blindly leaves a negative impact on your life while an analytical approach of looking at peer behavior can act positively. Let us look at the positive and negative effects of peer pressure.
Negative Effects of Peer Pressure
When you do not like a particular idea or when you have no inclination towards a particular field, it is obvious that you won't like to go by it. For sure, you won't like to go that way. But it is you peer group, which may compel you on doing something you hate. In such cases, there are chances that you won't do well in those things. Things you do not enjoy doing cannot fetch you success. You cannot emerge successful in something you have never liked doing. So, it is important that you do not lose happiness of your life by succumbing to peer pressure.
Many a time, it so happens, that we are forced to lead a certain kind of lifestyle due to peer pressure. You may not like partying on every weekend, you may not like night outs with friends, you may hate drinking or smoking, but peer pressure may make you do all that you had never wished to. There are many teenagers who experience great pressure from their peer group that forces them to take to drinking. You may take to something as grave as drug use, and that too, only because of peer pressure. In such cases, being overly pressurized by you peers can be detrimental to your living. Some teenagers literally spoil their lives by giving in to peer pressure.
Peer pressure can lead to a loss of individuality. Extreme peer pressure may lead you to follow what your peers feel right. Their pressure may compel you to go by everything they think right. You tend to blindly imitate the masses; you adopt their tastes of fashion, clothing, hair, music and general living. Peer pressure can actually lead you to lose you tastes of life and force yourself to begin liking what they like. Peer pressure is the human tendency to join the bandwagon, in which, the person loses his/her original way of looking at life.
Positive Effects of Peer Pressure
Peer pressure is not always bad. It can help you analyze yourself and contemplate on your ways of life. Some of the practices that the masses follow may actually teach you the way of living. You may be able to change yourself for the better. Looking at what others do, can help you bring about a positive change in your way of thinking. If you can pick selectively, peer pressure can actually result in a positive change in your way of life.
Knowing what the masses follow exposes you to the world outside your home. You understand the things going on around you. You are exposed to a wide variety in human behavior. Exposure to peer pressure gives you an opportunity to think about their tastes and their outlooks towards life. It gives you a chance to choose the best from what the masses do.
If you are fortunate to get a good peer group, your peers can play a vital role in the shaping of your personality. Their way of looking at life may influence you to change for betterment. Some of your peers are your close friends, who do not pressurize you to do things but rather inspire you to change yourself. Your peer group may actually persuade you to bring about a constructive change in your personality. Peer pressure can lead you to make the right choices in life.
Teenage Peer Pressure
Teenage is that phase of life when you are exposed to the world outside. These are the years when you spend most of your time with your friends. Teenage is the phase of beginning to become independent in life; the years of forming your ideals and principles, the years that shape your personality and the years that introduce you to your own self. Adolescents often spend most of their daily time with friends and owing to this vulnerable age, they tend to imitate their friends. The people around you are bound to influence you. However, the effect of the influences of the masses is greater during your teen years. Parents have a vital role to play during this phase of a person's life. Parents and teachers need to be careful while dealing with teenagers, as they are most susceptible to succumb to peer pressure during these years of their life. Teenage individuals need to be taught to distinguish between the good and the bad, the right and the wrong and should be taught to be thoughtful in life.
A strong support from family, an ability to differentiate between the positive and the negative and a skill to choose friends from the peers - this three-pronged strategy is the best way to keep away from negative peer pressure.
By Manali Oak
http://www.buzzle.com/articles/peer-pressure-activities.html
Either you change your mind, succumbing to peer pressure and adopting the new memes as your own, or you struggle with the extremely uncomfortable feeling of being surrounded by people who think you're crazy or inadequate. -Richard Brodie
This quote clearly explains the state of mind of almost every child who has had to deal with peer pressure. It is the pressure faced by a child, that takes advantage of the desire for conformity or general acceptance, with the rest of the crowd. It is a natural human tendency, to want to do 'what everyone else is doing', or to be part of the 'happening' crowd. However, the consequences of relenting to peer pressure are not always positive, and can have a severely negative impact on a tender mind such as that of a child's. It is essential then, as a teacher, you take charge of the situation, and teach your students how to deal with peer pressure. In an endeavor to eliminate the fear of non-conformity, by engaging in various peer pressure activities.
Peer Pressure Activities to Use in the Classroom
Every peer pressure activity should ideally begin with a healthy discussion, about what exactly it is, and where the point of view of every student is taken into consideration. The subject is sensitive as every child has experienced peer pressure or may have to in the future, and it can leave a different impact on different minds. Dealing with this issue is slightly challenging, but can be eased, by trying out some of these peer pressure activities for students.
Identifying the Types of Peer Pressure
One must remember that peer pressure needn't always be negative. There are both negative and positive effects of peer pressure. It can be positive, particularly when it encourages the development of a positive attitude, teamwork, and healthy values. This kind of peer pressure is acceptable, and in fact, healthy for students. On the other hand, friends who coax them into doing things that they don't want to do, that leads to the development of a negative attitude, and alienation from others, refers to negative peer pressure. Sometimes children feel guilty about doing something, and to rid themselves of this guilt, they try to convince their peers to follow suit. Thus, children ought to be taught the kind of peer pressure that they may be, or have already been, exposed to, so that they can address it correctly.
Personal Experiences
It may be difficult to get students to speak about their experiences with peer pressure, but one of the most important peer pressure activities for kids is encouraging them to open up about their confrontation with peer pressure, and how they dealt with it, which can serve as a warning for other students. For instance, different students may have come across different kinds of peer pressure:
* Some peers try to convince for some time, and upon refusal, give up on the subject.
* In some cases, a child's peers may threaten to end the friendship, or with other consequences, particularly if the child is dependent on the peer for any reason.
* Most of us may have experienced the necessity to be considered 'cool', to be able to stand out of the crowd. This is an excuse that is used by most peers to get other kids to join them.
* In case a child refuses to succumb to peer pressure, peers may end up insulting him/her, and even spreading false rumors about him/her, as a way of seeking revenge.
Get your students to speak about their experiences, and tell them how to deal with it the next time they are faced with such a situation. When a child knows what to expect, he/she is prepared to take the necessary action to deal with the situation.
Taking the Necessary Action
Children need to be aware of the effects of peer pressure, and be taught how to deal with it. To do so, one class is not going to suffice. It has to be ingrained in them, that refusing to succumb is not going to cause them any harm, and in fact, standing up for themselves will enhance not only their self-respect, but also respect in the eyes of their peers. Suggest some solutions that would help them in resisting peer pressure. Activities and suggestions for the same are given below:
* Once students realize that their peers are up to no good, and will eventually force them also into becoming a part of their activities, they should stop hanging out with those peers.
* Constant refusal to succumb will eventually have the peers give up on them. It may lead to loss of friendship, but what good is a friend who forces you to do something you are not comfortable doing?
* If these tactics don't seem to work, then teach them how to make an excuse about it, perhaps that their parents will not permit such an action, or that if they come to know they will be in serious trouble.
* Teach them to feign ignorance on the subject, or switch to another subject, and carry on pretending they have not been asked anything of the sort.
* Tell them, that if they consider the action wrong, they ought to explain to their friends also that it is not the right thing to do. Peers may not be true friends, but your student can be one. Even if the peers don't agree, at least they'll know that your student is not going to give in.
* Teach your students the importance of self-respect and self-confidence. As mentioned earlier, when a student is confident of himself, no matter what his/her peers say or do, or no matter how many false rumors are spread about him/her, people are going to know what the reality of the situation is.
* Imbibe core values in your students. Again, the importance of certain basic values is what forms the foundation of a strong personality. Children ought to be taught the importance of personal values and believes. This will help them differentiate between right and wrong.
Role Playing
Role playing is an effective way of getting the message across, without having to explain much. Presenting various scenarios to students, where they have to deal with peer pressure, and their natural response to it, will help you identify their problem areas, and will enable you to deal with it in the required manner. This activity can be performed by dividing your students into equal numbers of groups, and presenting to them, several possible situations that involve peer pressure. A set of two students will enact the situation for the rest of their group, and their group will identify the kind of peer pressure, and whether the response elicited by the actors was right or wrong.
Getting children to understand the importance of individuality is challenging, particularly when their comfort lies in conformity. Several times, students give in to peer pressure than resisting it, simply because it seems like the easy way out. This is the reason why such peer pressure activities are important. It gives them a perspective about the situation, about what they did right or wrong, and has an impact on their overall personality and behavior. When the reasons leading to peer pressure and the actions taken are openly discussed, students will be able to understand how to tackle peer pressure, that is an inevitable part of every child's life.
By Puja Lalwani
Published: 4/6/2010
Discussion Questions
1. Which kind of pressure is hardest for you to resist?
2. How can you prepare yourself for these situations?
3. Is it harder to resist friends or people you don’t know?
4. Have you ever tried to pressure a friend? Why?
5. Would you risk losing a friend over something you felt strongly
6. about?
7. What are some factors that influence your decisions?
8. What consequences are you thinking of when someone tries to pressure you?
Peer Pressure Lesson Plan
Helpings Kids Learn Refusal Skills
Oct 14, 2007 Susan Carney
Help kids make good decisions by teaching them these ways to "say no" when other kids encourage them to do wrong.
Kids and teens face pressures from their peer group on a regular basis. These pressures can lead kids to experiment with activities and behavior they might not otherwise consider. Through teaching refusal skills, we help them learn to stay strong and do what they know is right.
1. Discuss kinds of things friends may encourage us to do that go against or own beliefs/values. List student suggestions on the board.
2. Discuss different styles of those who try to pressure. Do they threaten to withhold a friendship? Do they insult you or call you names? Do they try to make you feel that you have to do it in order to “be cool?” Do they keep bugging you about it even after you’ve said no? Get examples from the class.
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3. Discuss different ways that kids can respond to peer pressure.
* Say no over and over
* Say no and leave
* Change the subject
* Ignore the person and walk away
* Suggest an alternative.
* Suggest they do it alone.
* Say you’re not allowed.
* Give a reason why you can’t.
* Give a reason why it’s a dumb idea.
* Go hang out with someone else.
4. Divide into groups of six. Each pair of students within a group of six is assigned one of the following scenarios. Students role play situations for their group. The group then identifies the type of pressure shown and discusses whether or not they agree with the response. Each pair can act out as many scenes as time allows.
Possible Scenarios
- You are at school taking a test. The person sitting next to you is cheating and offers the test answers to you.
- Your friends decide they are mad at the teachers and are not going to study for the social studies test. They are also not going to do homework for the rest of the week.
- You are on your way home from school. Your best friend shows you a pack of cigarettes and says, “Let’s go over here behind the building and smoke one.
- You are walking to school. Your friend, who skips school a lot, tries to get you to cut with him.
- You are going to the store for your mom and you see two of your older friends hanging around the store. They try to get you to steal a bag of chips for them and promise you a ride on their motorcycle in return.
- It’s after dark and you’re playing outside. Some of your friends decide it would be fun to throw rocks at some cars.
Discussion Questions
1. Which kind of pressure is hardest for you to resist?
2. How can you prepare yourself for these situations?
3. Is it harder to resist friends or people you don’t know?
4. Have you ever tried to pressure a friend? Why?
5. Would you risk losing a friend over something you felt strongly
6. about?
7. What are some factors that influence your decisions?
8. What consequences are you thinking of when someone tries to pressure you?
You may also be interested in Positive Thinking Lesson Plan, Problem-Solving Lesson Plan, or Identifying Feelings Lesson Plan.
Read more at Suite101: Peer Pressure Lesson Plan: Helpings Kids Learn Refusal Skills http://www.suite101.com/content/peer-pressure-lesson-plan-a33197#ixzz1DHtWj3mr
http://www.suite101.com/content/peer-pressure-lesson-plan-a33197
Peer Pressure Quiz
Note: This is not an interactive quiz.
1. You're at the mall and you see one of your friends slip a pack of gum into his pocket. You:
A) Decide that since he didn't get caught, what's the harm in stealing one for yourself?
B) Pretend you didn't see him.
C) Tell him that stealing is wrong and he should go put it back.
2. You're having a huge sleepover with a bunch of friends. While playing truth-or-dare, you are dared to drink a can of beer. You:
A) Go for it! You can't back down from a dare.
B) Open the can but at the last minute you decide to say no.
C) Say no and try to change the activity.
3. While sitting at your lunch table, everyone starts making fun of one of your friends. You:
A) Join in. Your friend won't find out and you might be mad fun of if you don't.
B) Sit there and eat your lunch.
C) Stick up for your friend. How would you feel if your friends made fun of you?
4. You really want to go to a party at your crush's house. Your parents said "NO WAY." Your best friend says she will help you sneak out. What do you do?
A) Accept and start getting ready. What an awesome friend!
B) End up staying home but fight with your parents the whole time.
C) Stay home and make the best of it. Who knew you could have fun with your parents?
5. You're skating with some friends when one of them lights a cigarette. Do you:
A) Ask him for one- It looks cool.
B) Decline the offer. You don't need to smoke to have fun.
C) Give him a look of disgust as you go find other people to skate with.
6. Have you ever given in to a peer-pressure situation?
A) Yes
B) Maybe
C) No
7. Would you ever drink before the age of 21?
A) Yes-I already have.
B) Maybe.
C) Definitely not.
8. It's Friday night. All of your friends are going to a party but you promised your dorky cousin you would go to a movie with her. You:
A) Ditch your cousin- You want to have fun!
B) Go to the movie but meet up with your friends later.
C) Tell your friends a promise is a promise and go with your cousin.
9. Someone offers you weed. Your first reaction is to:
A) Say, "Sure!"
B) Shrug and say, "I don't know."
C) Say, "Absolutely not."
10. In history class, Jamie wants to look off your test. You:
A) Let him, because someday you might want to look off his.
B) Let him, but tell the teacher after class.
C) Cover your paper so he can't see it.
[[SCORING FOR PEER PRESSURE QUIZ]]
Peer Pressure Quiz
1. Which kind of pressure is hardest for you to resist?
2. How can you prepare yourself for these situations?
3. Is it harder to resist friends or people you don’t know?
4. Have you ever tried to pressure a friend? Why?
5. Would you risk losing a friend over something you felt strongly?
6. Why is it hard to "climb out of the pot"?
7. What are some factors that influence your decisions?
8. What consequences are you thinking of when someone tries to pressure you?
9.. Define the term peer pressure in your own words.
10. What is the difference between negative and positive peer pressure?
11. List one example of positive peer pressure
12. List one example of negative peer pressure, and provide a refusal
skill to combat the problem.
13. List 3 people who can help you make good decisions and will
be your personal support system.
Peer Pressure Thinking Assignment
1. Which kind of pressure is hardest for you to resist?
2. How can you prepare yourself for these situations listed above?
3. Is it harder to resist friends or people you don’t know?
4. Have you ever tried to pressure a friend? Why?
5. Would you risk losing a friend over something you felt strongly about?
6. Why is it hard to "climb out of the pot"?
7. What are some factors that influence your decisions to stay or get out of the pot?
8. What consequences are you thinking of when someone tries to pressure you?
9.. Define the term peer pressure in your own words.
10. What is the difference between negative and positive peer pressure?
11. List one example of positive peer pressure:
12. List one example of negative peer pressure, and provide a refusal
skill to combat the problem.
13. List 3 people who can help you make good decisions and will
be your personal support system.
Summary:
This lesson plan allows students to make estimations, calculations, and to collaborate with other students to solve a problem. It also teaches valuable refusal skills to combat negative peer pressure and provides students an opportunity to role play.
Main Curriculum Tie:
Health Education - 6th Grade
Standard 2 Objective 3
Assess the role of positive peer involvement in making healthy choices. *PD
Career Connections:
* Math
Materials:
* Glass jar with a lid
* small candies--like skittles--to fill the jar
* paper and pencil for each student
Background For Teachers:
Peer pressure is the influence to go along with the beliefs and actions of one's peers. Peer pressure may be positive when it inspires a person to do something worthwhile. Positive peer pressure uses encouraging words and expressions. Negative peer pressure tries to get a person to do something harmful. It may involve threats, bribes, teasing, and name-calling.
Refusal skills are communication strategies that help a person say "no" effectively:
1. State reasons - you don't have to apologize or defend your position, but if you wish to, state your reasons clearly.
2. Don't agree to meet the other person halfway - giving in a little is still giving in, and it leaves you open to continued pressure
3. Use strong body language - look the person in the eye when your are speaking to show that you are serious
4. Suggest alternatives - try to interest the other person in doing something else with which you're comfortable
5. Walk Away - if all else fails, walk away
6. Plan ahead - talk to someone you trust about people who pressure you. Trusted adults can help you avoid these pressure situations in the future.
Student Prior Knowledge:
Familiarity with the concept of estimation.
Instructional Procedures:
Before class begins, fill the glass jar completely to the top with candies. Make sure you know how many candies are in the jar.
Hand each student a piece of paper and a pencil. Show students the jar and have them guess the number of candies in the jar.
Remind students of the estimation techniques that you have learned in Math. Have them write the estimation down on their paper. Next, have each student work with a partner and compare answers. Each pair should agree on the guess and write it down. Continue the process in groups of 4, and then 8. When the class is basically divided in half, inform the class that the group with the closest estimation will receive the candy to divide evenly among themselves. Tell the students the number of candies in the jar.
Discussion Questions
1. How did you make your estimate?
2. How, if at all, did your peers influence your decision?
3. Did you accept the decision of the group each time? Explain.
4. Did you stand up for your answer?
5. Did you come to a compromise within your group?
6. Did one person make the choice for the entire group? Did you agree with that person?
7. Did you change your answer, against your better judgment, because of the influence of the group?
8. Did you make a better or a worse decision because of the influences of others in your group?
9. How does this activity relate to influences on the decisions you make on a daily basis?
After concluding the activity, introduce the concept of positive and negative peer pressure. Have the students list some types of positive peer pressure (any pressure that inspires you to do something worthwhile) and some types of negative peer pressre (pressure that could hurt you or others).
Talk about refusal skills.
Ask students, "How do you say no?" Have the students get into groups of 3 or 4 and role play a situation where they may encounter negative peer pressure. Have the students practice refusal skills.
Assessment Plan:
Peer Pressure Quiz
1. Define the term peer pressure in your own words.
2. What is the difference between negative and positive peer pressure?
3. List one example of positive peer pressure
4. List one example of negative peer pressure, and provide a refusal
skill to combat the problem.
5. List 3 people who can help you make good decisions and will
be your personal support system.
Bibliography:
Glencoe/McGraw-Hill. Teen Health Course 3. 2003. Prevention Dimensions "Jelly Bean Jar". UEN and USOE.
Author:
TIFFANIE ALLRED
http://www.uen.org/Lessonplan/preview.cgi?LPid=406
[[Click Here|https://docs.google.com/document/d/1sqly5YuhC-yl8DC0vTKzeE_AcIkzw6jYNTM18tUMmws/edit]]
Have you ever been in a situation where your friends have asked you to perform something that you knew was wrong? Yet you went out and did it, so that you could be a part of that group. Did you feel right about it, was it worth the effort? We have all gone through some form of "Peer Pressure" in our lives. Is "Peer Pressure" bad or good?
Peer Pressure is the pressure to do certain things, to act in a particular way, and to look like you belong to a specific group. It is an influence to fit into a particular lifestyle. Depending on the type of influence "Peer Pressure" can be good or it can be bad. When someone is encouraging and supportive and is trying to influence you to do the right thing, where it will improve you and not harm you or others, then it is a good thing. On the other hand when you are encouraged to do wrong things, then it is bad.
How do we help our children to deal with "Peer Pressure"? Better still, we as adults also have to deal with this issue, what is the best way to go about it? We have to decide what we let influence our lives and what is good for our families. From a family point of view we need to keep the communication channels open and talk to our young people and discuss important issues and how to deal with these issues when they come up. Then the children will have a standard to apply to the "Peer Pressure" that is being applied to them.
Strong beliefs help and are an advantage. Knowing what is good and right will give a clear direction to act and not desire to choose the wrong action. From a Religious view the key is to always put "Godly principles" first then other influences will have the right perspective. I for one have encouraged young people to know what is right and wrong, and if it does not feel good when you think about it, "Don’t Do It"!
While teaching a class of ten year old children, we had a role play where the kids in the groups applied pressure to one child to act out a specific role to be a part of a "Cool" group. They had to perform an act like stealing a mars bar from the local shop. The children wanted to belong to the group so much that they did not think about the implications of their actions. In the heat of the excitement, the children were confused and were unsure, but due to the encouragement and egging on from their peers the children went through with the deed.
It was only in the debrief the children realised what they did was wrong. After that the children decided that it was wrong to steal and they would not do it to just belong to a "Cool" group. Since that role play the children have encountered other pressures and they have been prepared to act on their beliefs by doing the right things and not reacting to "Peer Pressure".
Understanding and knowing the moral values helps people and children deal with peer group pressures.
Encouraging peer group pressure can be helpful. It helps to improve self worth, confidence, outlook, and further develop meaningful friendships. Comments that inspire others to achieve and to complete the allotted task are very positive and they do make a difference to the person who is being encouraged. Praise is wonderful, and it is one of the great positive "Peer Pressures" available to all groups. More people need to use it. The results from this one little sincere act of admiration can move mountains.
"Peer Pressure" is only a problem when the person that it is applied to is unprepared to deal with it. Children who understand and know what is right and wrong are more able to react to "Peer Pressure" in the right manner . Tell your child if others ask you to do something wrong, and it feels wrong then "Don’t Do It".
About the author:
Andrew Borodin is a retired teacher who enjoys helping kids and their parents build stronger family ties for their lifetime.
http://www.parent-child-help.com
By Andrew Borodin
/***
|Name:|PrettyDatesPlugin|
|Description:|Provides a new date format ('pppp') that displays times such as '2 days ago'|
|Version:|1.0 ($Rev: 3646 $)|
|Date:|$Date: 2008-02-27 02:34:38 +1000 (Wed, 27 Feb 2008) $|
|Source:|http://mptw.tiddlyspot.com/#PrettyDatesPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
!!Notes
* If you want to you can rename this plugin. :) Some suggestions: LastUpdatedPlugin, RelativeDatesPlugin, SmartDatesPlugin, SexyDatesPlugin.
* Inspired by http://ejohn.org/files/pretty.js
***/
//{{{
Date.prototype.prettyDate = function() {
var diff = (((new Date()).getTime() - this.getTime()) / 1000);
var day_diff = Math.floor(diff / 86400);
if (isNaN(day_diff)) return "";
else if (diff < 0) return "in the future";
else if (diff < 60) return "just now";
else if (diff < 120) return "1 minute ago";
else if (diff < 3600) return Math.floor(diff/60) + " minutes ago";
else if (diff < 7200) return "1 hour ago";
else if (diff < 86400) return Math.floor(diff/3600) + " hours ago";
else if (day_diff == 1) return "Yesterday";
else if (day_diff < 7) return day_diff + " days ago";
else if (day_diff < 14) return "a week ago";
else if (day_diff < 31) return Math.ceil(day_diff/7) + " weeks ago";
else if (day_diff < 62) return "a month ago";
else if (day_diff < 365) return "about " + Math.ceil(day_diff/31) + " months ago";
else if (day_diff < 730) return "a year ago";
else return Math.ceil(day_diff/365) + " years ago";
}
Date.prototype.formatString_orig_mptw = Date.prototype.formatString;
Date.prototype.formatString = function(template) {
return this.formatString_orig_mptw(template).replace(/pppp/,this.prettyDate());
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// for MPTW. otherwise edit your ViewTemplate as required.
// config.mptwDateFormat = 'pppp (DD/MM/YY)';
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Preview of movie
http://www.rottentomatoes.com/m/billy_elliot/trailers/
Problem Solving Lesson Plan
Teaching Kids and Teens to Make Good Decisions
Oct 9, 2007 Susan Carney
Kids often respond impulsively and emotionally to problems. Teach them to slow down and think about the choices they make with this lesson plan on analyzing consequences.
Teach the Decision Making Model
A. State the problem. Sometimes verbalizing the issue helps kids see solutions more clearly. See examples of clearly stated problems in the examples below.
B. What are all of my possible choices? Have students generate answers to a selected problem and write them at the board. Don’t evaluate answers at this time. The object of this step is to come up with as many potential solutions as possible. There will be time to analyze them in the next two steps.
C. For each suggestion, ask: What are the possible positive consequences? Have students come up with all of the good things that could result from choosing that particular option. List these on the board and discuss.
Transition to Teaching Taylor University online licensure program for elementary & secondary. www.taylor.edu/online
D. For each suggestion, ask: What are the possible negative consequences? Sometimes the choices we make can make a bad problem even worse. List these on the board and discuss.
E. What solution should I try? For many situations, the best solution will be obvious. But for kids, many decisions are not so easy. Remind them that when they have tough decisions to make, they may want to consult with a parent, teacher, counselor or other trusted adult.
F. What is my plan for using this solution? What has to happen? Do I need any special resources or help?
G. How will I check to see how things worked out? All decision making models should have a step for evaluating and tweaking the decision, if necessary.
Practice the Model
As a class, in small groups, on individually, practice using these examples or ones kids generate themselves:
* The teacher leaves the room and someone begins pushing you.
* You borrow a CD from a friend and accidentally break it.
* Your friend asks you if they can copy off of you during a test.
Assessment
A fun way to assess learning is to have students respond to a “Dear Abby” type letter. Their responses must clearly indicate:
* A restatement of the problem
* Possible choices, including positive and negative consequences of each
* A rationale for the final choice
* A plan of action
* A plan for evaluation.
See below for a sample letter for this type of assessment.
Help!
I have been having a problem that maybe you can help me with. I have two good friends, Jesse and Chris. They don’t really like each other. In fact, Jesse threatened not to be my friend anymore if I keep hanging around Chris. Chris is really OK with me being friends with both of them, but Jesse is putting a lot of pressure on me. Jesse makes fun of Chris all the time and I feel really bad. Chris doesn’t know about that part. I really wish they could get along. I’m not really sure why they don’t. They both went to a different school that me last year and I think there was some kind of problem between them. This has really been bothering me. Help!!
Signed,
Disturbed
Read more at Suite101: Problem Solving Lesson Plan: Teaching Kids and Teens to Make Good Decisions http://www.suite101.com/content/problem-solving-lesson-plan-a32890#ixzz1DOpHPibr
[img[http://photos1.blogger.com/blogger/418/2604/1600/PROBLEM%20SOLVE.jpg]]
PROBLEM SOLVING WORKSHEET
What is the problem? ___________________________________________________
What may have caused the problem? _____________________________________
List 3 possible solutions.
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
What are the positive outcomes of option 1?
__________________________________________________________________
What are the negative outcomes of option 1?
_____________________________________________________________________
How do you feel about this option now?
________________________________________________________________________
What are the positive outcomes of option 2?
____________________________________________________________________
What are the negative outcomes of option 2?
_____________________________________________________________________
How do you feel about this option now?
________________________________________________________________________
What are the positive outcomes of option 3?
____________________________________________________________________
What are the negative outcomes of option 3?
_____________________________________________________________________
How do you feel about this option now?
________________________________________________________________________
What is your solution? ___________________________________________________.
http://www.theproblemsite.com/
[img[http://www.cartoonstock.com/newscartoons/cartoonists/tcr/lowres/tcrn6l.jpg]]
[[Go Here for Word Doc|https://docs.google.com/document/d/1Y9-bJ0p4xGdxQqc6uARoEoyilG3o_NTH2Fj3qx7iuco/edit]]
“Lift the Weight”
WORKSHEET
Please answer the following questions.
1. What is self-discipline?
2. What does “start with baby steps” mean?
3. What motivates you to be more self disciplined?
4. What are your “bad triggers” which temp you go the wrong way?
5. What energizes and motivates you to be self disciplined?
6. What behaviors can you make routine and will help you be more self disciplined?
.
7. How can you train yourself to do what you know to be right, even if you don't feel like doing it?
8. How will engaging in sports or activities help to improve your self discipline?
9. How will singing in a choir or learning to play a musical instrument help your self discipline?
10. How does getting inspiration from those you admire help you be more self disciplined?
11. How can visualizing your rewards help with self discipline?
/***
|Name:|QuickOpenTagPlugin|
|Description:|Changes tag links to make it easier to open tags as tiddlers|
|Version:|3.0.1 ($Rev: 3861 $)|
|Date:|$Date: 2008-03-08 10:53:09 +1000 (Sat, 08 Mar 2008) $|
|Source:|http://mptw.tiddlyspot.com/#QuickOpenTagPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
***/
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!Kennedy Calms Indy on 4-4-68
[[<html><iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/MyCWV_N0EsM" frameborder="0" allowfullscreen></iframe></html>
!Indy Remembers MLK's Death
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[img[https://lh6.googleusercontent.com/_fwukQ1dvAw8/TWAq3oZ7s6I/AAAAAAAAHeU/cSmBu56J-x4/s800/reality%20ride.jpg]]
![[Chap. 2 The Reality Ride|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MDVlNzg5YTItMWUyYy00OWY3LWE0NTktYjkwMjMxY2NiOGIw&hl=en&authkey=CJO76poD]]
[[Reality Ride Music Video]]
[[Reality Ride and Teen Pregnancy Video]]
[[The Reality Ride and Drug Abuse Video]]
[[Go here to read the PDF Packet|https://docs.google.com/open?id=0B38fYnNUlRY5ODlFS0Vpc2ZJWk0]]
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[img[http://img.wikinut.com/img/i4hsy61thdi3n6sj/jpeg/0/Roller-Coaster.jpeg]]
[img[http://www.ultimaterollercoaster.com/news/stories/img/carowinds-intimidator-Aug09-2.jpg]]
[img[http://www.clipartoday.com/_thumbs/034/R/Rollercoaster_5_tnb.png]]
Study Guide and Questions for the Film “Billy Elliott”
Metaphors: Reality Ride and Tearing Off Labels
1. What are the similarities between dancers and athletes ?
2. If you wanted to be a ballet dancer how do you think your schoolmates would react?
3. What would have happened to Billy and what kind of life would he have led, if it had not been for his teacher, Mrs. Wilkinson?
4. Can a straight person maintain a friendship with someone of the same sex who is a homosexual?
5. The character of Billy Elliot was able to set boundaries to his relationship with Michael. Do you have relationships in which boundaries are set by you or by someone else?
6. Do you have friends that are very different from you in some ways? What is the basis for these friendships?
7. What should happen to parents who commit serious errors like Billy's father did? The question of what is an intolerable level is different in every society.
8. Did Billy do the right thing in lying to his father about going to ballet class? Was there a better way to handle it?
9. The librarian wouldn't let him take a book out. Billy decided to "borrow" it against the rules. How could Billy have resolved this situation and complied with the ethical principle of trustworthiness?
10. Did Billy's father respect his son's desire to dance?
11. A wise woman once said that "Profanity is the last refuge of the unimaginative." What did she mean by that? What did she mean by that?
12. Billy's father made a number of serious mistakes, like throwing Billy against the wall and making it hard for him to take ballet lessons. Was he a ultimately a good father? Defend your answer.
13. Billy's family had a lot of problems but they had one big thing going for them. What was it?
14. What Reality Ride is Billy on? Describe.
15. What labels did Billy have to discard and overcome?
[[Watch the video here|http://www.youtube.com/watch?v=7JGmyHVHzmI ]]
Helping Kids Learn Refusal Skills
Help kids make good decisions by teaching them these ways to "say no" when other kids encourage them to do wrong.
Kids and teens face pressures from their peer group on a regular basis. These pressures can lead kids to experiment with activities and behavior they might not otherwise consider. Through teaching refusal skills, we help them learn to stay strong and do what they know is right.
1. Discuss kinds of things friends may encourage us to do that go against or own beliefs/values. Make a list here.
2. Discuss different styles of those who try to pressure. Do they threaten to withhold a friendship? Do they insult you or call you names? Do they try to make you feel that you have to do it in order to “be cool?” Do they keep bugging you about it even after you’ve said no? Get examples from the class. Give some examples.
3. Give examples of the following ways that kids can respond to peer pressure.
* Say no over and over
* Say no and leave
* Change the subject
* Ignore the person and walk away
* Suggest an alternative.
* Suggest they do it alone.
* Say you’re not allowed.
* Give a reason why you can’t.
* Give a reason why it’s a dumb idea.
* Go hang out with someone else.
4. Write down an example response of the following possible scenarios:
- You are at school taking a test. The person sitting next to you is cheating and offers the test answers to you.
- Your friends decide they are mad at the teachers and are not going to study for the social studies test. They are also not going to do homework for the rest of the week.
- You are on your way home from school. Your best friend shows you a pack of cigarettes and says, “Let’s go over here behind the building and smoke one.
- You are walking to school. Your friend, who skips school a lot, tries to get you to cut with him.
- You are going to the store for your mom and you see two of your older friends hanging around the store. They try to get you to steal a bag of chips for them and promise you a ride on their motorcycle in return.
- It’s after dark and you’re playing outside. Some of your friends decide it would be fun to throw rocks at some cars.
Think About It!
Write about a specific response for each of the following:
1. Which kind of pressure is hardest for you to resist?
2. How can you prepare yourself for these situations?
3. Is it harder to resist friends or people you don’t know?
4. Have you ever tried to pressure a friend? Why?
5. Would you risk losing a friend over something you felt strongly about?
6. What are some factors that influence your decisions?
7. What consequences are you thinking of when someone tries to pressure you?
1. Make a joke. Sometimes humor is the best way to respond to a situation, as it can lighten a serious mood. It can also divert attention away from you and onto something else.
2. Give a reason why it’s a bad idea. Maybe you can’t smoke because you want to be able to run the mile for the track team. Maybe you don’t want to drink because you know someone who is an alcoholic and you can see how drinking has messed up their life. Backing up your refusal with evidence gives it more power.
3. Make an excuse why you can’t. Maybe you have something else to do that will interfere. Or you have to be somewhere at a specific time. Or your mom will kill you. Whatever. But say it and stick to it.
4. Just say no, plainly and firmly. In some situations, just saying no without a lot of arguing and explaining is the best response. Just make sure you’re “no” is a strong and determined one.
5. Suggest an alternative activity. Lots of kids wind up doing stuff they shouldn’t because they lack other options. They’re bored. By thinking of something better to do, you’re offering everyone an “out.” You just might be surprised who might take you up on it.
6. Ignore the suggestion. Pretend you didn’t hear it, and change the topic to something else. Act like you don’t think the idea was even worth discussing.
7. Repeat yourself if necessary. Sometimes it takes more than once, on more than one occasion. Just because someone asks more than once, that doesn’t mean you have to cave.
8. Leave the situation. If you don’t like where things are headed, you can take off. It might seem risky, but with you leading the way, other kids who really don’t want to do it either just may follow you.
9. Thanks, but no thanks. You can be polite, but you still aren’t interested. It just isn’t something you’re into.
10. The power of numbers. Make a pact with your friends to stick to your guns. Often, knowing that your friends will back you up can help you feel more comfortable being assertive. Sometimes “we” feels stronger than “I”.
* Say no over and over
* Say no and leave
* Change the subject
* Ignore the person and walk away
* Suggest an alternative.
* Suggest they do it alone.
* Say you’re not allowed.
* Give a reason why you can’t.
* Give a reason why it’s a dumb idea.
* Go hang out with someone else.
https://www.evernote.com/shard/s24/res/a0bd1797-6891-4f5f-8dfa-cf84a12ccfe9.pdf
/***
|Name:|RenameTagsPlugin|
|Description:|Allows you to easily rename or delete tags across multiple tiddlers|
|Version:|3.0 ($Rev: 5501 $)|
|Date:|$Date: 2008-06-10 23:11:55 +1000 (Tue, 10 Jun 2008) $|
|Source:|http://mptw.tiddlyspot.com/#RenameTagsPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License|http://mptw.tiddlyspot.com/#TheBSDLicense|
Rename a tag and you will be prompted to rename it in all its tagged tiddlers.
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var tagged = this.getTaggedTiddlers(title);
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removeTiddler_orig_renameTags: TiddlyWiki.prototype.removeTiddler,
removeTiddler: function(title) {
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config.renameTags.init();
//}}}
[[Read work assignment on respect|http://charactercounts.org/pdf/lesson-plan-bank_handouts/Wall-Of-Respect.pdf]]
Apart from being both very funny and very touching, "Billy Elliot" was a movie with an excellent 70's and 80's soundtrack. I am only 15 years old, so I wanted to get this CD to listen to songs that came before my time. And I can only say that this CD is excellent. The soundtrack includes fun and bouncy songs by T-Rex ("Get It On", "Ride a White Swan"), some really cool rock songs ("London Calling"), a few really inspirational songs ("I Believe"), and some dialogue tracts from the movie. I have memorized the dialogue tracts by heart. They are great for practicing your British accent, and you can easily remember just where they were in the movie.
It's really amazing how well you can visualize the scenes of the movie just by listening to the soundtrack. My favorite songs are "Cosmic Dancer" (in the introduction), "Town Called Malice" (when Billy dances in the streets), "London Calling" (the cops vs. the mine strikers), "I Love to Boogie" (Billy's private dance lessons), "Shout to the Top", and "I Believe". You can imagine Bily singing "Cosmic Dancer", "I Believe", and "Shout to the Top", as the lyrics of those songs tell just how Billy feels about himself throughout the film.
Bottom Line: Whether you loved the movie or just liked it (it's impossible to hate it), you'll love the soundtrack.
P.S. "I Believe" is NOT a sappy song. If you think it is, you haven't seen the movie. If you don't know what movie I'm talking about, you can go watch Barney.
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Comment Comment (1)
Billy Elliot was no doubt one of the greatest movies this past year; with wonderful actors and great music. While listening to this soundtrack, you can really feel what made Billy want to dance, especially The Jam's "A Town Called Malice" and T.Rex's "I Like to Boogie". The theme songs of the movie, I Believe and Cosmic Dancer, could have been written exclusivly for Billy. The dialouge is also a wonderful treat. I do wish they had included the score, for the little piano music that Billy constantly plays and the song that he uses at the audition are great pieces of music; not to mention Swan Lake, an always timeless classic. Great CD! Makes you want to dance!.
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[img[http://www.biography.com/imported/images/Biography/Images/Galleries/Rosa%20Parks/rosa-parks-supreme-court-ruling-sized.jpg]]
https://docs.google.com/document/d/14U8lpUsNvHC9vQtaK4R96FORs9YD4VBKaf7tX5Fl_Nc/edit
Peer Pressure Scoring
Mostly A's You have not learned to stand up to peer pressure. You continually make bad decisions because of other people's influence on you. You need to decide who you really are. Don't just go along with the crowd.
Mostly B's You are still learning. Sometimes you make your own choices, but sometimes you still let other people pressure you. Instead of just letting an issue pass by, try taking a stand and tell everyone how you feel. You will go a lot farther if you stand up for what you believe in.
Mostly C's You know how to resist peer pressure. You are comfortable with what you believe and don't mind being different and not following what is popular. Keep your strong morals and your good choices. You will need them as you continue through life.
/***
|Name:|SaveCloseTiddlerPlugin|
|Description:|Provides two extra toolbar commands, saveCloseTiddler and cancelCloseTiddler|
|Version:|3.0 ($Rev: 5502 $)|
|Date:|$Date: 2008-06-10 23:31:39 +1000 (Tue, 10 Jun 2008) $|
|Source:|http://mptw.tiddlyspot.com/#SaveCloseTiddlerPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
To use these you must add them to the tool bar in your EditTemplate
***/
//{{{
merge(config.commands,{
saveCloseTiddler: {
text: 'done/close',
tooltip: 'Save changes to this tiddler and close it',
handler: function(ev,src,title) {
var closeTitle = title;
var newTitle = story.saveTiddler(title,ev.shiftKey);
if (newTitle)
closeTitle = newTitle;
return config.commands.closeTiddler.handler(ev,src,closeTitle);
}
},
cancelCloseTiddler: {
text: 'cancel/close',
tooltip: 'Undo changes to this tiddler and close it',
handler: function(ev,src,title) {
// the same as closeTiddler now actually
return config.commands.closeTiddler.handler(ev,src,title);
}
}
});
//}}}
Read the guidelines for scoring the student's work [[here.|https://docs.google.com/open?id=0B38fYnNUlRY5bW9fSnIzMDV5aDQ]]
[img[http://www.wishingfriends.com/graphics/funny_graphics/funny_03.jpg]]
https://docs.google.com/leaf?id=0B38fYnNUlRY5Njk3YzQwOTgtYmI1My00Nzg4LWI5MzEtNjcwY2I2YzVkNjFi&hl=en&authkey=CM2q2Bk
[img[https://lh4.googleusercontent.com/_fwukQ1dvAw8/TWAq3ig9VoI/AAAAAAAAHeY/FRIol2n68XA/s800/See%20Over%20the%20Wall.jpg]]
![[Chap. 11 Over the Wall|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZWVmNThkZmItYWM1NS00NTk2LWIzZmItNWRiODk4MmU1ZWJl&hl=en&authkey=CMyI9-sO]]
[[Stuck in a Rut?]]
/***
|Name:|SelectThemePlugin|
|Description:|Lets you easily switch theme and palette|
|Version:|1.0.1 ($Rev: 3646 $)|
|Date:|$Date: 2008-02-27 02:34:38 +1000 (Wed, 27 Feb 2008) $|
|Source:|http://mptw.tiddlyspot.com/#SelectThemePlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
!Notes
* Borrows largely from ThemeSwitcherPlugin by Martin Budden http://www.martinswiki.com/#ThemeSwitcherPlugin
* Theme is cookie based. But set a default by setting config.options.txtTheme in MptwConfigPlugin (for example)
* Palette is not cookie based. It actually overwrites your ColorPalette tiddler when you select a palette, so beware.
!Usage
* {{{<<selectTheme>>}}} makes a dropdown selector
* {{{<<selectPalette>>}}} makes a dropdown selector
* {{{<<applyTheme>>}}} applies the current tiddler as a theme
* {{{<<applyPalette>>}}} applies the current tiddler as a palette
* {{{<<applyTheme TiddlerName>>}}} applies TiddlerName as a theme
* {{{<<applyPalette TiddlerName>>}}} applies TiddlerName as a palette
***/
//{{{
config.macros.selectTheme = {
label: {
selectTheme:"select theme",
selectPalette:"select palette"
},
prompt: {
selectTheme:"Select the current theme",
selectPalette:"Select the current palette"
},
tags: {
selectTheme:'systemTheme',
selectPalette:'systemPalette'
}
};
config.macros.selectTheme.handler = function(place,macroName)
{
var btn = createTiddlyButton(place,this.label[macroName],this.prompt[macroName],this.onClick);
// want to handle palettes and themes with same code. use mode attribute to distinguish
btn.setAttribute('mode',macroName);
};
config.macros.selectTheme.onClick = function(ev)
{
var e = ev ? ev : window.event;
var popup = Popup.create(this);
var mode = this.getAttribute('mode');
var tiddlers = store.getTaggedTiddlers(config.macros.selectTheme.tags[mode]);
// for default
if (mode == "selectPalette") {
var btn = createTiddlyButton(createTiddlyElement(popup,'li'),"(default)","default color palette",config.macros.selectTheme.onClickTheme);
btn.setAttribute('theme',"(default)");
btn.setAttribute('mode',mode);
}
for(var i=0; i<tiddlers.length; i++) {
var t = tiddlers[i].title;
var name = store.getTiddlerSlice(t,'Name');
var desc = store.getTiddlerSlice(t,'Description');
var btn = createTiddlyButton(createTiddlyElement(popup,'li'), name?name:t, desc?desc:config.macros.selectTheme.label['mode'], config.macros.selectTheme.onClickTheme);
btn.setAttribute('theme',t);
btn.setAttribute('mode',mode);
}
Popup.show();
return stopEvent(e);
};
config.macros.selectTheme.onClickTheme = function(ev)
{
var mode = this.getAttribute('mode');
var theme = this.getAttribute('theme');
if (mode == 'selectTheme')
story.switchTheme(theme);
else // selectPalette
config.macros.selectTheme.updatePalette(theme);
return false;
};
config.macros.selectTheme.updatePalette = function(title)
{
if (title != "") {
store.deleteTiddler("ColorPalette");
if (title != "(default)")
store.saveTiddler("ColorPalette","ColorPalette",store.getTiddlerText(title),
config.options.txtUserName,undefined,"");
refreshAll();
if(config.options.chkAutoSave)
saveChanges(true);
}
};
config.macros.applyTheme = {
label: "apply",
prompt: "apply this theme or palette" // i'm lazy
};
config.macros.applyTheme.handler = function(place,macroName,params,wikifier,paramString,tiddler) {
var useTiddler = params[0] ? params[0] : tiddler.title;
var btn = createTiddlyButton(place,this.label,this.prompt,config.macros.selectTheme.onClickTheme);
btn.setAttribute('theme',useTiddler);
btn.setAttribute('mode',macroName=="applyTheme"?"selectTheme":"selectPalette"); // a bit untidy here
}
config.macros.selectPalette = config.macros.selectTheme;
config.macros.applyPalette = config.macros.applyTheme;
config.macros.refreshAll = { handler: function(place,macroName,params,wikifier,paramString,tiddler) {
createTiddlyButton(place,"refresh","refresh layout and styles",function() { refreshAll(); });
}};
//}}}
[[Read Booklet Here|http://www.google.com/url?sa=t&source=web&cd=11&ved=0CDUQFjAAOAo&url=http%3A%2F%2Fwww.ims.issaquah.wednet.edu%2FTeachers%2Fcounseling%2FParenting%2FHelping%2520Your%2520Teen%2520Develop%2520Self%2520Discipline.pdf&rct=j&q=self%20discipline%20for%20teen&ei=C9jbTcfXF4bz0gG-s_DVDw&usg=AFQjCNFT2CidwTPW_VDRkzIAO0drDhx_Mw&cad=rja]]
http://www.google.com/url?sa=t&source=web&cd=15&ved=0CEYQFjAEOAo&url=http%3A%2F%2Fteacherweb.com%2FWA%2FBeachwoodElementary%2FSchoolHomePage%2FP0023_EffectiveDisciplineforTeens_13to17_Instructor.pdf&rct=j&q=self%20discipline%20for%20teen&ei=q9jbTbyLBqrn0QGO-IX0Dw&usg=AFQjCNEg2_9T14TJV_oLNq65CV85Ljm_kA&cad=rja
HOW TO SET GOALS
1. Define the goal.
2. Outline the steps needed to achieve it.
3. Consider possible blocks and ways of dealing with them.
4. Set deadlines.
*Not every wish can be a goal. For instance, you may wish you could live and stay young forever, but since there's nothing you can do to make that happen, it could never be considered a goal.
In order for something to be a goal:
• It has to be important to you, personally.
• It has to be within your power to make it happen through your own actions.
• It has to be something you have a reasonable chance of achieving.
• It must be clearly defined and have a specific plan of action.
• Realize the benefits of setting goals and committing to them.
• Develop a willingness to risk failure in order to pursue higher goals.
• Adopt an attitude of learning from failures and disappointments.
• Learn some techniques for goal setting.
DISCUSSION QUESTIONS
If you are using the video, ask the first two questions before viewing.
1. Do you ever set goals for yourself? What are some goals you have right now (short term and long-term)?
2. Agree or disagree: It's better to set lower goals than to risk failure by setting higher ones.
3. In the video, Mike Pritchard told a story about a guy sitting in a Hollywood coffee shop waiting to be discovered. What was the point of that story?
4. What's the difference between a wish and a goal?
5. How do you decide what your goals are?
6. Have you ever set a goal that was unrealistic? What happened? What did you learn from that?
7. Is it ever okay to take risks? What kinds of risks are okay? What kinds of risks are not okay?
8. Have you ever gone out on a limb and risked failure in order to achieve a bigger goal? (describe) Are you glad you took that risk?
9. Has there been a time when you turned a failure into a success? (describe) What did you learn from that?
10. What's the difference between failing and being a failure?
11. If you don't accomplish all your goals does that make you a failure?
12. What are some good ways to deal with disappointments?
13. What is your personal definition of success?
14. Is it a good idea to set goals? Why, what do goals do for you?
15. What was most meaningful to you in this video? Why?
[[Click Here|https://docs.google.com/open?id=0B38fYnNUlRY5ZDk4bUNDN0lLTTA]]
[img[http://www2.massgeneral.org/harriscenter/images/motivation.jpg]]
<html><iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/RMLdmBgWv8A" frameborder="0" allowfullscreen></iframe></html>
http://www.cccoe.net/social/skillslist.htm
[[Click Here|http://712educators.about.com/cs/writingresources/a/journals.htm]]
WhyTry Program and Programming Ideas
There seems to be two schools of thoughts about the direction of treatment here at the facility. One proposal is for the emphasis on the WhyTry program to be diminished. The other idea is to build on the WhyTry program.
There has been a written a proposal summing up some of the teacher's ideas. The ideas which follow are not in opposition to their proposal or in support of the notion to build on the current WhyTry model. The following ideas are more appropriately thought of as the product of brain storming and strictly not a proposal nor a plan. There needs to be much more brainstorming, discussion, and planning for any change.
Three ideas stand out from the teacher's proposal which I like and would like to see discussed more. The first is to utilize the TOR/GEM in the treatment and planning for the students. The second is to bring in other treatment models and the third is utilizing the counselors in using their specialties, knowledge, and expertise in developing some new group education.
I would like to continue the ability for the students to earn a high school credit in interpersonal relationships. I believe this stresses the importance of education and social skills. It just seems to make sense to build any treatment ideas or educational goals from the center of the TOR/GEM and student relationship. I believe the TOR?GEM, student, and counselor should have more power in developing an individual program which would benefit an individual's needs. It seems to be that a program developed by all the responsible parties would be more beneficial to the student and have a much more likelihood of being successful.
I like the idea of bringing in more topics and other treatment models. The students have many different needs. While the WhyTry program seems to be very good at giving general education on personal/social issues, it may be more beneficial to offer different classes based on the student's learning styles and needs.
For example, I think the WhyTry Program may operate better as a theme for an education period than just as a daily class. An idea could be for there to be a weekly theme for the school for each of the metaphors. At the beginning of the week, there would be a convocation, or general assembly of the students. There would be a presentation on the metaphor of the week. Then for the rest of the week all teachers, students, staff, and correctional officers would try to utilize a teaching moment on that metaphor during each day for the week. This teachable moment could be as brief as an verbal exchange in a hallway, a reference in a class, as a topic is a group discussion during a counseling period, or during a physical activity. There could even be a newsletter for some of the planned activities on that topic such as a specific movie on the in house TV channel or of highlighted books in the library. This environmental learning of WhyTry may be much more effective.
If this type of a WhyTry theme based system was instituted, it would free up the other four daily modules for other treatment topics and modalities. I could envision the groups divided into three major categories: 1. process or discussion groups 2. psycho-educational groups 3. physical or activity groups. The process groups would meet each of the four days of the week for a nine week grading period to discuss the given topic or issue. The psycho-education group would meet in the same time frame but would be presented information on a given topic in a class room setting. And finally, the activity group would meet in the same manner and engage in goal directed training on a project or with other experienced based learning.
I envision a cafeteria style offering of treatment groups. The individual groups would be developed by the counselors and/or teachers on possible topics like: substance abuse, anger management, interpersonal violence, "thinking for a change", bullying, sexual education, how to find a job, how to keep a job, exploring higher ed, etc. A student would be assigned to a nine week class based on his interests/needs in consultation with the TOR/GEM and his counselor. If there was not a appropriate class, the student could be assigned to a class teaching the WhyTry curriculum for the nine weeks. It may even be appropriate to incorporate the present DBT groups and the Peace/Learning groups into this cafeteria offering of programming.
Since we have new students coming each week, they would be placed in the WhyTry curriculum until the grading periods ends or they are appropriately assessed for recommendation to a specific topic or class. A student could change classes at the end of the nine week period.
I believe we can develop the WhyTry Program [WTP] much more. I believe each student should work on a portfolio of their work with the goal of working toward a capstone project. This project could be teaching, writing, or making something for the benefit of others using the ideas from the WTP. It could be as simple as decorating the units each week for the theme metaphor or as creative as developing a play or song.
The WTP needs to have much a clearer list of goals and a developed lesson plan for each day of a class on a given metaphor. All of the information, lesson plans, worksheets, and resources used by individual teachers/counselors should be shared for the use of all instructors.
The WTP needs to utilize the library, the volunteer activities, activities on the housing units, and recreational activities toward the goals of learning the values from the program.
There should be a WTP informational booklet for the student orientation and for the parent orientation. If there is a volunteer orientation, it would be nice for them to have such information on the goals of treatment.
These are just some of my ideas and I would be happy to participate in any discussions to improve or change the programming.
Respectfully Submitted,
Bob Cardwell
Why Try Ideas on 4/30/12
Good Things about Why Try:
1. Structure
2. Visual Symbols
3. Repetition
4. No Pressure [the goal is for students to develop self motivation]
5. Good to meet other students
6. Flexible
7. Gradual
Some suggestions:
1. Resource manual of activities, worksheets, quizzes, videos.
2. Need Audio/Visual updates in classrooms
3. Need standardized report format for CCMS
4. Need a file cabinet or lock box for each Why Try Class Room with Supplies.
5. Need Specialized STAR Room or Procedures for students causing disturbance during Why Try
6. Need manual/guide for CO staff. Summary of program, goals, and purpose. Include a description
of each metaphor. There should be a section on sample sanctions related to the metaphor at the moment or
the one for a specific violation.
7. Resource center for students in library. Including written material and video. Develop self learning packets and
computer modules like we do for our in service training.
8. Develop the idea of students doing a "capstone project" to graduate from the Why Try Program.
Ms. Wall,
I am just throwing ideas and thoughts out there (no offense).
I will probably send you thoughts as I get them in my head soo…
Here goes the first one:
I do not believe that the program (at least the class I am in) is broken.
The Why Try program itself does need some “new life” but extreme change… no.
The students need to be able to switch classes.
Students will establish a rapport with someone that they feel comfortable with and if they have to stay with the same people they do not have any other chance to “meet” a different personality that they may open up to.
The assessment (in my opinion) should be done for Why Try only and not take into consideration everything else….that is what Treatment Team is for.
Why Try metaphors and the students B.P.A. is a part of every Treatment Team I do (along with and separately from the students “overall” B.P.A).
Thank you
Mr. Guffey
Here are my thoughts on why try:
Why Try is not a burden, for me at least, it is a relief to have a time set aside where the kids HAVE to be at school and attend the group that we would be required to otherwise fit in after school when things are crazy, there is dining hall movement, students working, students seeing mental health, etc. We have other groups that we have to do as well and this makes it more convenient to do in school. My only concern with doing it in school is that it is right in the middle of the day. We get in, get into a groove and then have to stop to go to school. It would be easier if we could have it first thing in the morning during first period so we can get it done in the morning and then get on with the rest of the day.
I personally like having kids that are not on my caseload because it gives us all (counselors at least) a time to interact with all the kids in the facility. Sometimes kids don’t like their counselors (shocking I know) and if they have a why try counselor that is not theirs every day it might alleviate some tensions because that student will have another counselor to talk to, process with and maybe even gain an understanding of where that students counselor is coming from. I fell like with our students, the more positive contact they have with staff the better and if they have a different why try counselor than their counselor and a teacher other than their TOR they will have that many more resources to turn to when they need it.
I think many of us have gotten into a routine with Why Try and are very comfortable with it at this point. Sometimes switching things to bring ‘new life’ just causes frustrations and the kids will suffer from it anyway.
I feel like we already look at the student as a whole when determining levels, moving through why try, etc.
Those are just my thoughts. Like Guffey I’m of the mindset that if its not broken we shouldn’t fix it. I think if individuals are frustrated with Why Try that we could all continue to share ideas that we do daily so they have more resources to pull from.
Thanks,
Miels
Counselors are on the mandatory schedule: working 10am to 6pm, three days, 12pm to 8pm, one day, and 7:30 - 3:30pm, one day (for STAR/Care Team duty. If we had Why Try first period, we would only be able to come to Why Try one day a week. Besides, fifth period is right after lunch, when most people are just getting back to work, so we all start out the afternoon with Why Try. I feel the time slot is perfect.
Ms. Crane
Why Try to Stop Being Defensive?
1. Think First - If you refuse to think first and just react it will cause problems. You will miss what the other person is trying to say if you react or think too hard.
2. Humble Yourself - This is not about chiming in and proving your defiance. Everything does not require a reply, try staying quiet and absorb what is being said. This will help things run more smoothly.
3. Ask A Question - If something was said that offended you, in your mind, pause for a second before you assume and ask them what they meant to avoid taking anything the wrong way.
4. Don't Be Wrong & Strong - People can forgive you if you say sorry and admit you're wrong. What most people have a bigger problem with, is knowing you're wrong but you continue arguing like you were right anyway.
5. Communicate Carefully- Either they are a friend or foe; the important factor is not what others say, but how you respond. Always be alert of what you say and how you say it.
6. Listen Closely - It's not what you feel like hearing, it's what's being said. It's very tempting to cut someone off and argue your point instead. Ask yourself is this really about the principle or just not having your short comings revealed?
7. Admit It - This shows the other person that you are not in denial and admit to your defensive ways. Be careful to not just admit fault because it sounds good or to end the fight. The next time you do it again, they might not be so forgiving and lose confidence in your integrity or ability to change.
8. Be Aware Of Your Issues - Be proactive to ending the cycle of being defensive. Write it down everyday about your new promise to end this self - destructive habit. Replace what you will not do any longer, with what you will do in its place. Always keep it in the back of your mind your weakness of being defensive, so when you feel yourself in a similar situation, it will alarm you to think carefully and optimistically before you respond.
9. Avoid Using Sorry Often - If you make a mistake, that's OK. If you make the same mistake routinely, it will be difficult for anyone to believe you're sincere or that you comprehend how deeply your issues truly are.
10. Think Positively - If you do not think good about yourself, your mind will default to thinking negatively about everything. And when you speak negatively it will show that is the way you think of yourself on the inside.
11. Don't Try To Force Your Opinion on Others - You might instill fear or manipulation into others. However, the only one that will hurt the most is you.
12. Stop Worrying About Other People - If you continue to only worry about what part other people play, then you will never focus on the part you played and learn from it. Rather, you will keep making excuses, point blame and argue just to argue.
Stuck in a Rut? Here's How to Get Out
Ever find yourself stuck in that terrible loop of inactivity, depression, and anger? Are you angry at the world, others or yourself because you're not getting things done - or even started because you're circling around and around, covering the same ground and never moving forward? Well, it's time to stop spinning your wheels and cursing the mud! Digging your way out of this rut is possible - and the way to do it may be closer than you think! Look at the steps below - one of them just may give you the inspiration - or kick in the butt - to break this cycle and start you down a happier path.
1. Have manageable goals.
If you can't get started because the task overwhelms you, break it down into small, manageable bites. You don't have to solve the problems of the world in 5 minutes. Take it one step at a time. For example, job hunting - that most terrifying of activities. Today's goal is simply to find your resume. Once that's done, relax and give yourself permission to enjoy the rest of the day! Tomorrow, you look up a name and number. The next day, you work on your resume for fifteen minutes. A day later, you call the number you looked up. And so on. At the end of a week, make a list of all you've accomplished and admire it! You may be surprised at how a little each day can add up!
2. Go ahead - argue with yourself.
Be your own best friend. Every time you say "I can't" - disagree! There is no law that says you have to agree with everything you think or say! Get creative. Aloud, in writing, or by taking action - note all the ways that you can - no matter how ridiculous or outrageous! For example, I know that climbing Mount Everest would help me get in shape! Brainstorm - each thought leads to another! Even if you start with completely silly and unrealistic, coming up with any opposition to a "can't" gives it less power and brings you closer to the positive!
3. Break the rhythm by changing your routine.
You need a jump start, so take action. Do something you've never done before. Go on a hike or to the opera. Eat something you can't pronounce. Or go even further. Want to date? Put in a personal ad. Want a new career? Sign up for a class. Upset the norm somehow! And remember, you don't have to do this alone. Enlist a friend. Sometimes making plans with a friend will help you break out and do something new! Free yourself from your mind's rut and go for it!
4. Ask yourself, "What are my obstacles to moving on?"
Understanding what's blocking you can help in forming a counter-attack. Are the obstacles of your own making? Are there any external obstacles? Differentiate between the factors that you have control over and those you don't. Put aside the factors you have no power over, and address the ones you do. Fighting what can't be changed is discouraging, depressing and will lead to feelings of hopelessness. Put your energy into what can be changed, and you will be encouraged and revitalized by the progress you will then be able to make.
5. Make an appointment with yourself.
Pick a time of day when you're at your best. Tomorrow at 11:00, I will spend 15 minutes -writing / cleaning / exercising / making phone calls / apartment hunting. Whatever! Turn off the phone if you have to and clear that time for yourself. You don't have to do anything more to achieve your objective for the rest of the day - just put in that 15 minutes! If you don't keep the appointment with yourself this time, then next time, don't bother writing down the appointment - make it for NOW!
6. Your surroundings can have a powerful impact on the psyche.
Sometimes a change of scene can help revive and inspire you. It's amazing the power new surroundings have to renew and refresh the spirit. And you don't have to travel to the far reaches of the universe either. If Tahiti is not an option, try sitting in a different chair at home, taking a different route to work, or working at the library. New perspectives are at your fingertips!
7. Make bribery work for you!
Reward yourself with a treat if you reach your day's target. Some of us will do anything for chocolate. But don't worry if you're not a chocolate doesn't appeal to you - treats don't have to be fattening! Instead of food, use something else. Imagine - if you reach your day's target early, you can play hooky! You can go to a movie, take a walk in the park, go shopping, or surf the net - because you're free!
8. If you're trapped in an emotional "loop", such as anger at a friend or sorrow after a break-up, try distracting yourself when you feel the loop starting again - grab a book, watch a movie, call a friend.
Talk to the person you're upset with, or if that is not an option, write a letter without mailing it. If, after a time proportionate to the situation has long passed, you are still having trouble getting off your emotional carousel, consider seeking professional help in order to find resolution or the strength to walk away. Looping wastes a tremendous amount of time and prevents you from finding satisfaction elsewhere in your life.
9. Relax. De-stress. Take the pressure off yourself.
Sometimes you need to give yourself a break from the constant nagging, and those shoulda's, woulda's, and coulda's that you keep running through your mind. Chastising yourself is clearly not helping you actually get anything done, not to mention that it's depressing and bad for your emotional well-being. So cut yourself some slack, do things to make yourself feel good, and when you've left behind all those shoulda's, think about what you really want, and go to another number on this list!
10. You didn't think you'd get through this list without reading about the tried and true, take one day at a time.
Don't try to accomplish a lifetime's work in an hour. That will only make everything seem hopeless. Take care of today. And don't worry about yesterday. Yesterday is over. If you wish you'd done something different yesterday - remember that tomorrow, yesterday will be today! Because basically, all your tomorrows and yesterdays start today! If you do something today, then tomorrow you won't need to feel bad about yesterday! (Got it?)
So the next time you find yourself unable to move forward, take a moment to believe in yourself. We all get stuck at times. The trick is to minimize the time you stay stuck! Any car can be gotten out of that rut in the mud if approached with the right tools. Trust that you will get out of whatever quagmire you may find yourself in - now that you have your own tools at hand to help!
Mark Sichel is the author of the best selling and highly acclaimed book, Healing From Family Rifts. Mark has been a practicing psychotherapist, teacher, consultant, and speaker since 1980. In 1999, in an effort to reach a larger audience, Mark created www.psybersquare.com, a self-help website that was awarded the prestigious WWW Health Award for excellence in patient education in the Fall of 2000. Mark is available for consultation and speaking engagements internationally and can be contacted via his website, www.marksichel.com
[[Read the guide here|http://charactercounts.org/pdf/hamlet-discussion-and-questions.pdf]]
[[Click Here|https://docs.google.com/document/d/1EZ82FPL5CI1BDIQZHKF4AIUnKGxYchF3EaotAj1azWk/edit]]
[img[http://static-l3.blogcritics.org/10/04/10/132213/Girl-Studying.jpg]]
[img[http://www.resiliencei.com/data/media/images/Compassion%20in%20combat%20for%20web.jpg]]
[img[http://alcoholism.neillneill.com/wp-content/uploads/image/teens%20having%20fun.jpg]]
[img[http://www.loc.gov/exhibits/young/images/y12-8c12307r.jpg]]
<<tabs txtMoreTab "Tags" "All Tags" TabAllTags "Miss" "Missing tiddlers" TabMoreMissing "Orph" "Orphaned tiddlers" TabMoreOrphans "Shad" "Shadowed tiddlers" TabMoreShadowed>>
<<allTags excludeLists [a-z]>>
/***
|Name:|TagglyTaggingPlugin|
|Description:|tagglyTagging macro is a replacement for the builtin tagging macro in your ViewTemplate|
|Version:|3.3.1 ($Rev: 9828 $)|
|Date:|$Date: 2009-06-03 21:38:41 +1000 (Wed, 03 Jun 2009) $|
|Source:|http://mptw.tiddlyspot.com/#TagglyTaggingPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
!Notes
See http://mptw.tiddlyspot.com/#TagglyTagging
***/
//{{{
merge(String.prototype,{
parseTagExpr: function(debug) {
if (this.trim() == "")
return "(true)";
var anyLogicOp = /(!|&&|\|\||\(|\))/g;
var singleLogicOp = /^(!|&&|\|\||\(|\))$/;
var spaced = this.
// because square brackets in templates are no good
// this means you can use [(With Spaces)] instead of [[With Spaces]]
replace(/\[\(/g," [[").
replace(/\)\]/g,"]] ").
// space things out so we can use readBracketedList. tricky eh?
replace(anyLogicOp," $1 ");
var expr = "";
var tokens = spaced.readBracketedList(false); // false means don't uniq the list. nice one JR!
for (var i=0;i<tokens.length;i++)
if (tokens[i].match(singleLogicOp))
expr += tokens[i];
else
expr += "tiddler.tags.contains('%0')".format([tokens[i].replace(/'/,"\\'")]); // fix single quote bug. still have round bracket bug i think
if (debug)
alert(expr);
return '('+expr+')';
}
});
merge(TiddlyWiki.prototype,{
getTiddlersByTagExpr: function(tagExpr,sortField) {
var result = [];
var expr = tagExpr.parseTagExpr();
store.forEachTiddler(function(title,tiddler) {
if (eval(expr))
result.push(tiddler);
});
if(!sortField)
sortField = "title";
result.sort(function(a,b) {return a[sortField] < b[sortField] ? -1 : (a[sortField] == b[sortField] ? 0 : +1);});
return result;
}
});
config.taggly = {
// for translations
lingo: {
labels: {
asc: "\u2191", // down arrow
desc: "\u2193", // up arrow
title: "title",
modified: "modified",
created: "created",
show: "+",
hide: "-",
normal: "normal",
group: "group",
commas: "commas",
sitemap: "sitemap",
numCols: "cols\u00b1", // plus minus sign
label: "Tagged as '%0':",
exprLabel: "Matching tag expression '%0':",
excerpts: "excerpts",
descr: "descr",
slices: "slices",
contents: "contents",
sliders: "sliders",
noexcerpts: "title only",
noneFound: "(none)"
},
tooltips: {
title: "Click to sort by title",
modified: "Click to sort by modified date",
created: "Click to sort by created date",
show: "Click to show tagging list",
hide: "Click to hide tagging list",
normal: "Click to show a normal ungrouped list",
group: "Click to show list grouped by tag",
sitemap: "Click to show a sitemap style list",
commas: "Click to show a comma separated list",
numCols: "Click to change number of columns",
excerpts: "Click to show excerpts",
descr: "Click to show the description slice",
slices: "Click to show all slices",
contents: "Click to show entire tiddler contents",
sliders: "Click to show tiddler contents in sliders",
noexcerpts: "Click to show entire title only"
},
tooDeepMessage: "* //sitemap too deep...//"
},
config: {
showTaggingCounts: true,
listOpts: {
// the first one will be the default
sortBy: ["title","modified","created"],
sortOrder: ["asc","desc"],
hideState: ["show","hide"],
listMode: ["normal","group","sitemap","commas"],
numCols: ["1","2","3","4","5","6"],
excerpts: ["noexcerpts","excerpts","descr","slices","contents","sliders"]
},
valuePrefix: "taggly.",
excludeTags: ["excludeLists","excludeTagging"],
excerptSize: 50,
excerptMarker: "/%"+"%/",
siteMapDepthLimit: 25
},
getTagglyOpt: function(title,opt) {
var val = store.getValue(title,this.config.valuePrefix+opt);
return val ? val : this.config.listOpts[opt][0];
},
setTagglyOpt: function(title,opt,value) {
// create it silently if it doesn't exist
if (!store.tiddlerExists(title)) {
store.saveTiddler(title,title,config.views.editor.defaultText.format([title]),config.options.txtUserName,new Date(),"");
// <<tagglyTagging expr:"...">> creates a tiddler to store its display settings
// Make those tiddlers less noticeable by tagging as excludeSearch and excludeLists
// Because we don't want to hide real tags, check that they aren't actually tags before doing so
// Also tag them as tagglyExpression for manageability
// (contributed by RA)
if (!store.getTaggedTiddlers(title).length) {
store.setTiddlerTag(title,true,"excludeSearch");
store.setTiddlerTag(title,true,"excludeLists");
store.setTiddlerTag(title,true,"tagglyExpression");
}
}
// if value is default then remove it to save space
return store.setValue(title, this.config.valuePrefix+opt, value == this.config.listOpts[opt][0] ? null : value);
},
getNextValue: function(title,opt) {
var current = this.getTagglyOpt(title,opt);
var pos = this.config.listOpts[opt].indexOf(current);
// supposed to automagically don't let cols cycle up past the number of items
// currently broken in some situations, eg when using an expression
// lets fix it later when we rewrite for jquery
// the columns thing should be jquery table manipulation probably
var limit = (opt == "numCols" ? store.getTaggedTiddlers(title).length : this.config.listOpts[opt].length);
var newPos = (pos + 1) % limit;
return this.config.listOpts[opt][newPos];
},
toggleTagglyOpt: function(title,opt) {
var newVal = this.getNextValue(title,opt);
this.setTagglyOpt(title,opt,newVal);
},
createListControl: function(place,title,type) {
var lingo = config.taggly.lingo;
var label;
var tooltip;
var onclick;
if ((type == "title" || type == "modified" || type == "created")) {
// "special" controls. a little tricky. derived from sortOrder and sortBy
label = lingo.labels[type];
tooltip = lingo.tooltips[type];
if (this.getTagglyOpt(title,"sortBy") == type) {
label += lingo.labels[this.getTagglyOpt(title,"sortOrder")];
onclick = function() {
config.taggly.toggleTagglyOpt(title,"sortOrder");
return false;
}
}
else {
onclick = function() {
config.taggly.setTagglyOpt(title,"sortBy",type);
config.taggly.setTagglyOpt(title,"sortOrder",config.taggly.config.listOpts.sortOrder[0]);
return false;
}
}
}
else {
// "regular" controls, nice and simple
label = lingo.labels[type == "numCols" ? type : this.getNextValue(title,type)];
tooltip = lingo.tooltips[type == "numCols" ? type : this.getNextValue(title,type)];
onclick = function() {
config.taggly.toggleTagglyOpt(title,type);
return false;
}
}
// hide button because commas don't have columns
if (!(this.getTagglyOpt(title,"listMode") == "commas" && type == "numCols"))
createTiddlyButton(place,label,tooltip,onclick,type == "hideState" ? "hidebutton" : "button");
},
makeColumns: function(orig,numCols) {
var listSize = orig.length;
var colSize = listSize/numCols;
var remainder = listSize % numCols;
var upperColsize = colSize;
var lowerColsize = colSize;
if (colSize != Math.floor(colSize)) {
// it's not an exact fit so..
upperColsize = Math.floor(colSize) + 1;
lowerColsize = Math.floor(colSize);
}
var output = [];
var c = 0;
for (var j=0;j<numCols;j++) {
var singleCol = [];
var thisSize = j < remainder ? upperColsize : lowerColsize;
for (var i=0;i<thisSize;i++)
singleCol.push(orig[c++]);
output.push(singleCol);
}
return output;
},
drawTable: function(place,columns,theClass) {
var newTable = createTiddlyElement(place,"table",null,theClass);
var newTbody = createTiddlyElement(newTable,"tbody");
var newTr = createTiddlyElement(newTbody,"tr");
for (var j=0;j<columns.length;j++) {
var colOutput = "";
for (var i=0;i<columns[j].length;i++)
colOutput += columns[j][i];
var newTd = createTiddlyElement(newTr,"td",null,"tagglyTagging"); // todo should not need this class
wikify(colOutput,newTd);
}
return newTable;
},
createTagglyList: function(place,title,isTagExpr) {
switch(this.getTagglyOpt(title,"listMode")) {
case "group": return this.createTagglyListGrouped(place,title,isTagExpr); break;
case "normal": return this.createTagglyListNormal(place,title,false,isTagExpr); break;
case "commas": return this.createTagglyListNormal(place,title,true,isTagExpr); break;
case "sitemap":return this.createTagglyListSiteMap(place,title,isTagExpr); break;
}
},
getTaggingCount: function(title,isTagExpr) {
// thanks to Doug Edmunds
if (this.config.showTaggingCounts) {
var tagCount = config.taggly.getTiddlers(title,'title',isTagExpr).length;
if (tagCount > 0)
return " ("+tagCount+")";
}
return "";
},
getTiddlers: function(titleOrExpr,sortBy,isTagExpr) {
return isTagExpr ? store.getTiddlersByTagExpr(titleOrExpr,sortBy) : store.getTaggedTiddlers(titleOrExpr,sortBy);
},
getExcerpt: function(inTiddlerTitle,title,indent) {
if (!indent)
indent = 1;
var displayMode = this.getTagglyOpt(inTiddlerTitle,"excerpts");
var t = store.getTiddler(title);
if (t && displayMode == "excerpts") {
var text = t.text.replace(/\n/," ");
var marker = text.indexOf(this.config.excerptMarker);
if (marker != -1) {
return " {{excerpt{<nowiki>" + text.substr(0,marker) + "</nowiki>}}}";
}
else if (text.length < this.config.excerptSize) {
return " {{excerpt{<nowiki>" + t.text + "</nowiki>}}}";
}
else {
return " {{excerpt{<nowiki>" + t.text.substr(0,this.config.excerptSize) + "..." + "</nowiki>}}}";
}
}
else if (t && displayMode == "contents") {
return "\n{{contents indent"+indent+"{\n" + t.text + "\n}}}";
}
else if (t && displayMode == "sliders") {
return "<slider slide>\n{{contents{\n" + t.text + "\n}}}\n</slider>";
}
else if (t && displayMode == "descr") {
var descr = store.getTiddlerSlice(title,'Description');
return descr ? " {{excerpt{" + descr + "}}}" : "";
}
else if (t && displayMode == "slices") {
var result = "";
var slices = store.calcAllSlices(title);
for (var s in slices)
result += "|%0|<nowiki>%1</nowiki>|\n".format([s,slices[s]]);
return result ? "\n{{excerpt excerptIndent{\n" + result + "}}}" : "";
}
return "";
},
notHidden: function(t,inTiddler) {
if (typeof t == "string")
t = store.getTiddler(t);
return (!t || !t.tags.containsAny(this.config.excludeTags) ||
(inTiddler && this.config.excludeTags.contains(inTiddler)));
},
// this is for normal and commas mode
createTagglyListNormal: function(place,title,useCommas,isTagExpr) {
var list = config.taggly.getTiddlers(title,this.getTagglyOpt(title,"sortBy"),isTagExpr);
if (this.getTagglyOpt(title,"sortOrder") == "desc")
list = list.reverse();
var output = [];
var first = true;
for (var i=0;i<list.length;i++) {
if (this.notHidden(list[i],title)) {
var countString = this.getTaggingCount(list[i].title);
var excerpt = this.getExcerpt(title,list[i].title);
if (useCommas)
output.push((first ? "" : ", ") + "[[" + list[i].title + "]]" + countString + excerpt);
else
output.push("*[[" + list[i].title + "]]" + countString + excerpt + "\n");
first = false;
}
}
return this.drawTable(place,
this.makeColumns(output,useCommas ? 1 : parseInt(this.getTagglyOpt(title,"numCols"))),
useCommas ? "commas" : "normal");
},
// this is for the "grouped" mode
createTagglyListGrouped: function(place,title,isTagExpr) {
var sortBy = this.getTagglyOpt(title,"sortBy");
var sortOrder = this.getTagglyOpt(title,"sortOrder");
var list = config.taggly.getTiddlers(title,sortBy,isTagExpr);
if (sortOrder == "desc")
list = list.reverse();
var leftOvers = []
for (var i=0;i<list.length;i++)
leftOvers.push(list[i].title);
var allTagsHolder = {};
for (var i=0;i<list.length;i++) {
for (var j=0;j<list[i].tags.length;j++) {
if (list[i].tags[j] != title) { // not this tiddler
if (this.notHidden(list[i].tags[j],title)) {
if (!allTagsHolder[list[i].tags[j]])
allTagsHolder[list[i].tags[j]] = "";
if (this.notHidden(list[i],title)) {
allTagsHolder[list[i].tags[j]] += "**[["+list[i].title+"]]"
+ this.getTaggingCount(list[i].title) + this.getExcerpt(title,list[i].title) + "\n";
leftOvers.setItem(list[i].title,-1); // remove from leftovers. at the end it will contain the leftovers
}
}
}
}
}
var allTags = [];
for (var t in allTagsHolder)
allTags.push(t);
var sortHelper = function(a,b) {
if (a == b) return 0;
if (a < b) return -1;
return 1;
};
allTags.sort(function(a,b) {
var tidA = store.getTiddler(a);
var tidB = store.getTiddler(b);
if (sortBy == "title") return sortHelper(a,b);
else if (!tidA && !tidB) return 0;
else if (!tidA) return -1;
else if (!tidB) return +1;
else return sortHelper(tidA[sortBy],tidB[sortBy]);
});
var leftOverOutput = "";
for (var i=0;i<leftOvers.length;i++)
if (this.notHidden(leftOvers[i],title))
leftOverOutput += "*[["+leftOvers[i]+"]]" + this.getTaggingCount(leftOvers[i]) + this.getExcerpt(title,leftOvers[i]) + "\n";
var output = [];
if (sortOrder == "desc")
allTags.reverse();
else if (leftOverOutput != "")
// leftovers first...
output.push(leftOverOutput);
for (var i=0;i<allTags.length;i++)
if (allTagsHolder[allTags[i]] != "")
output.push("*[["+allTags[i]+"]]" + this.getTaggingCount(allTags[i]) + this.getExcerpt(title,allTags[i]) + "\n" + allTagsHolder[allTags[i]]);
if (sortOrder == "desc" && leftOverOutput != "")
// leftovers last...
output.push(leftOverOutput);
return this.drawTable(place,
this.makeColumns(output,parseInt(this.getTagglyOpt(title,"numCols"))),
"grouped");
},
// used to build site map
treeTraverse: function(title,depth,sortBy,sortOrder,isTagExpr) {
var list = config.taggly.getTiddlers(title,sortBy,isTagExpr);
if (sortOrder == "desc")
list.reverse();
var indent = "";
for (var j=0;j<depth;j++)
indent += "*"
var childOutput = "";
if (depth > this.config.siteMapDepthLimit)
childOutput += indent + this.lingo.tooDeepMessage + "\n";
else
for (var i=0;i<list.length;i++)
if (list[i].title != title)
if (this.notHidden(list[i].title,this.config.inTiddler))
childOutput += this.treeTraverse(list[i].title,depth+1,sortBy,sortOrder,false);
if (depth == 0)
return childOutput;
else
return indent + "[["+title+"]]" + this.getTaggingCount(title) + this.getExcerpt(this.config.inTiddler,title,depth) + "\n" + childOutput;
},
// this if for the site map mode
createTagglyListSiteMap: function(place,title,isTagExpr) {
this.config.inTiddler = title; // nasty. should pass it in to traverse probably
var output = this.treeTraverse(title,0,this.getTagglyOpt(title,"sortBy"),this.getTagglyOpt(title,"sortOrder"),isTagExpr);
return this.drawTable(place,
this.makeColumns(output.split(/(?=^\*\[)/m),parseInt(this.getTagglyOpt(title,"numCols"))), // regexp magic
"sitemap"
);
},
macros: {
tagglyTagging: {
handler: function (place,macroName,params,wikifier,paramString,tiddler) {
var parsedParams = paramString.parseParams("tag",null,true);
var refreshContainer = createTiddlyElement(place,"div");
// do some refresh magic to make it keep the list fresh - thanks Saq
refreshContainer.setAttribute("refresh","macro");
refreshContainer.setAttribute("macroName",macroName);
var tag = getParam(parsedParams,"tag");
var expr = getParam(parsedParams,"expr");
if (expr) {
refreshContainer.setAttribute("isTagExpr","true");
refreshContainer.setAttribute("title",expr);
refreshContainer.setAttribute("showEmpty","true");
}
else {
refreshContainer.setAttribute("isTagExpr","false");
if (tag) {
refreshContainer.setAttribute("title",tag);
refreshContainer.setAttribute("showEmpty","true");
}
else {
refreshContainer.setAttribute("title",tiddler.title);
refreshContainer.setAttribute("showEmpty","false");
}
}
this.refresh(refreshContainer);
},
refresh: function(place) {
var title = place.getAttribute("title");
var isTagExpr = place.getAttribute("isTagExpr") == "true";
var showEmpty = place.getAttribute("showEmpty") == "true";
removeChildren(place);
addClass(place,"tagglyTagging");
var countFound = config.taggly.getTiddlers(title,'title',isTagExpr).length
if (countFound > 0 || showEmpty) {
var lingo = config.taggly.lingo;
config.taggly.createListControl(place,title,"hideState");
if (config.taggly.getTagglyOpt(title,"hideState") == "show") {
createTiddlyElement(place,"span",null,"tagglyLabel",
isTagExpr ? lingo.labels.exprLabel.format([title]) : lingo.labels.label.format([title]));
config.taggly.createListControl(place,title,"title");
config.taggly.createListControl(place,title,"modified");
config.taggly.createListControl(place,title,"created");
config.taggly.createListControl(place,title,"listMode");
config.taggly.createListControl(place,title,"excerpts");
config.taggly.createListControl(place,title,"numCols");
config.taggly.createTagglyList(place,title,isTagExpr);
if (countFound == 0 && showEmpty)
createTiddlyElement(place,"div",null,"tagglyNoneFound",lingo.labels.noneFound);
}
}
}
}
},
// todo fix these up a bit
styles: [
"/*{{{*/",
"/* created by TagglyTaggingPlugin */",
".tagglyTagging { padding-top:0.5em; }",
".tagglyTagging li.listTitle { display:none; }",
".tagglyTagging ul {",
" margin-top:0px; padding-top:0.5em; padding-left:2em;",
" margin-bottom:0px; padding-bottom:0px;",
"}",
".tagglyTagging { vertical-align: top; margin:0px; padding:0px; }",
".tagglyTagging table { margin:0px; padding:0px; }",
".tagglyTagging .button { visibility:hidden; margin-left:3px; margin-right:3px; }",
".tagglyTagging .button, .tagglyTagging .hidebutton {",
" color:[[ColorPalette::TertiaryLight]]; font-size:90%;",
" border:0px; padding-left:0.3em;padding-right:0.3em;",
"}",
".tagglyTagging .button:hover, .hidebutton:hover, ",
".tagglyTagging .button:active, .hidebutton:active {",
" border:0px; background:[[ColorPalette::TertiaryPale]]; color:[[ColorPalette::TertiaryDark]];",
"}",
".selected .tagglyTagging .button { visibility:visible; }",
".tagglyTagging .hidebutton { color:[[ColorPalette::Background]]; }",
".selected .tagglyTagging .hidebutton { color:[[ColorPalette::TertiaryLight]] }",
".tagglyLabel { color:[[ColorPalette::TertiaryMid]]; font-size:90%; }",
".tagglyTagging ul {padding-top:0px; padding-bottom:0.5em; margin-left:1em; }",
".tagglyTagging ul ul {list-style-type:disc; margin-left:-1em;}",
".tagglyTagging ul ul li {margin-left:0.5em; }",
".editLabel { font-size:90%; padding-top:0.5em; }",
".tagglyTagging .commas { padding-left:1.8em; }",
"/* not technically tagglytagging but will put them here anyway */",
".tagglyTagged li.listTitle { display:none; }",
".tagglyTagged li { display: inline; font-size:90%; }",
".tagglyTagged ul { margin:0px; padding:0px; }",
".excerpt { color:[[ColorPalette::TertiaryDark]]; }",
".excerptIndent { margin-left:4em; }",
"div.tagglyTagging table,",
"div.tagglyTagging table tr,",
"td.tagglyTagging",
" {border-style:none!important; }",
".tagglyTagging .contents { border-bottom:2px solid [[ColorPalette::TertiaryPale]]; padding:0 1em 1em 0.5em;",
" margin-bottom:0.5em; }",
".tagglyTagging .indent1 { margin-left:3em; }",
".tagglyTagging .indent2 { margin-left:4em; }",
".tagglyTagging .indent3 { margin-left:5em; }",
".tagglyTagging .indent4 { margin-left:6em; }",
".tagglyTagging .indent5 { margin-left:7em; }",
".tagglyTagging .indent6 { margin-left:8em; }",
".tagglyTagging .indent7 { margin-left:9em; }",
".tagglyTagging .indent8 { margin-left:10em; }",
".tagglyTagging .indent9 { margin-left:11em; }",
".tagglyTagging .indent10 { margin-left:12em; }",
".tagglyNoneFound { margin-left:2em; color:[[ColorPalette::TertiaryMid]]; font-size:90%; font-style:italic; }",
"/*}}}*/",
""].join("\n"),
init: function() {
merge(config.macros,this.macros);
config.shadowTiddlers["TagglyTaggingStyles"] = this.styles;
store.addNotification("TagglyTaggingStyles",refreshStyles);
}
};
config.taggly.init();
//}}}
/***
InlineSlidersPlugin
By Saq Imtiaz
http://tw.lewcid.org/sandbox/#InlineSlidersPlugin
// syntax adjusted to not clash with NestedSlidersPlugin
// added + syntax to start open instead of closed
***/
//{{{
config.formatters.unshift( {
name: "inlinesliders",
// match: "\\+\\+\\+\\+|\\<slider",
match: "\\<slider",
// lookaheadRegExp: /(?:\+\+\+\+|<slider) (.*?)(?:>?)\n((?:.|\n)*?)\n(?:====|<\/slider>)/mg,
lookaheadRegExp: /(?:<slider)(\+?) (.*?)(?:>)\n((?:.|\n)*?)\n(?:<\/slider>)/mg,
handler: function(w) {
this.lookaheadRegExp.lastIndex = w.matchStart;
var lookaheadMatch = this.lookaheadRegExp.exec(w.source)
if(lookaheadMatch && lookaheadMatch.index == w.matchStart ) {
var btn = createTiddlyButton(w.output,lookaheadMatch[2] + " "+"\u00BB",lookaheadMatch[2],this.onClickSlider,"button sliderButton");
var panel = createTiddlyElement(w.output,"div",null,"sliderPanel");
panel.style.display = (lookaheadMatch[1] == '+' ? "block" : "none");
wikify(lookaheadMatch[3],panel);
w.nextMatch = lookaheadMatch.index + lookaheadMatch[0].length;
}
},
onClickSlider : function(e) {
if(!e) var e = window.event;
var n = this.nextSibling;
n.style.display = (n.style.display=="none") ? "block" : "none";
return false;
}
});
//}}}
http://teachwithmovies.com/ppSD2/login.php?ssg=1&url=www.teachwithmovies.com/members/guides/billy-elliot.html%3f
[[Go Here|http://www.superteacherworksheets.com/brain-teasers.html]]
https://teachwithmovies.com/members/awards.htm
The exercise is simple. One person faces away from the team. With eyes closed and arms crossed "mummy style," that person falls backward with legs locked. The rest of the team catches the falling teammate.
This builds trust, each and every time a faller is caught. Likewise, the catchers are all responsible for their part in catching the faller. In most exercises, a rigid, codified set of commands makes certain everyone is ready, thus building communication. Though it seems risky, it's surprising how seriously even troubled catchers take their responsibility.
Variants on this task include one-on-one trust falls, falling off a chair or other elevated position or falling into a blanket or net held by the catchers. Safety issues include making sure catchers are ready for larger or heavier fallers, positioning leaders in key spots and being certain catchers are paying attention.
Group Problem Solving
Present the group with a problem to solve. This can be physical (hold hands in a tangled group and untangle yourselves without letting go), purely mental (use these resources to plan a trip to China) or a combination of both. In many cases, strict ground rules for communication and resolving disputes are necessary for beginning groups.
As the group works to solve the problem, they build trust as their ideas are accepted and responsibility as they help each other improve their ideas. By working within an agreed-upon framework for respectful communication, they gain experience with those skills.
There are few physical risks for this sort of activity, though a sharp eye is necessary to enforce the rules of communication. Without guidance, old patterns of communication can quickly take over the activity.
Ropes Course
A ropes course is a series of physical challenges, much like an obstacle course, that cannot be completed without the help of a team. In some cases, the challenge itself is based on the existence of a team. Sample activities include getting the entire team standing together on a 1-by-1-foot platform or lifting all team members through a hoop 8 feet off the ground.
Ropes courses combine the physical trust and responsibility of trust falls with the communication and trust of problem solving. Most metro areas will be within driving distance of a facility equipped with a ropes course. Ropes courses require a trained and certified guide, who will know all the risks and cautions of using the course.
Drama
Writing and performing in a skit or play is an excellent team-building exercise. Each stage requires communication, planning and problem solving. Depending on how ambitious the production is, it can offer a showcase for skills and talents such as painting, sewing or carpentry. The performance itself requires trust in team mates and responsibility for personal assignments.
As with group problem-solving, ground rules are often necessary to keep communication and negotiation appropriate, especially in the beginning weeks. Keeping your on-stage drama free of off-stage drama is difficult, but can be worth it.
Read more: Team Building Activities for Juvenile Delinquents | eHow.com http://www.ehow.com/way_6170659_team-building-activities-juvenile-delinquents.html#ixzz1DaygYreS
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10 Quick and Easy Team Building Exercises for Improving Communication and Problem Solving Skills [Part 1] | Huddle.net's Collaboration Blog
Building Teamwork: 10 Quick and Easy Team Building Exercises for Improving Communication and Problem Solving Skills [Part 1]
Posted on 02. Sep, 2009 by Joe in Collaborative Top 10's, Features
There are many different reasons why companies use team building exercises. A small sampling of these reasons include: Improving communication, boosting morale, motivation, ice breakers to help get to know each other better, learning effective strategies, improving productivity, learning about one’s strengths and weaknesses and many others. Team building exercises can be used by any business, large or small, to promote better teamwork in the workplace, and as most business owners and managers know, great teamwork is one of the key factors associated with a company’s success.
Working_Together_Teamwork_and team building exercises
There are four main types of team building exercises, which includes: Communication exercises, problem solving and/or decision making exercises, adaptability and/or planning exercises, and exercises that focus on building trust. The idea is to perform various activities that are both fun and challenging, and that also have the “side effect” of building teamwork skills that can help improve employee performance and productivity at the office. In this first installment, we’ll take a look at 10 highly effective team building exercises designed to improve communication and problem solving skills. These 10 team building exercises will have your company well on its way to building a team of peers that work well together, are productive and have a renewed focus. Stay tuned for part 2 of this series where we’ll focus on 10 team building exercises designed to improve employee planning skills and building trust within a team of peers.
Communication and Icebreaker Exercises
Two Truths and a Lie
Time Required: 15-30 minutes
Start out by having every team member secretly write down two truths about themselves and one lie on a small piece of paper – Do not reveal to anyone what you wrote down! Once each person has completed this step, allow 10-15 minutes for open conversation – much like a cocktail party – where everyone quizzes each other on their three questions. The idea is to convince others that your lie is actually a truth, while on the other hand, you try to guess other people’s truths/lies by asking them questions. Don’t reveal your truths or lie to anyone – even if the majority of the office already has it figured out! After the conversational period, gather in a circle and one by one repeat each one of your three statements and have the group vote on which one they think is the lie. You can play this game competitively and award points for each lie you guess or for stumping other players on your own lie. This game helps to encourage better communication in the office, as well as it lets you get to know your coworkers better.
Life Highlights Game
Time Required: 30 minutes
This is an excellent icebreaker exercise that’s perfect for small and large groups alike. Begin by asking each participant to close their eyes for one minute and consider the best moments of their lives. This can include moments they’ve had alone, they’ve shared with family or friends; these moments can pertain to professional successes, personal revelations, or exciting life adventures. After the participants have had a moment to run through highlights of their lives, inform them that their search for highlights is about to be narrowed. Keeping their eyes closed, ask each participant to take a moment to decide what 30 seconds of their life they would want to relive if they only had thirty seconds left in their life. The first part of the exercise enables participants to reflect back on their lives, while the second part (which we’ll discuss in a moment) enables them to get to know their coworkers on a more intimate level. The second portion of the game is the “review” section. The leader of the exercise will ask each and every participant what their 30 seconds entailed and why they chose it, which will allow participants to get a feel for each other’s passions, loves, and personalities.
Coin Logo
Time Required: 5-10 minutes
Begin by asking all participants to empty their pockets, purses, and wallets of any coins they may have and place them on the table in front of them. If someone doesn’t have any coins or only has very few, others in the room can share their coins with them. Instruct each person to create their own personal logo using the coins in front of them in just one minute. Other materials they may have on them, such as pens, notebooks, wallets, etc. can also be used in creation of the logo. If there is a particularly large group, people can be broken up into teams of 3-6 people and instructed to create a logo that represents them as a team or the whole room can gather to use the coins to create a logo for the organization/group/department/etc. Each solitary participant can explain their logo to the group or if the room was split into groups, the leader can have each group discuss what led to the team logo and what it says about them. Not only does this exercise promote self and mutual awareness, but it also enables participants to get to know each other on a more personal level.
The One Question Ice Breaker Exercise
Time Required: 15-20 minutes
This icebreaker not only gets coworkers talking to each other, but it also gets them working with one another. It’s quite simple: the leader gets to decide the situation the question will pertain to. Example situations include babysitting, leading the company, or being married. After pairing participants into teams, the leader will pose this question: If you could ask just one question to discover a person’s suitability for (insert topic here), what would your question be? Say the leader chose to go with a marriage situation. That means each person in a two-person team would come up with one question that would help them discover whether or not their partner was suitable to be married to them. If the topic was babysitting, each team member would have to come up with just one question whose answer would help them determine whether or not the person was suitable to babysit their child. This icebreaking exercise can also get mixed up by issuing one situation for the entire group or allocating a different situation to each team member or pair to work on. Depending on the situation chosen, the exercise can be very fun, but it can also demonstrate that crucial questions should be developed properly.
Classification Game
Time Required: 10-15 minutes
The classification game can be a quick icebreaker or a more complex activity. For the purposes of this example, we will treat this exercise as a quick icebreaker. Before splitting the room into teams of four, explain the concept of “pigeon-holing someone,” which means classifying someone as something or stereotyping someone. It should be made clear that this type of classification is subjective and unhelpfully judgmental. Instruct the participants to introduce themselves to those in their team and quickly discuss some of their likes, dislikes, etc. After the introductions, reveal to the teams that it will be their job to discover how they should classify themselves- as a team- into two or three subgroups by using criteria that contains no negative, prejudicial, or discriminatory judgments. Examples of these subgroups can include night owls and morning people, pineapple pizza lovers and sushi lovers, etc. This exercise encourages coworkers to get to know each other better and enables them to collectively consider the nature of all individuals within the team.
Problem Solving Exercises
Picture Pieces Game
Time Required: 30 minutes
This problem solving exercise requires that the leader choose a well known picture or cartoon that is full of detail. The picture needs to be cut into as many equal squares as there are participants in the exercise. Each participant should be given a piece of the “puzzle” and instructed to create an exact copy of their piece of the puzzle five times bigger than its original size. They are posed with the problem of not knowing why or how their own work affects the larger picture. The leader can pass out pencils, markers, paper, and rulers in order to make the process simpler and run more smoothly. When all the participants have completed their enlargements, ask them to assemble their pieces into a giant copy of the original picture on a table. This problem solving exercise will teach participants how to work in a team and it demonstrates divisionalized ‘departmental’ working, which is the understanding that each person working on their own part contributes to an overall group result.
Sneak a Peek Game
Time Required: 10 minutes
This problem solving exercise requires little more than a couple of sets of children’s building blocks. The instructor will build a small sculpture with some of the building blocks and hide it from the group. The participants should then be divided into small teams of four. Each team should be given enough building material so that they can duplicate the structure you’ve already created. The instructor should then place their sculpture in an area that is an equal distance from all the groups. One member from each team can come up at the same time to look at the sculpture for ten seconds and try to memorize it before returning to their team. After they return to their teams, they have twenty-five seconds to instruct their teams about how to build an exact replica of the instructor’s sculpture. After one minute of trying to recreate the sculpture, another member from each team can come up for a “sneak a peek” before returning to their team and trying to recreate the sculpture. The game should be continued in this pattern until one of the team’s successfully duplicates the original sculpture. This game will teach participants how to problem solve in a group and communicate effectively.
Zoom
Time Required: 30 minutes
This problem solving exercise requires the wordless, picture book entitled, “Zoom” by Istvan Banyai. This book features 30 sequential pictures that work together to form a narrative. The book should be fairly easy to find, as it’s been published in over 18 countries. The pictures can even be laminated to prolong their usage. Hand out one picture to each participant, making sure a continuous sequence is being used. Explain to the participants that they can only look at their own pictures and must keep their picture hidden from other participants. Time should be given for the participants to study their pictures because each picture will contain important information that will help the participants solve the problem of putting them into order. The ultimate goal is for the group to place the pictures in sequential order without looking at one another’s pictures. The participants can talk to each other and discuss what is featured in their picture. This exercise brings coworkers together and gets them communicating with the common goal of solving a problem, but it also allows for leaders to emerge and take control of the task.
The Great Egg Drop
Time Required: 2 hours
This messy, yet classic and engaging problem solving exercise requires splitting the room into two large groups with the task of building an egg package that can sustain an eight foot drop. A variety of tools and other materials should be provided to the teams. After the packages have been built, each team must also present a 30-second advert for their package, highlighting why it’s unique and how it works. At the conclusion of the presentations, each group will have to drop their egg using their package to see if it really works. Aside from teaching the groups to work together and communicate, it also brings them together with the common goal of both winning the egg drop and successfully creating an egg package.
Create your Own Team Building Activity
Time Required: 1 hour
The group leader should present participants with this fake problem: The hour was going to be spent doing a problem solving exercise, but as the group leader- you don’t know any and you don’t want to do one that the participants have already heard or tried previously. The goal- or problem- then, is to have each group of participants come up with a new problem solving exercise that they’ve invented themselves. Groups should be no larger than four or five people and at the end of the hour, each group must come up and present their new problem solving exercise. Aside from being a problem solving exercise in and of itself, this exercise also promotes creativity, communication, trust, and time management, among other things.
Read Part 2 of Building Teamwork: 10 Quick and Easy Team Building Exercises
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[[Film for Use with the Metaphor Tearing Off Labels]]
[[Tearing Off Labels Music Video]]
[[Tearing Off Labels Quiz]]
[[Tearing Off Label Music Video 2]]
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Tearing Off Labels Quiz
1. Describe what a label is:
2. Have you ever been labeled by a loved one?
3. Give an example of a bad label and what are the consequences of this label?
4. What does being labeled mean to you?
5. Have you, or do you know someone, who has been controlled by their label?
6. Put down some examples of a good label?
7. Have you ever tried to change your label and what was the outcome?
8. How can you help others recognize and/or change their labels?
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Numb Lyrics
I'm tired of being what you want me to be
Feeling so faithless, lost under the surface
I don't know what you're expecting of me
Put under the pressure of walking in your shoes
(Caught in the undertow just caught in the undertow)
Every step that I take is another mistake to you
(Caught in the undertow just caught in the undertow)
I've become so numb I can't feel you there
Become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you
Can't you see that you're smothering me?
Holding too tightly, afraid to lose control
?Cause everything that you thought I would be
Has fallen apart right in front of you
(Caught in the undertow just caught in the undertow)
Every step that I take is another mistake to you
(Caught in the undertow just caught in the undertow)
And every second I waste is more than I can take
I've become so numb I can't feel you there
Become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you
And I know I may end up failing too
But I know you were just like me
With someone disappointed in you
I've become so numb I can't feel you there
Become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you
I've become so numb I can't feel you there
I'm tired of being what you want me to be
I've become so numb I can't feel you there
I'm tired of being what you want me to be
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Teen Activities
Home Family Children Activities Teen Activities
Teen Activities?
I have two teenage daughters and we live in a lower-middle income neighborhood. Most of the other kids who come around have little or no desire to "do" anything. They just want to "hang". I don't mind them being at our house but would like to get them all involved, perhaps without them knowing it, in activities for themselves or for other people in the neighborhood. The kids, about 4-8 at a time, are average kids. I did have a pumpkin carving get together the weekend before Halloween in which the kids seemed to enjoy it. Any suggestions on how to get them involved with the neighborhood or even activities (crafts) geared toward teens, both boy and girls? Most have never been in scouts, church groups, etc. Any suggestions would be greatly appreciated.
Melanie A. in Columbus, Ohio
A Little Family History
Encourage them to explore their family tree. It is really very easy. Start with themselves, then go to Mom and Dad, then both sets of grandparents and then to the great grandparents. It is not expensive, but encourages use of libraries and other resources, it is something they can do together in groups of 2 or more. It also encourages visits and dialogue with older members of their families who are usually a great resource of information and often have old photographs tucked away. Information can be put into something as simple as a school notebook. Often it turns into a life long hobby and something they can one day pass on to their children.
VBT
Organized for Good
Melanie is sitting on a gold mine of opportunity with the teens that want to just hang at her house with her kids. Many years ago, my husband's mother was the force behind a church group called Girls In Action. She had a giant van and every Wednesday night, my husband would go with his dad to do whatever they did at church and his mother would be driving around the mountain side in Eagle River, Alaska, gathering the girls who were in this group. She lead and I have no doubt that those girls, whose parents were too busy to take them to GIA, were positively influenced by her interest.
I hope that she can talk to one of the counselors at the high school and find out how to loosely gather the kids and do something like volunteer at the local nursing home one day or so a week, or find out if there is a senior who needs to have his or her house painted and ask the kids to join her family on the project. If they aren't junior delinquents, it won't be hard that once they get involved in something to get approval to go in on a volunteer basis.
Teens want to fit in and I think that many feel insecure about going out and trying for a job or a volunteer position. If they are doing this as a group, they will feel the safety in numbers and have something to talk about afterwards. I hope so much that Melanie can involve these kids-- no matter what they do, everyone will gain. Seniors love teens, and it amazes me now as I see my mother volunteering with a group of rough teenaged boys who, fifteen years ago, she would have looked at with fear and dread as she belittled everything that I did. Now she talks about the fresh ideas of our nations' youth!
JA
When We Were Teens
While growing up, my friends and I came to the conclusion "A cheap date = a fun date" We did so many fun things that cost almost next to nothing! These are date ideas we had but you can use them for any group of people. Have fun!
* Play board games. Faster moving games where everyone participates are the best. Afterwards, move to the kitchen to make a snack.
* Camera capers. Ask a member of your group who doesn't know the plan to write down about 10 random objects of ideas. Then take pictures of the items on the list. The first group to finish the list wins. Polaroid cameras make this activity even funnier.
* Play sports. Make sure you don't have to sweat a whole lot and can still talk while you are at it. Volleyball and miniature golf are great ideas. You can even make up your own miniature golf course in the back yard.
* Boat races. Live near a small stream or creek? Make boats out of available materials and race them downstream.
* Go to a sporting event. It's better than a movie because you can still see each other and have a conversation. Pick something inexpensive that will interest everyone.
* Do a service project. You'll be surprised how fun work can be when you do it together for a good cause.
* Baby sit for free. Play games with the kids, watch videos etc.
* Have a carnival for the neighborhood kids with penny toss, bean bag toss, etc.
* Visit a free museum or historical site
* Go to the zoo
* Make dinner. Try a theme: Italian, 50's style with burgers and fries, ethnic, etc.
* Have a poetry party. Tell everyone to bring their favorite snacks and verses then take turns reading the poetry
* Go on a change date. Have everyone collect their spare change and put it all together. This will be the only money spent on dinner, entertainment, games, etc.. You'd be surprised how fun it is to "budget" your money. We fed eight people huge taco salads, drinks, had yummy dessert and rented a movie on about $7 to $10. The object is to not spend any more than you have!
* Go to the airport and watch the planes fly in and out
* Have a letter of the alphabet date. Pick one letter and then everything you do on the date should somehow correspond with that letter. Example a "P" date. Make "pizza", "play Picasso" (finger painting), and "play at the park"
* Have your own dance in your parents basement, backyard, barn, where ever you would like! We found it most fun with only a few couples, maybe 4 or 5. Make your own decorations and set up a stereo with pre-recorded tapes or CD's. You date will thing you're amazing!
* Go on a video date. Record everything you do that night like making dinner, playing games, visiting friends and then come back and watch with a bowl of popcorn.
* Write a short play and act it out. (On video of course!) even put in the ending credits for that final touch. It's always fun to go back and watch these!
* Go chalking. Go chalk a neighbor or friends driveway. Make tracings of your feet, write "you've been chalked!" cute sayings, etc. (It washes off very easily with the hose)
* Go bowling at home! Collect cardboard T.P. rolls and set up the bowling game yourself. Use a tennis ball for the "bowling ball" It's fun to set up on the stairs!
* Have your own game show. Family Feud, The Price is Right, Jeopardy, etc. Buy silly little prizes from the dollar store for winners. (Of course you should video record this!)
* Have lip-syncs and make music videos
* Feed each other pudding with your eyes closed
* Suck jello through a straw and have silly prizes for winners
* Play Bingo and again, have silly prizes for winners
* Go up the canyon and make hobo dinners or make them outside in a fire pit.
* Go for a bike ride. Not only will you have fun, but you will get exercise.
* Have relay races. The losing team buys the winning team ice-cream
* Go for a horse ride and take pictures of the sunset. Or, go earlier in the day and pack a lunch.
* Take your dog out and play fetch.
* Go buy coloring books and crayons and color. Then send the pictures in the mail to a niece, nephew or any young child. They will love getting mail!
* Have a playdough sculpting contest
* Play Pictionary. Either draw the pictures or "scoped the item out of playdough"
* Tell stories with a deck of Uno cards. One person at a time sets down a card and adds to the story. Their part must correspond with the card they put down (the color, number, letter, etc)
* Draw a hopscotch on your driveway and have a hopscotch match!
Marcie L. in W. Jordan, UT
Four Teen Activities
1. Find someone in the neighborhood who needs some help. ex: an elderly lady who needs leaves raked. Talk to the teens and ask their help. Helping someone they know is a good place to start. Plan a pizza party for afterwards. Bet you will get a positive response.
2. Try forming a group...with a meeting once a month ( week) whatever works. If the group is not too big...use your house. If it outgrows the house try a local recreation facility or church. Let the teens plan activities with some guidelines from responsible adults...make some form of community service a part of the groups plans even if it is only once a month. Teens do like to help. Contact and invite some special person to give recognition to the group....a local celebrity, a police officer, a local politician...anyone who will reinforce the teens helping attitude. Always follow up with something fun.
3. Try a scavenger Hunt---keep it local---keep control. Give teems of teens a list of things to find ex: A picture of a family member, a black comb,a lipstick, a soda can.....anything that is available. You can set limits as in the house or on the block...whatever works. If you are working with a small group--let them work in pairs.
4. A great fun project is to find an area that needs to be cleaned up such as a local park or playground. Give teams of teens trash bags and have them pick up all the trash they can from the designated area. The team with the most trash (either by volume or weight) wins. Follow with a cookout or wiener roast at the park.
Sharon
Rent a Youth
We have a new program in our church, "Rent a Youth". The youth do odd jobs for the people who rent them, and the people give a reasonable donation to the youth group. This is used for trips and other activities of the group. This could be done in their neighborhood and a nearby neighborhood. In addition to home fix it projects such as painting and yard work, some of the youth did computer work, accounting, etc. I spoke with one youth who was so enthusiastic about the work she had done for "Rent a Youth". You would have thought she got paid personally! It was very rewarding to listen to her. The woman who wants the activities for the youth could put the money they make in a special bank account and they could have a say in where they want to go on the money. It would keep them busy, and certainly benefit the whole community.
Betty G.
Puzzles
A 500 to 1000 piece puzzle out on a coffee table is a challenge some cannot resist, you may walk into the room and find all the teens sitting around trying to put the puzzles together.
Barbara
A Variety of Thoughts
Here are some suggestions - I hope they help.
Cold-Weather Activities:
* Gather sleds and toboggans and go sledding
* Have an ice skating party or rollerblading party at the local roller rink
* Bowling Party
* Volunteer at the local animal shelter to walk the dogs waiting for adoption -
* Have a contest in your neighborhood for the best decorated house for Christmas
* A Halloween idea is to have a treasure hunt - make a list of odd things to find while you wander around the neighborhood - in order to cross the items off your list you have to video tape the item - split up into two groups - each armed with a video camera or a Polaroid instant camera - have a designated time to complete the treasure hunt and return to the house and view the pictures or watch the video - the winning group gets some sort of a prize.
* Libraries are always looking for literacy volunteers
* Collect food or coats or toys for the needy.
* Help the elderly decorate their house for Christmas
* Go caroling
Warm-Weather Activities:
* Plant a community vegetable garden somewhere in the neighborhood
* Plant flowers at the local park - make or buy birdhouses to hang - turn a section of the park into a nature sanctuary
* Raise money to buy sports equipment for community use at the local park
* Participate in walk-a-thons to raise money for various causes
* Volunteer at the animal shelter
* Learn how to do something new
* Open up a whole new world - read a book
* Join some sort of activity - take some sort of lessons to learn something - join boy scouts or girl scouts
Kathleeen
From a Teacher
As a former teacher of teenagers, I am happy to hear of a mom helping keep teens out of trouble by welcoming them into her home. While it may seem that these teens may just want to "hang," most are hungry for activity (which is why many get involved in the wrong kind of activity). Here are a few suggestions:
1. Seasonal activities (pumpkin carving was good - stockings, candles, coloring eggs, etc.). Most teens love creating stuff. Things they can display in their rooms are especially popular.
2. Group board games (Pictionary, Guesstures, etc.).
3. Conversation starters (The Book of Questions, The Book of IF, etc.)
4. Homework help.
5. Swap meets (teens exchange things with each other that they don't want anymore).
This mom can be very helpful, but most teens want a little distance from their parents. So I'd suggest that this mom help out, but try not to "run the show."
Even if this mom tries to get these kids moving and they prefer to hang, they're better off in her home than on the streets!
SMB
Volunteer !
Teen girls seem to enjoy babies so I would suggest them volunteering at the local hospitals long term nursery. This is where babies who are too sick to leave the hospital in the first week following birth and/or abandoned at birth are cared for. The volunteers feed and play with the babies to give them extra love and physical contact. It's usually for only a couple of hours at a time.
The children's ward at the hospital is also a place teens like to volunteer. They mostly play games and read to them.
Fewer teens show interest, but some enjoy working with the elderly. They can volunteer to spend time with nursing home residents where they will read, participate in center activities and offer simple companionship to the residents.
If they are interested in drama, they can put together a show that they can present at the hospital and/or nursing home. It can be seasonal or just entertaining for anytime.
Last, some advice, pay attention to what they talk about when they lounge around. More often than not there will be the beginning of ideas in their conversation that just need a little cultivating. If they complain about something, suggest they come up with a solution and implement it. For instance, if they think the school social activities are boring or unimaginative, suggest they become committee members and improve/increase the student activities. If they've tried and were told that money was the issue, suggest they come up with some school drives and fundraisers to get the money needed.
TW
Neighborhood Theatre
One of the most innovative ideas I've ever witnessed was done by a couple here in Fort Collins. I think the two teenagers could "sponsor" the same type of activity with tremendous success.
Our local couple (and their children) hold slumber parties for their neighborhood children. The way it works is, they rent good children's' movies, and everyone in the neighborhood is invited to bring a sleeping bag and pillow to the "camp out." They show the movie on a large screen t.v. set up in their garage, and everyone camps out in the driveway. It has grown in popularity so much that this year, when they did it over the last weekend before school started, there were over 50 children and parents.
The camp out was instrumental in bringing the neighborhood together and strengthening the "good neighbor" feel. Everyone got to know each other while the kids had a wonderful time.
Polly
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Session 19: Problem Solving Together (Teen and Parent Session)
Background Information
In this session teens and parents practice the 10-step process of problem solving.
Be aware that you may need to stop the problem-solving process in some cases. If one person is not willing to try to solve the problem or is unable to follow the communication guidelines, problem solving will not work. Both people must be willing to work on the problem with a cooperative attitude.
Stop the problem-solving process if:
Either person becomes abusive.
Either person is unable to follow the guidelines for respectful communication.
Either person is not willing to negotiate.
Either person is not willing to try to solve the problem.
Point out that parents should not use the problem-solving process to negotiate the rules, but should use it to negotiate problems that result when teens break the rules.
Depending upon the size of your group, it can take two to three sessions for everyone to complete the problem-solving steps. Do not worry if they do not actually solve a problem during the session. You may want to ask them to continue the process at home and then report back to the group on their success.
Goals
To apply respectful communication skills learned in the previous session to solve a problem
To learn and practice a 10-step process of problem solving
To understand how problem solving together can improve relationships
Important Messages
Negotiating a resolution to a problem involves listening to the other person. You don't necessarily have to agree with the other person to listen to him or her.
Problem solving is most successful when both people want to come up with a solution.
Session Overview
Check in, review goal progress, and review take-home activities.
Discussion: What is Problem Solving?
Discussion: Tips for Problem Solving.
Discussion: Ten Steps for Solving a Problem.
Exercise: Problem Solving Practice.
Group Activities
Discussion: What Is Problem Solving?
1. What are some things that people do that get in the way of problem solving? (Examples: raising voices, cursing, name calling, criticizing, blaming, interrupting, not listening.)
2. If two people were problem solving and one of them started to threaten, criticize or put down the other person, could they continue to work out a solution? Why?
3. If you were watching two people "working out a problem," what would they look like?
4. How would they talk to each other?
Discussion: Tips for Problem Solving
Review Important Tips for Problem Solving in the workbook.
Discussion: Ten Steps for Solving a Problem
Review Problem Solving in the workbook and read through the ten steps and examples.
Exercise: Problem Solving Practice
Have each parent/teen pair go through the problem-solving steps together while the rest of the class observes. Either person can begin the steps with a problem he or she has identified. If both parent and teen have a different problem they want to work on, they can do the process twice, one time with each problem. The person who has identified the problem starts the process with step one.
Be sure to bring them back to the steps if they get off topic, start arguing, or start thinking of ideas to solve the problem too soon. Ask the group to let the pair know if they are not following the guidelines for respectful communication, and to help them stay on track with the steps. Stop the problem-solving process if necessary (see Background Information). They can try it again next week if necessary.
When the pair gets to step 7, write their ideas on the board. After they have each thought of some ideas, you can invite the group to add any ideas they have. When the parent/teen pair does step 8, cross out ideas that are ruled out and circle ideas that both parent and teen might consider acceptable. The goal is for them to choose one idea to try during the following week. In step 9, help them make a plan that is very clear and specific (that is, who, what, when). At the end of the problem-solving process, ask the group to give feedback to the parent and teen about what they observed and how they think it went. Group members learn from watching each other and giving each other feedback and support.
Take-Home Activities
Have each parent/teen pair implement the solution they came up with during the problem-solving exercise at home. Check in with each pair in the following session to ask how things went.
Worksheets
Important Tips for Problem Solving
Don't try to solve the problem when either person is angry or upset. Being calm is most important.
If either person becomes angry or upset during problem solving, take a time out and try it again when you are both calm.
Follow the Guidelines for Respectful Communication (see previous session for review.)
Both people must be willing to try to solve the problem and have a cooperative attitude. If either person is resistant, stop and try it again later.
The problem you are working on must be negotiable. It needs to be something that both people are able to compromise on.
Problem Solving (Teen Starts the Process)
Problem Solving
Step How to do it Example
Describe the problem. Use "I" messages. Don't accuse, blame or criticize. Teen: "I don't like it when you tell me I have to come home before midnight. When I leave early, I feel like I'm missing the best part of the party."
The other person listens and then reflects back what he or she heard. Listen quietly without interrupting, and then summarize the other person's thoughts and feelings without advising, criticizing or judging. Parent: "You don't like it when I tell you to be home by midnight. When you have to leave early, you feel like you are missing the best part of the party."
Ask the other person for his or her thoughts and feelings about the problem. Listen quietly without interrupting, asking questions or commenting. Teen: "What do you think about the problem?" Parent: "I get upset when you stay out after midnight because I worry that you won't get enough sleep or that something bad might happen."
Reflect back what you hear. Summarize the other person's thoughts and feelings without advising, criticizing or judging. Teen: "You get upset when I stay out after midnight because you worry that I won't get enough sleep or that something bad might happen."
Summarize the problem, including both people's needs and feelings. Avoid judging, criticizing and blaming. Teen: "Seems like the problem is that you want me to come home before midnight, and I don't like to leave parties before my friends leave."
Invite the other person to problem solve with you. Each person come up with several possible solutions. Some will be workable, some won't. Teen: "Let's each try to come up with some ideas to work this out."
Take turns listing ideas. Be respectful of each other's ideas, even if you don't agree with them. Teen: "Well, just don't worry about me." Parent: "Come home before midnight." Teen: "How about if I call you if I'm going to be late?" Parent: "On weeknights come home by 10:00. On weekends, you can come home by 1:00 if you call me and tell me exactly where you are, and come home on time."
Take turns commenting on each idea. Avoid judging or criticizing. Parent: "Until you're grown, I will keep worrying about you." Teen: "Sometimes I want to hang with my friends and not be at home so early." Parent: "I like it when you call me, but when you call to say you're staying out all night, it doesn't solve the problem." Teen: "OK, I can try that. But 10 seems kind of early."
Make a plan for how the solution will work. Include details and what each person needs to do. Parent: "Let's try this for a week. You'll come home by 10 on weeknights and by 1 on the weekends. If it works well we can stay with it." Teen: "So if I come home on time for a week, you won't ask me when I'm coming home every time I go out."
Write the plan down and put it someplace where you both can see it every day.
Parent: "Let's write out our agreement and put it on the refrigerator so we both can see it."
Problem Solving (Parent Starts the Process)
Problem Solving
Step How to do it Example
Describe the problem. Use "I" messages. Don't accuse, blame or criticize. Parent: "I feel frustrated when I ask you to do the dishes, and 20 minutes later they aren't done."
The other person listens and then reflects back what he or she heard. Listen quietly without interrupting, and then summarize the other person's thoughts and feelings without advising, criticizing or judging. Teen: "You feel frustrated when you ask me to do the dishes, and 20 minutes later I haven't done them."
Ask the other person for his or her thoughts and feelings about the problem. Listen quietly without interrupting, asking questions or commenting. Parent: "What do you think about the problem?" Teen: "It seems you always ask me to do the dishes when I'm in the middle of something, like a good TV show or a video game."
Reflect back what you hear. Summarize the other person's thoughts and feelings without advising, criticizing or judging. Parent: "You don't like being interrupted and you'd like to finish your TV show or video game before you do the dishes."
Summarize the problem, including both people's needs and feelings. Avoid judging, criticizing and blaming. Parent: "Seems like the problem is that I need you to do the dishes and you don't like being interrupted to do them."
Invite the other person to problem solve with you. Each person comes up with several possible solutions. Some will be workable, some won't. Parent: "Let's try to work this out."
Take turns listing ideas. Be respectful of each other's ideas, even if you don't agree with them. Teen: "I'll do the dishes when I'm done watching TV." Parent: "When I ask you to do the dishes, give me a time that you'll do them." Teen: "Let's eat off paper plates." Parent: "Let's set up a time every day when you'll do the dishes."
Take turns commenting on each idea. Avoid judging or criticizing. Parent: "I need to know more specifically when the dishes will get done." Parent: "Paper plates are too expensive and I prefer real plates." Teen: "It depends on when my favorite shows are on. Some nights I'll have them done by 6 o'clock and other nights by seven." Parent: "I like your idea that you'll let me know each night what time the dishes will be done." Teen: "All right, I can do that."
Make a plan for how the solution will work. Include details and what each person needs to do. Parent: "I'd like you to make a schedule each week, because I don't want to have to ask you every night when you'll do the dishes." Teen: "I'll get the TV guide and write down the time for each night."
Write the plan down and put it someplace where you both can see it every day.
Parent: "Let's put your schedule up in the kitchen where we both can see it."
[img[http://crossexamined.org/images/teens2.jpg]]
Ten Questions students should ask themselves everyday.
1. What is my motivation?
2. What can I do today to stop my crash on The Reality Ride?
3. How did I show others the real me and not a label?
4. How did I protect myself in a pressure situation?
5. How did I react when someone tried to pull me down?
6. How will I jump back up when I fall?
7. What did I put my desire, time, and effort into today?
8. What rules and laws make me strong?
9. Who is helping me deal with my challenges?
10. Why will seeing over the wall give me more respect?
It may be helpful for students to keep a journal and try to answer each or all of the questions everyday and write the answers down.
1. A part of you does not want self discipline.
Inside of you, there is a little part of you that wants to be completely lazy. Anytime you try to do something worthwhile, that person inside you tries everything possible to get you to stop.
The only way to get good at learning self discipline is to have the ability to communicate with this person inside you effectively.
I'll warn you though, this person is extremely persuasive. And it's important that you realize this from the beginning. You're not going to win every battle with this person. You simply need to strive to do your best.
What kind of things does this person inside you say?...
2. The 5 things that this person tries to trick you into doing something else.
Here is, more or less, the five things that this person inside you says to get you to stopping doing what's important...
• What's the point of all of this?
• Why bother? Remember last time you tried something like that?
• I'm not good enough. I don't have what it takes. I'm too fat/ugly/skinny/shy etc.
• Let's go do something else. Let's just watch some TV for a little bit.
• We'll do it later. No need to get started right now.
Reading over this list, I bet you realize that you've said some of these things a million times to yourself. This is the little person inside you speaking. Remember, this person doesn't want you to have self discipline. And they've discovered that by saying these things, it often times gets you to stop what you're doing!
The trick is to realize these thoughts the moment they arrive. And kindly tell yourself that they are simply a trick to try to get you to do something else! How can you fight these tricks?...
3. A great tip to get you up and going.
Here's a tip that will get you off the couch and start working. It's a bit silly. But I promise that if you try it just one time you will not think it's so silly anymore...
State out loud (or in your head) what you want to be doing, as if you were actually already doing it.
If you want to stop watching TV and start doing yard work, repeat to yourself, "I am doing yard work. I am doing yard work. I am doing yard work."
You're probably thinking that there is no way that this works. Believe me, I said the same thing myself. All I ask is that you try it just one time! I hope you do. You'll be amazed!
4. Self discipline is not a trait, its a skill.
Laugh the next time you hear someone say that they are self disciplined. Because the reality is, you can't be self disciplined. You can use self discipline. But you can't be it as if it was a quality in you.
If you take someone that you think is very skilled in self discipline, you will realize that even for them, the little person inside them gets the best of them at least some of the time.
That's because no matter how skilled you are, there is always room for improvement. The best basketball player on the planet still misses a shot from time to time.
Self discipline is a skill. A skille that you need to constantly get better at. Practice it every day. Because the day you stop practicing is the day you start to lose it.
5. Ask yourself, "How can I get myself to do what a part of me doesn't want to do?"
Whenever you hear yourself saying one of the five things mentioned above, stop what you are doing immediately.
Think about what this person in you is saying. Is their point valid? Usually it's not. And when it isn't valid, you need to have some kind of pick-me-up to get you through it. Try using tip 3 and start chanting what you want to be doing. Rewards work well too.
One thing that has worked really well for me is when I read my notecard of inspiration. You will learn more about this in tip 10.
Little things make a big difference. Especially when it comes to learning self discipline.
6. You fear failure because you don't separate the task from yourself.
This is a big clue as to why you haven't started doing a lot of the things that you've always said you wanted to do.
We are all consumed by fears. Whether we realize this or not.
Fear of failure is certainly towards the top of the list. And it's for this reason that we fear it so much. If our project fails. We consider ourselves a failure. It's important that you realize that you do this and stop thinking this way.
If your project fails, big deal! You're still a winner for trying. I know you might think that this sounds like a loser's attitude but it's not. As long as you tried your best when you were working on it, you'll be a winner every time!
If you gave half effort and the project failed, you are a loser! But if deep down you know you tried your hardest, the next project you face you will be that much better.
7. Ask yourself, "What is the worst that can happen?"
Continuing on with dealing with fears, this saying is the best antidote I've heard.
Next time you're afraid to make that phone call that you really need to make, ask yourself, "What is the worst thing that could happen?"
You will be amazed by how many times the answer to this question is "not much." Try this the next time you are frozen from action because of some fear. Think about the worst thing that can happen. Accept it. And then do it!
8. Don't have an "all or nothing" attitude.
The reason we don't get started on many important things and the reason our self discipline falters is because of our instinct of "all or nothing."
I used to have the hardest time getting started writing a new page for the site because I said to myself, "if I start then I have to finish it!"
When you start on something, start with the attitude that you are going to do your best and whatever happens, happens. When you do this, you will find yourself getting started much more quickly. And ultimately, getting a whole lot more done.
9. The reality of getting it done is more satisfying than getting it perfect.
This relates a little to the previous tip. Having a "perfectionist" attitude will really kill your self discipline.
If everything needs to be perfect, you need to get rid of that attitude immediately. Because a lot of things just need to be good enough. And nothing more.
The ultimate satisfaction comes when you do your best and get it done. If you need to go back later and improve it you can. But focus your thoughts and attitude on getting things done. And getting them done as quickly as possible.
You'll be amazed by how this attitude will effect your self discipline and your overall happiness.
10. Have a notecard of inspiration.
The final tip is to have a notecard of inspiration. What's that?
It's very simple. Get a notecard and write three motivational things on it. I like to have two motivational quotes and one big goal that I'm striving towards.
Now, be sure to only have three things on it. Keep it simple or you'll never look at it. And be sure to change this notecard and add new stuff to it from time to time.
I would say that you need to make a new card at least every two weeks. Because it doesn't take long before the thoughts written on the card lose their power and don't quite give you the inspiration that had before.
Be sure to have this card in a place where you will see it all of the time. My motivation card sits right by my computer. I can't tell you how many times I've glanced over at this card and a surge of energy started to come up inside of me.
Similar to tip 3, you might think that this card won't do that much for you. But all that I ask is for you to try it for a week. Right this second, go grab an index card and look up "motivational quotes" in a search engine. Try this for a week and see if it doesn't help you improve your self discipline.
Final Thoughts
If you liked these tips at all, I highly encourage you to pick up a copy of Self Discipline In 10 Days.
I know it's a little more expensive than most other books. At least, it was when I bought it! But I promise that this book will live through all of the hype. Be sure to have a free day when you start reading it. Because it's so well written, you won't want to put it down!
Self discipline is an incredibly important part of personal development. The great Jim Rohn said, "We suffer from one of two things: the pain of discipline or the pain of regret."
Make sure you start suffering the pain of discipline. Because the pain of regret hurts far more in the long run!
Part I. General Terms
The following are general terms often associated with diversity awareness, anti-bias programs and resources. Specific ways that some of these concepts manifest in society are defined in Part II of this glossary.
Anti-bias
Anti-bias is an active commitment to challenging prejudice, stereotyping and all forms of discrimination.
Bias
Bias is an inclination or preference either for or against an individual or group that interferes with impartial judgment.
Bigotry
Bigotry is an unreasonable or irrational attachment to negative stereotypes and prejudices.
Culture
Culture is the patterns of daily life learned consciously and unconsciously by a group of people. These patterns can be seen in language, governing practices, arts, customs, holiday celebrations, food, religion, dating rituals and clothing, to name a few.
Discrimination
Discrimination is the denial of justice and fair treatment by both individuals and institutions in many arenas, including employment, education, housing, banking and political rights. Discrimination is an action that can follow prejudicial thinking.
Diversity
Diversity means different or varied. The population of the United States is made up of people from diverse "races," cultures and places.
Multicultural
Multicultural means many or multiple cultures. The United States is multicultural because its population consists of people from many different cultures.
Prejudice
Prejudice is prejudging or making a decision about a person or group of people without sufficient knowledge. Prejudicial thinking is frequently based on stereotypes.
Scapegoating
Scapegoating is blaming an individual or group for something based on that person or group's identity when, in reality, the person or group is not responsible. Prejudicial thinking and discriminatory acts can lead to scapegoating.
Stereotype
A stereotype is an oversimplified generalization about a person or group of people without regard for individual differences. Even seemingly positive stereotypes that link a person or group to a specific positive trait can have negative consequences.
Part II. Manifestations of Prejudice and Discrimination
The following are specific manifestations of prejudice and discrimination, all of which are based on stereotypes and/or negative attitudes toward members of a particular group. All forms of prejudice can be both personal (an individual act of meanness or exclusion) or institutional (prejudice and discrimination supported and sanctioned by power and authority that benefits some and disadvantages others).
Ableism
Ableism is prejudice and/or discrimination against people with mental and/or physical disabilities.
Ageism
Ageism is prejudice and/or discrimination against people because of their age.
Anti-Semitism
Anti-Semitism is prejudice and/or discrimination against Jews. Anti-Semitism can be based on hatred against Jews because of their religious beliefs, their group membership (ethnicity) and sometimes on the erroneous belief that Jews are a "race."
Classism
Classism is prejudice and/or discrimination against people because of their real or perceived economic status.
Heterosexism
Heterosexism is prejudice and/or discrimination against people who are or who are perceived to be lesbian, gay or bisexual. Homophobia is the irrational fear of people who are believed to be lesbian, gay, or bisexual.
Racism
Racism is prejudice and/or discrimination against people based on the social construction of "race." Differences in physical characteristics (e.g. skin color, hair texture, eye shape) are used to support a system of inequities.
Religious bigotry
Religious bigotry is prejudice and/or discrimination against people based on their religious beliefs and/or practices.
Sexism
Sexism is prejudice and/or discrimination based on gender.
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The Effects of Peer Pressure
Teens want to feel accepted and they look to their peers to gain acceptance. The effects of peer pressure can be divided into two categories negative and positive. The positive effects of peer pressure are improving in school, increased confidence, and getting involved in other positive ventures. Negative peer pressure can cause lower grades, strained relationships, low self-esteem and poor choices.
The old saying birds of a feather flock together is so true because if you are not like your peers you hang with eventually hanging with them will cause you to think and act like them. This kind of behavior whether it is negative or positive affects your self-esteem in one way or another. Teens who want to have fun and become responsible adults should find other teens who want the same things out of life. There is nothing better than being with someone who has similar interest as you. Maybe you feel pressured to hang out with teens who think having sex, using drugs and doing illegal things are cool.
Always keep in mind that you will have to deal with the consequences. If you are having a hard time making friends and you make friends with peers who are drinking, smoking and doing other inappropriate things you may feel thrilled to be accepted. You may not have a clear picture of what your beliefs are because you want to fit in with the crowd. Teens that have low self-esteem are easy pickings for peers who want to drag you down with them. If you do not have confidence in yourself, you may feel insecure and you will always seek the opinions of others to determine your worth. This is a deadly cycle because eventually you will be an adult with low self -esteem. Your transition to adulthood is complicated enough so do not complicate your life more.
It is important that you learn how to love yourself unconditionally RIGHT NOW. There will always be people who will find something about you to talk about. Teens who have positive guidance from others overcome adversities. Surround yourself with people that think and act like you. Trust your inner voice because it tells you whether you are doing things because you want to or because your friends want you to. For some teens, there is a dilemma inside their minds. The desire to be accepted is so intense in their minds that they go against their natural instinct (gut feeling) and give in to negative peer pressure. As a result, there is teen pregnancy, truancy, drinking, drugs, sexually transmitted diseases and the list of negative outcomes is endless. These types of consequences can hinder your development or end your life. You have to trust your instincts and stay away from negative peer pressure because it will affect your future.
Living life as a teen does not have to be difficult. Sure, your hormones are out of control, but you can find clarity in knowing that if you want to enjoy your life you must find ways to feel good about yourself. Embrace your uniqueness and be whatever it is you dream you can be.
http://www.group-games.com/
Killer Wink
Summary: A simple party game in which players walk around mingling in a room and stare at each other. One person is secretly the “killer” who must try to eliminate players by winking at them without getting caught!
Ages: All. Recommended # of people: 10-20. Messiness factor: No sweat! Materials required: None! Recommended Setting: Indoors.
Killer Wink (also known as Mystery Winker, Mystery Mingler, Wink Murder Game, etc.)
Rules for Killer Wink
Have everyone stand in a circle. One person must be the moderator (who doesn’t play that round). All players close their eyes and the moderator selects one person by tapping his or her shoulder. This person is now the secret “killer,” or “mystery mingler.”
Now, have all of the group mingle around and through the general space, making sure to look at each other in the eyes. The mystery killer is in the mix and try to wink at other players without being detected by others. If a person is winked at, they must continue mingling for a few seconds and soon “die” a horrible death right there in the general space. Play continues. If a live mingler thinks they know who the killer is, they stop and proclaim “I accuse!” At that point everyone else stops and if one other person wants to accuse, they say the same thing, then both accusers point at their perceived killer. If both accusers point at the same person, and they are the killer; the game is over, if the point to different people, both accusers are dead; if they point to the same person who isn’t the killer, they are both dead as well. The game continues until the killer is identified or there is only one mingler left.
There is NO TALKING or communicating of any kind allowed! This game works with many age levels and can be lots of fun, especially if players act out funny deaths.
The Motivation Formula Worksheet
1. What is motivation?
2. What is the “one-up relationship”?
3. What is character? Describe your character?
4. What is “self-talk” ? Give example of positive self-talk.
5. How does getting “plugged in” help you get motivated?
6. How can you use anger to get motivated?
7. Why try to get motivated?
https://docs.google.com/leaf?id=0B38fYnNUlRY5ZTRhMGRjNzgtY2VhZS00M2ZjLThiZGUtYWQzM2JjZmMwNjc4&hl=en&authkey=CLOt6PQJ
[[See the handout here|https://docs.google.com/open?id=0B38fYnNUlRY5ZTRhMGRjNzgtY2VhZS00M2ZjLThiZGUtYWQzM2JjZmMwNjc4]]
Most teenagers love a roller coaster ride. There is the building anticipation as the car clicks up the hill, then the moment's hesitation, and then the plunge into nothingness.
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[[Get the formatted version for printing here|https://docs.google.com/document/d/1WpxkiciPt5w_CsJjKWBO9DGpxpD2U17OHhAJNyLDv8g/edit]]
The Reality Ride Worksheet
1. What is the Reality Ride?
2. What is the Loop?
3. How do you get in the Loop?
4. Give examples of the easy and fast ride that leads to a crash?
5. What are some examples of hitting the wall?
6. What things get you in trouble?
7. What are your challenges?
8. How do you get more choices in life?
9. Who can support me on the Reality Ride?
10. What are some of my goals for the Reality Ride?
11. On the reverse side of this sheet of paper draw a picture of what success is on the Reality Ride.
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http://www.rudyawards.com/
[[Read the Thinking for a Change Manual Here|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5Y2VjNTQ3NGMtNzgzZS00YzA5LThmOGUtZTA4YjUxNDc2NzFk&hl=en&authkey=CPLk3eID]]
[img[http://aviewfromtheright.com/wp-content/uploads/2010/04/thinker21.jpg]]
Imagine you are at a major train station. I tend to think of Glasgow Central Station in Scotland as it's the nearest to where I live.
When I'm at Glasgow Central I'm often on my way home so I'd get the train to Hamilton Central. Glasgow is where I am, and Hamilton is where I want to be.
Glasgow Central Station has sixteen platforms, with trains going to many different destinations to the West and South of Scotland. How illogical and silly would it be for me on entering the station to just get on the first train I come across without checking to see if it going to Hamilton. I could end up in Paisley, Ayr, Stranraer, Kilmarnock or any dozen other places. Now some of these places might be nice... and some might not be nice, but none are where I want to get to.
So what do thousands of people sensibly do every day at Glasgow Central Station? If unsure they check the departures board and make sure they go to the right platform and get on the right train.
This is what we can learn to do with our minds, our moods, our emotions, and our responses to those around us and the issues we face in life.
Think of any thought, feeling, idea, mood, emotion that arises in your mind as a train at the station. When anything arises in your mind, have a quick look at it. What is it? Is it positive, vindictive, neutral, angry, caring, whatever. Now ask yourself, is this is destination I want to get to? Do I want, right now in the present moment, to be absorbed by anger, by caring, by thinking about tomrrow's to do list?
If it's not where you'd like your mind to be at that moment, then, just like the train at a station, choose not to get on that mood or emotion, but instead just watch it as objectively and calmly as you can, and you'll quickly see that it departs the platform of your mind and goes off into the distance. Then you are free to choose a state of mind which does take you to the destination of your choice. And for most of us our destination of choice is a positive or constructive emotions, depending on where we are at the time. But emotions such as happiness, relaxed, focussed, concentrated, kind, considerate, helpful, grateful, appreciative, light-hearted are some of the ones we all feel are good spaces to be in at most times.
Mindfulness training helps you see your emotions etc more clearly and quickly and helps you when you try to gently move your mind to a more constructive mental state in any moment in time.
South Viet Nam: The Tunnel Rats
To the Viet Cong, a shovel is as important as a rifle. Steadily increasing pressure from American ground and air power has literally pushed the Reds underground, and in the past few years they have carved out a subterranean Viet Nam that is every bit as complex as the surface one. Every city is ringed by miles of intricate tunnels; Red redoubts in the countryside are riddled with sniper-manned "spiderholes," command bunkers, storage vaults, and even underground hospitals with electricity and running water.
Like some breed of superbadgers, the Reds dig round the clock. Even hardcore V.C. troopers often dig an hour each morning instead of doing calisthenics, but most of the excavation is done by three-man teams of "volunteers"—usually village boys and girls impressed for the duty—who are expected to dig three yards of tunnel a day. The results are amazing. At Cu Chi, the newly blooded American 25th Infantry Division last month found a three-level tunnel network that snaked to 15 feet below the matted jungle and stretched more than 200 yards.
Viet Cong tunnels are shored with bamboo, take right-angle turns roughly every ten yards to baffle the blast of satchel charges dropped in the mouths of the tunnels. The Viet Cong use rabbits or gophers in open-topped cages to bore breathing holes to the surface. Headquarter complexes also have primitive "early warning" systems for air attack: conical pits five meters deep, from the bottom of which a man can hear planes miles away, as if he were resting in the cup of a giant ear.
Foiling the Fire Ants. At first, American troops simply destroyed the Red tunnel complexes. Then it became evident that intelligence, food, even weapons could be retrieved from them. In the vast Ho Bo Woods, 35 miles northwest of Saigon, U.S. troops found a 14-mile tunnel complex that contained some 100,000 documents—listing everything from names of Viet Cong terrorists to billet locations of every senior American officer in Saigon. Obviously, all tunnels would have to be explored.
In the 1st Infantry Division, that job falls to a four-man team called "the Tunnel Rats." Since January, the team has been crawling through miles of mazes in the no man's land north of Saigon, braving booby traps and 100° temperatures. The Rats are an oddly equipped lot: they carry .22-cal. pistols (since .45s would shatter their eardrums at close quarters), wear leather gloves and kneepads, and are connected to the surface by half a mile of wire that runs to a battery-powered headset. Taped to their ankles are smoke grenades, for use when the Tunnel Rats are ready to emerge, and want to avoid a bullet from a startled American's rifle. Another necessity: an aerosol bomb to attack the half-inch "fire ants" that often infest the tunnels.
Notes from Underground. Once explored, the tunnels are ready for demolition. But as Captain Herbert W. Thornton, 40, Alabaman team leader of the Tunnel Rats, says: "There isn't enough dynamite in Viet Nam to blow up all of them." That problem is solved by 10 Ibs. of a crystallized riot agent called CS (O-chlorobenzalmalononitrile), developed by the British for mob control. Placed on top of a powder charge, the CS is blasted throughout the tunnel, sticking to walls and floors. When it is disturbed by returning Reds, it gets into the respiratory system and causes nausea and painful burns.
Even without CS, tunnel life is grim for the Viet Cong. A diary captured in a complex north of Saigon last week carried a typical lamentation: "Oh, what hard days! One has to stay in a tunnel, eat cold rice with salt, drink unboiled water!" That was the last entry. Next day, Tran Bang, the 29-year-old diarist, was killed in an American assault on the once-inviolable underground world of the Viet Cong.
Read more: http://www.time.com/time/magazine/article/0,9171,835207,00.html#ixzz1CjKOqUrI
[img[http://images.suite101.com/285049_linkedhandsjuliafreemanwolpert.jpg]]
The chapters are large PDF files. Please allow time for them to transfer and load. Click on the links to follow information in this wiki.
![[Why Try Poster Booklet|https://docs.google.com/open?id=0B38fYnNUlRY5OTYzYmJlYjgtMWFmOS00OGY5LWE2MTktOGVmYzQyZjk4NjJl]]
[[Intro|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YjE3ZmYwMjUtYzVkMy00YmMwLTllYTYtZjFmZjAwOThhZWNi&hl=en&authkey=COTT_d0I]]
[[Chap. 1 The One Up Relationship|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MWFiNmZmMjctODMzMi00MjdlLTk5OWQtZjJjNjI0NTFlMzZh&hl=en&authkey=CI6WuIkM]]
[[Chap. 2 The Reality Ride|https://docs.google.com/open?id=0B38fYnNUlRY5MDVlNzg5YTItMWUyYy00OWY3LWE0NTktYjkwMjMxY2NiOGIw]]
[[Chap. 3 Tearing Off Labels|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5NTU0YmZkZjQtNzUwNS00ODAzLTljMmQtZjQzMjY4MjBjMzZj&hl=en&authkey=CIGiwYcM]]
[[Chap. 4 Defense Mechanisms|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MGI4ZWJhODQtYTgyNi00N2UzLWEyMGYtM2YyM2IwZTEyMjU1&hl=en]]
[[Chap. 5 The Motivation Formula|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OWVlYmQwNTgtOTJhOC00NWY5LTljZTMtZTFmOGIxOTI4MWY5&hl=en&authkey=CNXRneYN]]
[[Chap. 6 Climbing Out|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YjBmMDFkY2QtMWFiOC00ZmIwLWE1ZDUtM2QwMjUwMjJiNTcw&hl=en&authkey=CIKws4AB]]
[[Chap. 7 Jumping Hurdles|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OTVjMTQ1YTctNjRjYS00ZmQ3LTljZmUtOGQ2ZDRkYWRkMzZj&hl=en&authkey=CJGmuJ8D]]
[[Chap. 8 Desire, Time, and Effort|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5OGVhOTIxNjgtM2FkMi00NzQ4LWJmNjUtNThkODU4ZGNkMzg1&hl=en&authkey=CPvLjosL]]
[[Chap. 9 Lift the Weight|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MjM3YzFlYmEtN2RkYi00OWFhLTk5OGUtYWFlNDcxNjJhNDQy&hl=en&authkey=CPDcq6MJ]]
[[Chap. 10 Get Plugged In|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZGFkNTdjNjYtOGZhYS00NTRiLWI3N2EtN2E2NjM5M2ZjMzk5&hl=en&authkey=CK-2iLIG]]
[[Chap. 11 Over the Wall|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZWVmNThkZmItYWM1NS00NTk2LWIzZmItNWRiODk4MmU1ZWJl&hl=en&authkey=CMyI9-sO]]
[[Chap. 12 Music in the Why Try Program|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YmYzZjRkYjUtNzk2OS00ZGVmLTk2YTktNTVkOGU0ZDViMzEw&hl=en]]
Other Information:
[[Dharma and Hurdles]]
[[Read the Thinking for a Change Manual Here|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5Y2VjNTQ3NGMtNzgzZS00YzA5LThmOGUtZTA4YjUxNDc2NzFk&hl=en&authkey=CPLk3eID]]
[[Go here for info|http://nicic.gov/Library/024658]]
[[Thinking for a Change Resources|http://nicic.gov/t4c]]
[img[http://aviewfromtheright.com/wp-content/uploads/2010/04/thinker21.jpg]]
[[Read the Whole Book Here|http://nicic.gov/T4CWeb/Documents/_Complete%20T4C%203.1.0.pdf]]
http://nicic.gov/T4CWeb/Documents/_Complete%20T4C%203.1.0.pdf
[img[http://www.cinemaretro.com/uploads/threestooges.jpg]]
Time to get off the train
Posted on Tuesday, 17 November 2009 by Harold Jarche
In Alvin & Heidi Toffler’s book, Revolutionary Wealth, they discuss the “clash of speeds” of our various societal structures, using a train analogy.
Speeding along at 100 mph is the enlightened business train; adapting and using new technologies (exploiting change).
Still fast at 90 mph is the civil society train; NGO’s, professional groups, activists, religious groups (demanding change).
Keeping up at 60 mph is the family train; working, shopping, trading & selling from home (adapting to change).
A distance back, at 30 mph is the union train, still focused on a mass-production mindset (denying change).
A bit further back at 25 mph is the large government bureaucracy train; slowing everybody else down (fighting change).
Limping along at 10 mph is the education train; protected by monopoly, bureaucracy & unions (blind to change).
Way back is at 5 mph is the international agency train: comprising organizations like WIPO, WTO, IMF (immune to change).
Even slower, at 3 mph is the political system train; discussing, debating but not accomplishing much (too busy to change).
Pulling up the rear at 1 mph is the legal train; so far behind that it hasn’t noticed the beginning of the financial bubble, let alone its collapse (rigor mortis).[can the law keep up with technology?]
tofflers trains
Reflecting on the organizations I have worked in and worked with, I think these speed comparisons make a lot sense. Given that certain businesses can change so much quicker than education, it’s obvious that educational reform will come from without, not within, the system.
When we significantly change how we work, our education systems should follow suit, but due to its design constraints, the Edu-train cannot keep up with the Ent 2.0 train. Perhaps the only option for the passengers is to get off and find another train.
* Content from jarche.com is protected under a Creative Commons Attribution-
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Top Ten Refusal Skills for Teens
Teaching Kids to Respond Assertively to Peer Pressure
Aug 26, 2007 Susan Carney
Smoking - Miles Eliason
Smoking - Miles Eliason
Teens face many situations where others are encouraging them to do something risky, illegal, or unhealthy. How can teens develop the ability to stand up for themselves?
Unfortunately, many teens wind up “going along” not because they want to, but simply because they don’t know how to respond in these situations. They are afraid of losing a friend, looking uncool, or being left out of the crowd. The trick is to get kids to practice “saying no” in a variety of ways and in a variety of situations, so they are prepared for anything.
Here are ten ways kids can reply to peer pressure. By learning a range of possible responses, kids are more likely to be able to come up with one that fits the situation when the time arises. Role play some typical situations with teens, and have them practice using each one. You will help kids develop assertiveness skills as well as confidence.
1. Make a joke. Sometimes humor is the best way to respond to a situation, as it can lighten a serious mood. It can also divert attention away from you and onto something else.
2. Give a reason why it’s a bad idea. Maybe you can’t smoke because you want to be able to run the mile for the track team. Maybe you don’t want to drink because you know someone who is an alcoholic and you can see how drinking has messed up their life. Backing up your refusal with evidence gives it more power.
3. Make an excuse why you can’t. Maybe you have something else to do that will interfere. Or you have to be somewhere at a specific time. Or your mom will kill you. Whatever. But say it and stick to it.
4. Just say no, plainly and firmly. In some situations, just saying no without a lot of arguing and explaining is the best response. Just make sure you’re “no” is a strong and determined one.
5. Suggest an alternative activity. Lots of kids wind up doing stuff they shouldn’t because they lack other options. They’re bored. By thinking of something better to do, you’re offering everyone an “out.” You just might be surprised who might take you up on it.
6. Ignore the suggestion. Pretend you didn’t hear it, and change the topic to something else. Act like you don’t think the idea was even worth discussing.
7. Repeat yourself if necessary. Sometimes it takes more than once, on more than one occasion. Just because someone asks more than once, that doesn’t mean you have to cave.
8. Leave the situation. If you don’t like where things are headed, you can take off. It might seem risky, but with you leading the way, other kids who really don’t want to do it either just may follow you.
9. Thanks, but no thanks. You can be polite, but you still aren’t interested. It just isn’t something you’re into.
10. The power of numbers. Make a pact with your friends to stick to your guns. Often, knowing that your friends will back you up can help you feel more comfortable being assertive. Sometimes “we” feels stronger than “I”.
Save and Invest for Kids www.Goalmine.
Read more at Suite101: Top Ten Refusal Skills for Teens: Teaching Kids to Respond Assertively to Peer Pressure http://www.suite101.com/content/top-ten-refusal-skills-for-teens-a29626#ixzz1DHt7L38G
Do You Have a Toxic Friend? - Associated Content from Yahoo!
No relationship is perfect, but some tend to drive us up the wall. When certain personalities combine to form a friendship, the results can be kismet or chaos. When a relationship begins to go sour, the culprit is often
a toxic character between the two. It might not be one person's fault, but sometimes knowing a personality can help us identify those who are poisoning our lives.
A "toxic friend" is defined as a friend who contaminates our social life with destructive or negative behavior. The top 8 toxic friend profiles can be found below, along with ways to handle each one.
1. The Bubble-Burster
This friend is always there with bad news to counter any good news you might have. Getting married? She happens to have the average national divorce rates memorized. This friend never fails to deliver a rain cloud on your sunny day. Also known as Debbie Downer or The Wet Blanket. This friend is unnecessary in all situations, but if immediate disposal is not an option, try limiting conversations with her, especially where news-sharing is concerned. Constantly thinking that she might be happy for you this time is pointless. Keep your happy news to yourself when she's around and it will magically stay happy.
2. The One-Upper
This friend likes to fancy herself well-rounded or an overachiever, but she mostly lives to make others feel inferior. Mention an upcoming trip to Aspen, and you'll soon learn about her family cabin there, not to mention her countless medals and trophies for skiing. The best thing to do with people like this is ignore them. They crave approval, expecting people to envy them, and nothing will slow their nauseating self-congratulations like ambivalence. No matter how impressive
their stories are, keep reactions minimal and they'll stop finding the thrill in overshadowing you.
§
3.
The Employer
You might as well be on this friend's payroll for all the wingwoman duties you perform. It might seem like she's the pathetic one for never leaving the house without you (or atleast without you on cell phone standby), but soon it becomes clear that she expects her life to be your whole life. You break up with guys for her, never outdress her, and even carry on obligatory conversations with a guy so she can chat up his hot friend. Playing second fiddle is never fun and
can cause serious damage to your self-esteem. No matter how close you two are, space is desperately needed here.
Relationships
like these are draining and she'll just have to survive without you for a weekend. You have other friends, don't you? Call them. She'll likely be threatened, but this is because she is insecure. You don't need her permission.
4. The Predator
Never leave a boyfriend, boss, or even new friend alone with this social life stealer. The Predator just cannot help wanting what others have and cannot be trusted with the special people in your life. Introduce her to your new man and before you know it, she's sitting a little too close. Made a new friend? Keep them apart or she'll be punching their numbers into her phone. Don't even think about letting her meet your boss: she'll be strolling the halls of your office in no time...and hogging the boss's attention! If you have one of these bandits in your life, treat your social life like an expensive car in a bad neighborhood...locked up tight!
5. The Bodyguard
Look out, prospective suitors and friends! This friend is always around to make her opinion heard about anyone who dares approach you with conversation. Whether its a guy hitting on you, a new friendship, or even an established relationship, this friend just doesn't think you're qualified to properly judge human character. She constantly feels the need to "protect" you from bad relationships, but ironically, she's the one you need protection from. Having a constantly hovering negative voice in your head will not only isolate you from others, but it will start to control you. Let her know that you can pick your own friendships and relationships. While you might appreciate that she has your back, remember that
she's not just blocking bad relationships...you could be missing out on a lot!
§
6.
The Charity Case
If someone were to ask why you're friends with The Charity Case, you probably couldn't come up with a solid answer. Most of the time, we can't even remember when this "friendship" started...we just remember a feeling of guilt and sympathy, and the rest was history. This friend is always down on her luck and can't seem to catch a break. Forgotten wallets, broken down cars, and broken hearts are frequent with this friend and you are on her speed dial under "Damage
Control". You're more than aware that you gain nothing from this relationship, but you can't bring yourself to ditch her. Whenever you think you can't take another second of her and you're ready to hit the road, she needs another favor or shoulder to whine on and you're trapped until the incident blows over. Performing your own damage control will require fighting a little fire with fire. When she calls with a favor to ask, say you're down on your luck, too. It's highly unlikely that she'll try to repay the kindness you've shown her. The Charity Case is a taker, not a giver, and she'll likely fade away in search of a new knight in shining armor...and you'll be off the hook.
7. The Train Wreck
You know you should look away, but there is something about this dramatic friend that has you hooked. She's either in legal, financial, or social trouble (drinking/drug problems, spending addictions, and abusive relationships are the most common scenarios) and it's completely, 100% her fault. People offer their help and advice everyday but she doesn't want to hear it. With such a resistant attitude, her life is be mostly private and she kindly keeps you out of her problems, right? Wrong. In fact, you always seem to be bailing her out. Even though your opinions and perspectives are not welcome, she has no problem keeping you on the phone until 3a.m. while she complains about her problems. The Train Wreck is often confused with the Charity Case because of their similar unfortunate situations, but the difference lies in the intentions. The Train Wreck almost seems to be doing this stuff on purpose, since her
problems could be fixed in a day with one good decision: dumping the jerk, putting down the bottle, etc. It might be hard, especially since you obviously care about this friend, but the intervention must stop. Once she falls on her ass, there will be nothing left for her to do but get up. That's when you can start helping again.
§
8.
The Houdini
You haven't seen this friend in a little while...and the worst part is that you don't know why. You thought things were great, the bond was strong, and you were inseperable for a little while. Suddenly, she's not calling anymore and you're seeing her around with a different crowd. The Houdini treats friends like fashion trends: always changing. The problem is that you invested time and emotion in the relationship and her fairweather friendliness has left you feeling hurt and
rejected. You're jealous of her new best friend and inevitably wonder what you didn't have to offer the relationship. Take comfort in this: that new best friend is going to be in your position in a few weeks and the Houdini will be sampling a new flavor. She is probably like this with love, as well. Committment-phobes treat people like light bulbs because they are scared of getting rejected themselves. It will happen to her someday (or maybe it already has) and she will ultimately end up alone. Meanwhile, you know how to treat a friend and will have plenty of them in your lifetime...now there's something to be jealous about!
Use this list wisely and refer to it everytime you begin to question a friendship. Remember, if none of your friends fit this criteria, but the relationship is still suffering, look over the list again. Could the toxic friend be you?
http://www.sugardoodle.net/Family/FHE%20on%20responsibility.shtml
Family Night on Responsibility
Credit Unknown
Post the word responsibility. Do you know what this word is? Do you know what it means to have responsibilities? When you have responsibilities it means that there are things that you need to do or take care of. Dad has a responsibility to go to work everyday to support our family. My responsibilities are to take care of the house and to make sure that everyone in our family is doing what they should and that everyone is taken care of. We all have responsibilities we need to take care of. what responsibilities do you have?
Another responsibility we all have is to help each other. How would you feel if you had to do all the cleaning around the house and all the outside jobs all be yourself?
If we want to have a happy home, having the Spirit of our Father in Heaven here is very important. Keeping our house clean and in order will help the Spirit to stay in our home. Why do you think having our house clean invites the spirit into our home? How do you feel when your room is messy? How do you feel when your room is clean? We all happier when things are cleaned up and in order. It is everyone's job to make this happen.
Object Lesson: A Family is Like A Train - Stay On Track (see below)
Engine - Dad: Dad is the engine of our train. He leads and guides our family. He helps keep each member on track. He is strong, full of energy, and is the front leading us. There are times when he will blow off a little steam. That may be a signal that he needs a little more help and support. It is not easy to be the one to lead, unless those who are following help to carry the load and share the responsibilities.
Train Cars - Children: Each child is very important in helping the family stay on track. Each family member must do their part and work together to keep the family and home running smoothly. Each child must carry part of the load and share the responsibilities. To the older child it may seem that they may carry the majority of the load. They have a great responsibility to teach the younger children how to follow through on assignments and stay on track.
Caboose - Mom: The train would not stay on track if it wasn't for the caboose. A mother is a great strength to the entire family. She helps the children know of their worth and how important they are to the family. She reminds everyone of appointments, meetings and assignments. She helps the family stay on track by encouraging them to set priorities and set personal goals. She adds fuel by preparing meals and providing tender loving care. She may seem tired but if everyone else is doing their jobs it makes hers much easier.
What did you learn about the train? It needs everyone to keep it on track.
Introduce Job Charts and Treasure Box.
Treat - Brownies
This page was last updated:
November 26, 2006
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Two Basic Types of Aggression
http://www.rickross.com/reference/brainwashing/brainwashing11.html
There are two basic types of aggression: overt-aggression and covert-aggression. When you're determined to have something and you're open, direct and obvious in your manner of fighting, your behavior is best labeled overtly aggressive. When you're out to "win," dominate or control, but are subtle, underhanded or deceptive enough to hide your true intentions, your behavior is most appropriately labeled covertly aggressive. Now, avoiding any overt display of aggression while simultaneously intimidating others into giving you what you want is a powerfully manipulative maneuver. That's why covert-aggression is most often the vehicle for interpersonal manipulation.
Acts of Covert-Aggression vs. Covert-Aggressive Personalities
Most of us have engaged in some sort of covertly aggressive behavior from time to time. Periodically trying to manipulate a person or a situation doesn't make someone a covert-aggressive personality. Personality can be defined by the way a person habitually perceives, relates to and interacts with others and the world at large.
The tactics of deceit, manipulation and control are a steady diet for covert-aggressive personality. It's the way they prefer to deal with others and to get the things they want in life.
The Process of Victimization
For a long time, I wondered why manipulation victims have a hard time seeing what really goes on in manipulative interactions. At first, I was tempted to fault them. But I've learned that they get hoodwinked for some very good reasons:
1. A manipulator's aggression is not obvious. Our gut may tell us that they're fighting for something, struggling to overcome us, gain power, or have their way, and we find ourselves unconsciously on the defensive. But because we can't point to clear, objective evidence they're aggressing against us, we can't readily validate our feelings.
2. The tactics manipulators use can make it seem like they're hurting, caring, defending, ..., almost anything but fighting. These tactics are hard to recognize as merely clever ploys. They always make just enough sense to make a person doubt their gut hunch that they're being taken advantage of or abused. Besides, the tactics not only make it hard for you to consciously and objectively tell that a manipulator is fighting, but they also simultaneously keep you or consciously on the defensive. These features make them highly effective psychological weapons to which anyone can be vulnerable. It's hard to think clearly when someone has you emotionally on the run.
3. All of us have weaknesses and insecurities that a clever manipulator might exploit. Sometimes, we're aware of these weaknesses and how someone might use them to take advantage of us. For example, I hear parents say things like: "Yeah, I know I have a big guilt button." – But at the time their manipulative child is busily pushing that button, they can easily forget what's really going on. Besides, sometimes we're unaware of our biggest vulnerabilities. Manipulators often know us better than we know ourselves. They know what buttons to push, when and how hard. Our lack of self-knowledge sets us up to be exploited.
4. What our gut tells us a manipulator is like, challenges everything we've been taught to believe about human nature. We've been inundated with a psychology that has us seeing everybody, at least to some degree, as afraid, insecure or "hung-up." So, while our gut tells us we're dealing with a ruthless conniver, our head tells us they must be really frightened or wounded "underneath." What's more, most of us generally hate to think of ourselves as callous and insensitive people. We hesitate to make harsh or seemingly negative judgments about others. We want to give them the benefit of the doubt and assume they don't really harbor the malevolent intentions we suspect. We're more apt to doubt and blame ourselves for daring to believe what our gut tells us about our manipulator's character.
Recognizing Aggressive Agendas
Accepting how fundamental it is for people to fight for the things they want and becoming more aware of the subtle, underhanded ways people can and do fight in their daily endeavors and relationships can be very consciousness expanding. Learning to recognize an aggressive move when somebody makes one and learning how to handle oneself in any of life's many battles, has turned out to be the most empowering experience for the manipulation victims with whom I've worked. It's how they eventually freed themselves from their manipulator's dominance and control and gained a much needed boost to their own sense of self esteem. Recognizing the inherent aggression in manipulative behavior and becoming more aware of the slick, surreptitious ways that manipulative people prefer to aggress against us is extremely important. Not recognizing and accurately labeling their subtly aggressive moves causes most people to misinterpret the behavior of manipulators and, therefore, fail to respond to them in an appropriate fashion. Recognizing when and how manipulators are fighting with covertly aggressive tactics is essential.
Defense Mechanisms and Offensive Tactics
Almost everyone is familiar with the term defense mechanism. Defense mechanisms are the "automatic" (i.e. unconscious) mental behaviors all of us employ to protect or defend ourselves from the "threat" of some emotional pain. More specifically, ego defense mechanisms are mental behaviors we use to "defend" our self-images from "invitations" to feel ashamed or guilty about something. There are many different kinds of ego defenses and the more traditional (psychodynamic) theories of personality have always tended to distinguish the various personality types, at least in part, by the types of ego defenses they prefer to use. One of the problems with psychodynamic approaches to understanding human behavior is that they tend to depict people as most always afraid of something and defending or protecting themselves in some way; even when they're in the act of aggressing. Covert-aggressive personalities (indeed all aggressive personalities) use a variety of mental behaviors and interpersonal maneuvers to help ensure they get what they want. Some of these behaviors have been traditionally thought of as defense mechanisms.
While, from a certain perspective we might say someone engaging in these behaviors is defending their ego from any sense of shame or guilt, it's important to realize that at the time the aggressor is exhibiting these behaviors, he is not primarily defending (i.e. attempting to prevent some internally painful event from occurring), but rather fighting to maintain position, gain power and to remove any obstacles (both internal and external) in the way of getting what he wants. Seeing the aggressor as on the defensive in any sense is a set-up for victimization. Recognizing that they're primarily on the offensive, mentally prepares a person for the decisive action they need to take in order to avoid being run over. Therefore, I think it's best to conceptualize many of the mental behaviors (no matter how "automatic" or "unconscious" they may appear) we often think of as defense mechanisms, as offensive power tactics, because aggressive personalities employ them primarily to manipulate, control and achieve dominance over others. Rather than trying to prevent something emotionally painful or dreadful from happening, anyone using these tactics is primarily trying to ensure that something they want to happen does indeed happen. Using the vignettes presented in the previous chapters for illustration, let's take a look at the principal tactics covert-aggressive personalities use to ensure they get their way and maintain a position of power over their victims:
Denial – This is when the aggressor refuses to admit that they've done something harmful or hurtful when they clearly have. It's a way they lie (to themselves as well as to others) about their aggressive intentions. This "Who... Me?" tactic is a way of "playing innocent," and invites the victim to feel unjustified in confronting the aggressor about the inappropriateness of a behavior. It's also the way the aggressor gives him/herself permission to keep right on doing what they want to do. This denial is not the same kind of denial that a person who has just lost a loved one and can't quite bear to accept the pain and reality of the loss engages in. That type of denial really is mostly a "defense" against unbearable hurt and anxiety. Rather, this type of denial is not primarily a "defense" but a maneuver the aggressor uses to get others to back off, back down or maybe even feel guilty themselves for insinuating he's doing something wrong.
In the story of James the minister, James' denial of his ruthless ambition is massive. He denied he was hurting and neglecting his family. He especially denied he was aggressively pursuing any personal agenda. On the contrary, he cast himself as the humble servant to a honorable cause. He managed to convince several people (and maybe even himself) of the nobility and purity of his intentions. But underneath it all, James knew he was being dishonest: This fact is borne out in his reaction to the threat of not getting a seat on the Elders' Council if his marital problems worsened. When James learned he might not get what he was so aggressively pursuing after all, he had an interesting "conversion" experience. All of a sudden, he decided he could put aside the Lord's bidding for a weekend and he might really need to devote more time to his marriage and family. James' eyes weren't opened by the pastor's words. He always kept his awareness high about what might hinder or advance his cause. He knew if he didn't tend to his marriage he might lose what he really wanted. So, he chose (at least temporarily) to alter course.
In the story of Joe and Mary, Mary confronted Joe several times about what she felt was insensitivity and ruthlessness on his part in his treatment of Lisa. Joe denied his aggressiveness. He also successfully convinced Mary that what she felt in her gut was his aggressiveness was really conscientiousness, loyalty, and passionate fatherly concern. Joe wanted a daughter who got all A's. Mary stood in the way. Joe's denial was the tactic he used to remove Mary as an obstacle to what he wanted.
Selective Inattention – This tactic is similar to and sometimes mistaken for denial It's when the aggressor "plays dumb," or acts oblivious. When engaging in this tactic, the aggressor actively ignores the warnings, pleas or wishes of others, and in general, refuses to pay attention to everything and anything that might distract them from pursuing their own agenda. Often, the aggressor knows full well what you want from him when he starts to exhibit this "I don't want to hear it!" behavior. By using this tactic, the aggressor actively resists submitting himself to the tasks of paying attention to or refraining from the behavior you want him to change. In the story of Jenny and Amanda, Jenny tried to tell Amanda she was losing privileges because she was behaving irresponsibly. But Amanda wouldn't listen. Her teachers tried to tell her what she needed to do to improve her grade: but she didn't listen to them either. Actively listening to and heeding the suggestions of someone else are, among other things, acts of submission. And, as you may remember from the story, Amanda is not a girl who submits easily. Determined to let nothing stand in her way and convinced she could eventually "win" most of her power struggles with authority figures through manipulation, Amanda closed her ears. She didn't see any need to listen. From her point of view, she would only have lost some power and control if she submitted herself to the guidance and direction offered by those whom she views as less powerful, clever and capable as herself.
Rationalization – A rationalization is the excuse an aggressor tries to offer for engaging in an inappropriate or harmful behavior. It can be an effective tactic, especially when the explanation or justification the aggressor offers makes just enough sense that any reasonably conscientious person is likely to fall for it. It's a powerful tactic because it not only serves to remove any internal resistance the aggressor might have about doing what he wants to do (quieting any qualms of conscience he might have) but also to keep others off his back. If the aggressor can convince you he's justified in whatever he's doing, then he's freer to pursue his goals without interference.
In the story of little Lisa, Mary felt uneasy about the relentlessness with which Joe pursued his quest to make his daughter an obedient, all-A student once again. And, she was aware of Lisa's expressed desire to pursue counseling as a means of addressing and perhaps solving some of her problems. Although Mary felt uneasy about Joe's forcefulness and sensed the impact on her daughter, she allowed herself to become persuaded by his rationalizations that any concerned parent ought to know his daughter better than some relatively dispassionate outsider and that he was only doing his duty by doing as much as he possibly could to "help" his "little girl." When a manipulator really wants to make headway with their rationalizations they'll be sure their excuses are combined with other effective tactics. For example, when Joe was "selling" Mary on the justification for shoving his agenda down everyone's throat he was also sending out subtle invitations for her to feel ashamed (shaming her for not being as "concerned" a parent as he was) as well as making her feel guilty (guilt-tripping her) for not being as conscientious as he was pretending to be.
Diversion – A moving target is hard to hit. When we try to pin a manipulator down or try to keep a discussion focused on a single issue or behavior we don't like, he's expert at knowing how to change the subject, dodge the issue or in some way throw us a curve. Manipulators use distraction and diversion techniques to keep the focus off their behavior, move us off-track, and keep themselves free to promote their self-serving hidden agendas.
Rather than respond directly to the issue being addressed, Amanda diverted attention to her teacher's and classmates' treatment of her. Jenny allowed Amanda to steer her off track. She never got a straight answer to the question.
Another example of a diversion tactic can be found in the story of Don and Al. Al changed the subject when Don asked him if he had any plans to replace him. He focused on whether he was unhappy or not with Don's sales performance – as if that's what Don had asked him about in the first place. He never gave Don a straight answer to a straight question (manipulators are notorious for this). He told him what he thought would make Don feel less anxious and would steer him away from pursuing the matter any further. Al left feeling like he'd gotten an answer but all he really got was the "runaround."
Early in the current school year, I found it necessary to address my son's irresponsibility about doing his homework by making a rule that he bring his books home every night. One time I asked: "Did you bring your books home today?" His response was: "Guess what, Dad. Instead of tomorrow, we're not going to have our test – until Friday." My question was simple and direct. His answer was deliberately evasive and diversionary. He knew that if he answered the question directly and honestly, he would have received a consequence for failing to bring his books home. By using diversion (and also offering a rationalization) he was already fighting with me to avoid that consequence. Whenever someone is not responding directly to an issue, you can safely assume that for some reason, they're trying to give you the slip.
Lying – It's often hard to tell when a person is lying at the time he's doing it. Fortunately, there are times when the truth will out because circumstances don't bear out somebody's story. But there are also times when you don't know you've been deceived until it's too late. One way to minimize the chances that someone will put one over on you is to remember that because aggressive personalities of all types will generally stop at nothing to get what they want, you can expect them to lie and cheat. Another thing to remember is that manipulators – covert-aggressive personalities that they are – are prone to lie in subtle, covert ways. Courts are well aware of the many ways that people lie, as they require that court oaths charge that testifiers tell "the truth, the whole truth, and nothing but the truth." Manipulators often lie by withholding a significant amount of the truth from you or by distorting the truth. They are adept at being vague when you ask them direct questions. This is an especially slick way of lying' omission. Keep this in mind when dealing with a suspected wolf in sheep's clothing. Always seek and obtain specific, confirmable information.
Covert Intimidation – Aggressors frequently threaten their victims to keep them anxious, apprehensive and in a one-down position. Covert-aggressives intimidate their victims by making veiled (subtle, indirect or implied) threats. Guilt-tripping and shaming are two of the covert-aggressive's favourite weapons. Both are special intimidation tactics.
Guilt-tripping – One thing that aggressive personalities know well is that other types of persons have very different consciences than they do. Manipulators are often skilled at using what they know to be the greater conscientiousness of their victims as a means of keeping them in a self-doubting, anxious, and submissive position. The more conscientious the potential victim, the more effective guilt is as a weapon. Aggressive personalities of all types use guilt-tripping so frequently and effectively as a manipulative tactic, that I believe it illustrates how fundamentally different in character they are compared to other (especially neurotic) personalities. All a manipulator has to do is suggest to the conscientious person that they don't care enough, are too selfish, etc., and that person immediately starts to feel bad. On the contrary, a conscientious person might try until they're blue in the face to get a manipulator (or any other aggressive personality) to feel badly about a hurtful behavior, acknowledge responsibility, or admit wrongdoing, to absolutely no avail.
Shaming – This is the technique of using subtle sarcasm and put-downs as a means of increasing fear and self-doubt in others. Covert-aggressives use this tactic to make others feel inadequate or unworthy, and therefore, defer to them. It's an effective way to foster a continued sense of personal inadequacy in the weaker party, thereby allowing an aggressor to maintain a position of dominance.
When Joe loudly proclaimed any "good" parent would do just as he was doing to help Lisa, he subtly implied Mary would be a "bad" parent if she didn't attempt to do the same. He "invited" her to feel ashamed of herself. The tactic was effective. Mary eventually felt ashamed for taking a position that made it appear she didn't care enough about her own daughter. Even more doubtful of her worth as a person and a parent, Mary deferred to Joe, thus enabling him to rein a position of dominance over her. Covert-aggressives are expert at using shaming tactics in the most subtle ways. Sometimes it can just be in the glances they give or the tone of voice they use. Using rhetorical comments, subtle sarcasm and other techniques, they can invite you to feel ashamed of yourself for even daring to challenge them. Joe tried to shame Mary when I considered accepting the educational assessment performed by Lisa's school. He said something like: "I'm not sure what kind of doctor you are or just what kind of credentials you have, but I'm sure you'd agree that a youngster's grades wouldn't slip as much as Lisa's for no reason. You couldn't be entirely certain she didn't have a learning disability unless you did some testing, could you?' With those words, he "invited" Mary to feel ashamed of herself for not at least considering doing just as he asked. If Mary didn't have a suspicion about what he was up to, she might have accepted this invitation without a second thought.
Playing the Victim Role – This tactic involves portraying oneself as an innocent victim of circumstances or someone else's behavior in order to gain sympathy, evoke compassion and thereby get something from another. One thing that covert-aggressive personalities count on is the fact that less calloused and less hostile personalities usually can't stand to see anyone suffering. Therefore, the tactic is simple. Convince your victim you're suffering in some way, and they'll try to relieve your distress.
In the story of Amanda and Jenny, Amanda was good at playing the victim role too. She had her mother believing that she (Amanda) was the victim of extremely unfair treatment and the target of unwarranted hostility. I remember Jenny telling me: "Sometimes I think Amanda's wrong when she says her teacher hates her and I hate her. But what if that's what she really believes? Can I afford to be so firm with her if she believes in her heart that I hate her?" I remember telling Jenny: "Whether Amanda has come to believe her own distortions is almost irrelevant. She manipulates you because you believe that she believes it and allow that supposed belief to serve as an excuse for her undisciplined aggression."
Vilifying the Victim – This tactic is frequently used in conjunction with the tactic of playing the victim role. The aggressor uses this tactic to make it appear he is only responding (i.e. defending himself against) aggression on the part of the victim. It enables the aggressor to better put the victim on the defensive.
Returning again to the story of Jenny and Amanda, when Amanda accuses her mother of "hating" her and "always saying mean things" to her, she not only invites Jenny to feel the "bully," but simultaneously succeeds in "bullying" Jenny into backing off. More than any other, the tactic of vilifying the victim is a powerful means of putting someone unconsciously on the defensive while simultaneously masking the aggressive intent and behavior of the person using the tactic.
Playing the Servant Role – Covert-aggressives use this tactic to cloak their self-serving agendas in the guise of service to a more noble cause. It's a common tactic but difficult to recognize. By pretending to be working hard on someone else's behalf, covert-aggressives conceal their own ambition, desire for power, and quest for a position of dominance over others. In the story of James (the minister) and Sean, James appeared to many to be the tireless servant. He attended more activities than he needed to attend and did so eagerly. But if devoted service to those who needed him was his aim, how does one explain the degree to which James habitually neglected his family? As an aggressive personality, James submits himself to no one. The only master he serves is his own ambition. Not only was playing the servant role an effective tactic for James, but also it's the cornerstone upon which corrupt ministerial empires of all types are built. A good example comes to mind in the recent true story of a well-known tele-evangelist who locked himself up in a room in a purported display of "obedience" and "service" to God. He even portrayed himself' a willing sacrificial lamb who was prepared to be "taken by God" if he didn't do the Almighty's bidding and raise eight million dollars. He claimed he was a humble servant, merely heeding the Lord's will. He was really fighting to save his substantial material empire.
Another recent scandal involving a tele-evangelist resulted in his church's governance body censuring him for one year. But he told his congregation he couldn't stop his ministry because he had to be faithful to the Lord's will (God supposedly talked to him and told him not to quit). This minister was clearly being defiant of his church's established authority. Yet, he presented himself as a person being humbly submissive to the "highest" authority. One hallmark characteristic of covert-aggressive personalities is loudly professing subservience while fighting for dominance.
Seduction – Covert-aggressive personalities are adept at charming, praising, flattering or overtly supporting others in order to get them to lower their defenses and surrender their trust and loyalty. Covert-aggressives are also particularly aware that people who are to some extent emotionally needy and dependent (and that includes most people who aren't character-disordered) want approval, reassurance, and a sense of being valued and needed more than anything. Appearing to be attentive to these needs can be a manipulator's ticket to incredible power over others. Shady "gurus" like Jim Jones and David Koresh seemed to have refined this tactic to an art. In the story of Al and Don, Al is the consummate seducer. He melts any resistance you might have to giving him your loyalty and confidence. He does this by giving you what he knows you need most. He knows you want to feel valued and important. So, he often tells you that you are. You don't find out how unimportant you really are to him until you turn out to be in his way.
Projecting the blame (blaming others) – Aggressive personalities are always looking for a way to shift the blame for their aggressive behavior. Covert-aggressives are not only skilled at finding scapegoats, they're expert at doing so in subtle, hard to detect ways.
Minimization – This tactic is a unique kind of denial coupled with rationalization. When using this maneuver, the aggressor is attempting to assert that his abusive behavior isn't really as harmful or irresponsible as someone else may be claiming. It's the aggressor's attempt to make a molehill out of a mountain.
I've presented the principal tactics that covert-aggressives use to manipulate and control others. They are not always easy to recognize. Although all aggressive personalities tend to use these tactics, covert-aggressives generally use them slickly, subtly and adeptly. Anyone dealing with a covertly aggressive person will need to heighten gut-level sensitivity to the use of these tactics if they're to avoid being taken in by them.
| !date | !user | !location | !storeUrl | !uploadDir | !toFilename | !backupdir | !origin |
| 30/10/2012 09:43:47 | bc | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . | ok |
| 30/10/2012 09:44:40 | bc | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . |
| 20/11/2012 07:52:02 | bob | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . |
| 20/11/2012 09:02:20 | bob | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . | ok |
| 20/11/2012 09:04:20 | bob | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . | ok |
| 20/11/2012 09:09:58 | bob | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . |
| 20/08/2013 08:24:01 | bob | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . | ok |
| 20/08/2013 08:25:18 | bob | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . | ok |
| 20/08/2013 08:29:50 | bob | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . | ok |
| 20/08/2013 08:31:59 | bob | [[/|http://pnjcf-why-try.tiddlyspot.com/]] | [[store.cgi|http://pnjcf-why-try.tiddlyspot.com/store.cgi]] | . | [[index.html | http://pnjcf-why-try.tiddlyspot.com/index.html]] | . |
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|''Description:''|Save to web a TiddlyWiki|
|''Version:''|4.1.3|
|''Date:''|Feb 24, 2008|
|''Source:''|http://tiddlywiki.bidix.info/#UploadPlugin|
|''Documentation:''|http://tiddlywiki.bidix.info/#UploadPluginDoc|
|''Author:''|BidiX (BidiX (at) bidix (dot) info)|
|''License:''|[[BSD open source license|http://tiddlywiki.bidix.info/#%5B%5BBSD%20open%20source%20license%5D%5D ]]|
|''~CoreVersion:''|2.2.0|
|''Requires:''|PasswordOptionPlugin|
***/
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date: new Date("Feb 24, 2008"),
source: 'http://tiddlywiki.bidix.info/#UploadPlugin',
author: 'BidiX (BidiX (at) bidix (dot) info',
coreVersion: '2.2.0'
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//
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saveToDisk: "save to disk",
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return;
var label;
if (document.location.toString().substr(0,4) == "http")
label = this.label.saveLabel;
else
label = this.label.uploadLabel;
var prompt;
if (params[0]) {
prompt = this.label.promptParamMacro.toString().format([this.destFile(params[0],
(params[1] ? params[1]:bidix.basename(window.location.toString())), params[3])]);
} else {
prompt = this.label.promptOption;
}
createTiddlyButton(place, label, prompt, function() {config.macros.upload.action(params);}, null, null, this.accessKey);
};
config.macros.upload.action = function(params)
{
// for missing macro parameter set value from options
if (!params) params = {};
var storeUrl = params[0] ? params[0] : config.options.txtUploadStoreUrl;
var toFilename = params[1] ? params[1] : config.options.txtUploadFilename;
var backupDir = params[2] ? params[2] : config.options.txtUploadBackupDir;
var uploadDir = params[3] ? params[3] : config.options.txtUploadDir;
var username = params[4] ? params[4] : config.options.txtUploadUserName;
var password = config.options.pasUploadPassword; // for security reason no password as macro parameter
// for still missing parameter set default value
if ((!storeUrl) && (document.location.toString().substr(0,4) == "http"))
storeUrl = bidix.dirname(document.location.toString())+'/'+config.macros.upload.defaultStoreScript;
if (storeUrl.substr(0,4) != "http")
storeUrl = bidix.dirname(document.location.toString()) +'/'+ storeUrl;
if (!toFilename)
toFilename = bidix.basename(window.location.toString());
if (!toFilename)
toFilename = config.macros.upload.defaultToFilename;
if (!uploadDir)
uploadDir = config.macros.upload.defaultUploadDir;
if (!backupDir)
backupDir = config.macros.upload.defaultBackupDir;
// report error if still missing
if (!storeUrl) {
alert(config.macros.upload.messages.noStoreUrl);
clearMessage();
return false;
}
if (config.macros.upload.authenticateUser && (!username || !password)) {
alert(config.macros.upload.messages.usernameOrPasswordMissing);
clearMessage();
return false;
}
bidix.upload.uploadChanges(false,null,storeUrl, toFilename, uploadDir, backupDir, username, password);
return false;
};
config.macros.upload.destFile = function(storeUrl, toFilename, uploadDir)
{
if (!storeUrl)
return null;
var dest = bidix.dirname(storeUrl);
if (uploadDir && uploadDir != '.')
dest = dest + '/' + uploadDir;
dest = dest + '/' + toFilename;
return dest;
};
//
// uploadOptions Macro
//
config.macros.uploadOptions = {
handler: function(place,macroName,params) {
var wizard = new Wizard();
wizard.createWizard(place,this.wizardTitle);
wizard.addStep(this.step1Title,this.step1Html);
var markList = wizard.getElement("markList");
var listWrapper = document.createElement("div");
markList.parentNode.insertBefore(listWrapper,markList);
wizard.setValue("listWrapper",listWrapper);
this.refreshOptions(listWrapper,false);
var uploadCaption;
if (document.location.toString().substr(0,4) == "http")
uploadCaption = config.macros.upload.label.saveLabel;
else
uploadCaption = config.macros.upload.label.uploadLabel;
wizard.setButtons([
{caption: uploadCaption, tooltip: config.macros.upload.label.promptOption,
onClick: config.macros.upload.action},
{caption: this.cancelButton, tooltip: this.cancelButtonPrompt, onClick: this.onCancel}
]);
},
options: [
"txtUploadUserName",
"pasUploadPassword",
"txtUploadStoreUrl",
"txtUploadDir",
"txtUploadFilename",
"txtUploadBackupDir",
"chkUploadLog",
"txtUploadLogMaxLine"
],
refreshOptions: function(listWrapper) {
var opts = [];
for(i=0; i<this.options.length; i++) {
var opt = {};
opts.push();
opt.option = "";
n = this.options[i];
opt.name = n;
opt.lowlight = !config.optionsDesc[n];
opt.description = opt.lowlight ? this.unknownDescription : config.optionsDesc[n];
opts.push(opt);
}
var listview = ListView.create(listWrapper,opts,this.listViewTemplate);
for(n=0; n<opts.length; n++) {
var type = opts[n].name.substr(0,3);
var h = config.macros.option.types[type];
if (h && h.create) {
h.create(opts[n].colElements['option'],type,opts[n].name,opts[n].name,"no");
}
}
},
onCancel: function(e)
{
backstage.switchTab(null);
return false;
},
wizardTitle: "Upload with options",
step1Title: "These options are saved in cookies in your browser",
step1Html: "<input type='hidden' name='markList'></input><br>",
cancelButton: "Cancel",
cancelButtonPrompt: "Cancel prompt",
listViewTemplate: {
columns: [
{name: 'Description', field: 'description', title: "Description", type: 'WikiText'},
{name: 'Option', field: 'option', title: "Option", type: 'String'},
{name: 'Name', field: 'name', title: "Name", type: 'String'}
],
rowClasses: [
{className: 'lowlight', field: 'lowlight'}
]}
};
//
// upload functions
//
if (!bidix.upload) bidix.upload = {};
if (!bidix.upload.messages) bidix.upload.messages = {
//from saving
invalidFileError: "The original file '%0' does not appear to be a valid TiddlyWiki",
backupSaved: "Backup saved",
backupFailed: "Failed to upload backup file",
rssSaved: "RSS feed uploaded",
rssFailed: "Failed to upload RSS feed file",
emptySaved: "Empty template uploaded",
emptyFailed: "Failed to upload empty template file",
mainSaved: "Main TiddlyWiki file uploaded",
mainFailed: "Failed to upload main TiddlyWiki file. Your changes have not been saved",
//specific upload
loadOriginalHttpPostError: "Can't get original file",
aboutToSaveOnHttpPost: 'About to upload on %0 ...',
storePhpNotFound: "The store script '%0' was not found."
};
bidix.upload.uploadChanges = function(onlyIfDirty,tiddlers,storeUrl,toFilename,uploadDir,backupDir,username,password)
{
var callback = function(status,uploadParams,original,url,xhr) {
if (!status) {
displayMessage(bidix.upload.messages.loadOriginalHttpPostError);
return;
}
if (bidix.debugMode)
alert(original.substr(0,500)+"\n...");
// Locate the storeArea div's
var posDiv = locateStoreArea(original);
if((posDiv[0] == -1) || (posDiv[1] == -1)) {
alert(config.messages.invalidFileError.format([localPath]));
return;
}
bidix.upload.uploadRss(uploadParams,original,posDiv);
};
if(onlyIfDirty && !store.isDirty())
return;
clearMessage();
// save on localdisk ?
if (document.location.toString().substr(0,4) == "file") {
var path = document.location.toString();
var localPath = getLocalPath(path);
saveChanges();
}
// get original
var uploadParams = new Array(storeUrl,toFilename,uploadDir,backupDir,username,password);
var originalPath = document.location.toString();
// If url is a directory : add index.html
if (originalPath.charAt(originalPath.length-1) == "/")
originalPath = originalPath + "index.html";
var dest = config.macros.upload.destFile(storeUrl,toFilename,uploadDir);
var log = new bidix.UploadLog();
log.startUpload(storeUrl, dest, uploadDir, backupDir);
displayMessage(bidix.upload.messages.aboutToSaveOnHttpPost.format([dest]));
if (bidix.debugMode)
alert("about to execute Http - GET on "+originalPath);
var r = doHttp("GET",originalPath,null,null,username,password,callback,uploadParams,null);
if (typeof r == "string")
displayMessage(r);
return r;
};
bidix.upload.uploadRss = function(uploadParams,original,posDiv)
{
var callback = function(status,params,responseText,url,xhr) {
if(status) {
var destfile = responseText.substring(responseText.indexOf("destfile:")+9,responseText.indexOf("\n", responseText.indexOf("destfile:")));
displayMessage(bidix.upload.messages.rssSaved,bidix.dirname(url)+'/'+destfile);
bidix.upload.uploadMain(params[0],params[1],params[2]);
} else {
displayMessage(bidix.upload.messages.rssFailed);
}
};
// do uploadRss
if(config.options.chkGenerateAnRssFeed) {
var rssPath = uploadParams[1].substr(0,uploadParams[1].lastIndexOf(".")) + ".xml";
var rssUploadParams = new Array(uploadParams[0],rssPath,uploadParams[2],'',uploadParams[4],uploadParams[5]);
var rssString = generateRss();
// no UnicodeToUTF8 conversion needed when location is "file" !!!
if (document.location.toString().substr(0,4) != "file")
rssString = convertUnicodeToUTF8(rssString);
bidix.upload.httpUpload(rssUploadParams,rssString,callback,Array(uploadParams,original,posDiv));
} else {
bidix.upload.uploadMain(uploadParams,original,posDiv);
}
};
bidix.upload.uploadMain = function(uploadParams,original,posDiv)
{
var callback = function(status,params,responseText,url,xhr) {
var log = new bidix.UploadLog();
if(status) {
// if backupDir specified
if ((params[3]) && (responseText.indexOf("backupfile:") > -1)) {
var backupfile = responseText.substring(responseText.indexOf("backupfile:")+11,responseText.indexOf("\n", responseText.indexOf("backupfile:")));
displayMessage(bidix.upload.messages.backupSaved,bidix.dirname(url)+'/'+backupfile);
}
var destfile = responseText.substring(responseText.indexOf("destfile:")+9,responseText.indexOf("\n", responseText.indexOf("destfile:")));
displayMessage(bidix.upload.messages.mainSaved,bidix.dirname(url)+'/'+destfile);
store.setDirty(false);
log.endUpload("ok");
} else {
alert(bidix.upload.messages.mainFailed);
displayMessage(bidix.upload.messages.mainFailed);
log.endUpload("failed");
}
};
// do uploadMain
var revised = bidix.upload.updateOriginal(original,posDiv);
bidix.upload.httpUpload(uploadParams,revised,callback,uploadParams);
};
bidix.upload.httpUpload = function(uploadParams,data,callback,params)
{
var localCallback = function(status,params,responseText,url,xhr) {
url = (url.indexOf("nocache=") < 0 ? url : url.substring(0,url.indexOf("nocache=")-1));
if (xhr.status == 404)
alert(bidix.upload.messages.storePhpNotFound.format([url]));
if ((bidix.debugMode) || (responseText.indexOf("Debug mode") >= 0 )) {
alert(responseText);
if (responseText.indexOf("Debug mode") >= 0 )
responseText = responseText.substring(responseText.indexOf("\n\n")+2);
} else if (responseText.charAt(0) != '0')
alert(responseText);
if (responseText.charAt(0) != '0')
status = null;
callback(status,params,responseText,url,xhr);
};
// do httpUpload
var boundary = "---------------------------"+"AaB03x";
var uploadFormName = "UploadPlugin";
// compose headers data
var sheader = "";
sheader += "--" + boundary + "\r\nContent-disposition: form-data; name=\"";
sheader += uploadFormName +"\"\r\n\r\n";
sheader += "backupDir="+uploadParams[3] +
";user=" + uploadParams[4] +
";password=" + uploadParams[5] +
";uploaddir=" + uploadParams[2];
if (bidix.debugMode)
sheader += ";debug=1";
sheader += ";;\r\n";
sheader += "\r\n" + "--" + boundary + "\r\n";
sheader += "Content-disposition: form-data; name=\"userfile\"; filename=\""+uploadParams[1]+"\"\r\n";
sheader += "Content-Type: text/html;charset=UTF-8" + "\r\n";
sheader += "Content-Length: " + data.length + "\r\n\r\n";
// compose trailer data
var strailer = new String();
strailer = "\r\n--" + boundary + "--\r\n";
data = sheader + data + strailer;
if (bidix.debugMode) alert("about to execute Http - POST on "+uploadParams[0]+"\n with \n"+data.substr(0,500)+ " ... ");
var r = doHttp("POST",uploadParams[0],data,"multipart/form-data; ;charset=UTF-8; boundary="+boundary,uploadParams[4],uploadParams[5],localCallback,params,null);
if (typeof r == "string")
displayMessage(r);
return r;
};
// same as Saving's updateOriginal but without convertUnicodeToUTF8 calls
bidix.upload.updateOriginal = function(original, posDiv)
{
if (!posDiv)
posDiv = locateStoreArea(original);
if((posDiv[0] == -1) || (posDiv[1] == -1)) {
alert(config.messages.invalidFileError.format([localPath]));
return;
}
var revised = original.substr(0,posDiv[0] + startSaveArea.length) + "\n" +
store.allTiddlersAsHtml() + "\n" +
original.substr(posDiv[1]);
var newSiteTitle = getPageTitle().htmlEncode();
revised = revised.replaceChunk("<title"+">","</title"+">"," " + newSiteTitle + " ");
revised = updateMarkupBlock(revised,"PRE-HEAD","MarkupPreHead");
revised = updateMarkupBlock(revised,"POST-HEAD","MarkupPostHead");
revised = updateMarkupBlock(revised,"PRE-BODY","MarkupPreBody");
revised = updateMarkupBlock(revised,"POST-SCRIPT","MarkupPostBody");
return revised;
};
//
// UploadLog
//
// config.options.chkUploadLog :
// false : no logging
// true : logging
// config.options.txtUploadLogMaxLine :
// -1 : no limit
// 0 : no Log lines but UploadLog is still in place
// n : the last n lines are only kept
// NaN : no limit (-1)
bidix.UploadLog = function() {
if (!config.options.chkUploadLog)
return; // this.tiddler = null
this.tiddler = store.getTiddler("UploadLog");
if (!this.tiddler) {
this.tiddler = new Tiddler();
this.tiddler.title = "UploadLog";
this.tiddler.text = "| !date | !user | !location | !storeUrl | !uploadDir | !toFilename | !backupdir | !origin |";
this.tiddler.created = new Date();
this.tiddler.modifier = config.options.txtUserName;
this.tiddler.modified = new Date();
store.addTiddler(this.tiddler);
}
return this;
};
bidix.UploadLog.prototype.addText = function(text) {
if (!this.tiddler)
return;
// retrieve maxLine when we need it
var maxLine = parseInt(config.options.txtUploadLogMaxLine,10);
if (isNaN(maxLine))
maxLine = -1;
// add text
if (maxLine != 0)
this.tiddler.text = this.tiddler.text + text;
// Trunck to maxLine
if (maxLine >= 0) {
var textArray = this.tiddler.text.split('\n');
if (textArray.length > maxLine + 1)
textArray.splice(1,textArray.length-1-maxLine);
this.tiddler.text = textArray.join('\n');
}
// update tiddler fields
this.tiddler.modifier = config.options.txtUserName;
this.tiddler.modified = new Date();
store.addTiddler(this.tiddler);
// refresh and notifiy for immediate update
story.refreshTiddler(this.tiddler.title);
store.notify(this.tiddler.title, true);
};
bidix.UploadLog.prototype.startUpload = function(storeUrl, toFilename, uploadDir, backupDir) {
if (!this.tiddler)
return;
var now = new Date();
var text = "\n| ";
var filename = bidix.basename(document.location.toString());
if (!filename) filename = '/';
text += now.formatString("0DD/0MM/YYYY 0hh:0mm:0ss") +" | ";
text += config.options.txtUserName + " | ";
text += "[["+filename+"|"+location + "]] |";
text += " [[" + bidix.basename(storeUrl) + "|" + storeUrl + "]] | ";
text += uploadDir + " | ";
text += "[[" + bidix.basename(toFilename) + " | " +toFilename + "]] | ";
text += backupDir + " |";
this.addText(text);
};
bidix.UploadLog.prototype.endUpload = function(status) {
if (!this.tiddler)
return;
this.addText(" "+status+" |");
};
//
// Utilities
//
bidix.checkPlugin = function(plugin, major, minor, revision) {
var ext = version.extensions[plugin];
if (!
(ext &&
((ext.major > major) ||
((ext.major == major) && (ext.minor > minor)) ||
((ext.major == major) && (ext.minor == minor) && (ext.revision >= revision))))) {
// write error in PluginManager
if (pluginInfo)
pluginInfo.log.push("Requires " + plugin + " " + major + "." + minor + "." + revision);
eval(plugin); // generate an error : "Error: ReferenceError: xxxx is not defined"
}
};
bidix.dirname = function(filePath) {
if (!filePath)
return;
var lastpos;
if ((lastpos = filePath.lastIndexOf("/")) != -1) {
return filePath.substring(0, lastpos);
} else {
return filePath.substring(0, filePath.lastIndexOf("\\"));
}
};
bidix.basename = function(filePath) {
if (!filePath)
return;
var lastpos;
if ((lastpos = filePath.lastIndexOf("#")) != -1)
filePath = filePath.substring(0, lastpos);
if ((lastpos = filePath.lastIndexOf("/")) != -1) {
return filePath.substring(lastpos + 1);
} else
return filePath.substring(filePath.lastIndexOf("\\")+1);
};
bidix.initOption = function(name,value) {
if (!config.options[name])
config.options[name] = value;
};
//
// Initializations
//
// require PasswordOptionPlugin 1.0.1 or better
bidix.checkPlugin("PasswordOptionPlugin", 1, 0, 1);
// styleSheet
setStylesheet('.txtUploadStoreUrl, .txtUploadBackupDir, .txtUploadDir {width: 22em;}',"uploadPluginStyles");
//optionsDesc
merge(config.optionsDesc,{
txtUploadStoreUrl: "Url of the UploadService script (default: store.php)",
txtUploadFilename: "Filename of the uploaded file (default: in index.html)",
txtUploadDir: "Relative Directory where to store the file (default: . (downloadService directory))",
txtUploadBackupDir: "Relative Directory where to backup the file. If empty no backup. (default: ''(empty))",
txtUploadUserName: "Upload Username",
pasUploadPassword: "Upload Password",
chkUploadLog: "do Logging in UploadLog (default: true)",
txtUploadLogMaxLine: "Maximum of lines in UploadLog (default: 10)"
});
// Options Initializations
bidix.initOption('txtUploadStoreUrl','');
bidix.initOption('txtUploadFilename','');
bidix.initOption('txtUploadDir','');
bidix.initOption('txtUploadBackupDir','');
bidix.initOption('txtUploadUserName','');
bidix.initOption('pasUploadPassword','');
bidix.initOption('chkUploadLog',true);
bidix.initOption('txtUploadLogMaxLine','10');
// Backstage
merge(config.tasks,{
uploadOptions: {text: "upload", tooltip: "Change UploadOptions and Upload", content: '<<uploadOptions>>'}
});
config.backstageTasks.push("uploadOptions");
//}}}
http://thebraintrain.co.uk/using_your_whole_mind_to_remember.htm
http://mylife24-7.org/contests/2009-video.html
[[Watch the video here|http://youtu.be/sZurUIgVloQ]]
<html><iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/3IGvErXXEK0" frameborder="0" allowfullscreen></iframe></html>
!Wall of Respect
*
Overview
Children discuss the difference between respect for authority figures and respect for peers. After citing examples of how they can show courtesy and respect to their peers, they express these ideas in drawings of respectful behavior that are posted on a "wall of respect" as a reminder of appropriate behavior.
Materials
* One photocopy of Respecting My Friend worksheet for each child
* Enough markers, crayons, and/or pencils for all children to draw and color pictures at the same time
Handouts: Wall of Respect
Procedure
1. Ask: Who usually tells you to show respect, and what do they mean? Solicit answers (they will probably mention authority figures such as parents and teachers) and discuss why these people deserve respect.
2. Say: We all know it's important to show respect for adults, but it's also important to respect our friends. This means treating them as we would like to be treated and being polite. What are some ways you can be respectful to your friends? Discuss their comments before moving on to the drawing activity.
3. Distribute copies of the Respecting My Friend worksheet. Tell them you’d like to see pictures of what they’ve said so far. Have each child draw a picture of being polite or showing respect to a friend.
4. Have them share their pictures, describing what they drew and why it’s important. Post their pictures on a "respect wall" as a reminder. If a conflict arises between students or one is spotted acting disrespectfully toward another, refer to relevant drawings.
This lesson is from the Good Ideas book, available for purchase from the CHARACTER COUNTS! online store: http://www.charactercounts.org/materials
Contributed by Candace Lamma, Rappahannock County Elementary School (Washington, VA).
McREL standards
Arts
Standard 5. Understands the characteristics and merits of one's artwork and the artwork of others.
Level II, Benchmark 1. Knows the various purposes for creating works of art.
http://www.mcrel.org/standards-benchmarks/
Character is the sum of all our daily habits.
<html><iframe title="YouTube video player" width="640" height="390" src="http://www.youtube.com/embed/snS4-z4In5Y" frameborder="0" allowfullscreen></iframe></html>
<html><div style="width:477px" id="__ss_7092223"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/ncmsa/why-try-brochurenew-2" title="Why Try? Effective Multi-Sensory Tools to Keep Kids in School">Why Try? Effective Multi-Sensory Tools to Keep Kids in School</a></strong> <object id="__sse7092223" width="477" height="510"> <param name="movie" value="http://static.slidesharecdn.com/swf/doc_player.swf?doc=whytrybrochurenew2-110228114211-phpapp02&stripped_title=why-try-brochurenew-2&userName=ncmsa" /> <param name="allowFullScreen" value="true"/> <param name="allowScriptAccess" value="always"/> <embed name="__sse7092223" src="http://static.slidesharecdn.com/swf/doc_player.swf?doc=whytrybrochurenew2-110228114211-phpapp02&stripped_title=why-try-brochurenew-2&userName=ncmsa" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="477" height="510"></embed> </object> <div style="padding:5px 0 12px"> View more documents from <a href="http://www.slideshare.net/ncmsa">North Carolina Middle School Association</a> </div> </div></html>
[img[http://benblogged.com/wp-content/uploads/2007/10/zombie.jpg]]
[img[http://3.bp.blogspot.com/_tJrY_Bs3Ck0/TMbqH0rLiHI/AAAAAAAAAEo/Kun2yHIhLWc/s1600/team.JPG]]
!Ideas from the Workshop presented by Chris Brown on March 7th and 8th, 2011, at PNJCF
[[Part One|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ODU2NDQ0NzAtNTk2Ny00MzFkLTkzZmQtNjIyOWE0Zjk0NzRm&hl=en]]
[[Part Two|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YThlZmNmMWQtZjU0MC00YzU4LTgzNGUtMTc3OTM3ZWNlYzhl&hl=en&authkey=CIH415gL]]
[[Part Three|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZjgwMzEzODYtZWJkOC00N2I2LTgwY2QtMzA0ZDhjM2ExZDcy&hl=en&authkey=CKWNjoMP]]
[[Part Four|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZGU3YWViMDEtYWJkNy00MTQ2LTgxNTAtNGFlOGExM2I5ZWE1&hl=en&authkey=CMf25P0G]]
[[Part Five|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MGE5Zjc1NzAtNTBjNi00NGIyLTkxM2ItNjViZTBhYWZmNjY3&hl=en&authkey=CLaNrPMN]]
[[Part Six|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5NjMwYTFiNmMtNzBhYi00ZWM4LWIxZDItOTMwYzI3NmYyM2Jl&hl=en&authkey=CLCTn6UH]]
[[Part Seven|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MmViM2I3MzAtNTI3ZS00NDE3LWIxODctZjZlY2NhODI1NWE3&hl=en&authkey=CLf0tooE]]
[[Part Eight|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5ZmU3ZjVjOTMtZTlmNi00NTY3LTg5NzctNGQ1MjRlNDUxYjg2&hl=en&authkey=CPrrysYM]]
[[Part Nine|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5MWQ1NWQxZTktNGQ5Mi00NGZhLTliZTQtOGYwZmQ3NTRhZmEy&hl=en&authkey=CL3B5JwH]]
[[Orientation Packet|https://docs.google.com/open?id=0B38fYnNUlRY5MGMzOTM3NzEtOGRlZC00MzdlLTljMmItYzdiMTZjZGQzOTYy]]
Why Try 1
Final Test
1.Name each of the metaphors.
2. Who the expert is in WhyTry?
3. Name of the man who developed the program.
4. What is the purpose of the WhyTry program?
5. How many phases are there in the why try program here at PNJCF?
6. What is the flood zone?
7. Why are challenges a great motivator?
8. Name the dams in the motivation formula.
9. What can challenges and anger be changed into?
10. What are two emotions one may feel if they are stuck in the loop?
11. What is a label?
12. Who gives you labels?
13. What are the two things you can do with a label?
14. What is the first step in Tearing off the Label?
15. How many steps are there in Tearing off the label and what are they?
16. What is a defense mechanism?
17. Name the four steps to controlling a defense mechanism.
18. What does it mean to be on the offensive?
19. Who are the crabs?
20. Why is it difficult to climb out of the pot?
21. What are the six steps to jumping hurdles?
22. What is the magnet effect of people?
23. What are the different types of weights?
24. What is character?
25. Five support systems of Getting Plugged In
26. How can you get plugged in to each of the support systems?
27. What does a mentor do?
[[Motivation Formula|https://docs.google.com/open?id=0B38fYnNUlRY5Y2YxZmQ5YTMtYmMzMi00YzM4LTgyYTMtMjkyNTJhYzI0NTdj]]
[[The Reality Ride|https://docs.google.com/open?id=0B38fYnNUlRY5ZTZmYTQ3ZmEtNmNmNi00MjA3LTgxODMtYjdiOWM2Mjk3MDVj]]
[[Tearing Off Labels|https://docs.google.com/open?id=0B38fYnNUlRY5NjM2ODNjODUtMTE5ZS00NzdhLTlmZmEtMWJiMmI4OGQzMzdm]]
[[Defense Mechanisms|https://docs.google.com/open?id=0B38fYnNUlRY5M2JmY2M3MzAtNDBjNS00NWFlLWIwM2UtMDExZWE4ZmU0MThh]]
[[Climbing Out|https://docs.google.com/open?id=0B38fYnNUlRY5NjljM2VjMDUtZDg3Zi00OGU2LWExMmMtYTZlOTFiNDg0MDA5]]
[[Jumping Hurdles|https://docs.google.com/open?id=0B38fYnNUlRY5ZmZjYjc5NjktMzhkOC00ZDJkLTg1ODQtYjg1ZmM1NzZiZDM5]]
[[Desire Time Effort|https://docs.google.com/open?id=0B38fYnNUlRY5NjdkM2E3MWItOGUxOC00MWQ2LWJiY2YtMjcxZjg3Y2Q5M2Nh]]
[[Lift the Weight|https://docs.google.com/open?id=0B38fYnNUlRY5NDk1NjUwZmYtMzZhOC00YTgxLWIzNDctMmMyYzkyNGJhNDRj]]
[[Get Plugged In|https://docs.google.com/open?id=0B38fYnNUlRY5YzllZjBlZWItZTkzMS00NmYzLWExNjAtYzBjYTk3ZDg0NmRj]]
[[Seeing Over the Wall|https://docs.google.com/open?id=0B38fYnNUlRY5MTFhNDc4MmUtY2ZjNy00MTM2LWI3MGQtMjU0NGJkYmU5MWM2]]
![[Tearing Off Labels and the Hand Choir]]
![[The Reality Ride and Drug Abuse Video]]
![[Reality Ride and Teen Pregnancy Video]]
![[Tearing Off Label Music Video 2]]
![[Download a High Quality copy of The Reality Ride Music Video Here|http://www.yourfilelink.com/get.php?fid=625546]]
![[Watch Why Try Videos Here|http://www.whytry.org/index.php?option=com_content&view=article&id=25&Itemid=20]]
![[Download Why Try Videos from Youtube here|http://www.youtube.com/user/txdl13716950#g/u]]
![[Why Try to See Over the Wall|http://www.youtube.com/watch?v=MzOMy9qwgBI&feature=youtu.be]]
[img[http://www.popsci.com/files/imagecache/article_image_large/articles/music-and-emotions.gif]]
![[Chap. 12 Music in the Why Try Program|https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B38fYnNUlRY5YmYzZjRkYjUtNzk2OS00ZGVmLTk2YTktNTVkOGU0ZDViMzEw&hl=en]]
[[Music and the Brain|http://serendip.brynmawr.edu/bb/neuro/neuro04/web2/gvaidya.html]]
[[Your Mental Movie Soundtrack|http://www.popsci.com/entertainment-amp-gaming/article/2009-02/your-mental-movie-soundtrack]]
[[Go Here to Read about The Why Try Program and Music|http://www.pdfdownload.org/pdf2html/pdf2html.php?url=http%3A%2F%2Fwww.whytry.org%2Fimages%2Fstories%2FMultimedia%2FDocuments%2FLyrics.pdf&images=yes]]
[img[https://www.ocps.net/cs/services/student/SSHS/PublishingImages/why%20try.jpg]]
WhyTry Situational Exercise
Imagine that you are in a conversation with another student. How does you respond if the other student does the following? Write out a detailed answer for each.
He disrespects you
Yells at you
Puts you down
Laughs at you
Embarrasses you
Accusing you of making a mistake
He pressures
He hits you
He confronts you
He frustrates you
He blames you
He catches you doing wrong
He hurts you
He is angry at you
WhyTry Situational Exercise #1
Imagine that you are in the following situations. Write out a detailed answer for each. How do you respond when:
Disrespected
Yelled at
Put down
Laughed at
Mad at Parent
Embarrassed
Make a Mistake
Feel pressured
Hit
Confronted
Frustrated
Blamed
Get Caught
Hurt
Angry
Peer pressure
From Wikipedia, the free encyclopedia
Peer pressure refers to the influence exerted by a peer group in encouraging a person to change his or her attitudes, values, or behavior in order to conform to group norms. Social groups affected include membership groups, when the individual is "formally" a member (for example, political party, trade union), or a social clique. A person affected by peer pressure may or may not want to belong to these groups. They may also recognize dissociative groups with which they would not wish to associate, and thus they behave adversely concerning that group's behaviors.[citation needed]
In young people, youth peer pressure is one of the most frequently referred to forms of peer pressure. It is particularly common because most youth spend large amounts of time in fixed groups (schools and subgroups within them) regardless of their opinion of those groups. In addition to this, they may lack the maturity to handle pressure from 'friends'. Also, young people are more willing to behave negatively towards those who are not members of their own peer groups. However, youth peer pressure can also have positive effects. For example, if one is involved with a group of people that are ambitious and working to succeed, one might feel pressured to follow suit to avoid feeling excluded from the group. Sometimes the child is pressuring themselves. They feel like they need to be in this group to be "cool" or "in." Therefore, the youth would be pressured into improving themselves, bettering them in the long run. This is most commonly seen in youths that are active in sports or other extracurricular activities where conformity with one's peer group is strongest.
Risk behavior
While socially accepted children fare the best in high school due to having the most resources, the most opportunities and the most positive experiences, research shows that being in the popular crowd may also be a risk factor for mild to moderate deviant behavior. Popular adolescents are the most socialized into their peer groups and thus are vulnerable to peer pressures, such as behaviors usually reserved for those of a greater maturity and understanding, such as the use of drugs. Adolescence is a time of experimentation with new identities and experiences. The culture of high school often has its own social norms that are different from the outside culture. Some of these norms may not be especially positive or beneficial. Socially accepted kids are often accepted for the sheer fact that they conform well to the norms of teen culture, good and bad aspects included. Popular adolescents are more strongly associated with their peer groups in which they may together experiment with things like alcohol, cigarettes and drugs. Although there are a few risk factors correlated with popularity, deviant behavior is often only mild to moderate. Regardless, social acceptance provides more overall protective factors than risk factors.[1]
The Third Wave was an experiment to demonstrate the appeal of fascism undertaken by history teacher Ron Jones with sophomore high school students attending his Contemporary History as part of a study of Nazi Germany. The experiment took place at Cubberley High School in Palo Alto, California, during the first week of April 1967. Jones, unable to explain to his students how the German populace could claim ignorance of the extermination of the Jewish people, decided to show them instead. Jones started a movement called "The Third Wave" and convinced his students that the movement is to eliminate democracy. The fact that democracy emphasizes individuality was considered as a drawback of democracy, and Jones emphasized this main point of the movement in its motto: "Strength through discipline, strength through community, strength through action, strength through pride". The Third Wave experiment is an example of risk behavior in authoritarian and peer pressure situations.[2][3]
Management
In management, benign peer pressure refers to a technique used to boost team members' motivation, proactiveness and self goal settings. It's one useful tool in leadership. Instead of direct delegation of tasks and results demanding, employees are in this case, induced into a behaviour of self propelled performance and innovation, by comparison feelings towards their peers. There are several ways peer pressure can be induced in a working environment. Examples are: training, team meetings. Training since the team member is in contact with people with comparable roles in other organizations. Team meetings since there will be an implicit comparison between every team member especially if the meeting agenda is the presentation of results and goal status.[4]
School
In school, benign peer pressure refers to the achieving of school discipline and internal self-discipline (inner discipline within each individual) by democratic means. It is adduced that appropriate school learning theory and educational philosophy is decisive in preventing violence, and promoting learning, order, and discipline in schools. Children should be accorded the same human rights and freedoms as adults; they should be granted responsibility for the conduct of their affairs; and they should be full participants in the life of their community. Children of all ages are entitled to participate in all decisions affecting the school, without exception. They have a full and equal vote in deciding expenditures, in hiring and firing all employees (including teachers), and in making and enforcing the rules of the community. Typically, rules are made and business is handled at a weekly School Meeting, where each student, like each staff member, has one vote: freedom on individual rights' matters and peer justice.[5][6][7]
Biology
Neuroimaging identifies the anterior insula and anterior cingulate as key areas in the brain determining whether people conform in their preferences in regard to its being popular with their peer group.[8]
References
1. ^ Allen, Porter, McFarland, Marsh, & McElhaney (2005). The two faces of adolescents' success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development .. megha and diksha, 76, 757-760.
2. ^ Weinfield, L (1991). Remembering the 3rd Wave. Retrieved March 6, 2010.
3. ^ Jones, Ron (1972). THE THIRD WAVE. Retrieved March 6, 2010.
4. ^ Salvador, José (2009). MBA CookBook.
5. ^ The Sudbury Valley School (1970). Law and Order: Foundations of Discipline, The Crisis in American Education — An Analysis and a Proposal. (p. 49-55). Retrieved March 8, 2010.
6. ^ Greenberg, D. (1987). With Liberty and Justice for All, Free at Last, The Sudbury Valley School. Retrieved March 8, 2010.
7. ^ Greenberg, D. (2000). R-E-S-P-E-C-T — What Children Get in Democratic Schools. Retrieved March 8, 2010.
8. ^ Berns GS, Capra CM, Moore S, Noussair C. (2010). Neural mechanisms of the influence of popularity on adolescent ratings of music. Neuroimage. 49:2687–2696. doi:10.1016/j.neuroimage.2009.10.070 PMID 19879365
From Wikipedia, the free encyclopedia
[[Go Here for Manual|http://www.mincava.umn.edu/documents/stepup/teen/teenfacilitator.html]]
[[Click Here|https://docs.google.com/document/d/1SOZeQAlbp4ttHc9c_veShZz0jMEjHoDsSWsVvIGUMSQ/edit]]
Teen Writing Activities
Written by Christina Spallone who has been writing since 1992. Her work has appeared in several nationally published literary magazines, including "The Salt Hill Journal" and "Palooka Literary Magazine." She holds a Master of Science in library and information science from Syracuse University.
Many teens write poems and journal entries on their own, but others need a little more motivation. Whether or not they have a personal passion for writing, all college-bound students need to establish strong writing skills, as they will soon be applying for college and composing lengthy papers. You can make a writing course more exciting for your students by starting each class with a short writing prompt and assigning some activities with real-world relevance.
Writing Prompts
Writing prompts are short assignments typically given at the beginning of class as a warm-up. After writing for five to ten minutes, students can read their responses out loud, or trade them with another student. A teacher will often vary the nature of these prompts on a daily basis -- one day, he may assign a political opinion piece (e.g. what is your opinion on animals in captivity); the next day, a funny poem (write a poem about your favorite school lunch item); and the next day, a personal story (write about what school was like for your grandparents and how it is different today). Daily writing prompts are typically fun, and they force students to write and think quickly, as they will have to do when taking standardized tests.
Interviews
Many teens romanticize the journalism profession. You can provide them with experience in the field by assigning an interview assignment. Have your students read some professional interviews in newspapers and magazines to inspire them to ask appropriate and interesting questions. Then, let them go out in the community and interview someone who interests them. Teens can interview adults who work in a field of interest, which can prepare them for a future career. Alternately, they can interview a variety of people who lived through an important historical event (e.g., the Civil Rights Movement) and condense their interviews into an article.
Editorials
Encourage teens to get involved in their community by giving a "Letter to the Editor" assignment. Many teens have strong opinions about their school, community and the world at large. Writing a letter is a positive way to channel a teen's emotional energy. After helping the teen revise the letter, encourage him or her to submit it to a local or school newspaper.
References
* The Teacher's Corner: Daily Writing Prompts
* Education.com: High School Writing Activities
Read more: Teen Writing Activities | eHow.co.uk http://www.ehow.co.uk/list_7589986_teen-writing-activities.html#ixzz1CZ1PwoW5
[img[http://zookyworld.files.wordpress.com/2011/01/brainmaze.gif]]
[[img[http://cnx.org/content/m25197/latest/graphics2.png]]
brainstorming technique for problem-solving, team-building and creative process
Brainstorming with a group of people is a powerful technique. Brainstorming creates new ideas, solves problems, motivates and develops teams. Brainstorming motivates because it involves members of a team in bigger management issues, and it gets a team working together. However, brainstorming is not simply a random activity. Brainstorming needs to be structured and it follows brainstorming rules. The brainstorming process is described below, for which you will need a flip-chart or alternative. This is crucial as Brainstorming needs to involve the team, which means that everyone must be able to see what's happening. Brainstorming places a significant burden on the facilitator to manage the process, people's involvement and sensitivities, and then to manage the follow up actions. Use Brainstorming well and you will see excellent results in improving the organization, performance, and developing the team.
N.B. There has been some discussion in recent years - much of it plainly daft - that the term 'brainstorming' might be 'political incorrect' by virtue of possible perceived reference to brain-related health issues. It was suggested by some that the alternative, but less than catchy 'thought-showers' should be used instead, which presumably was not considered to be offensive to raindrops (this is serious…). Happily recent research among relevant groups has dispelled this non-pc notion, and we can continue to use the brainstorming expression without fear of ending up in the law courts…
brainstorming process
1. Define and agree the objective.
2. Brainstorm ideas and suggestions having agreed a time limit.
3. Categorise/condense/combine/refine.
4. Assess/analyse effects or results.
5. Prioritise options/rank list as appropriate.
6. Agree action and timescale.
7. Control and monitor follow-up.
In other words:
plan and agree the brainstorming aim
Ensure everyone participating in the brainstorm session understands and agrees the aim of the session (eg, to formulate a new job description for a customer services clerk; to formulate a series of new promotional activities for the next trading year; to suggest ways of improving cooperation between the sales and service departments; to identify costs saving opportunities that will not reduce performance or morale, etc). Keep the brainstorming objective simple. Allocate a time limit. This will enable you to keep the random brainstorming activity under control and on track.
manage the actual brainstorming activity
Brainstorming enables people to suggest ideas at random. Your job as facilitator is to encourage everyone to participate, to dismiss nothing, and to prevent others from pouring scorn on the wilder suggestions (some of the best ideas are initially the daftest ones - added to which people won't participate if their suggestions are criticised). During the random collection of ideas the facilitator must record every suggestion on the flip-chart. Use Blu-Tack or sticky tape to hang the sheets around the walls. At the end of the time limit or when ideas have been exhausted, use different coloured pens to categorise, group, connect and link the random ideas. Condense and refine the ideas by making new headings or lists. You can diplomatically combine or include the weaker ideas within other themes to avoid dismissing or rejecting contributions (remember brainstorming is about team building and motivation too - you don't want it to have the reverse effect on some people). With the group, assess, evaluate and analyse the effects and validity of the ideas or the list. Develop and prioritise the ideas into a more finished list or set of actions or options.
implement the actions agreed from the brainstorming
Agree what the next actions will be. Agree a timescale, who's responsible. After the session circulate notes, monitor and give feedback. It's crucial to develop a clear and positive outcome, so that people feel their effort and contribution was worthwhile. When people see that their efforts have resulted in action and change, they will be motivated and keen to help again.
personal brainstorming
for creativity, planning, presentations, decision-making, and organizing your ideas
Personal brainstorming - just by yourself - is very useful for the start of any new project, especially if you can be prone to put things off until tomorrow.
Planning a new venture, a presentation, or any new initiative, is generally much easier if you begin simply by thinking of ideas - in no particular order or structure - and jotting them down on a sheet of paper or in a notebook. Basically this is personal brainstorming, and it can follow the same process as described above for groups, except that it's just you doing it.
Sometimes it's very difficult to begin planning something new - because you don't know where and how to start. Brainstoming is a great way to begin. The method also generates lots of possibilities which you might otherwise miss by getting into detailed structured planning too early.
A really useful tool for personal brainstorming - and note-taking generally - is the wonderful Bic 4-colour ballpen.
The pen enables you quickly to switch colours between red, blue, black and green, without having to walk around with a pocket-full of biros.
Using different colours in your creative jottings and written records helps you to make your notes and diagrams clearer, and dramatically increases the ways in which you can develop and refine your ideas and notes on paper. To prove the point, review some previous notes in black or blue ink using a red pen - see how you can organize/connect the content, still keeping it all clear and legible.
This simple pen is therefore a brilliant tool for organizing your thoughts on paper much more clearly and creatively than by being limited to a single colour - especially if you think in visual terms and find diagrams helpful.
For example, using different colours enables you to identify and link common items within a random list, or to show patterns and categories, or to over-write notes without making a confusing mess, and generally to generate far more value from your thoughts and ideas. Keeping connected notes and ideas on a single sheet of paper greatly helps the brain to absorb and develop them. Try it - you'll be surprised how much more useful your notes become.
The principle is the same as using different colours of marker pens on a flip-chart. Other manufacturers produce similar pens, but the Bic is reliable, widely available, and very inexpensive. bic four colour ballpen
The usefulness of different colours in written notes is further illustrated (please correct me or expand on this if you know more) in a wider organizational sense in the UK health industry. Apparently, black is the standard colour; green is used by pharmacy services, red is used after death and for allergies, and blue tends to be avoided due to poorer reprographic qualities (thanks M Belcher). As I say, correct me if this is wrong, and in any event please let me know any other examples of different coloured inks being used to organize or otherwise clarify written communications within corporations, institutions or industries.
Additionally I am informed (thanks T Kalota, Oct 2008) of a useful brainstorming/organizing technique using coloured pens when reviewing a written specification, or potentially any set of notes for a design or plan.
Underline or circle the words according to the following:
nouns/people/things black (entities)
verbs ('doing'/functional words) red (relationships)
adjectives/adverbs (describing words) blue (attributes)
This technique was apparently used for clarifying written specifications or notes for a database design, and was termed 'extended relational architecture', advocated by a company of the same name, at one time. (I've been unable to find any further details about the company or this application. If you know more please tell me.)
This method of colour-coding notes (using underlines or circles or boxes) to help clarification/prioritization/organization/etc can itself naturally be extended and adapted, for example:
nouns/people/things black (entities)
verbs ('doing'/functional words) red (relationships)
adjectives (describing a noun/thing/etc) blue (attributes)
adverbs (describing a verb/function) green (degrees/range/etc)
timings/costs/quantities yellow (measures)
The colours and categories are not a fixed industry standard. It's an entirely flexible technique. You can use any colours you want, and devise your own coding structures to suit the situation.
In relation to the group brainstorming process above, see also the guidelines for running workshops. Workshops provide good situations for group brainstorming, and brainstorming helps to make workshops more productive, motivational and successful.
To create more structured brainstorming activities which illustrate or address particular themes, methods, media, etc., there is a helpful set of reference points on the team building games section. Unless you have special reasons for omitting control factors, ensure you retain the the essence of the rules above, especially defining the task, stating clear timings, organising participants and materials, and managing the review and follow-up.
see also
The following tools and models can be used within the brainstorming process to build and create a context for brainstorming, and a framework for brainstorming actions. When using any of these tools or models within the brainstorming process, select models appropriate to the group, and the desired development and outcomes for the brainstorming session:
* SWOT analysis - for assessing the strength of a company, department, proposition or idea.
* PEST analysis - for measuring the attractiveness and potential of a market.
* The McKinsey Seven-S's - criteria for a successful company
* Adizes corporate life-cycle model - phases of company development
* Delegation model - successful task delegation and staff development through delegation
* Tuckman's group development model - forming, storming, norming, performing
* Kolb's learning styles - for training the trainers, coaching the coaches, and management development
* Leadership attributes - for developing leadership among managers
* Negotiation process - for sales and commercial staff and optimising on profitable outcomes and customer relationships
* Cherie Carter-Scott's rules of life - behaviour and attitude development and soft skills development
* The Four Agreements - behaviour and attitude development and soft skills development
* Advanced 'Kaleidoscope Brainstorming'© technique
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How problem-solving skills raise a teens self-esteem - by Suzanne Rose
Problem-solving skills can raise a teen's self-esteem. The following are the ways in which these skills can be of use to a child of this age and how to develop them.
It can give the teen something that they can be proud of
Many teens have difficulty with self-esteem. They may not think that they can accomplish anything or feel that they just do not have the skills that others do. If you can help them develop their problem-solving skills, then this can help give them something to be proud of. Their self-esteem may be raised as they see that they are solving problems successfully.
They may do better in school
Many school projects require problem-solving skills. When the children have these abilities, they may do better in school. Furthermore, when they do better in school, then their self-esteem might be higher. Students who do bad in school sometimes think that they are not smart. This may be especially poignant if they are really trying but just do not have the problem-solving skills to do the work. Developing these might make them feel like they are intelligent and be a boost to their esteem.
They may win competitions, which can help them with their self-esteem
If a teen has good problem-solving skills, then they might choose to enter some competitions such as in a math club or a chess club. If they do well in this, then it can help them feel better about themselves.
Their friends and family might be impressed, which can help them have higher self-esteem
Unfortunately, many teens base their self-esteem on what others think of them (or at least what they think that other things of them). They may look to see if others are impressed by what they do or whether others seem to solve problems faster and better. If they have good problem-solving skills and are able to quickly solve problems whether in school or just in everyday activities, then others might make positive comments. When they hear these comments, the teens may feel pride, and this may help them to feel higher self-esteem about this and even everything. They may become known as the person who is going at solving things.
Having better problem-solving skills can help a teen to feel better self-esteem. Although a lot of this trait in inherent, a teen can increase the skills by practicing different problems and reasoning. There are many brainteaser books that can help them accomplish this.
259726_m Learn more about this author, Suzanne Rose.
[img[http://www.joanofarccounseling.com/images/teens-having-fun.jpg]]
Regardless of what they do for a living or where they live, most people spend most of their waking hours, at work or at home, solving problems. Most problems we face are small, some are large and complex, but they all need to be solved in a satisfactory way. Before we look at the area of problem analysis and solution, though, let's take a few moments to think about just what we mean by a problem.
What is a Problem?
One of the creative thinker's fundamental insights is that most questions have more than one right answer and most problems have more than one solution. In keeping with this insight, we will offer more than one definition of a problem, in hopes of filling out its meaning as fully as possible. Different definitions yield different attitudes and approaches and prevent us from becoming fixed in the rut of "Oh No! A Problem!" as we discussed in Chapter 1.
1. A problem is an opportunity for improvement. A problem can be a real break, the stroke of luck, opportunity knocking, a chance to get out of the rut of the everyday and make yourself or some situation better. Note that problems need not arrive as a result of external factors or bad events. Any new awareness you have that allows you to see possibilities for improvement brings a "problem" for you to solve. This is why the most creative people are "problem seekers" rather than "problem avoiders."
Developing a positive attitude toward problems can transform you into a happier, saner, more confident person who feels (and is) much more in control of life. Train yourself to respond to problems with enthusiasm and eagerness, rising to the opportunity to show your stuff, and you will be amazed at the result.
2. A problem is the difference between your current state and your goal state. A problem can result from new knowledge or thinking. When you know where you are and where you want to be, you have a problem to solve in getting to your destination. The solution can and should be fun and exciting as you think over the various possible solution paths you might choose. When you can identify the difference between what you have and what you want, you have defined your problem and can aim toward your goal.
3. A problem results from the recognition of a present imperfect and the belief in the possibility of a better future. Isn't it interesting here that hope produces problems? The belief that your hopes can be achieved will give you the will to aim toward the better future. Your hopes challenge you, and challenge is another definition of a problem.
The Importance of Goals in Problem Solving
As you read these definitions, I hope you noticed that they all include the ideas of goals and ideal states. Problem solving centers on thinking about goals and ideals. When a goal is met, the problem should be concluded if the goal was an appropriate one for solving the problem.
Another way of thinking about this would be to say that the goal or ideal state defines how much of a problem exists or even whether or not there is a problem.
For example, let's say you have just brought a pizza home from the pizza parlor and it is beginning to cool. If your ideal state is to eat very hot pizza, then you have a problem, whether you define it as how to keep the pizza from cooling, how to heat it back up, how to eat it quickly, or whatever. On the other hand, if you like moderately warm pizza, then you do not have a problem. Similarly, if your friend comes over an hour later and you offer him a piece of leftover pizza, only to discover that your oven is on the blink, you have a problem: how to heat the pizza up again. But if the friend says, "I really like cold pizza better than hot," you no do not have a problem.
This example demonstrates that one's goal must be considered in conjunction with one's current state in order to determine whether a problem exists and to what extent it exists. People who don't take time to think about their goals before attacking a problem thus don't fully understand the problem. You've probably heard that cracked proverb, "If you don't know where you're going, you'll probably end up somewhere else."
Another important truth to derive from this understanding about goals is that as your goals change, so will the nature of the problems you face. Life operates in real time rather than in timeless theory, so that as we move through our existence, our goals are in a constant state of flux. Some goals change radically, or even reverse, while others undergo minor adjustments and refinements. Be sure that your problems and solutions stay current with your goals.
What is a Solution?
In our ordinary discourse, we often think of "solving a problem" in the sense of making it go away, so that the problem no longer exists. This indeed is one kind of solution, but it is not the only kind. Some problems cannot be eliminated entirely: we are never likely to eliminate trash, or the wear on automobile tires, or the occurrence of illness. We can, however, create solutions or treatments that will make each of these problems less harmful.
For our purposes, then, we will define a solution as the management of a problem in a way that successfully meets the goals established for treating it. Sometimes the goal will be to eliminate the problem entirely; sometimes the goal will be only to treat the effects of the problem. The possibilities inherent in the problem, together with the ambitiousness, resources, and values of the problem solver, will help shape the goals.
There are two basic approaches to solving problems, one where the cause or source of the problem is attacked and the other where the effects or symptoms of the problem are attacked. For ease of remembering, we can call these the stop it and the mop it approaches, respectively. Each of these approaches has three basic forms. As we detail these approaches and their forms, let's use the problem of a leaking water tank to illustrate each one.
Stop It
A stop-it approach is designed to cure a problem, so that, insofar as possible, the problem no longer exists. Its three forms are prevention, elimination, and reduction.
Prevent It. By preventing a problem from occurring (or recurring) we have perhaps the ideal solution. In our water heater example, we would build a very high quality water heater, perhaps with a copper tank, so that it would never leak. The prevention approach is often a difficult one to apply because it requires predictive foresight ("this might be a problem someday if we don't act now") and it is often costly. And, of course, most problems crash into us unexpectedly or for some other reason cannot be prevented.
For example, if you can prevent a cold, or an automobile accident, you will not have to deal any further with a problem or its effects. Similarly, by preventing misunderstandings, the need for lots of damage control and emotional healing can be avoided.
Eliminate It. Eliminating a problem once and for all is also an excellent way of attacking a problem. In our leaking water heater example, an elimination solution would be to plug or seal or otherwise repair the leak, the cause of the problem (all that water on the floor). Elimination solutions should be considered in nearly every problem situation.
For example, a neighbor where I used to live had chronic trouble getting TV reception to suit him. Every weekend he was on his roof installing another antenna (he eventually had three), rotating one, putting another up on a higher mast, and so on. He even put in a satellite dish. He might have eliminated the problem by subscribing to cable TV or moving to an area where the reception was better.
Elimination solutions can be expensive and politically unpopular, however, so that they are not always feasible.
For example, an elimination solution to the AIDS problem might involve changing social behaviors (including sexual practices and drug use). Such changes would be resisted. Thus, the usual approach to AIDS is a mop-it one (see below).
Reduce It. As we mentioned earlier, some problems, like trash production, cannot be eliminated entirely. In such cases, a strategy of reduction can be highly effective. Almost any problem can be made less of one by reducing its size. In our water heater example, suppose we couldn't perform a repair (an elimination solution) until a day or two later. We could reduce the problem by turning off the incoming water. Without line pressure on the tank, the leak would slow down; that would be better that a full force leak.
For example, current approaches to the flow of illegal drugs into the country include reduction strategies. The flow of drugs cannot be eliminated as long as demand continues, so interdiction focuses on "as much as possible."
Mop It
A mop-it approach focuses on the effects of a problem. As you can guess, the name comes from our leaking water heater example. Instead of treating the leak itself, we mop up the water on the floor--the effects of the problem.
Treat It. Here the damage caused by the problem is repaired or treated. We mop up the water, fix the damaged floor, hang the rugs out to dry. Note two things: (1) by itself a treat-it solution is not going to be nearly as effective as some form of stop-it solution and (2) treat-it solutions are often needed in addition to an elimination or reduction form of solution.
For example, some of our drug and alcohol treatment programs are aimed at symptomatic relief of the effects of these problems rather than at eliminating the problems to begin with.
Tolerate It. In this form of mop-it approach, the effects of the problem are put up with. In our leaky water heater example, we might install a drain in the floor, or waterproof the floor. The effects are taken for granted and measures are taken to endure them.
For example, graffiti and vandalism are now taken for granted in many large cities, so tolerance measures have been implemented, such as installing lights that are harder to break or cheaper to replace, not planting trees that would be destroyed, and so on.
Redirect It. Here the problem is deflected. Sometimes the problem will simply be redefined as not a problem. It's hard to think of a legitimate redirection for our leaking water heater problem, but suppose that the leak is small and the floor is not being damaged. We might say, "Well, we need the humidity; the leak is actually a good thing." Remember that a problem is a problem only when someone defines it as such.
Some police departments have been known to buy bus or airline tickets for chronic offenders (prostitutes, usually) to send them to another state far across the country, thus "solving" their own problem.
Sometimes, as when you get a cold, a mop-it solution is all that's available: there is no elimination solution that works yet. In general, however, be careful to investigate the possibility of implementing a stop-it solution before you focus on mop-it ones. There is a temptation to focus on symptomatic treatments for our problems when we should be looking for treatments of the underlying causes.
General Guidelines for Problem Solving
Here are some guidelines that will help you analyze, define, and solve problems in an orderly way. Use these guidelines to help create a problem-solving habit of mind and to give some structure to your problem solving activity. Remember, though, that problem solving does not proceed by recipe, nor is it necessarily linear, as these guidelines might imply. Problem solving is a recursive process; you must continually go back and forth between steps and do some parts again. Similarly, you might not always proceed in exactly this order. Thus, these guidelines are not meant to be rigid and absolute. Think of them rather as a checklist designed to assure that you include all the important features of problem analysis in your thinking. (After the outline of the guidelines you'll find a commentary and elaboration on them.)
I. Problem Exploration
1. State the Problem.
A. State what the problem is
B. Restate the problem
C. State the problem more
2. Clarify the Problem.
A. Define the Key terms of the problem.
B. Articulate the assumptions
C. Obtain needed information
3. Explain the Problem.
A. Discuss the problem with someone else.
B. Look at the problem from different viewpoints.
C. Ask a series of whys.
4. Put the Problem in Context.
A. What is the history of the problem?
B. What is the problem environment?
C. What are the constraints?
II. Goal Establishment
1. Consider Ideal Goals.
2. Establish Practical Goals.
III. Idea Generation
1. Generate Ideas for Possible Solutions.
IV. Idea Selection
1. Evaluate the possibilities.
2. Choose the solution(s).
V. Implementation
1. Try the solution.
2. Make adjustments.
VI. Evaluation
1. Determine whether the solution worked.
Discussion of the Problem Solving Guidelines
I. Problem exploration
The problem is investigated, broken into subproblems, terms are defined. A determination is made about the nature of the problem (sociological, personal, technological, historical). Some research is made into whether or not it has been met in the past, and if so, how. Steps:
1. State the Problem.
A. State what the problem is. Does it have multiple aspects? If so, what are they? This should include a written description of the problem in the clearest way it can be put. The statement might begin with the problem as given, put in quotation marks to remind you that that's the way it was received. But the problem should always be stated in your own words, too. Make the problem your own, and do not let it become attached to the verbal clothing in which it was originally delivered to you.
A useful aspect of any definition or problem statement is to state what the thing is not. By clearly identifying what is not the problem, you'll clarify what it is.
B. Restate the problem in entirely different words, or in a completely different way. Do this several different times (three to eight is recommended). Again, the purpose of this process is to break the problem away from confusing or restricting verbal maps of it, so that the "problem in itself" can be isolated.
For example, "Carry the filing cabinet upstairs to my office." How about "Take the file to my office upstairs," or "Move the cabinet into my office." This latter description may enable you to cease focusing on the stairs and carrying and to remember that there is an elevator nearby.
C. State the problem more generally or more broadly. Put it abstractly or even philosophically. The idea here is to find out whether the given wording of the problem is really only a specific statement of a more general problem. Often general statements allow the problem to be seen in entirely different terms and therefore suggest solutions that otherwise wouldn't be thought of.
Compare the difference in orientation: Design a better mattress, or Design a better bed, or Design a better way to sleep. The mind moves from considerations of springs and padding to the possibilities of a water bed, air flotation, maybe even an armchair design bed. How about sleeping standing up? Or in a big armchair? Or floating in a tank of water?
2. Clarify the Problem.
A. Define the key terms of the problem. (What is an X?) Use synonyms; move from genus to species or species to genus. Continue to define in more and more general or specific ways. This kind of definition allows the breaking of the problem into attributes, components, and general features. The result is to shake loose some possible solutions.
For example: Problem: Rides cost a lot to build and when people get tired of them they cost a lot to replace. Moreover, they take up a lot of space. Goal: Build a ride in a small space that's cheap and easy to replace. Definition question: What is a "ride"? It's an experience, physical, psychological, of sight, sound, motion, events. A feeling or process of going from beginning to end and seeing or experiencing things along the way, usually exciting and different. Okay, how can we build a ride in a small space that will give this long experience of motion and movement, and that's cheap and easy to replace? Solution: Build a ride simulator. Implementation: Star Tours at Disneyland. A programmable simulator allows bumps and motion. A film creates visual effects. The simulator doesn't move laterally so it takes up little space. And when ride gets tiring, a new film and a new program of different bumps yields a new ride.
Clarify anything about the problem that is ambiguous or uncertain. Often, problems as given are unclear in their original form. "Improve the magazine," is an unclear assignment because it doesn't specify what the area of improvement should be. Does this mean choose better articles, change the typefaces and layout, get classier advertisers, get a bigger circulation, or what? "Cure condition X" might be problematic until we discover for certain whether condition X is an infectious kind of disease, a hereditary condition, a chemical poison, or what.
B. Articulate the assumptions being made about the problem and describe the way a solution would have to work. Assumptions can be tricky because they tend to be automatic and submerged--not consciously made. This articulation step in the problem solving procedure involves the conscious listing of all assumptions that can be identified. The listing is without prejudice or judgment or hostility. Just list as many as can be thought of.
It is especially important when listing assumptions to list the extremely obvious ones, because often it is those that later turn out to be alterable. Examine these assumptions to discover if they are necessary, not necessary, or uncertain as to their necessity. Many assumptions are quite necessary, of course. In the problem, Develop a better way to destroy kidney stones, one obvious and necessary assumption is that the patient should be alive after the procedure. But often assumptions turn out to be made for no good reason--that is they are not necessary assumptions. These can be challenged and new routes to success can then be discovered.
C. Obtain needed information. Research into past approaches to the problem or to similar problems will help you get new ideas as well as gain understanding of the nature and environment of the problem itself. If your problem is to improve self-stick brackets, you might do some research into how glues work.
3. Explain the Problem.
A. Discuss the problem with someone else. Explain it carefully. Listen to your own explanation. Discussion has two important features. First, there is the possibility that you will find a solution in the head of another person. Discussion enables you to get information, suggestions, and ideas. Important: even if the ideas have nothing to do with the problem, or if they are in themselves unworkable, they can still be valuable stimuli because they will show a new approach to the problem or they will suggest something practical to you. So even though your friend can never understand your problem technically, emotionally, intellectually, artistically, or whatever, you can still gain valuable insight by discussing it and by hearing a response.
Secondly, discussing your problem with someone allows you to see what you really think. Philosophers and writing theorists have long noted that people think and work out ideas as they talk. You don't really know what you think until you consciously verbalize it. Francis Bacon noted that one value of friendship was to have someone to talk to so that you can see how your ideas look when they are turned into words. Some people have reported remarkable insights just by talking to their pets, where no intellectual feedback from the "listener" was possible. So when you discuss your problem or idea, listen to yourself as well as to the other person.
Explain why the problem is a problem. What are its negative or undesirable features? Again, a couple of functions here. One, by explaining why the problem is problematic, you discover more about its nature and whether it really is a problem. James Adams remarks that there have been a lot of solutions to problems that didn't exist. So this explanation phase allows you to discover just whether a problem is real.
Next, by explaining in detail the negatives of the problem, a set of more specific targets can be identified, thus better lending themselves to being solved.
For example, first statement: Here at the amusement park, our problem is that rides are expensive and people get tired of them. Why is this a problem? Because we have to replace the rides so people will continue to come to the park. The negatives are that we have to (1) keep tearing the ride down, (2) building a new ride, (3) spending a lot of money, (4) disturbing the amusement park with major construction, (5) advertising the new ride, etc.
This statement allows the clarification of possible goals, like building a ride people won't tire of, figuring out a way to build rides quickly and cheaply, and so forth.
B. Look at the problem from different viewpoints. How would different people look at it? (What are the thoughts of those who cause it, those who suffer from it, those who have to fix it, those who have to pay for it, etc.?) Remember that your view of reality, as an intelligent, concerned, conscientious, middle class person, is only one view. By imaginatively taking on the viewpoints of various other people affected by a particular problem, you can sometimes discover solutions that you as yourself would never think of.
For example, let's say your assignment is to reduce litter on the beaches. One way to proceed would be to write out the viewpoints of various people. How do the people doing the littering view the situation? Are they thinking, "I like littering?" Or are they thinking, "I'd throw this in a can, but there isn't one nearby, so I'll toss it on the ground," or "I see that can nearby, but it smells so I don't want to go near it"? What about the person who has to pick up the trash? What are his thoughts? What about the taxpayers, or the beachgoers?
Again, suppose your job is to improve the juvenile justice system. Imagine that you are, in turn, the juvenile offender, the parents, the victim, the sheriff or arresting officer, the head of Juvenile Hall, the judge, a man on the street, and so forth. By constructing these different viewpoints, you will be able to generate solutions that meet some of the cynical, prejudiced, or even thoughtful attitudes of the various parties.
Another example. We, as users of medical services, often complain about the poor service, lack of knowledge, and high costs. What does the doctor think? He's probably worrying about getting sued. Addressing his concerns as well as our own will be the most likely way to improve the situation, rather than, say, passing new laws based only upon our own viewpoint.
The importance of being able to see different sides or angles has been reinforced in folk wisdom worldwide. The French have a saying, for example, "To know all is to forgive all." The American Indians have the saying, "Don't criticize your neighbor until you have walked a mile in his moccasins." The better you become at understanding where others "are coming from," the better you'll become at choosing solutions that will be acceptable and effective for all involved.
C. Ask a series of clarifying whys. By asking "why" of every statement of the problem, possible solution, or identified goal, clearer definitions are made. Asking why can serve a purpose similar to that of broadening the definition of the problem, and can lead to new ways of looking at the problem and at possible solutions.
Example problem: Let's make computers smaller and lightweight and portable. Why? So people can carry them around? Why do we want people to carry them around? So they can take them on trips with them and use them, say in hotels. Why do we want them to use them on trips and in hotels? So they can make efficient use of their extra time when traveling. (Possibility: put computers in hotel rooms for guests to use.)
Example problem: We need a better way to kill mice. Why? Because we are overrun by mice and they are bothering us. Why are we overrun? Because there is food all over. Maybe we should get rid of the food. Or, maybe we should redefine the problem into, We need a better way to keep mice from bothering us. This may suggest a different solution from that of killing them, like driving them away, keeping them out of the house in the first place, etc.
Is the problem really a symptom or result of another problem? Is there a problem behind the "problem"?
For example, the "problem" of low quality cars may really be only a symptom, with the real problem behind it quite different, like poor management, low quality parts and materials, old machinery, careless labor, or whatever. A search for the causes of a problem often reveals one or more underlying problems which need to be solved first or which, when solved, will solve the originally identified problem.
4. Put the Problem in Context.
A. What is the history of the problem? Knowing where it came from can help focus your efforts toward a solution to try or away from a solution not to try. If a particular solution has been tried already and met with a sensational disaster, you might not want to try it first again. The problem solvers who caught Typhoid Mary eventually noticed that various families' problems with typhoid began just after Mary began to work for them.
B. What is the problem environment? What are the surrounding contexts? Are there associative factors that helped cause or perpetuate the problem? Have there been similar problems and solutions that may be useful in solving this one?
An understanding of contributing or perpetuating factors will help you to take steps to prevent a problem from coming right back once you solve it. Similarly, studying how similar or analogous problems have been solved may lead you to a shortcut solution to this one.
C. List the constraints of the problem. What limitations are imposed, what is required, what must be observed in solving the problem? This is pretty straightforward. Constraints are givens that must be followed--a budget you cannot exceed, legal or contractual requirements that must be met and so on.
For example, if your problem is to develop a new American sports car, one constraint is that it must meet federal air pollution standards. If your problem is to make an educational tour more affordable for students, one probable constraint is that the tour company can't go broke in the process.
Constraints are simply requirements to keep in mind, part of the problem's basic dimensions. Writing them down helps to keep them in the foreground as you work toward solutions. And, of course, occasionally the identified constraints turn out, upon listing and examination, not to be necessary after all. They can be eliminated or worked around.
II. Goal Establishment
1. Consider Ideal Goals. We too often set our goals as the solving of the immediate problem or the minimum solution rather than considering how we would like reality to be ideally.
For example, if Jane always criticizes everything I say, I could set as my goal that she would stop criticizing me. But what would my ideal goal be? That not only would she stop criticizing me, but she would begin to support and encourage me, and even become a partner in my efforts. Instead of the goal of reducing pollution on the beach, or even stopping it, why not a goal of an improved ecology, where the beach will be cleaner than ever before?
2. Establish Practical Goals. What are the goals to be achieved that would make this problem be declared solved? The listing of definite and precise goals is useful in problem solving because the attempts at solution can then be measured against the goals to see how much progress is being made.
Example problem: Unemployment is too high in inner city America. We want to reduce it. What will the solution look like? Goal: Reduce unemployment for both males and females over eighteen to five percent or less within the next year.
Note that setting up goals (1) helps to clarify the direction to take in solving the problem and (2) gives you something definite to aim at. What will the solution be like? That is, what will occur as a result of the solution? Describe the world as it will be after the solution is implemented.
In our unemployment example above, we could say the solution will involve setting up a permanent job finding service that will continue to operate after the goal is met, to insure that unemployment (the problem) doesn't return later on. The solution might also include educational services to train workers or to train people in job finding strategies (like looking in the paper, going to job sites, and so forth).
Note that the description of the solution here can be pretty vague and dreamy if necessary, because sometimes you will have only an uncertain notion of what that solution will ultimately be. But try to be as specific as possible. If your problem is an unhappy marriage or love relationship, you could say that your goal is "a happy relationship," but more progress toward the goal will be probable if you can be more specific, such as, "stop yelling at each other," "become more affectionate," "do more things together," and so forth.
III. Idea Generation
1. Generate Ideas for Possible Solutions.
A. Read, research, think, ask questions, discuss. Look for ideas and solutions. Begin with a period of information gathering and mental stimulation. Knowledge is power. Get facts. Learn as much as you can about the problem.
For example, suppose you are faced with the task of making a more durable conveyor belt. You might think on your own about using stronger materials, like Kevlar or steel reinforcing, but a little research would reveal how many other people have solved the same problem, and you might happen upon the idea of the Mobius strip. Here, you simply rotate one end of the belt half a turn before connecting the two ends of the belt together. This produces a belt with only one side, with twice the life of an ordinarily made belt. It's a brilliant idea that you might never come across unless you did a little research.
B. Use idea generation techniques (brainstorming, forced relationships, random stimulation, and so on). Generate a large number of ideas of all kinds so that you'll have a good selection to choose from, adapt, or stimulate other ideas. Don't worry about whether the ideas are practical or wild at this point. As we will continue to see throughout the class, some wild ideas turn out to be quite practical. Just one example: Problem: How to inhibit corrosion and increase electrical contact on electronic plugs. Solution: plate them with gold--an excellent corrosion inhibitor and conductor. That's what's often done. This "wild" solution became practical because gold can be plated on very thin, reducing the cost to something very reasonable.
C. Allow time to incubate during various phases of idea generation. The major cycle of creativity that has long been identified is preparation (initial thought, research, study, work), incubation (time to let the unconscious work), insight (the flash of recognition of a solution path--the eureka experience), implementation (working out the solution), and evaluation.
Small problems will require only a short period of incubation. Difficult problems will require longer periods. Some people require longer periods than other people. The main thing is to remember the cycle of work, incubate, work, incubate. The eureka flashes do not come without previous periods of preparation and hard thinking. In the mythology of genius we often see the wizard sitting around when the flash suddenly comes to him. And that's often what happens--the insight comes during a period of relaxation. But what's left out is that same genius' long months of very hard work.
Do allow time for incubation, though. When you have worked a long time and are up against a wall, leave the problem and go out and do something relaxing. Then return to the problem. The idea of "sleeping on it" is excellent.
IV. Idea Selection
1. Evaluate the Possibilities. Evaluate the collection of ideas and possible solutions and approaches. What possible solutions, either individually or in conjunction with each other, will solve this problem? An important thing to remember here is not to get fixated on the single solution idea. You may want to adopt two or three separate solution paths at the same time--kind of like the triple antibiotic ointment approach. You might also want to set up "Plan B," a possible solution approach that can be implemented if your main plan does not work. So in your evaluation, don't focus on choosing just one solution and tossing the others away.
When you evaluate, you want to find the solution that will be the most effective (work best), efficient (cost the least, whether in terms of money, time, emotions, or whatever), and have the fewest drawbacks or side effects.
2. Choose the Solution(s).
A. Select one or more solutions to try. In the evaluation state above, you should establish some rank ordering. Choose from among those near the top of the list. Note that (as we will find later on in decision analysis), the very top ranked solution is not always the one to get chosen for implementation. Subjective, emotional factors, sudden changes, peculiar circumstances, the desire for beneficial side effects not directly related to the solution, intuitive feeling, and so forth, often shift the choice to something ranked below number one or two.
It's just like hiring someone or marrying someone. The person who looks best on paper may not "feel" right, and you may have a preference for someone further down the so-called objective list.
B. Allow others to see and criticize your selected solution and to make suggestions for improvements or even alternatives. The best way to turn your idea light bulb into a chandelier or floodlight is to let other people comment on it. This takes a certain amount of ego strength, since only intermediate friends will say how good the idea is. Strangers and close friends will quickly point out absurdities and weaknesses. But that's good, because you'll have a chance to improve your solution idea before attempting to implement it.
You have to walk a narrow path here. Don't be swayed too easily by criticism to change an idea that you are confident is really good; after all, the typical person is not a creative visionary and will be controlled by the prejudices of ordinariness. You can expect resistance to good new ideas. On the other hand, don't be so in love with your idea that you cannot see the legitimacy of criticisms that point our genuine weaknesses. And always be willing to incorporate new ideas and improvements from fresh minds looking at the problem and solution from a different perspective.
V. Implementation
1. Try out the solution(s). Experiment, test. "Do it, fix it, try it." "Ready, fire, aim." The real test of an idea is to try it out. The key concept here is action. Get going and begin the solution. Once you choose a solution path, get to work on it. Don't worry if objections or problems remain. Start working. Samuel Johnson noted that if all possible objections to a proposal must first be overcome, nothing would ever be attempted. And remember to give your solution sufficient time to work. Too hasty an abandonment of a solution or solution path is as common a problem as too obsessive a commitment to a particular solution path. A solution may take weeks or months (or years) to work, so use judgment in determining how long to wait before abandoning the choice.
2. Make adjustments or changes as needed during implementation. Remain flexible in this application phase. Practically every solution needs some modification in the process of being put into effect. Blueprints are changed, scripts are rewritten, your parenting methodology is adjusted. Don't expect that your solution will be exactly as you originally proposed. Remember that the goal is to solve the problem, not mindlessly to implement the solution exactly as proposed.
VI. Evaluation
1. Investigate to determine whether the solution(s) worked, and to what extent. Do modifications need to be made? Do other solutions need to be selected and tried? Is a different approach needed? One of the most frequent failures of problem solving is the lack of evaluation of the implemented solution. Too often in the past, once a solution has been chosen and implemented, people have wandered off, assuming that the problem was solved and everything was fine. But the solution may not have worked or not worked completely, or it may have caused other problems in the process. Staying around long enough to evaluate the solution's effectiveness, then, is an important part of problem solving.
2. Remember that many solutions are better described as partially successful or partially unsuccessful, rather than as an either/or in a success/failure division. If you propose a solution that reduces drug addiction by even ten percent, your solution is a good one, even though it didn't work for the other ninety percent of cases. In many cases, an incomplete remedy is better than none at all.
[[Read some thought provoking quotes here|http://charactercounts.org/resources/FFL/2005_maxims-secondary.ppt]]