Save Our Schools March and National Call to Action
They rely on data but ignore the evidence. They have no argument based on credible evidence yet their position has the mic. It’s a philosophical war and the traditionalists are losing. And for once, the ‘revolutionary’ movement is trying to erase a hundred years of progress.
We’re not talking about second amendment advocates, creationists vs. rational scientific explanations, nor doves vs. hawks on a war and peace issue. The ‘movement’ away from sanity, accountability, responsibility, humility, and reasonable arguments is being led by a variety of MBA-type wonks who never spent a day in front of a classroom yet use everything made up at their disposal to denigrate public education.
Could it only be in public school where they teach when writing a paragraph the topic sentence is followed by support statements? You would think so since so many with the ‘Superman Syndrome’ think that if you make a bold statement, nothing that follows has to be supportive and if it is, it’s made up.
The list of topics demagogued to death include charter schools vs. public education, evaluating teachers based on student performance, the evils of the unions, and how it’s better to use inexperienced and less paid Teach For America neophytes rather than tenured professionals with advanced degrees.
Support for public education is with so many other campaign promises that President Obama has rejected, reneged, reversed himself on, or misrepresented his position in order to win the Presidency. (For example we can include closing Gitmo, supporting card check, supporting a public option, opposing consolidation of the media, opposing the excessive human and civil liberties attacks of his predecessor, etc.) Now we see in his education platform that it is based on the advice of so many illustrious educators like Arne Duncan, Bill Gates and Oprah.
It is they who have the mic spewing illogic, union/teacher bashing hysteria, and a fistful of data made up faster than could come from a slide rule. As they used to say regarding computer programming, “Garbage in, garbage out.”
Their ‘supermen’ cheered the firing of an entire staff in a high school in Rhode Island for low test scores. Missing from the narrative that made its way through main stream media is that the students were majority English Language Learners, or that it was the only high school in the poorest city in RI. Poverty’s data has no weight when dealing with test scores. So what that it was a highly dedicated and professional staff. They couldn’t work the “miracles” that the private schools often do or charter schools pretend to. The numbers said it all. Apples trump oranges all the time.
There are many voices out there, even if they’re sailing against the wind. The June issue of the ISR (International Socialist Review) devotes an entire edition to exposing the real reasons why our students are being commodified and why charter schools are winning the grants but failing to produce what they promise. In the NEA Today, January 21, 2011 edition it prints a teacher’s response to Oprah. http://neatoday.org/2010/09/24/a-teachers-letter-to-oprah/. Where else do we get to see real criticism of Oprah and her sham knowledge of pedagogy? After all, Oprah doesn’t have the mic, she owns it.
So what’s to be done??How about teachers getting off their asses and doing something. How about teachers’ unions stop groveling for crumbs from Race To The Top and organize with other unions to stand up to the bureaucrats and corporatists who do not have every students’ interest in mind, only those who fit their corporate models of success. In other words, students who can help to increase the bottom line of the testing company, the charter school, the think tank; any corporation that sees students as a commodity and not a living learner. If only teachers could strike!
We see how immigrants in 2009 were able to shut down cities (especially in California) with massive demonstrations, echoed all over the country. If only teachers could be so organized to shut down city after city demanding that this country return to its values of supporting public education!
So what will be done?
We teachers are not asleep. We’re just merely exhausted. We’re beaten down. But we’re not on our knees. We are organizing. This July 30 we’ll be marching in DC with the Save Our Schools March and National Call to Action. Join its Facebook page (with the same name) and get involved.
We certainly don’t have any friends in the White House. In his State of the Union Address he heaped praises on teachers. Yet in the next breath he pushed his Race To The Top as a model for educational excellence. Right. Destroy public schools. Promote privately run, tax paid charters. Increase the profit margin for testing companies.....
But everyone knows a teacher. Maybe you’re married to one or one lives on your block. Maybe you tried to talk your kids out of being one but damn it they had the calling and just wouldn’t listen to you. Let’s remember that in the US we have a long history of struggling for what’s in the public interest: union rights, civil rights, suffrage, public education. Join this march in July and begin to take back public education from the ‘Billionaire Boys Club’*. Teachers need some kryptonite and here’s a beginning.
Thursday, December 29, 2011
Save Our Schools March and National Call to Action
Saturday, December 24, 2011
Are we ready for a new paradigm?
Every morning we see new developments happening in the field of education. Some researcher talks about the need for sight words, while the other talks about phonics, some advocate the need to promote thinking skills, some stand for memorizing skills and the list goes on and on. These things show that there is good amount of awareness on the need for ‘good’ education. I also think that the people around the globe have started believing in the power of educated mass. While I am glad as an enthusiastic learner, I am left with lots of questions and wonderments. School brochures are filled with attractive lines like Multiple Intelligence enabled classrooms, World class curriculum, Teachers catering to emotional intelligence, activity based classrooms, child centered curriculum, result oriented coaching, etc. Parents get attracted to those captions and admit their children. School managements adopt such kind of frameworks, strategies and techniques with all good intentions but how is it ensured that their classrooms are geared up to meet the respective requirements. Are there are some benchmarks set in those areas by the schools with clear timelines? How do such frameworks, strategies or techniques reflect in the school’s vision and philosophy? A school is comprised of various stakeholders that include management, parents, teachers and students. Every stakeholder is important and plays a significant role in the development of the child. It doesn’t stop there. It is important that the stakeholders develop themselves as well. More importantly what about the teachers who play a key role in the development of children?
How many school managements think about teacher empowerment? No doubts some schools focus on training teachers. What kind of follow ups are done after the training? How many school managements ensure that the practices brought in as a result of training gets sustained? What measures are taken to do so? Above all do schools see this as an intellectual investment than a training fund for the staff which has to be spent in some way? While such things could help managements to review and refine their approach, there are also some aspects which the teachers could look into?
Teachers are provided with an opportunity to get themselves empowered with. Do teachers realize the need to get empowered with? Do they see such opportunities as doors that could keep them abreast of the latest developments in their profession than looking at it as extra workload? How many teachers visualize the power of their influence among children?
I believe such kind of questions could help schools and teachers to self- reflect. Such kind of reflections and subsequent realizations could lead to actions which in turn could pave way to a new paradigm in education.
Are we ready for a new paradigm?
How many school managements think about teacher empowerment? No doubts some schools focus on training teachers. What kind of follow ups are done after the training? How many school managements ensure that the practices brought in as a result of training gets sustained? What measures are taken to do so? Above all do schools see this as an intellectual investment than a training fund for the staff which has to be spent in some way? While such things could help managements to review and refine their approach, there are also some aspects which the teachers could look into?
Teachers are provided with an opportunity to get themselves empowered with. Do teachers realize the need to get empowered with? Do they see such opportunities as doors that could keep them abreast of the latest developments in their profession than looking at it as extra workload? How many teachers visualize the power of their influence among children?
I believe such kind of questions could help schools and teachers to self- reflect. Such kind of reflections and subsequent realizations could lead to actions which in turn could pave way to a new paradigm in education.
Are we ready for a new paradigm?
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Are we ready for a new paradigm?
Friday, December 16, 2011
Education viewed as Form and Content
(Summary: Education has two basic components: Content and Form. All the rest is tinsel and trivia. Indeed, it often seems that irrelevant debates keep us from focusing on the obvious formula for success: teach important stuff; teach it well.)
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A poem, a movie, a book, anything creative, you can analyze in terms of its content and its form. What is said; and how it is said.
I recently had the thought that education can be analyzed the same way. We can examine WHAT is taught; and HOW it is taught. Doesn’t that cover everything?
Our educational doldrums are quickly understood when we note that our Education Establishment has an almost perfect track record dismissing content, while simultaneously making sure that whatever little remains is poorly taught. In summary: less content further diminished by bad form.
Then we instantly see a very simple truth. Do you wish to improve public schools? It’s easy. You simply reintroduce content. And you reintroduce serious teaching methods. It’s elementary, my dear Watson. Attend to form and content, and all will be healed.
All of this needs saying because so much of the education debate spins and gyrates around big confusing issues that are not central. We have a forest fire but people insist on discussing the lousy weather. That’s not a luxury we have at this time. We must concentrate on putting out the fire.
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First, let’s consider content. More than 100 years ago John Dewey scorned what he called “mere learning.” Ever since that time, elite educators have found one pretext after another for removing content from the schools. The kids don’t need this content; our kids can’t handle that content.
For years, Relevance was the favorite sophistry: content was dismissed because it wasn’t about a child’s own life. Then came Multiculturalism and content was dismissed because it was about a child’s life. When those excuses got tiresome, the educators turned to Self-Esteem, using the argument that academic demands made some children feel bad about themselves, and that must be avoided at all costs. Point, is, our educators are equal-opportunity sophists. When it comes to deleting content, there’s always a clever gimmick at hand.
The elder statesman with regard to content is E. D. Hirsch. He’s written a book called "Cultural Literacy: What Every American Needs To Know." Anybody who’s serious (for example, Bill Gates) about improving the schools could say: “Mr. Hirsch, could you please prepare a basic curriculum for us. We’ll call it the American Curriculum and it will be a starting point for all school systems. You’ve been writing about these things for so many years, I’m sure you can put something together from files on your computer.”
(Hirsch, by the way, provided us with an anecdote that tells you everything you can stand to know about the assault on content in this country’s schools. He was explaining his ideas at a school in California when one of the administrators questioned him about what a child should learn in the first grade. “I think they should know the names of the oceans,” he said. A perfect answer, I would think. But this silly educator objected: “I can’t imagine why our children would need to know that.” And there you have the whole dumb diorama. No matter what little scrap of information you might think a child should know, the people in charge of the schools would say, genuinely puzzled, “Why would a child need to know that?” And finally you’re reduced to saying, “Well, surely it’s all right to teach them their names...Isn’t it??”)
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Now let’s turn to Form or Structure. How do you arrange the parts and pieces of a sales pitch, a presentation, a symphony, a fireworks display, or a course?
Clearly, there must be optimal ways to present information to an audience. I call this the ergonomic dimension. That’s the Greek word for efficiency.
When the subject is instructional methods, the elder statesman there is Siegfried Engelmann, one of our great educators. He has made the brilliant point that if kids are not learning it’s not their fault and it’s probably not the teacher’s fault. It is the school’s fault or the system’s fault, because the school has adopted bad methods.
Typically, public schools embrace an array of foolish methods, such as Constructivism, Cooperative Learning, Discovery Method, etc. What they all have in common is they don’t work as promised. Engelmann points out the obvious: if kids aren’t learning, keep firing administrators until you find people with enough sense to use methods that do work. Meanwhile, don’t abuse the kids and don’t send notes to the parents abusing them. The real problem is that the school has not chosen well-designed instructional materials.
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QED: If we combine what Hirsch has been teaching for 40 years and what Engelmann has been teaching for 40 years, presto, there is our answer: proper Content married to proper Form.
Not to mention, I trust any sentence from these two guys before I’d believe any book coming out of Teachers College. The Education Establishment seems to be staffed by hacks recycling the same old bad ideas. It’s not reasonable to expect that they would now say anything useful. So let’s do what Hirsch and Engelmann suggest.
By the way, if you put the content back in, and you organize it in an intelligent way, what will you end up with? Would it be something exotic, something from the remote future? No, it will be exactly what all good schools through the ages have done, and what the real-world schools do now. I’m thinking about driving school, bartender school, flying school, cooking school, any school that is actually trying to teach a body of information to its students. Which is precisely the part that our public schools seem determined to ignore.
The Education Establishment used to brag about doing a bad job with this bizarre claim: “We don’t teach history. We teach children.” That was the problem. The common name for this approach is dumbing-down.Mr. Hirsch, could you please prepare a basic curriculum for us. We
-------------------------------------------------------
A poem, a movie, a book, anything creative, you can analyze in terms of its content and its form. What is said; and how it is said.
I recently had the thought that education can be analyzed the same way. We can examine WHAT is taught; and HOW it is taught. Doesn’t that cover everything?
Our educational doldrums are quickly understood when we note that our Education Establishment has an almost perfect track record dismissing content, while simultaneously making sure that whatever little remains is poorly taught. In summary: less content further diminished by bad form.
Then we instantly see a very simple truth. Do you wish to improve public schools? It’s easy. You simply reintroduce content. And you reintroduce serious teaching methods. It’s elementary, my dear Watson. Attend to form and content, and all will be healed.
All of this needs saying because so much of the education debate spins and gyrates around big confusing issues that are not central. We have a forest fire but people insist on discussing the lousy weather. That’s not a luxury we have at this time. We must concentrate on putting out the fire.
-----------------------------------------------------------
First, let’s consider content. More than 100 years ago John Dewey scorned what he called “mere learning.” Ever since that time, elite educators have found one pretext after another for removing content from the schools. The kids don’t need this content; our kids can’t handle that content.
For years, Relevance was the favorite sophistry: content was dismissed because it wasn’t about a child’s own life. Then came Multiculturalism and content was dismissed because it was about a child’s life. When those excuses got tiresome, the educators turned to Self-Esteem, using the argument that academic demands made some children feel bad about themselves, and that must be avoided at all costs. Point, is, our educators are equal-opportunity sophists. When it comes to deleting content, there’s always a clever gimmick at hand.
The elder statesman with regard to content is E. D. Hirsch. He’s written a book called "Cultural Literacy: What Every American Needs To Know." Anybody who’s serious (for example, Bill Gates) about improving the schools could say: “Mr. Hirsch, could you please prepare a basic curriculum for us. We’ll call it the American Curriculum and it will be a starting point for all school systems. You’ve been writing about these things for so many years, I’m sure you can put something together from files on your computer.”
(Hirsch, by the way, provided us with an anecdote that tells you everything you can stand to know about the assault on content in this country’s schools. He was explaining his ideas at a school in California when one of the administrators questioned him about what a child should learn in the first grade. “I think they should know the names of the oceans,” he said. A perfect answer, I would think. But this silly educator objected: “I can’t imagine why our children would need to know that.” And there you have the whole dumb diorama. No matter what little scrap of information you might think a child should know, the people in charge of the schools would say, genuinely puzzled, “Why would a child need to know that?” And finally you’re reduced to saying, “Well, surely it’s all right to teach them their names...Isn’t it??”)
---------------------------------------------------------
Now let’s turn to Form or Structure. How do you arrange the parts and pieces of a sales pitch, a presentation, a symphony, a fireworks display, or a course?
Clearly, there must be optimal ways to present information to an audience. I call this the ergonomic dimension. That’s the Greek word for efficiency.
When the subject is instructional methods, the elder statesman there is Siegfried Engelmann, one of our great educators. He has made the brilliant point that if kids are not learning it’s not their fault and it’s probably not the teacher’s fault. It is the school’s fault or the system’s fault, because the school has adopted bad methods.
Typically, public schools embrace an array of foolish methods, such as Constructivism, Cooperative Learning, Discovery Method, etc. What they all have in common is they don’t work as promised. Engelmann points out the obvious: if kids aren’t learning, keep firing administrators until you find people with enough sense to use methods that do work. Meanwhile, don’t abuse the kids and don’t send notes to the parents abusing them. The real problem is that the school has not chosen well-designed instructional materials.
----------------------------------------------------------
QED: If we combine what Hirsch has been teaching for 40 years and what Engelmann has been teaching for 40 years, presto, there is our answer: proper Content married to proper Form.
Not to mention, I trust any sentence from these two guys before I’d believe any book coming out of Teachers College. The Education Establishment seems to be staffed by hacks recycling the same old bad ideas. It’s not reasonable to expect that they would now say anything useful. So let’s do what Hirsch and Engelmann suggest.
By the way, if you put the content back in, and you organize it in an intelligent way, what will you end up with? Would it be something exotic, something from the remote future? No, it will be exactly what all good schools through the ages have done, and what the real-world schools do now. I’m thinking about driving school, bartender school, flying school, cooking school, any school that is actually trying to teach a body of information to its students. Which is precisely the part that our public schools seem determined to ignore.
The Education Establishment used to brag about doing a bad job with this bizarre claim: “We don’t teach history. We teach children.” That was the problem. The common name for this approach is dumbing-down.Mr. Hirsch, could you please prepare a basic curriculum for us. We
Monday, December 12, 2011
5 Homework Strategies that Work for Kids
Are you trapped in a nightly homework struggle with your child? The list of excuses can seem endless: “I don’t have any homework today.” “My teacher never looks at my homework anyway.” “That assignment was optional.” “I did it at school.” If only your child could be that creative with their actual homework, getting good grades would be no problem!
Pre-teens and teens often insist they have no homework even when they do, or tell parents that they’ve completed their assignments at school when they haven’t. If your child’s grades are acceptable and you receive positive reports from their teachers, congratulations – your child is doing just fine. James Lehman advises that students who are doing well have earned the privilege of doing their homework whenever and however they see fit. But if their grades reflect missing assignments, or your child’s teachers tell you that they’re falling behind, you need to institute some new homework practices in your household. For those classes in which your child is doing poorly, they lose the privilege of doing homework in an unstructured way. For the classes they are doing well in, they can continue to do that homework on their own.
Trying to convince your child that grades are important can be a losing battle. You can’t make your child take school as seriously as you do; the truth is, they don’t typically think that way. Remember, as James says, it’s not that they aren’t motivated, it’s that they’re motivated to do what they want to do. In order to get your child to do their homework, you have to focus on their behavior, not their motivation. So instead of giving them a lecture, focus on their behavior and their homework skills. Let them know that completing homework and getting passing grades are not optional.
If you’re facing the rest of the school year with dread and irritation, you’re not alone. By following the tips below, you can improve your child’s homework skills and reduce your frustration!
5 Strategies to Get Homework Back On Track
Schedule Daily Homework Time
If your child often says they have no homework but their grades are poor, they may not be telling you accurate information, they may have completely tuned out their teacher’s instructions, or need to improve some other organizations skills, for example. The Total Transformation Program recommends that whether your child has homework or not, create a mandatory homework time each school day for those classes in which you child is doing poorly.
Use the “10-Minute Rule" formulated by the National PTA and the National Education Association, which recommends that kids should be doing about 10 minutes of homework per night per grade level. In other words, 10 minutes for first-graders, 20 for second-graders and so forth.
It will be most effective if you choose the same time every day. For example, you might schedule homework time for the classes that your child is doing poorly in to begin at 4:00 p.m. every school day. If your child says they have no homework in those subjects, then they can spend that time reading ahead in their textbooks, making up missed work, working on extra credit projects, or studying for tests. If they say “I forgot my books at school,” have them read a book related to one of their subjects. By making study time a priority, you will sidestep all those excuses and claims of “no homework today.” If your child has to spend a few days doing “busy work” during the daily homework time, you may even find that they bring home more actual assignments!
Use a Public Space
It’s important to monitor your child’s homework time. For families where both parents work, you may need to schedule it in the evening. In many instances it may be more productive to have your child do their homework in a public space. That means the living room or the kitchen, or some place equally public where you can easily check in on them. Let them know they can ask for help if they need it, but allow them to do their own work. If your child would like to do his or her homework in their room, let them know that they can earn that privilege back when they have pulled up the grades in the subjects in which they are doing poorly.
Use Daily Incentives
Let your child know that they will have access to privileges when they have completed their homework. For example, you might say, “Once you’ve completed your homework time, you are free to use your electronics or see your friends.” Be clear with your child about the consequences for refusing to study, or for putting their work off until later. According to James Lehman, consequences should be short term, and should fit the “crime.” You might say, “If you choose not to study during the scheduled time, you will lose your electronics for the night. Tomorrow, you’ll get another chance to use them.” The next day, your child gets to try again – observing her homework time and earning her privileges. Don’t take away privileges for more than a day, as your child will have no incentive to do better the next time.
Work towards Something Bigger
Remember, kids don’t place as much importance on schoolwork as you do. As you focus on their behavior, not their motivation, you should begin to see some improvement in their homework skills. You can use your child’s motivation to your advantage if they have something they’d like to earn. For example, if your child would like to get his driver’s permit, you might encourage him to earn that privilege by showing you he can complete his homework appropriately. You might say, “In order to feel comfortable letting you drive, I need to see that you can follow rules, even when you don’t agree with them. When you can show me that you can complete your homework appropriately, I’d be happy to sit down and talk with you about getting your permit.” If your child starts complaining about the homework rule, you can say, “I know you want to get that driver’s permit. You need to show me you can follow a simple rule before I’ll even talk to you about it. Get going on that homework.” By doing this, you sidestep all the arguments around both the homework and the permit.
Skills + Practice = Success
Tying homework compliance with your child’s desires isn’t about having your child jump through hoops in order to get something they want. It’s not even about making them take something seriously, when they don’t see it that way. It’s about helping your child learn the skills they need to live life successfully. All of us need to learn how to complete things we don’t want to do. We all have occasions where we have to follow a rule, even when we disagree with it. When you create mandatory, daily homework time, you help your child practice these skills. When you tie that homework time to daily, practical incentives, you encourage your child to succeed.
If you are a Total Transformation customer, you can access our Support Line for help with these and other challenges you’re experiencing with your child. Support Line specialists have helped hundreds of parents customize homework charts and plans, and we can help you, too. Specialists can also work with you to formulate realistic, appropriate consequences to help enforce the daily routine.
5 Homework Strategies that Work for Kids is reprinted with permission from Empowering Parents.
Pre-teens and teens often insist they have no homework even when they do, or tell parents that they’ve completed their assignments at school when they haven’t. If your child’s grades are acceptable and you receive positive reports from their teachers, congratulations – your child is doing just fine. James Lehman advises that students who are doing well have earned the privilege of doing their homework whenever and however they see fit. But if their grades reflect missing assignments, or your child’s teachers tell you that they’re falling behind, you need to institute some new homework practices in your household. For those classes in which your child is doing poorly, they lose the privilege of doing homework in an unstructured way. For the classes they are doing well in, they can continue to do that homework on their own.
Trying to convince your child that grades are important can be a losing battle. You can’t make your child take school as seriously as you do; the truth is, they don’t typically think that way. Remember, as James says, it’s not that they aren’t motivated, it’s that they’re motivated to do what they want to do. In order to get your child to do their homework, you have to focus on their behavior, not their motivation. So instead of giving them a lecture, focus on their behavior and their homework skills. Let them know that completing homework and getting passing grades are not optional.
If you’re facing the rest of the school year with dread and irritation, you’re not alone. By following the tips below, you can improve your child’s homework skills and reduce your frustration!
5 Strategies to Get Homework Back On Track
Schedule Daily Homework Time
If your child often says they have no homework but their grades are poor, they may not be telling you accurate information, they may have completely tuned out their teacher’s instructions, or need to improve some other organizations skills, for example. The Total Transformation Program recommends that whether your child has homework or not, create a mandatory homework time each school day for those classes in which you child is doing poorly.
Use the “10-Minute Rule" formulated by the National PTA and the National Education Association, which recommends that kids should be doing about 10 minutes of homework per night per grade level. In other words, 10 minutes for first-graders, 20 for second-graders and so forth.
It will be most effective if you choose the same time every day. For example, you might schedule homework time for the classes that your child is doing poorly in to begin at 4:00 p.m. every school day. If your child says they have no homework in those subjects, then they can spend that time reading ahead in their textbooks, making up missed work, working on extra credit projects, or studying for tests. If they say “I forgot my books at school,” have them read a book related to one of their subjects. By making study time a priority, you will sidestep all those excuses and claims of “no homework today.” If your child has to spend a few days doing “busy work” during the daily homework time, you may even find that they bring home more actual assignments!
Use a Public Space
It’s important to monitor your child’s homework time. For families where both parents work, you may need to schedule it in the evening. In many instances it may be more productive to have your child do their homework in a public space. That means the living room or the kitchen, or some place equally public where you can easily check in on them. Let them know they can ask for help if they need it, but allow them to do their own work. If your child would like to do his or her homework in their room, let them know that they can earn that privilege back when they have pulled up the grades in the subjects in which they are doing poorly.
Use Daily Incentives
Let your child know that they will have access to privileges when they have completed their homework. For example, you might say, “Once you’ve completed your homework time, you are free to use your electronics or see your friends.” Be clear with your child about the consequences for refusing to study, or for putting their work off until later. According to James Lehman, consequences should be short term, and should fit the “crime.” You might say, “If you choose not to study during the scheduled time, you will lose your electronics for the night. Tomorrow, you’ll get another chance to use them.” The next day, your child gets to try again – observing her homework time and earning her privileges. Don’t take away privileges for more than a day, as your child will have no incentive to do better the next time.
Work towards Something Bigger
Remember, kids don’t place as much importance on schoolwork as you do. As you focus on their behavior, not their motivation, you should begin to see some improvement in their homework skills. You can use your child’s motivation to your advantage if they have something they’d like to earn. For example, if your child would like to get his driver’s permit, you might encourage him to earn that privilege by showing you he can complete his homework appropriately. You might say, “In order to feel comfortable letting you drive, I need to see that you can follow rules, even when you don’t agree with them. When you can show me that you can complete your homework appropriately, I’d be happy to sit down and talk with you about getting your permit.” If your child starts complaining about the homework rule, you can say, “I know you want to get that driver’s permit. You need to show me you can follow a simple rule before I’ll even talk to you about it. Get going on that homework.” By doing this, you sidestep all the arguments around both the homework and the permit.
Skills + Practice = Success
Tying homework compliance with your child’s desires isn’t about having your child jump through hoops in order to get something they want. It’s not even about making them take something seriously, when they don’t see it that way. It’s about helping your child learn the skills they need to live life successfully. All of us need to learn how to complete things we don’t want to do. We all have occasions where we have to follow a rule, even when we disagree with it. When you create mandatory, daily homework time, you help your child practice these skills. When you tie that homework time to daily, practical incentives, you encourage your child to succeed.
If you are a Total Transformation customer, you can access our Support Line for help with these and other challenges you’re experiencing with your child. Support Line specialists have helped hundreds of parents customize homework charts and plans, and we can help you, too. Specialists can also work with you to formulate realistic, appropriate consequences to help enforce the daily routine.
5 Homework Strategies that Work for Kids is reprinted with permission from Empowering Parents.
Saturday, December 3, 2011
Nevada Criminal Records For Resident Research
The State of Nevada is one of the few states that allow the public access to their Nevada criminal records. The Records and Identification Bureau under the Nevada Department of Public Safety is the central repository of Nevada criminal records. The purpose of the state database of Nevada criminal records is to provide centralized, complete and documented criminal justice information and statistics to the state's criminal justice community, the public, and many other authorized clients and contributors. Such information is then used in making informed public policy, criminal justice and regulatory decisions concerning crime and criminal offenders.
What Information is there in Nevada Criminal Records?
Pursuant to Nevada Revised Statutes (NRS) 179.070, Nevada criminal records are defined as:
"Record of criminal history" means information contained in records collected and maintained by agencies of criminal justice, the subject of which is a natural person, consisting of descriptions which identify the subject and notations of arrests, detention, indictments, information, or other formal criminal charge and dispositions of charges, including dismissals, acquittals, convictions, sentences, correctional supervision occurring in Nevada, information concerning the status of an offender on parole or probation, and information concerning a convicted person who has registered as such pursuant to chapter 179C of NRS. The term includes only information contained in memoranda of criminal justice in this state. The term is intended to be equivalent to the phrase "criminal history record information" as used in federal regulations.<
Nevada criminal records stored in local databases contain pertinent personal information about a person. The information you get from them includes the subject's identification data, such as name, date of birth, social security number, sex, race, height, weight, et cetera. Also included in Nevada criminal records are arrest data, including the arresting agency, date of arrest, and charges filed.
Nevada criminal records may also contain the final judicial disposition data submitted by a court, prosecutor or other criminal justice agency and custodial information if the offender was incarcerated in a Nevada correctional facility.
Public Access to Nevada Criminal Records
Nevada criminal records are available for public access. Any person may request a copy of his or her Nevada criminal records or criminal history record or notice of absence of criminal history record from the Repository. This provision is stated in the NRS 179A.100.5 (b). The information provided will be based upon Nevada arrest fingerprint card submission to the Repository, as well as, dispositions. It should be noted that not all Nevada criminal records are accompanied by dispositions. This is because it was only 1987 that courts began requesting or including dispositions in the reports that they send to the Repository.
What Information is there in Nevada Criminal Records?
Pursuant to Nevada Revised Statutes (NRS) 179.070, Nevada criminal records are defined as:
"Record of criminal history" means information contained in records collected and maintained by agencies of criminal justice, the subject of which is a natural person, consisting of descriptions which identify the subject and notations of arrests, detention, indictments, information, or other formal criminal charge and dispositions of charges, including dismissals, acquittals, convictions, sentences, correctional supervision occurring in Nevada, information concerning the status of an offender on parole or probation, and information concerning a convicted person who has registered as such pursuant to chapter 179C of NRS. The term includes only information contained in memoranda of criminal justice in this state. The term is intended to be equivalent to the phrase "criminal history record information" as used in federal regulations.<
Nevada criminal records stored in local databases contain pertinent personal information about a person. The information you get from them includes the subject's identification data, such as name, date of birth, social security number, sex, race, height, weight, et cetera. Also included in Nevada criminal records are arrest data, including the arresting agency, date of arrest, and charges filed.
Nevada criminal records may also contain the final judicial disposition data submitted by a court, prosecutor or other criminal justice agency and custodial information if the offender was incarcerated in a Nevada correctional facility.
Public Access to Nevada Criminal Records
Nevada criminal records are available for public access. Any person may request a copy of his or her Nevada criminal records or criminal history record or notice of absence of criminal history record from the Repository. This provision is stated in the NRS 179A.100.5 (b). The information provided will be based upon Nevada arrest fingerprint card submission to the Repository, as well as, dispositions. It should be noted that not all Nevada criminal records are accompanied by dispositions. This is because it was only 1987 that courts began requesting or including dispositions in the reports that they send to the Repository.
Thursday, November 24, 2011
Philosophy as a science
Philosophy is considered a science but it is difficult to say, when one has to compare with an ordinary science, for example biology, or chemistry. This is a question that turns into a burning problem among the scientists and linguists all over the world. Can philosophy be a science? What does philosophy operate with? It operates with categories, which can be as wide and as interchangeable as one can only imagine. Ordinary science operates with definitions, which are quite limited in their field of research. Ordinary science uses terms and laws of that very science to continue the research, uniting with the others in very rare cases. Philosophy gets into the sense of every science trying to achieve results.
We also can not call philosophy a supra-science, for it also uses hypothesis and arguments to state the opinion. But there is the obvious thing: there are now laws in philosophy and never will be, for the science changes with the age, the needs, beliefs and requirements of the citizens. To prove your opinion, you can write the definition essay and state all the facts and arguments you know to prove one way or another. This is also a nice way to research the problem and see what the solution is. But you have to research it carefully; otherwise definition essays will not be fruitful. As all sciences philosophy has gone through its stages of development. Some scientists believe that the crib of philosophy was mythology and religion. If to see the principles of life and some primitive morals stated in some myths we may see that the statement is quite true and philosophy still continues to develop out of social beliefs and ideas. Philosophy is a science which is obligatory learned by every college student in order for him to establish his own philosophy of life. It is quite exciting to find answers to ever existing questions: who am I? What do I know? What can I know? What am I destined to do? Here is one more interesting observation. You can see that all famous philosophers were researching other science fields also. For example, Freud, Yung, Kafka and others were doing research in linguistics and social sciences. Their numerous creations are the pride of human history for they revealed some secrets that remained undiscovered for a long time before their great contributions.
There are so many currents and branches, so many schools of philosophy that it is hard to decide, which one do you prefer and agree with. This much depends on the country, family, society you live in. This is one more difference between philosophy and other natural sciences. The law is stable for any country; gravity exists in India, same as in Brazil. Philosophy is a hard science, for it is very difficult to understand the sense of the dogma reading it only once. It is of course, not easy, but gives credit for you if you get interested and somewhere, being at the social event you quote one of the famous doctors of philosophy and make a great impression of an educated and intelligent personality.
We also can not call philosophy a supra-science, for it also uses hypothesis and arguments to state the opinion. But there is the obvious thing: there are now laws in philosophy and never will be, for the science changes with the age, the needs, beliefs and requirements of the citizens. To prove your opinion, you can write the definition essay and state all the facts and arguments you know to prove one way or another. This is also a nice way to research the problem and see what the solution is. But you have to research it carefully; otherwise definition essays will not be fruitful. As all sciences philosophy has gone through its stages of development. Some scientists believe that the crib of philosophy was mythology and religion. If to see the principles of life and some primitive morals stated in some myths we may see that the statement is quite true and philosophy still continues to develop out of social beliefs and ideas. Philosophy is a science which is obligatory learned by every college student in order for him to establish his own philosophy of life. It is quite exciting to find answers to ever existing questions: who am I? What do I know? What can I know? What am I destined to do? Here is one more interesting observation. You can see that all famous philosophers were researching other science fields also. For example, Freud, Yung, Kafka and others were doing research in linguistics and social sciences. Their numerous creations are the pride of human history for they revealed some secrets that remained undiscovered for a long time before their great contributions.
There are so many currents and branches, so many schools of philosophy that it is hard to decide, which one do you prefer and agree with. This much depends on the country, family, society you live in. This is one more difference between philosophy and other natural sciences. The law is stable for any country; gravity exists in India, same as in Brazil. Philosophy is a hard science, for it is very difficult to understand the sense of the dogma reading it only once. It is of course, not easy, but gives credit for you if you get interested and somewhere, being at the social event you quote one of the famous doctors of philosophy and make a great impression of an educated and intelligent personality.
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Philosophy as a science
Saturday, November 19, 2011
Memorization Connected To Many Things
Learning is part of growing up. But if you're done with learning and you think that at your stage right now you don't need to learn at all; well, you're wrong. Our brain never stops working and each time we absorb in new information, it continues to store it. The fact is that the brain doesn't delete anything. It stays there even if we're not aware that it is still there.
So what can you do to preserve your memory? Get enough sleep, that's what. Remember that sleep is highly related to memory and memory is depended to sleep. REM sleep, otherwise known as the Active Sleep is related to the spatial and procedural memory of a person. Another type is called the SWS which help consolidation of declarative memories. In short, having a good night sleep increases a person's ability to retain memories.
When you are deprived of a good night sleep, it doesn't only cause memory decline but other behavioral problems as well. Next time you need to stay up late, remember that you have cells in you which need development overnight. You can still do something to help your memory though. If there is still a reason you need to stay up late, involve your brain on daily activities which can boost memory function
Read as much as you can. It's better to read fiction books because your mind tends to work twice as much compared when just reading newspapers since imagination helps increase or maintain your memory ability. Music is involved with learning also and with memorization, you need to learn. Studies show that music helps in retention. Also, music is a fun way of learning and memorizing.
A simple exercise for memorization doesn't rely on flash cards only. You can use another way which only involves you and your imagination. Try to picture the road as an endless highway of blanket. So before you go home, you surely won't forget that your mom asked you to buy her new sheets of blanket for tomorrow night's visitors. Tweak your imagination for memorization's sake a little and you'll see everything around you as something else, but if you're not inclined to any memorization activities and still see the world differently, then that is another story.
So what can you do to preserve your memory? Get enough sleep, that's what. Remember that sleep is highly related to memory and memory is depended to sleep. REM sleep, otherwise known as the Active Sleep is related to the spatial and procedural memory of a person. Another type is called the SWS which help consolidation of declarative memories. In short, having a good night sleep increases a person's ability to retain memories.
When you are deprived of a good night sleep, it doesn't only cause memory decline but other behavioral problems as well. Next time you need to stay up late, remember that you have cells in you which need development overnight. You can still do something to help your memory though. If there is still a reason you need to stay up late, involve your brain on daily activities which can boost memory function
Read as much as you can. It's better to read fiction books because your mind tends to work twice as much compared when just reading newspapers since imagination helps increase or maintain your memory ability. Music is involved with learning also and with memorization, you need to learn. Studies show that music helps in retention. Also, music is a fun way of learning and memorizing.
A simple exercise for memorization doesn't rely on flash cards only. You can use another way which only involves you and your imagination. Try to picture the road as an endless highway of blanket. So before you go home, you surely won't forget that your mom asked you to buy her new sheets of blanket for tomorrow night's visitors. Tweak your imagination for memorization's sake a little and you'll see everything around you as something else, but if you're not inclined to any memorization activities and still see the world differently, then that is another story.
Friday, November 11, 2011
Discovering The Benefits Of Home Schooling
Home schooling is in demand nowadays. You might be thinking of home school for your child. There are a lot of reasons why you should educate your child at home. Although this decision may not be an easy one, it may be something to consider. There are questions that need to be discussed and there are also some already answered for you. Before you can make this very important decision for your child's education, you should think long and hard and get all the answers to your questions.
What are the benefits of home schooling? Here are a few:
First, your child will get all the attention and that attention will come from you. Although this depends on the child's level of studying, he or she should be comfortable at home. You can have all his time and control his studies. Sometimes, children in school don't pay enough attention to their teachers because they want their mommies to guide them. Some don't trust their teachers and will not take their word. Friends and playmates may distract his learning process. All the issues your child experiences in a large class will vanish forever with home schooling.
Of course you know your child better than others do. You will be given the chance to tailor all the lessons that suit your child's interest of learning. You can keep him comfortable the way he wants it which can never be experienced in the conventional classrooms.<
If your child is among those kids who are prone to peer-pressure, then home schooling is the answer. Learning is acquired in school but if the child cannot learn the right way, it would be better that he stay home and be taught.
Your child may want a different type of approach to learning which he cannot get in school. The teacher in school will not of course treat every student differently with their different standards of learning. Your child is not the only student in school so if he wants to be treated differently, you may have to teach him at home so that the learning process will be easy.
You will be able to watch your child's improvement. You can set a time frame or a limit which he needs to accomplish say, for example, a chapter in a book. Allow him time to absorb and finish the chapter in a week so you can finish all the lessons in a timely manner.
Your child may not be socially capable of mingling with the other students. This may be due to phobia or fear. If your child is like this, would you still expose him in a crowd to which you know that he will never feel comfortable no matter what happens? Of course you wouldn't.
These are just some of the benefits of home schooling. The best way is still to ask your child what he really wants.
What are the benefits of home schooling? Here are a few:
First, your child will get all the attention and that attention will come from you. Although this depends on the child's level of studying, he or she should be comfortable at home. You can have all his time and control his studies. Sometimes, children in school don't pay enough attention to their teachers because they want their mommies to guide them. Some don't trust their teachers and will not take their word. Friends and playmates may distract his learning process. All the issues your child experiences in a large class will vanish forever with home schooling.
Of course you know your child better than others do. You will be given the chance to tailor all the lessons that suit your child's interest of learning. You can keep him comfortable the way he wants it which can never be experienced in the conventional classrooms.<
If your child is among those kids who are prone to peer-pressure, then home schooling is the answer. Learning is acquired in school but if the child cannot learn the right way, it would be better that he stay home and be taught.
Your child may want a different type of approach to learning which he cannot get in school. The teacher in school will not of course treat every student differently with their different standards of learning. Your child is not the only student in school so if he wants to be treated differently, you may have to teach him at home so that the learning process will be easy.
You will be able to watch your child's improvement. You can set a time frame or a limit which he needs to accomplish say, for example, a chapter in a book. Allow him time to absorb and finish the chapter in a week so you can finish all the lessons in a timely manner.
Your child may not be socially capable of mingling with the other students. This may be due to phobia or fear. If your child is like this, would you still expose him in a crowd to which you know that he will never feel comfortable no matter what happens? Of course you wouldn't.
These are just some of the benefits of home schooling. The best way is still to ask your child what he really wants.
Sunday, November 6, 2011
The Lowdown On The Online LPN Degree
Earning an online LPN degree is beneficial in many ways. Having additional experience in the nursing field will allow a person to advance to a higher position if they so choose. Many universities now offer these programs as a way to get people interested in the nursing field and to help those who are already in the field improve their skills and knowledge of nursing. There are many exciting careers waiting for a person once they graduate from a program. An LPN will allow people to pursue their interests within the nursing field.
Another benefit of an online LPN degree is the ability to still keep a job while studying for a degree. Many people have to work, but would like to make more money. One of the only ways to do this in the nursing field is to gain more knowledge. An LPN degree will give a person the tools necessary to perform many duties within the nursing field. From there, people can continue going to school or enter the workforce. For those who already have a nursing job, applying for other positions or asking for more money becomes easier.
Earning an online LPN degree should take a person a year or so depending on how many credits they can take. Instructors will provide students with a list of books they will have to read and assignments they will have to complete. Turning in assignments on time and making sure all tests are completed is a necessary part of any online program. Additional reading materials will be suggested which should be taken seriously. Learning as much as possible is the goal of many students. Upon graduation, a person will be able to take the knowledge they have learned and apply it to a new job or their old job. Either way, a person will be satisfied knowing that they have an LPN degree in nursing.
Another benefit of an online LPN degree is the ability to still keep a job while studying for a degree. Many people have to work, but would like to make more money. One of the only ways to do this in the nursing field is to gain more knowledge. An LPN degree will give a person the tools necessary to perform many duties within the nursing field. From there, people can continue going to school or enter the workforce. For those who already have a nursing job, applying for other positions or asking for more money becomes easier.
Earning an online LPN degree should take a person a year or so depending on how many credits they can take. Instructors will provide students with a list of books they will have to read and assignments they will have to complete. Turning in assignments on time and making sure all tests are completed is a necessary part of any online program. Additional reading materials will be suggested which should be taken seriously. Learning as much as possible is the goal of many students. Upon graduation, a person will be able to take the knowledge they have learned and apply it to a new job or their old job. Either way, a person will be satisfied knowing that they have an LPN degree in nursing.
Tuesday, November 1, 2011
An Untapped Source Of Eternal Energy: What Is Solar Energy?
The most exact definition of Solar Energy is plainly – "the energy from the sun". It is a term used to classify the electromagnetic radiation emitted by the sun and intercepted by the Earth. It is the world's most permanent and reliable source of energy and the most copious.
The uses of solar energy on earth include solar heating for buildings, solar heat for manufacturing or industry and electricity production. So what is solar energy? How does it affect us?
Solar energy is responsible for weather systems and ocean currents. It provides light, heat, and energy to all living things on Earth. It has many uses. It supplies electricity; it can be used to power cars.
Solar energy is also used as a power for satellites in space and in space shuttles. It could also power boats, generators during emergencies, toys, and even security systems.
The amount of solar energy that the earth receives is about 770 trillion kilowatts (kW), an amount 5,000 times bigger than the sum of all other energy, may it be terrestrial nuclear energy, geothermal energy or gravitational energy.
There are two types of solar energy. These are:
1. Thermal Energy
2. Electric Energy
What is the difference between the two types energy?
Thermal energy is kinetic energy. It is everywhere. It makes the earth hot and even heats up our homes. It helps us to dry our clothes. It is used as well to heat up water for household use or even pools. That is why thermal energy is called the heat energy because it is stored in the center of the earth as well.
Electric energy is widely known to us as the electricity. It is an essential part of nature and it is one of our most widely used forms of energy. This uses sunlight to power ordinary electrical equipment, such as household appliances, computers, and lighting
Most applications of solar energy depend on systems including collectors, storage and controls. Storage is needed for a reason that solar energy is only available at daylight hours, but the demand for energy is needed both day and night. Controls are used to guarantee that the storage system works safely and efficiently.
The accessibility of solar energy is determined by three factors:
• The location is usually measured by latitude, longitude and altitude.
• The time.
• The weather.
Aside from knowing that solar energy is a free energy still, you have to realize that it also has advantages and disadvantages.
The advantages are:
• Solar energy is almost limitless; it will be available for as long as there are still humans in the earth.
• It is abundant. You will not worry of running out of it.
• It could provide more power than all known fossil fuel reserves.
• Solar energy is available during the day when electricity usage is really important.
• It is the most inexhaustible, renewable source of energy known to man.
• Solar energy can be absorbed, reflected, transmitted, and insulated.
• It can be collected and stored in batteries.
The disadvantages are:
• It is not suitable in cloudy areas.
• It is not available at night time.
• And it may require large land areas.
As a reminder, solar energy levels are lesser the farther north the site. Considering geography, season is an important determinant of solar energy levels because the Sun's position and the weather vary greatly from summer to winter.
The uses of solar energy on earth include solar heating for buildings, solar heat for manufacturing or industry and electricity production. So what is solar energy? How does it affect us?
Solar energy is responsible for weather systems and ocean currents. It provides light, heat, and energy to all living things on Earth. It has many uses. It supplies electricity; it can be used to power cars.
Solar energy is also used as a power for satellites in space and in space shuttles. It could also power boats, generators during emergencies, toys, and even security systems.
The amount of solar energy that the earth receives is about 770 trillion kilowatts (kW), an amount 5,000 times bigger than the sum of all other energy, may it be terrestrial nuclear energy, geothermal energy or gravitational energy.
There are two types of solar energy. These are:
1. Thermal Energy
2. Electric Energy
What is the difference between the two types energy?
Thermal energy is kinetic energy. It is everywhere. It makes the earth hot and even heats up our homes. It helps us to dry our clothes. It is used as well to heat up water for household use or even pools. That is why thermal energy is called the heat energy because it is stored in the center of the earth as well.
Electric energy is widely known to us as the electricity. It is an essential part of nature and it is one of our most widely used forms of energy. This uses sunlight to power ordinary electrical equipment, such as household appliances, computers, and lighting
Most applications of solar energy depend on systems including collectors, storage and controls. Storage is needed for a reason that solar energy is only available at daylight hours, but the demand for energy is needed both day and night. Controls are used to guarantee that the storage system works safely and efficiently.
The accessibility of solar energy is determined by three factors:
• The location is usually measured by latitude, longitude and altitude.
• The time.
• The weather.
Aside from knowing that solar energy is a free energy still, you have to realize that it also has advantages and disadvantages.
The advantages are:
• Solar energy is almost limitless; it will be available for as long as there are still humans in the earth.
• It is abundant. You will not worry of running out of it.
• It could provide more power than all known fossil fuel reserves.
• Solar energy is available during the day when electricity usage is really important.
• It is the most inexhaustible, renewable source of energy known to man.
• Solar energy can be absorbed, reflected, transmitted, and insulated.
• It can be collected and stored in batteries.
The disadvantages are:
• It is not suitable in cloudy areas.
• It is not available at night time.
• And it may require large land areas.
As a reminder, solar energy levels are lesser the farther north the site. Considering geography, season is an important determinant of solar energy levels because the Sun's position and the weather vary greatly from summer to winter.
Thursday, October 27, 2011
Distinguishing of Your Temperament
Psychology is a very interesting science. With the help of it's achievements we can research the hidden corners of our souls. This can be really exciting and even make you discover something new about your personality and traits of your character. You can make numerous tests to determine what will your reaction be to a certain event, how you act in extreme situations, what is your aim that you don't notice, how well you get along with others. All the above stated questions and the answers you'll get make up your temperament, a psychological term used to show types of personality by I.P. Pavlov, famous scientist from Russia.
He made a theory of temperament after doing some research on the topic and his theory is proved by experiments. In his personal experience essay and just notes he gives a detailed description of person's reaction to the same event. You sit peacefully on a bench in the park and read the newspaper. You bought a new cap today, but the day is hot so you put it nearby on the bench and continue to read. You see an old lady approaching. She takes a free seat near you and says nothing, opens a book and reads. Suddenly, it dawns on you that she's sitting on your new cap. What is your reaction? If you laugh and make jokes to calm the poor granny down you are a sanguine; if you start yelling and your face turns red of the strain and you don't care about the granny who is probably going to have a heart attack, you are choleric; if you burst into tears and allow the granny to comfort you, you are melancholic; and if you ignore everything including granny's sitting on your cap and the start of the rain you are a typical phlegmatic. These for types can be described by anybody who makes observations in an experience essay, if you have enough patience to observe your reactions to different situations long enough.
Temperament is not the only field to research and find out new things about you. You may also try to prove Freud's theory, who says that intellect is completely subjected the passionate nature of a human being and his/her needs. You may see for yourself if you can find "collective unknown" and "individual unknown" which may also be very exciting. Finally, there are a lot of IQ tests that make you understand better in which direction to work to make your mental abilities better. You can not only experiment with yourself but have a friend who is willing to find out something new about his nature. Psychology is still a developing science so that can be a motivator to try your skills in this field professionally. Who knows, maybe you are a born psychiatrist?
He made a theory of temperament after doing some research on the topic and his theory is proved by experiments. In his personal experience essay and just notes he gives a detailed description of person's reaction to the same event. You sit peacefully on a bench in the park and read the newspaper. You bought a new cap today, but the day is hot so you put it nearby on the bench and continue to read. You see an old lady approaching. She takes a free seat near you and says nothing, opens a book and reads. Suddenly, it dawns on you that she's sitting on your new cap. What is your reaction? If you laugh and make jokes to calm the poor granny down you are a sanguine; if you start yelling and your face turns red of the strain and you don't care about the granny who is probably going to have a heart attack, you are choleric; if you burst into tears and allow the granny to comfort you, you are melancholic; and if you ignore everything including granny's sitting on your cap and the start of the rain you are a typical phlegmatic. These for types can be described by anybody who makes observations in an experience essay, if you have enough patience to observe your reactions to different situations long enough.
Temperament is not the only field to research and find out new things about you. You may also try to prove Freud's theory, who says that intellect is completely subjected the passionate nature of a human being and his/her needs. You may see for yourself if you can find "collective unknown" and "individual unknown" which may also be very exciting. Finally, there are a lot of IQ tests that make you understand better in which direction to work to make your mental abilities better. You can not only experiment with yourself but have a friend who is willing to find out something new about his nature. Psychology is still a developing science so that can be a motivator to try your skills in this field professionally. Who knows, maybe you are a born psychiatrist?
Sunday, October 23, 2011
Use Mind Maps to Help You Study Better
If you are a university or college student, you probably make a lot of notes when you are attending classes or reading your text books. Then later you review the notes you made when you are preparing for exams.
You may have wondered if there a right way or a wrong way to take notes. Does one method of note-taking work better than another?
There is probably no one way that works best for all people in all situations, since everyone's brain is so unique.
The main problem with taking notes the traditional way is that this is a very passive process. Simply taking notes does not get the brain very involved in interacting with the information. If you can get your brain to get more actively involved in organizing the new material you will remember it better.
If you are strong in visual learning, you can benefit from making notes that include lots of graphs and drawings, even cartoons! If you are very high in auditory skills and weak in the visual area you will do better by tape-recording all the notes you need to remember.
The following technique for note-taking is particularly effective for people who are highly visual. This method of making notes is sometimes called "mind-mapping" or making a "learning map".
Although it takes some practice to use mind-mapping effectively, most people who use it find they can retain and remember far more information with a lot less work.
The essence of the learning-map (also known as "memory-map", or "mind-map") technique is quite simple. You will need a blank piece of paper, the larger the better. You will need at least one pen, more if you want to use a variety of colors.
You will be trying to fill the entire page with your notes, so it is important to keep the size of your writing quite small. With practice you should be better able to judge what size of writing will work effectively.
As you listen to the lecturer, or read the article you are studying, decide what you think the central theme is. For example, you might be listening to a lecture where you decide the central theme seems to be, "Conditions in Europe on the eve of World War 2"
Or you might be listening to a talk that has a central theme of "Strategies that plants use to survive winter"
Once you have decided what the central theme is, jot down the words in the center of the page, and draw a circle around the main theme. Don't try to write down a sentence or a paragraph--just get down enough of the key words that will bring the ideas back into you mind.
Keep listening or reading, watching for the first main sub-theme.
When you come across the first major sub-theme, pick a spot on the page to jot down a few key words that sum up the sub-theme. Draw a circle around the sub-theme words, and then join your sub-theme circle to the main theme circle with a line.
Each time you come across a new major sub-theme, write down a few key words to summarize the new idea, and draw a circle around those words. Then draw a line to join the sub-theme circle to the main idea circle in the center of the page. Eventually you will have a circle in the center with several spokes radiating from it.
The lines or spokes don't have to be straight, and they can be of any length required. The "circles" don't have to be circles; they can be squares, triangles, or oval squiggles if you prefer. You can use different colors to help you organize the ideas better.
As the speaker or writer continues to present his ideas, you will find that some of the ideas being presented are additional supporting details that clarify or illustrate one of the sub-themes you have already identified. In this case you will write these "sub-sub-themes" down using just a few words, enclose them in a circle or squiggle, and link them to their sub-theme with a line.
Eventually your sub-theme circles may have many spokes radiating from them as the author or lecturer continues to present his ideas. At a glance you will be able to take in the dominant themes of the talk and the underlying organizational structure of the ideas.
If you happen to have any ideas of your own while you are reading or listening to the lecture, jot them down as well. This shows you have your brain actively interacting with the material.
When you make a mind map or a learning map of all your notes, you create a very visual document that differs a lot from traditional methods of making notes for class.
People who learn very well visually will particularly benefit from the way that learning maps clearly show the relationships between main themes, sub-themes and supporting facts and ideas.
Try this method and see if this is the note-taking technique that works best for you!
You may have wondered if there a right way or a wrong way to take notes. Does one method of note-taking work better than another?
There is probably no one way that works best for all people in all situations, since everyone's brain is so unique.
The main problem with taking notes the traditional way is that this is a very passive process. Simply taking notes does not get the brain very involved in interacting with the information. If you can get your brain to get more actively involved in organizing the new material you will remember it better.
If you are strong in visual learning, you can benefit from making notes that include lots of graphs and drawings, even cartoons! If you are very high in auditory skills and weak in the visual area you will do better by tape-recording all the notes you need to remember.
The following technique for note-taking is particularly effective for people who are highly visual. This method of making notes is sometimes called "mind-mapping" or making a "learning map".
Although it takes some practice to use mind-mapping effectively, most people who use it find they can retain and remember far more information with a lot less work.
The essence of the learning-map (also known as "memory-map", or "mind-map") technique is quite simple. You will need a blank piece of paper, the larger the better. You will need at least one pen, more if you want to use a variety of colors.
You will be trying to fill the entire page with your notes, so it is important to keep the size of your writing quite small. With practice you should be better able to judge what size of writing will work effectively.
As you listen to the lecturer, or read the article you are studying, decide what you think the central theme is. For example, you might be listening to a lecture where you decide the central theme seems to be, "Conditions in Europe on the eve of World War 2"
Or you might be listening to a talk that has a central theme of "Strategies that plants use to survive winter"
Once you have decided what the central theme is, jot down the words in the center of the page, and draw a circle around the main theme. Don't try to write down a sentence or a paragraph--just get down enough of the key words that will bring the ideas back into you mind.
Keep listening or reading, watching for the first main sub-theme.
When you come across the first major sub-theme, pick a spot on the page to jot down a few key words that sum up the sub-theme. Draw a circle around the sub-theme words, and then join your sub-theme circle to the main theme circle with a line.
Each time you come across a new major sub-theme, write down a few key words to summarize the new idea, and draw a circle around those words. Then draw a line to join the sub-theme circle to the main idea circle in the center of the page. Eventually you will have a circle in the center with several spokes radiating from it.
The lines or spokes don't have to be straight, and they can be of any length required. The "circles" don't have to be circles; they can be squares, triangles, or oval squiggles if you prefer. You can use different colors to help you organize the ideas better.
As the speaker or writer continues to present his ideas, you will find that some of the ideas being presented are additional supporting details that clarify or illustrate one of the sub-themes you have already identified. In this case you will write these "sub-sub-themes" down using just a few words, enclose them in a circle or squiggle, and link them to their sub-theme with a line.
Eventually your sub-theme circles may have many spokes radiating from them as the author or lecturer continues to present his ideas. At a glance you will be able to take in the dominant themes of the talk and the underlying organizational structure of the ideas.
If you happen to have any ideas of your own while you are reading or listening to the lecture, jot them down as well. This shows you have your brain actively interacting with the material.
When you make a mind map or a learning map of all your notes, you create a very visual document that differs a lot from traditional methods of making notes for class.
People who learn very well visually will particularly benefit from the way that learning maps clearly show the relationships between main themes, sub-themes and supporting facts and ideas.
Try this method and see if this is the note-taking technique that works best for you!
Tuesday, October 18, 2011
The Credentials of Any Good San Diego Criminal Defense Lawyer
The hallmark credentials that you want to see when hiring a San Diego criminal defense lawyer on a serious felony charge are pretty much the same for a criminal defense lawyer anywhere. When you are charged with a serious felony in a state court system where your exposure is many years in prison you don't want someone "practicing" or dabbling on your matter. You want a consummate talented and respected professional that regularly handles the type of criminal charge that you are charged with.
The bottom line is that you want a lawyer with a winning reputation. The profile that makes up that type of lawyer consists of a number of characteristics. You want a lawyer that is well educated. While the law school a lawyer went to isn't necessarily the characteristic that makes the difference, the better law schools produce lawyers who understand the theory of the law better which makes them better able to make arguments that persuade judges.
You also want a lawyer who has a good presence and who is respected in the courts. The more respected your lawyer is, the better he will be able to negotiate, win critical motions, and get rulings favorable to your case. A good lawyer who is respected in his community will be respected anywhere he or she goes to handle a case. The prosecutors and the judges get the picture quickly by the way the lawyer handles themselves.
You want a lawyer who has been practicing many years if your case is a serious felony such as murder, vehicular manslaughter, forcible rape, or child molestation. The more years a lawyer has practiced means that he or she has handled more situations, more cases, and more trials. That combined experience means that they will be able to analyze your case quicker and with more accuracy than a lesser experienced lawyer. Years of experience means they know all the moves and how to implement them effectively at the right moment.<
Make sure your lawyer has successfully handled many cases of the type of charge you have. If you are charged with murder, for instance, you want a lawyer who has handled and tried several murder cases. A top gun lawyer should be able to cite several examples of jury trial results and favorable settlements in the type of case you have. There is no reason not to hire a lawyer with a long record of winning. Every lawyer has won a case or two. You want the lawyer with a long list of successful results.
In every major community in this country competent skilled professionals exist who are capable of getting you the best results. A little work trying to find one will be worth the effort. If you throw your money away on someone who isn't up to the task you won't find out until it is too late. You can always change lawyers but you may have spent all of your resources. Major Tip: Don't ask people to refer you to a good lawyer. You may just be getting a friend or a business referral. Ask people: "Who are the five or ten best San Diego criminal defense lawyers to handle a serious state court felony trial case?" You will likely get a list of great lawyers. The good lawyers will all talk to you and you will be able to see the difference and choose who you are most comfortable with and can afford.
The bottom line is that you want a lawyer with a winning reputation. The profile that makes up that type of lawyer consists of a number of characteristics. You want a lawyer that is well educated. While the law school a lawyer went to isn't necessarily the characteristic that makes the difference, the better law schools produce lawyers who understand the theory of the law better which makes them better able to make arguments that persuade judges.
You also want a lawyer who has a good presence and who is respected in the courts. The more respected your lawyer is, the better he will be able to negotiate, win critical motions, and get rulings favorable to your case. A good lawyer who is respected in his community will be respected anywhere he or she goes to handle a case. The prosecutors and the judges get the picture quickly by the way the lawyer handles themselves.
You want a lawyer who has been practicing many years if your case is a serious felony such as murder, vehicular manslaughter, forcible rape, or child molestation. The more years a lawyer has practiced means that he or she has handled more situations, more cases, and more trials. That combined experience means that they will be able to analyze your case quicker and with more accuracy than a lesser experienced lawyer. Years of experience means they know all the moves and how to implement them effectively at the right moment.<
Make sure your lawyer has successfully handled many cases of the type of charge you have. If you are charged with murder, for instance, you want a lawyer who has handled and tried several murder cases. A top gun lawyer should be able to cite several examples of jury trial results and favorable settlements in the type of case you have. There is no reason not to hire a lawyer with a long record of winning. Every lawyer has won a case or two. You want the lawyer with a long list of successful results.
In every major community in this country competent skilled professionals exist who are capable of getting you the best results. A little work trying to find one will be worth the effort. If you throw your money away on someone who isn't up to the task you won't find out until it is too late. You can always change lawyers but you may have spent all of your resources. Major Tip: Don't ask people to refer you to a good lawyer. You may just be getting a friend or a business referral. Ask people: "Who are the five or ten best San Diego criminal defense lawyers to handle a serious state court felony trial case?" You will likely get a list of great lawyers. The good lawyers will all talk to you and you will be able to see the difference and choose who you are most comfortable with and can afford.
Saturday, October 8, 2011
The Roman Family
The father in the Roman family (paterfamilias) exercised absolute and lifelong power over all other family members (patria potestas): his wife, children, and slaves. If the father's father was alive - then he was the supreme authority in the household. Fathers were even allowed to execute their grown sons for serious offenses like treason.
Each house maintained a cult of ancestors and hearth gods and the paterfamilias was its priest. The family was thought to posses a "genius" (gens) - an inner spirit - passed down the generations. The living and the dead members of the family shared the gens and were bound by it.
Legitimate offspring belonged to the father's family. The father retained custody if the couple (rarely) divorced exclusively at the husband's initiative. The father had the right to disown a newborn - usually deformed boys or girls. This led to a severe shortage of women in Rome.
The father of the bride had to pay a sizable dowry to the family of the groom, thus impoverishing the other members of the family. Moreover, daughters shared equally in the estate of a father who died without a will - thus transferring assets from their family of origin to their husband's family. No wonder females were decried as an economic liability.
At the beginning, slaves were considered to be part of the family and were well-treated. They were allowed to save money (peculium) and to purchase their freedom. Freed slaves became full-fledged Roman citizens and usually stayed on with the family as hired help or paid laborers. Only much later, in the vast plantations amassed by wealthy Romans, were slaves abused and regarded as inanimate property.
Each house maintained a cult of ancestors and hearth gods and the paterfamilias was its priest. The family was thought to posses a "genius" (gens) - an inner spirit - passed down the generations. The living and the dead members of the family shared the gens and were bound by it.
Legitimate offspring belonged to the father's family. The father retained custody if the couple (rarely) divorced exclusively at the husband's initiative. The father had the right to disown a newborn - usually deformed boys or girls. This led to a severe shortage of women in Rome.
The father of the bride had to pay a sizable dowry to the family of the groom, thus impoverishing the other members of the family. Moreover, daughters shared equally in the estate of a father who died without a will - thus transferring assets from their family of origin to their husband's family. No wonder females were decried as an economic liability.
At the beginning, slaves were considered to be part of the family and were well-treated. They were allowed to save money (peculium) and to purchase their freedom. Freed slaves became full-fledged Roman citizens and usually stayed on with the family as hired help or paid laborers. Only much later, in the vast plantations amassed by wealthy Romans, were slaves abused and regarded as inanimate property.
Labels:
The Roman Family
Sunday, October 2, 2011
The Benefit Of Getting A Health Care Degree Online
Getting a health care degree online is now a reality, even for the average citizen who finds him or herself with an already full schedule and little time for study. Without having to do much rearranging at all, one can break into the healthcare field or advance themselves in the career they already have. When obtaining a degree online, many students find they have more options than they had previously thought.
It is not uncommon for a professional to become disenchanted with their field and look for a way to better their standings. Sometimes the way to do this is with an increase in pay or maybe a change in responsibilities and duties. Either way, one is likely to need a degree to see either situation evolve.
Often, this can be an intimidating thought for many working adults. The idea of finding time in a schedule that is already maxed out along with figuring out how to afford such a venture usually stops a person before they start. However, the gist of getting a health care degree online is all about being time and cost effective.
With online learning, one can earn their degree with the time that is available to them instead of trying to adhere to a rigid schedule. The price includes only the necessary books and classes with no added extras for parking or rooming fees. Virtual classrooms are open at any time of the day or night.
Online learning provides only the most up to date and practical knowledge for its students. Everything that is learned can be applied in their current or soon to be career in the health care field. Whether its mid-level management positions for health care organizations to various duties involved in the administration of home health agencies or a doctor's office, every skill will be of use.
The classes that are taught and the accredited curriculums are devised by certified and experienced individuals who have worked extensively in the healthcare field. The student is able to get right to the heart of learning just what they need, right when and where they need it. This gives them the winning edge over others, landing them promotions and other beneficial career advancements. <
Getting one's health care degree online can be as simple as finding an accredited program and talking with a financial aid specialist. Depending on a student's situation, financial aid options may be available. It is not only uncommon for previous college credits to be accepted for online learning, but in some cases, companies will help with the expense of returning to college for their employees.
As many have come to find, cost is a major factor that turns many students away from the idea of returning to college. Once students learn how many options they have with online learning, returning to college becomes an even easier choice. In the long run, many find the cost to be returned to them in the higher earning potential that having a degree brings.
As the majority of a population ages, the health care field is one that is slated to be in high demand in the coming years. Although there will be a call for many nurses and other health care professionals, the need for administrative professionals will also rise. Those with the skills for organizing an area as it goes through a period of growth will be highly sought after.
Getting a health care degree online is something that can almost seem intimidating until one is able to see for themselves just how efficient an online program will be. Students are not only in control of their learning but at the end of the course receive a valid and accredited degree. For many adults, learning on one's own terms is almost as valuable as the education itself.
It is not uncommon for a professional to become disenchanted with their field and look for a way to better their standings. Sometimes the way to do this is with an increase in pay or maybe a change in responsibilities and duties. Either way, one is likely to need a degree to see either situation evolve.
Often, this can be an intimidating thought for many working adults. The idea of finding time in a schedule that is already maxed out along with figuring out how to afford such a venture usually stops a person before they start. However, the gist of getting a health care degree online is all about being time and cost effective.
With online learning, one can earn their degree with the time that is available to them instead of trying to adhere to a rigid schedule. The price includes only the necessary books and classes with no added extras for parking or rooming fees. Virtual classrooms are open at any time of the day or night.
Online learning provides only the most up to date and practical knowledge for its students. Everything that is learned can be applied in their current or soon to be career in the health care field. Whether its mid-level management positions for health care organizations to various duties involved in the administration of home health agencies or a doctor's office, every skill will be of use.
The classes that are taught and the accredited curriculums are devised by certified and experienced individuals who have worked extensively in the healthcare field. The student is able to get right to the heart of learning just what they need, right when and where they need it. This gives them the winning edge over others, landing them promotions and other beneficial career advancements. <
Getting one's health care degree online can be as simple as finding an accredited program and talking with a financial aid specialist. Depending on a student's situation, financial aid options may be available. It is not only uncommon for previous college credits to be accepted for online learning, but in some cases, companies will help with the expense of returning to college for their employees.
As many have come to find, cost is a major factor that turns many students away from the idea of returning to college. Once students learn how many options they have with online learning, returning to college becomes an even easier choice. In the long run, many find the cost to be returned to them in the higher earning potential that having a degree brings.
As the majority of a population ages, the health care field is one that is slated to be in high demand in the coming years. Although there will be a call for many nurses and other health care professionals, the need for administrative professionals will also rise. Those with the skills for organizing an area as it goes through a period of growth will be highly sought after.
Getting a health care degree online is something that can almost seem intimidating until one is able to see for themselves just how efficient an online program will be. Students are not only in control of their learning but at the end of the course receive a valid and accredited degree. For many adults, learning on one's own terms is almost as valuable as the education itself.
Saturday, September 24, 2011
Enlightenment is not just one state
Many people has the notion that enlightenment is one state. Many also believe that when it is attained, a person is forever in that state.
The following is not a definitive article on this subject. It is just an expression of my own thoughts.
My opinion is that enlightenment is not just one state but is a progressive and gradual establishing of states of consciousness.
I, myself have not reach the end of the road. But from years on a spiritual quest, I can safely say that enlightenment happens in a series or stages of self-realisations and self-discoveries.
Usually there is a difference between an initial awakening and a later stabilisation of that stage that happens through practice or experiences. The initial awakenings are new discoveries about the dynamics of consciousness, while the stabilisation is the assimilation of what is being discovered into one's life experience. Sometimes, a new discovery can completely over-rule or modify upon an older one.
Almost all stages of enlightenment can be said to be associated with Presence. However, the enlightening Presence comes in various degrees of intensity and clarity. The degree of intensity is directly dependent on the level and depth of one's clarity as well as one's realisations/discoveries.
Also, as one progresses along, the relationship or connections of oneself to the universe and existence at large also becomes clearer.
Below very briefly illustrates the progressive and stage-based nature of enlightenment:
When one first begin meditating, one may first experience the all-pervading Presence. This Presence, is most often experienced when thoughts are momentarily suspended. This Presence which exists in the Eternal Present Moment is our true self
However such an experience can only be classified as an awakening to the true self.. which is no-self. This is because, after the meditation, the Presence seems to have disappeared. One cannot understand and find the connection of presence to our everyday life. Therefore one will have difficulty re-acquiring the Presence. And it takes many stages and series of realisation to understand the relationship of Presence to our phenomenal world. It can be said that the prolonged sustaining of Presence is dependent on the stages and depth of realisation.
Also, during the earlier stages we may mistaken another state to be the pure presence. For example, we may mistaken 'I AM' for pure presence. This is because the thinking mind has created a reflective image of Pure Presence. This reflection of the absolute is 'I AM'.
Usually, in order to pass through the 'I AM' stage, the person must move unto even deeper understandings. These understandings may include realising that one's personality is not the doer of action. This stage may persist for a while before the person realises the illusion of subject-object division. This stage involves recognising the hypnotic impression of there being an observer and the being observed. Here is where one begins to see through the illusionary nature of our phenomenal world.
I cannot comment on the stages before me as they are beyond me. Nevertheless, one can still see from the above description that enlightenment is not so straight-forward after all.
For your necessary discernment. Thank you for reading.
The following is not a definitive article on this subject. It is just an expression of my own thoughts.
My opinion is that enlightenment is not just one state but is a progressive and gradual establishing of states of consciousness.
I, myself have not reach the end of the road. But from years on a spiritual quest, I can safely say that enlightenment happens in a series or stages of self-realisations and self-discoveries.
Usually there is a difference between an initial awakening and a later stabilisation of that stage that happens through practice or experiences. The initial awakenings are new discoveries about the dynamics of consciousness, while the stabilisation is the assimilation of what is being discovered into one's life experience. Sometimes, a new discovery can completely over-rule or modify upon an older one.
Almost all stages of enlightenment can be said to be associated with Presence. However, the enlightening Presence comes in various degrees of intensity and clarity. The degree of intensity is directly dependent on the level and depth of one's clarity as well as one's realisations/discoveries.
Also, as one progresses along, the relationship or connections of oneself to the universe and existence at large also becomes clearer.
Below very briefly illustrates the progressive and stage-based nature of enlightenment:
When one first begin meditating, one may first experience the all-pervading Presence. This Presence, is most often experienced when thoughts are momentarily suspended. This Presence which exists in the Eternal Present Moment is our true self
However such an experience can only be classified as an awakening to the true self.. which is no-self. This is because, after the meditation, the Presence seems to have disappeared. One cannot understand and find the connection of presence to our everyday life. Therefore one will have difficulty re-acquiring the Presence. And it takes many stages and series of realisation to understand the relationship of Presence to our phenomenal world. It can be said that the prolonged sustaining of Presence is dependent on the stages and depth of realisation.
Also, during the earlier stages we may mistaken another state to be the pure presence. For example, we may mistaken 'I AM' for pure presence. This is because the thinking mind has created a reflective image of Pure Presence. This reflection of the absolute is 'I AM'.
Usually, in order to pass through the 'I AM' stage, the person must move unto even deeper understandings. These understandings may include realising that one's personality is not the doer of action. This stage may persist for a while before the person realises the illusion of subject-object division. This stage involves recognising the hypnotic impression of there being an observer and the being observed. Here is where one begins to see through the illusionary nature of our phenomenal world.
I cannot comment on the stages before me as they are beyond me. Nevertheless, one can still see from the above description that enlightenment is not so straight-forward after all.
For your necessary discernment. Thank you for reading.
Sunday, September 18, 2011
Healing Psyche: False Hope Is non existent
This is a chapter of
"Healing Psyche - Patterns and Structure of Complementary Psychological Cancer Treatment (CPCT)"
In their search for health, clients are willing to try anything, hoping for a miracle cure. They often reason that they might as well try it because "they have nothing to lose." Unfortunately, there is something to lose. Clients might gain a false sense of hope. They might lose interest in mainstream medicine or other complementary approaches. Finally, they might also be robbed of valuable time by pursuing an unsatisfactory therapy.
Complementary psychological therapy is often questioned on issues such as false hope. Some people are afraid that if cancer clients experience hope, they are fooling themselves, and will end up being disappointed. They think that as long as they are expecting the worst, they will not be disappointed. This is a form of false hopelessness. Such people like to call themselves realists, but are in fact pessimists.
Many people misinterpret the true value of an optimistic, pessimistic or realistic view of life. Pessimistic people view the world as a dark place, where there is only misery and everything is hopeless. They deny the positive side of things. Optimistic people view the world as one happy playground, where there is joy everywhere. They deny the negative side of life. Realistic people know that there are positive and negative aspects of everything in life. They fully accept both sides.
"No one really knows enough to be a pessimist."
- Norman Cousins -
- Pessimist: My glass is almost empty.
- Optimist: My glass is still full.
- Realist: I have half a glass.
When therapists work with the psychological issues that are described in this work, they are not providing false hope, but are assisting clients in being more realistic. Realistic hope is what is being communicated in this therapeutic approach.
Society and the medical team often issue some sort of death guarantee (although lesser every day) along with the diagnosis of cancer. Fortunately, this is not the case. There is no guarantee that one will die from cancer. On the other hand, there is also no guarantee that one will heal from cancer after the intervention. The issue of false hope only exists when the practitioner (medical or psychological) issues a guarantee that the client is healed after the intervention. False hope is thus only present as a false guarantee.
The presence of hope within clients is often associated with better health, and hopelessness is often a precursor for poor outcomes. Presenting hope, however, is no guarantee, but it assists the healing process.
Example:
When people marry, there is no guarantee that they will be joyful. They hope they will be. This could be interpreted by a pessimist as false hope.
However, expecting the marriage to end in a few years is almost a guarantee that it will. <
Hoping that one will be happy is no guarantee, but it surely helps.
Feelings of hope stimulate the placebo effect. The possible effects of a placebo cannot be denied, even in the context of cancer.
"Everybody knows that one dies of cancer, but I was not sure whether to apply this to myself. I considered this (belief) as nonsense."
Quote from a spontaneous remission patient
- Daan van Baalen - (1987[1])
False hope is real, and can be seen as focusing solely on unachievable results, while denying the current truth. Such unrealistic expectations lead to disappointment and feelings of guilt. Hope of healing is a realistic hope. Realistic or mature hope is accepting the current feelings, thoughts, relationships, and possibilities of improvement. Focusing solely on hopelessness and self-pity is just as unrealistic as only seeing a positive and bright future.
False hope
- I only focus on the positive.
- I can do whatever I want.
- I can control everything.
False hopelessness
- I am wallowing in despair.
- I cannot control anything.
- Everything scares me and the disease and emotions are controlling me.
Realistic hope
- Sometimes I feel awful, and other times I feel more connected to life and others than ever before.
- There are some things beyond my control. Yet, there are many things I can control.
- I choose to live as fully as possible now. The quality of my life may be related to my physical health, but however long I may live, I plan to do it to the fullest of my ability.
Hope initiates actions, and stimulates well-being. Without hope, people do not take action towards their health. Hope is a supporting emotion as well as a drive to trigger positive actions towards increased self-control.
Solano et al. (1993[2]) studied the connection between psychosocial situations and the probability of symptom development. They concluded that "The
best attitude with regard to prognosis appears to be full recognition of
one's situation and a decisive will to do something about it." This conclusion is supported by many other authors. Hopelessness triggers inaction and letting things happen. Hope triggers the decisive will to take action.
"Trust in god and tie your camel to a tree."
- Muhammad -
[1] Baalen, van, Daan C. & Vries, de, Marco J. (1987) Spontaneous regression of cancer - A clinical, pathological and psycho-social study, Rotterdam: Erasmus University
[2] Solano, L. & Costa, M. & Salvati, S. & Coda, R. & Aiuti, F. & Mezzaroma, I. & Bertini, M. (1993) 'Psychosocial factors and clinical evolution in HIV-1 infection - a longitudinal study, J. of Psychosomatic Research,A 37(1):39-51
"Healing Psyche - Patterns and Structure of Complementary Psychological Cancer Treatment (CPCT)"
In their search for health, clients are willing to try anything, hoping for a miracle cure. They often reason that they might as well try it because "they have nothing to lose." Unfortunately, there is something to lose. Clients might gain a false sense of hope. They might lose interest in mainstream medicine or other complementary approaches. Finally, they might also be robbed of valuable time by pursuing an unsatisfactory therapy.
Complementary psychological therapy is often questioned on issues such as false hope. Some people are afraid that if cancer clients experience hope, they are fooling themselves, and will end up being disappointed. They think that as long as they are expecting the worst, they will not be disappointed. This is a form of false hopelessness. Such people like to call themselves realists, but are in fact pessimists.
Many people misinterpret the true value of an optimistic, pessimistic or realistic view of life. Pessimistic people view the world as a dark place, where there is only misery and everything is hopeless. They deny the positive side of things. Optimistic people view the world as one happy playground, where there is joy everywhere. They deny the negative side of life. Realistic people know that there are positive and negative aspects of everything in life. They fully accept both sides.
"No one really knows enough to be a pessimist."
- Norman Cousins -
- Pessimist: My glass is almost empty.
- Optimist: My glass is still full.
- Realist: I have half a glass.
When therapists work with the psychological issues that are described in this work, they are not providing false hope, but are assisting clients in being more realistic. Realistic hope is what is being communicated in this therapeutic approach.
Society and the medical team often issue some sort of death guarantee (although lesser every day) along with the diagnosis of cancer. Fortunately, this is not the case. There is no guarantee that one will die from cancer. On the other hand, there is also no guarantee that one will heal from cancer after the intervention. The issue of false hope only exists when the practitioner (medical or psychological) issues a guarantee that the client is healed after the intervention. False hope is thus only present as a false guarantee.
The presence of hope within clients is often associated with better health, and hopelessness is often a precursor for poor outcomes. Presenting hope, however, is no guarantee, but it assists the healing process.
Example:
When people marry, there is no guarantee that they will be joyful. They hope they will be. This could be interpreted by a pessimist as false hope.
However, expecting the marriage to end in a few years is almost a guarantee that it will. <
Hoping that one will be happy is no guarantee, but it surely helps.
Feelings of hope stimulate the placebo effect. The possible effects of a placebo cannot be denied, even in the context of cancer.
"Everybody knows that one dies of cancer, but I was not sure whether to apply this to myself. I considered this (belief) as nonsense."
Quote from a spontaneous remission patient
- Daan van Baalen - (1987[1])
False hope is real, and can be seen as focusing solely on unachievable results, while denying the current truth. Such unrealistic expectations lead to disappointment and feelings of guilt. Hope of healing is a realistic hope. Realistic or mature hope is accepting the current feelings, thoughts, relationships, and possibilities of improvement. Focusing solely on hopelessness and self-pity is just as unrealistic as only seeing a positive and bright future.
False hope
- I only focus on the positive.
- I can do whatever I want.
- I can control everything.
False hopelessness
- I am wallowing in despair.
- I cannot control anything.
- Everything scares me and the disease and emotions are controlling me.
Realistic hope
- Sometimes I feel awful, and other times I feel more connected to life and others than ever before.
- There are some things beyond my control. Yet, there are many things I can control.
- I choose to live as fully as possible now. The quality of my life may be related to my physical health, but however long I may live, I plan to do it to the fullest of my ability.
Hope initiates actions, and stimulates well-being. Without hope, people do not take action towards their health. Hope is a supporting emotion as well as a drive to trigger positive actions towards increased self-control.
Solano et al. (1993[2]) studied the connection between psychosocial situations and the probability of symptom development. They concluded that "The
best attitude with regard to prognosis appears to be full recognition of
one's situation and a decisive will to do something about it." This conclusion is supported by many other authors. Hopelessness triggers inaction and letting things happen. Hope triggers the decisive will to take action.
"Trust in god and tie your camel to a tree."
- Muhammad -
[1] Baalen, van, Daan C. & Vries, de, Marco J. (1987) Spontaneous regression of cancer - A clinical, pathological and psycho-social study, Rotterdam: Erasmus University
[2] Solano, L. & Costa, M. & Salvati, S. & Coda, R. & Aiuti, F. & Mezzaroma, I. & Bertini, M. (1993) 'Psychosocial factors and clinical evolution in HIV-1 infection - a longitudinal study, J. of Psychosomatic Research,A 37(1):39-51
Friday, September 9, 2011
"Don't Touch It," and other simple, nature-friendly advice
Each summer, I visit the Chequamagon National Forest in Wisconsin. An amazingly beautiful and lush forest, this place is my sanctuary. I stay at a low-key resort, in a cabin overlooking Lake Namekagon. It's a breath of fresh air - quite literally - to spend two weeks each year at this place, away from bustling streets and busy people. It's like a different world.
Or, at least, it was. I had a very different experience this past July. Upon entering our cabin, my fiance and I were greeted by a large television, equipped with Direct TV. Don't get me wrong: I'm a TV-lover, through and through. There was, however, something strange about having to look around the television to see the lake.
We overlooked this; after all, we don't own the cabin. Some resort-goers might crave 500 channels before they crave hiking and fishing. Convinced that the TV (both the sight of it and the temptation to watch it) would put a damper on things, we went out on the water.
As I started the old, rented pontoon boat, something occured to me. We were no better than the TLC, MTV, and MSNBC addicts. Yes, our boat was used for the enjoyment of the outdoors; however, it left a muddy, green wake behind it. Yes, we came to the resort to get away from everyday conveniences and to surround ourselves with nature, but we were staying in a cabin - not a tent or a sleeping bag. We cooked our breakfast every morning on a fairly modern stove, we drank coffee made in a Bunn coffeemaker, and we turned on the electric heat if the cabin got too cold. It turns out we weren't roughing it; we were faking it.
Since this realization, I've been troubled. I don't understand where our appreciation for nature went. I don't understand how misguided travelers - myself included - consider themselves to be experiencing nature, when really all we're doing is glancing at it between commercials. Granted, everyone experiences nature in a different way. For some, glancing at it through a window - or on a TV screen - might be enough.
I'm concerned, though, that by accepting this as a legitimate way to experience nature, we are missing something. Or, perhaps, we are missing everything. On a basic level, there is something satisfying about feeling a different kind of air on your skin, and about feeling the crunch of leaves and dirt beneath your feet. Where city lights don't corrupt the night sky, we can see stars in a new way, and the level of darkness is foreign and exciting.
There more to this simple human/nature combination than deep satisfaction, though. There is a danger present in the ways we currently explore nature. It is common for travelers to hop on boats, jetskis, waverunners, or ATVs to travel through lakes and forests. In these cases, vacationgoers are experiencing nature - while leaving a trail of pollution behind.
And what about our cabin? Built in the middle of the forest, trees had to be removed in order for the resort to exist. There is an inherent disconnect, here: the resort was designed to house nature-loving travelers who want to see the forest's natural beauty, and yet in order for the resort to exist, some of the forest had to be cut down. Instead of experiencing untouched and unscathed nature, vacationers are experiencing a forest marred by human interference.
This is the way with us. We, whether intentionally or accidentally, can't help but tinker with nature in its natural forms. Even when we attempt to truly experience it, we are also hindering it. So, we must consider some simple pieces of advice if we wish....(read the full article at the link below)
Or, at least, it was. I had a very different experience this past July. Upon entering our cabin, my fiance and I were greeted by a large television, equipped with Direct TV. Don't get me wrong: I'm a TV-lover, through and through. There was, however, something strange about having to look around the television to see the lake.
We overlooked this; after all, we don't own the cabin. Some resort-goers might crave 500 channels before they crave hiking and fishing. Convinced that the TV (both the sight of it and the temptation to watch it) would put a damper on things, we went out on the water.
As I started the old, rented pontoon boat, something occured to me. We were no better than the TLC, MTV, and MSNBC addicts. Yes, our boat was used for the enjoyment of the outdoors; however, it left a muddy, green wake behind it. Yes, we came to the resort to get away from everyday conveniences and to surround ourselves with nature, but we were staying in a cabin - not a tent or a sleeping bag. We cooked our breakfast every morning on a fairly modern stove, we drank coffee made in a Bunn coffeemaker, and we turned on the electric heat if the cabin got too cold. It turns out we weren't roughing it; we were faking it.
Since this realization, I've been troubled. I don't understand where our appreciation for nature went. I don't understand how misguided travelers - myself included - consider themselves to be experiencing nature, when really all we're doing is glancing at it between commercials. Granted, everyone experiences nature in a different way. For some, glancing at it through a window - or on a TV screen - might be enough.
I'm concerned, though, that by accepting this as a legitimate way to experience nature, we are missing something. Or, perhaps, we are missing everything. On a basic level, there is something satisfying about feeling a different kind of air on your skin, and about feeling the crunch of leaves and dirt beneath your feet. Where city lights don't corrupt the night sky, we can see stars in a new way, and the level of darkness is foreign and exciting.
There more to this simple human/nature combination than deep satisfaction, though. There is a danger present in the ways we currently explore nature. It is common for travelers to hop on boats, jetskis, waverunners, or ATVs to travel through lakes and forests. In these cases, vacationgoers are experiencing nature - while leaving a trail of pollution behind.
And what about our cabin? Built in the middle of the forest, trees had to be removed in order for the resort to exist. There is an inherent disconnect, here: the resort was designed to house nature-loving travelers who want to see the forest's natural beauty, and yet in order for the resort to exist, some of the forest had to be cut down. Instead of experiencing untouched and unscathed nature, vacationers are experiencing a forest marred by human interference.
This is the way with us. We, whether intentionally or accidentally, can't help but tinker with nature in its natural forms. Even when we attempt to truly experience it, we are also hindering it. So, we must consider some simple pieces of advice if we wish....(read the full article at the link below)
Saturday, September 3, 2011
How to Learn Basic Spanish Verbs - Part 1
There are three basic groups of Spanish verbs, in these articles we will look at the regular AR, ER and IR verbs.
A verb is a word that means everything from an action to an opinion, so laugh, go, like, hate, love, drink, fall, smile, hear, write turn, are all examples of verbs. In English the verb is not changed by who is doing the action. As an example;
In these phrases, "I like cheese", "we like cheese" and "you like cheese", the verb "like" stays the same. In Spanish the form of the verb is changed by who is doing the doing. It might sound odd now but it will make sense later!
So lets look at the three main verb types in Spanish. They are the verbs that end in the letters ar, er and ir. they can then be subdivided into regular and irregular. As we are just starting we will stick to the regular verbs.
Verbs That End In AR
In the Spanish language the group of verbs that end in ar are the most common, so they are a good place to start.
If we use the Spanish verb TOMAR, it means a few different things, but in our case it means to drink. To say "I drink wine" in Spanish we would remove the a and r , then to add an o. to give us "tomo vino". You could add yo ( the Spanish word for I) at the start of the sentence but it would be unnecessary. <
To say "you drink wine" to a single person, again remove the a and r, and add as, to give "tomar vino".
If we wanted to say that he or she drinks wine, then we remove the ar and add just an a, to give us "toma vino". This version of tomar would also be used in a formal situation, or if talking to someone for the first time.
When learning our basic Spanish verbs and wanting to say "we drink wine" we add amos to give us "tomamos vino".
If we wanted to refer to a group when using "you drink wine", we would add áis, giving "tomáis vino"
"They drink wine" would require the addition of an, so "toman vino" would be the correct phrase.
These are obviously all in what is called the present tense, which means that it describes what is occurring now,we will cover the other tenses (future, past etc) and the ER and IR verbs at a later date. I hope that this article has been of help and I hope that you stick with Spanish as it is a very rewarding language.
Good Luck.
A verb is a word that means everything from an action to an opinion, so laugh, go, like, hate, love, drink, fall, smile, hear, write turn, are all examples of verbs. In English the verb is not changed by who is doing the action. As an example;
In these phrases, "I like cheese", "we like cheese" and "you like cheese", the verb "like" stays the same. In Spanish the form of the verb is changed by who is doing the doing. It might sound odd now but it will make sense later!
So lets look at the three main verb types in Spanish. They are the verbs that end in the letters ar, er and ir. they can then be subdivided into regular and irregular. As we are just starting we will stick to the regular verbs.
Verbs That End In AR
In the Spanish language the group of verbs that end in ar are the most common, so they are a good place to start.
If we use the Spanish verb TOMAR, it means a few different things, but in our case it means to drink. To say "I drink wine" in Spanish we would remove the a and r , then to add an o. to give us "tomo vino". You could add yo ( the Spanish word for I) at the start of the sentence but it would be unnecessary. <
To say "you drink wine" to a single person, again remove the a and r, and add as, to give "tomar vino".
If we wanted to say that he or she drinks wine, then we remove the ar and add just an a, to give us "toma vino". This version of tomar would also be used in a formal situation, or if talking to someone for the first time.
When learning our basic Spanish verbs and wanting to say "we drink wine" we add amos to give us "tomamos vino".
If we wanted to refer to a group when using "you drink wine", we would add áis, giving "tomáis vino"
"They drink wine" would require the addition of an, so "toman vino" would be the correct phrase.
These are obviously all in what is called the present tense, which means that it describes what is occurring now,we will cover the other tenses (future, past etc) and the ER and IR verbs at a later date. I hope that this article has been of help and I hope that you stick with Spanish as it is a very rewarding language.
Good Luck.
Tuesday, August 23, 2011
Ten Easy Ways to Help Kids Learn: A Brain-based Learning Strategy that Really Works
Susan's a math whiz and Caleb's an artist extraordinaire. That's, great but wouldn't it be better if Caleb could improve in math and Susan could develop some artistic skills? They can and it's easy.
Researchers have recently discovered that whole-brain learning or brain-based learning is an efficient and effective learning strategy that helps kids (parents and teachers, too) learn anything easily without struggling.
One feature of brain-based learning involves using both the right side and the left side of the brain. Although nobody is just left brain or just right brain, most of us have a dominance.
Susan's math aptitude means she is probably left-brain dominant, and Caleb, the artist, has a right-brain dominance.
Learning to read and write requires using both sides of the brain. So does learning math and even doing art. In fact, doing just about anything well, including thinking clearly, and even problem solving, involves using the right and left hemispheres of the front part of the brain.
How do you accomplish this? Easy. Just move across the center mid-line of your body. Every time you move your right arm to your left side or your left arm to your right side, you're crossing the mid-line and improving learning, thinking, and problem solving. Now you're using brain-based learning.
Works for kids. Works for you. Try these parenting tips and teacher resources today.
1. Give yourself a big hug
2. Tell kids the only rule is to cross the mid-line of the body, right hand to left side, left hand to right side. Now let them invent ways of doing this.
3. Dance the hula. Or twirl a hula hoop.
4. Take a Brain Boosters TeleClass. Sign up at www.brainboostersforyourkids.com Or a Brain Gym class. Sign up at www.BrainGymClasses.com
5. Do the twist. (So you weren't dancing in the 50s and 60s? Ask somebody to show you how to twist or get a dance video.) Twist with the kids while you listen to some old Chubby Checker songs.
6. Rake some leaves with your kids, making sure you're raking off to the side instead of straight in front of you.
7. Play a board game. (Use your right hand to move your piece when it's in the left corner and vice versa.)
8. Practice using your non-dominant hand to reach for things on the opposite side of your body. Even writing and drawing with your non-dominant hand helps. (You'll get better with practice.)
9. Do Yoga and Tai Chi. Lots of moves cross the mid-line.
10. Cross your ankles and arms in front or in back when you're doing jumping jacks. Kids can usually do this. If you can't, try it in a swimming pool.
This brain-based learning strategy really isn't all that complicated. Lots of everyday kinds of activities get the whole brain active. Sitting around watching TV, however, isn't one of them! You and your kids have to move around and cross your mid- line. It's fun.
Researchers have recently discovered that whole-brain learning or brain-based learning is an efficient and effective learning strategy that helps kids (parents and teachers, too) learn anything easily without struggling.
One feature of brain-based learning involves using both the right side and the left side of the brain. Although nobody is just left brain or just right brain, most of us have a dominance.
Susan's math aptitude means she is probably left-brain dominant, and Caleb, the artist, has a right-brain dominance.
Learning to read and write requires using both sides of the brain. So does learning math and even doing art. In fact, doing just about anything well, including thinking clearly, and even problem solving, involves using the right and left hemispheres of the front part of the brain.
How do you accomplish this? Easy. Just move across the center mid-line of your body. Every time you move your right arm to your left side or your left arm to your right side, you're crossing the mid-line and improving learning, thinking, and problem solving. Now you're using brain-based learning.
Works for kids. Works for you. Try these parenting tips and teacher resources today.
1. Give yourself a big hug
2. Tell kids the only rule is to cross the mid-line of the body, right hand to left side, left hand to right side. Now let them invent ways of doing this.
3. Dance the hula. Or twirl a hula hoop.
4. Take a Brain Boosters TeleClass. Sign up at www.brainboostersforyourkids.com Or a Brain Gym class. Sign up at www.BrainGymClasses.com
5. Do the twist. (So you weren't dancing in the 50s and 60s? Ask somebody to show you how to twist or get a dance video.) Twist with the kids while you listen to some old Chubby Checker songs.
6. Rake some leaves with your kids, making sure you're raking off to the side instead of straight in front of you.
7. Play a board game. (Use your right hand to move your piece when it's in the left corner and vice versa.)
8. Practice using your non-dominant hand to reach for things on the opposite side of your body. Even writing and drawing with your non-dominant hand helps. (You'll get better with practice.)
9. Do Yoga and Tai Chi. Lots of moves cross the mid-line.
10. Cross your ankles and arms in front or in back when you're doing jumping jacks. Kids can usually do this. If you can't, try it in a swimming pool.
This brain-based learning strategy really isn't all that complicated. Lots of everyday kinds of activities get the whole brain active. Sitting around watching TV, however, isn't one of them! You and your kids have to move around and cross your mid- line. It's fun.
Tuesday, August 16, 2011
Understanding Asperger’s Disorder Across Ages and Gender
By: Brian F. Roselione, M.S., LMHC, P.A.
Defining Asperger’s disorder (also referred to as Asperger Syndrome or AS) and its key features has been an evolving challenge for professionals since it was added to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994. With the proposed changes to the new DSM-V and a new name for the category, autism spectrum disorder (ASD), which includes autistic disorder (autism), Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS) a host of even more challenges awaits in distinguishing ASD from other conditions.
The following information was created to help families and professionals better understand Asperger’s disorder before it is removed as a diagnostic category.
Background and Foundation of Understanding
(a) Asperger’s disorder is a developmental disability that starts at birth and has a continuum of severity in all areas of development. Asperger’s is considered a neurological brain based condition. It is genetic and not "caused" by anything a parent or caregiver did or didn't do. Asperger’s is a way of thinking and learning. Asperger’s has been around as long as humans have been around. Some famous historical people with Asperger’s are believed to be Thomas Edison, Albert Einstein, Mozart, Bill Gates, etc.
(b) When professionals question whether or not a skill is present they are looking for more than an understanding or knowledge of a skill or concept. They are looking for both an understanding and application in daily life. For example a person can understand the social rules during Thanksgiving dinner with family but not follow those same rules during the dinner. So when you ask the question, "What are two topics we are not going to talk about this year at Thanksgiving dinner?” The answer in return might be “politics and video games.” However at dinner when someone brings up a video game or political topic the person does not ignore or avoid the topic but joins in and ignores the previous discussion about conversational rules at Thanksgiving dinner.
(c) When conducting a differential diagnosis we are looking at a totality of symptoms over time, in various situations, with a variety of people. Many children appear socially able when they are with adults, at home, or doing something they enjoy. Take the same person and observe them with same aged peers, over a three or four day period engaging in a variety of activities that involve the peer’s interests and determine whether there are any social challenges, communication difficulties, or problem behaviors.
(d) Males and females with Asperger’s will not typically present the same way diagnostically. Females have a tendency to be more social in general. The difference between males and females with Asperger’s is usually in their obsessions or restricted area of interests. Males have a tendency to become obsessed with toys and objects where females become obsessed with people and relationships. Quite often females with Asperger’s will talk about other people a lot. They will do anything, say anything, be anything to be accepted into a group or relationship. When professionals hear this report from the parent they immediately rule out Asperger’s disorder. Parents will quite often hear, “your daughter can’t have Asperger’s, she is too social”. Asperger’s disorder is not about wanting or not wanting to be social, it is about not knowing how to be social.
The number one feature in Asperger is called - Theory of Mind Dysfunction (ToMD). ToMD can be used to explain almost every challenge, behavior or social skill deficit. ToM is the ability to put yourself in someone else's shoes and know the knowledge they know, feel the feelings they feel, understand the beliefs they have. In addition ToM also means having the ability to understand and accept that someone elses feelings, thoughts, and beliefs are as equally important as their own. This ability happens within less than a second as if it is a reflex.
ToM is not the same as understanding how someone feels when they win the lottery or lose a family member to cancer. Individuals with Asperger’s know how people feel in basic life situations. People with Asperger’s and ToMD are not thinking about other people's feelings, thoughts, and interests. When someone has a ToMD they have a tendency to assume everyone feels the same way as they do. They also have a tendency to take everything personally. Understanding how people think and feel impacts areas such as what you wear and the questions you ask or don't ask. Not having this ability can increase anxiety and create increased paranoia and agitation.
The DSM IV-TR areas of impairment:
1. Individuals with Asperger’s have difficulty in the area of social development, social skills, and social understanding/ social thinking.
a. Difficulties range from personal hygiene issues like not showering, brushing your teeth, or picking your nose at the dinner table to hurting someone's feelings by not including them in an activity or by saying something.
b. Individuals might have difficulty "reading" facial expressions, body language or environmental situations quickly. In addition they might have difficulty using this information to change their behavior and language to meet the social situation at hand. They are not taking into consideration these variables when talking and interacting with others. Social interactions are not linear in nature. Social situations are more similar to a biofeedback, interactive, flowing model in which input effects and changes output.
2. Individuals with Asperger’s typically have a restricted range of interests, intense feelings or strong opinions of certain topics, such as religion, politics, laws, etc.
a. At times can look like obsessive compulsive disorder.
b. Difficulty getting intrusive or unwanted thoughts out of their mind.
c. Can get absorbed into an activity that they lose track of time or can block out everything going on around them.
d. When these intense interests or activities are restricted or controlled by others you will typically see a "rage" episode like the world is coming to an end.
e. These restricted interests will impact social interactions if peers want to do something different.
3. Individuals with Asperger typically have communication challenges. This is a difficult area to assess at first but is critical.
a. Usually want to talk about themselves, things they did or things they are interested in.
b. Typically will not ask questions related to other people's interests.
c. Small talk or social chit chat is usually not easy or liked.
d. Might have a difficult time knowing what to say in social situations outside a work function or topics they love.
e. Difficulty with the unwritten social communication rules. For example, not calling or texting a person before 8:00am, not answering a cell phone in the movie theater, nor never asking a women her age or weight.
4. Other Challenging or Difficult Areas
a. Sensory issues such as smells, textures, sounds, etc. May have a difficult time blocking out noises when trying to read or sleep.
b. Might be a picky eater.
c. Sleep problems such as difficulty falling asleep, waking up during the middle of sleep and not being able to fall back to sleep, early wakening. In addition there is tremendous anxiety created about sleep and the problems they know they are going to have that night about not being able to sleep.
d. Difficulty with handwriting or written language.
e. Might be able to solve math problems but not able to show the work.
f. Individuals with Asperger’s may have very good verbal skills and high level reading skills but may not be able to explain what it is they read.
g. During anger or meltdowns usually can not remember things that were said or done.
Defining Asperger’s disorder (also referred to as Asperger Syndrome or AS) and its key features has been an evolving challenge for professionals since it was added to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994. With the proposed changes to the new DSM-V and a new name for the category, autism spectrum disorder (ASD), which includes autistic disorder (autism), Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS) a host of even more challenges awaits in distinguishing ASD from other conditions.
The following information was created to help families and professionals better understand Asperger’s disorder before it is removed as a diagnostic category.
Background and Foundation of Understanding
(a) Asperger’s disorder is a developmental disability that starts at birth and has a continuum of severity in all areas of development. Asperger’s is considered a neurological brain based condition. It is genetic and not "caused" by anything a parent or caregiver did or didn't do. Asperger’s is a way of thinking and learning. Asperger’s has been around as long as humans have been around. Some famous historical people with Asperger’s are believed to be Thomas Edison, Albert Einstein, Mozart, Bill Gates, etc.
(b) When professionals question whether or not a skill is present they are looking for more than an understanding or knowledge of a skill or concept. They are looking for both an understanding and application in daily life. For example a person can understand the social rules during Thanksgiving dinner with family but not follow those same rules during the dinner. So when you ask the question, "What are two topics we are not going to talk about this year at Thanksgiving dinner?” The answer in return might be “politics and video games.” However at dinner when someone brings up a video game or political topic the person does not ignore or avoid the topic but joins in and ignores the previous discussion about conversational rules at Thanksgiving dinner.
(c) When conducting a differential diagnosis we are looking at a totality of symptoms over time, in various situations, with a variety of people. Many children appear socially able when they are with adults, at home, or doing something they enjoy. Take the same person and observe them with same aged peers, over a three or four day period engaging in a variety of activities that involve the peer’s interests and determine whether there are any social challenges, communication difficulties, or problem behaviors.
(d) Males and females with Asperger’s will not typically present the same way diagnostically. Females have a tendency to be more social in general. The difference between males and females with Asperger’s is usually in their obsessions or restricted area of interests. Males have a tendency to become obsessed with toys and objects where females become obsessed with people and relationships. Quite often females with Asperger’s will talk about other people a lot. They will do anything, say anything, be anything to be accepted into a group or relationship. When professionals hear this report from the parent they immediately rule out Asperger’s disorder. Parents will quite often hear, “your daughter can’t have Asperger’s, she is too social”. Asperger’s disorder is not about wanting or not wanting to be social, it is about not knowing how to be social.
The number one feature in Asperger is called - Theory of Mind Dysfunction (ToMD). ToMD can be used to explain almost every challenge, behavior or social skill deficit. ToM is the ability to put yourself in someone else's shoes and know the knowledge they know, feel the feelings they feel, understand the beliefs they have. In addition ToM also means having the ability to understand and accept that someone elses feelings, thoughts, and beliefs are as equally important as their own. This ability happens within less than a second as if it is a reflex.
ToM is not the same as understanding how someone feels when they win the lottery or lose a family member to cancer. Individuals with Asperger’s know how people feel in basic life situations. People with Asperger’s and ToMD are not thinking about other people's feelings, thoughts, and interests. When someone has a ToMD they have a tendency to assume everyone feels the same way as they do. They also have a tendency to take everything personally. Understanding how people think and feel impacts areas such as what you wear and the questions you ask or don't ask. Not having this ability can increase anxiety and create increased paranoia and agitation.
The DSM IV-TR areas of impairment:
1. Individuals with Asperger’s have difficulty in the area of social development, social skills, and social understanding/ social thinking.
a. Difficulties range from personal hygiene issues like not showering, brushing your teeth, or picking your nose at the dinner table to hurting someone's feelings by not including them in an activity or by saying something.
b. Individuals might have difficulty "reading" facial expressions, body language or environmental situations quickly. In addition they might have difficulty using this information to change their behavior and language to meet the social situation at hand. They are not taking into consideration these variables when talking and interacting with others. Social interactions are not linear in nature. Social situations are more similar to a biofeedback, interactive, flowing model in which input effects and changes output.
2. Individuals with Asperger’s typically have a restricted range of interests, intense feelings or strong opinions of certain topics, such as religion, politics, laws, etc.
a. At times can look like obsessive compulsive disorder.
b. Difficulty getting intrusive or unwanted thoughts out of their mind.
c. Can get absorbed into an activity that they lose track of time or can block out everything going on around them.
d. When these intense interests or activities are restricted or controlled by others you will typically see a "rage" episode like the world is coming to an end.
e. These restricted interests will impact social interactions if peers want to do something different.
3. Individuals with Asperger typically have communication challenges. This is a difficult area to assess at first but is critical.
a. Usually want to talk about themselves, things they did or things they are interested in.
b. Typically will not ask questions related to other people's interests.
c. Small talk or social chit chat is usually not easy or liked.
d. Might have a difficult time knowing what to say in social situations outside a work function or topics they love.
e. Difficulty with the unwritten social communication rules. For example, not calling or texting a person before 8:00am, not answering a cell phone in the movie theater, nor never asking a women her age or weight.
4. Other Challenging or Difficult Areas
a. Sensory issues such as smells, textures, sounds, etc. May have a difficult time blocking out noises when trying to read or sleep.
b. Might be a picky eater.
c. Sleep problems such as difficulty falling asleep, waking up during the middle of sleep and not being able to fall back to sleep, early wakening. In addition there is tremendous anxiety created about sleep and the problems they know they are going to have that night about not being able to sleep.
d. Difficulty with handwriting or written language.
e. Might be able to solve math problems but not able to show the work.
f. Individuals with Asperger’s may have very good verbal skills and high level reading skills but may not be able to explain what it is they read.
g. During anger or meltdowns usually can not remember things that were said or done.
Wednesday, August 10, 2011
Our Schools Are Large, What Are We To Do?
ew York City accounts for approximately 42.9 percent of New York State's population with figures at more than 8 million people in 2009. On average, New York City has grown by about 42 thousand residents a year. With numbers like this, the educational system in New York City is increasingly hard to manage. With about 22% of NYC's population being under 18 years old, it's no wonder why are schools are so large and difficult to manage. Our schools are becoming so hard to manage that the city's Mayor felt like the best person for the job of Education Chancellor was someone who had years of successful management skills and no educational experience. Our educational system is larger than some companies. Our students are being pressured to perform better every year, while the resources that they need are simply being stripped away through budget cuts. Surely many would agree that in order to have students succeed, they need to be given the right tools.
More parents are turning to private schools to get their children the tools they need to succeed, but many of these schools are attempting to find the best way to maximize a student's performance in school. I don't think any parent would disagree that nobody can get through to their children like they can. Beyond an emotional attachment, I wonder why that is. One theory that exists, which would be in line with this thought, is that children learn best as they get more personal attention. Or stated mathematically larger classes equal less personal attention equals worse student performance. An article in the journal “The Future of Children” about a Tennessee study on class size in 1995 concluded that children performed better when having smaller class sizes earlier on in their educational career. A suggestion made by this study was to increase personal attention for students through the incorporating of technology in the classroom and a new teaching style where teachers focused their teaching to different groups of student at different times (The Future of Children Vol. 5, No. 2).
It would seem that this message would have gotten through to our decision makers, however it is clouded by contradictory arguments. I would say that when contemplating an issue as controversial as this, one would understand why. The controversy stems from contradictory statistics from various articles and journals. I would argue that these students are not statistics, they are human beings with distinct backgrounds and distinct learning styles. This is something essential to being human, would you rather be catered to or treated like a number? I believe the answer is obvious, and therefore would extrapolate that our students would like it too. You be the judge.
More parents are turning to private schools to get their children the tools they need to succeed, but many of these schools are attempting to find the best way to maximize a student's performance in school. I don't think any parent would disagree that nobody can get through to their children like they can. Beyond an emotional attachment, I wonder why that is. One theory that exists, which would be in line with this thought, is that children learn best as they get more personal attention. Or stated mathematically larger classes equal less personal attention equals worse student performance. An article in the journal “The Future of Children” about a Tennessee study on class size in 1995 concluded that children performed better when having smaller class sizes earlier on in their educational career. A suggestion made by this study was to increase personal attention for students through the incorporating of technology in the classroom and a new teaching style where teachers focused their teaching to different groups of student at different times (The Future of Children Vol. 5, No. 2).
It would seem that this message would have gotten through to our decision makers, however it is clouded by contradictory arguments. I would say that when contemplating an issue as controversial as this, one would understand why. The controversy stems from contradictory statistics from various articles and journals. I would argue that these students are not statistics, they are human beings with distinct backgrounds and distinct learning styles. This is something essential to being human, would you rather be catered to or treated like a number? I believe the answer is obvious, and therefore would extrapolate that our students would like it too. You be the judge.
Labels:
Our Schools Are Large,
What Are We To Do?
Tuesday, August 2, 2011
Homeschool and Creative Writing
As a homeschooling parent, I can say that it’s not easy making sure I cover all of the subjects my children need, much less all of the subjects that they want. We have an online homeschool curriculum that more than satisfies the requirements for language arts, math, science and social studies (at least for grade levels K-8 at any rate). We supplement with yet another online program for spelling, vocabulary and even handwriting. But when children start developing personal interests and trying to explore natural talents, like art, fine arts and creative writing…well, that’s when things can get tough for many parents.
Take creative writing for example. That’s an area where many homeschooling parents struggle. But you don’t have to. As with any other homeschool program you look at for your children, you will find one that will mesh with your family. You may have to take pieces from a couple of different programs, but you will find something that works.
Look at your current curriculum as a guide. If your children work well with a complete, or boxed, curriculum comprised of textbooks and workbooks, then you may want to go that route with your writing program. If your children do well with online instruction in other subjects, then you may want to look into an online writing curriculum. There are great online programs out there, like Time4Writing. Time4Writing has a multitude of eight week courses you can choose from, in all grade levels from elementary to high school.
A huge benefit to an online program like T4W, is that your homeschooler actually has an online teacher. This can take at least a small portion of the teaching burden away from a homeschooling parent. Your homeschoolers will also have to report to said teacher, which is something many homeschooling parents appreciate as it gives their children an opportunity to be accountable to someone other than just mom and dad.
Whether you go with workbooks or an online program, creative writing help is out there for homeschoolers. And regardless of which direction you go, you’ll know you are helping your child learn something they want to learn, and do well with it!
Take creative writing for example. That’s an area where many homeschooling parents struggle. But you don’t have to. As with any other homeschool program you look at for your children, you will find one that will mesh with your family. You may have to take pieces from a couple of different programs, but you will find something that works.
Look at your current curriculum as a guide. If your children work well with a complete, or boxed, curriculum comprised of textbooks and workbooks, then you may want to go that route with your writing program. If your children do well with online instruction in other subjects, then you may want to look into an online writing curriculum. There are great online programs out there, like Time4Writing. Time4Writing has a multitude of eight week courses you can choose from, in all grade levels from elementary to high school.
A huge benefit to an online program like T4W, is that your homeschooler actually has an online teacher. This can take at least a small portion of the teaching burden away from a homeschooling parent. Your homeschoolers will also have to report to said teacher, which is something many homeschooling parents appreciate as it gives their children an opportunity to be accountable to someone other than just mom and dad.
Whether you go with workbooks or an online program, creative writing help is out there for homeschoolers. And regardless of which direction you go, you’ll know you are helping your child learn something they want to learn, and do well with it!
Labels:
Homeschool and Creative Writing
Monday, July 25, 2011
We Loaded the Children On the Bus--Where Are the Parents?
by Barron E. White
What has happened to our education system? Since the creation and establishment of the Elementary Secondary Education Act (ESEA) of 1965, education reform promulgated the fact that our children were lacking the necessary skills to meet the demands of the work place. Figuratively speaking, this was our opportunity to load the children on the bus with their parents, properly assess their needs, provide every child equal access to education, adhere to high standards, adopt methods to acquire accountability, and purse parent engagement. In 2001, the reauthorization of ESEA became the No Child Left Behind Act. Through reauthorization, greater expectations were required in order that accountability, flexibility in funding, research-based practices, parent involvement, and parent options, refine the process of closing the student achievement gap. Educators guide children down the road of continuous improvement, but where are the parents?
The Title I parent involvement policy opens the door to involving parents in the education of their child. If not connected with the educational system, one could read and interpret the parent involvement policy as an “invitation” for parents; it is like opening the doors to the school so all stakeholders can join in the success of the children. To the point of sounding ludicrous, have educators intentionally ignored the one group of individuals who have the greatest influence over our nation’s children? Read the policy brief to gain a since of the opportunities parent/guardians have been missing for years.
Now that you have read the policy brief, why are district officials and school administrators making it difficult for parents to become involved in their child’s education? When parents arrive at the school, they receive less than a smile. Why do school office employees exude the attitude, “don’t bother me?” Other than making cupcakes, being room mothers/dads, or making copies, how often do parents receive information concerning how they can assist teachers and students on campus? Parents can assist as math tutors, as reading volunteers, or serve as assistant liaisons who call other parents to attend teacher workshops and planning meetings for school improvement?
In today’s world, people have become vocal in the areas of employment, finance, taxes, etc. When will the American people become vocal advocates for the education of its children? Better yet, when will educators become proactive and gain the trust of parents by inviting them into the education arena? If we empower our parents by offering the necessary tools and trainings for them to become active partners in their child’s education, we emancipate them to establish a community of forward thinking individuals who value education.
The children have been loaded on the bus and there are no questions concerning the whereabouts of the parents.
What has happened to our education system? Since the creation and establishment of the Elementary Secondary Education Act (ESEA) of 1965, education reform promulgated the fact that our children were lacking the necessary skills to meet the demands of the work place. Figuratively speaking, this was our opportunity to load the children on the bus with their parents, properly assess their needs, provide every child equal access to education, adhere to high standards, adopt methods to acquire accountability, and purse parent engagement. In 2001, the reauthorization of ESEA became the No Child Left Behind Act. Through reauthorization, greater expectations were required in order that accountability, flexibility in funding, research-based practices, parent involvement, and parent options, refine the process of closing the student achievement gap. Educators guide children down the road of continuous improvement, but where are the parents?
The Title I parent involvement policy opens the door to involving parents in the education of their child. If not connected with the educational system, one could read and interpret the parent involvement policy as an “invitation” for parents; it is like opening the doors to the school so all stakeholders can join in the success of the children. To the point of sounding ludicrous, have educators intentionally ignored the one group of individuals who have the greatest influence over our nation’s children? Read the policy brief to gain a since of the opportunities parent/guardians have been missing for years.
Now that you have read the policy brief, why are district officials and school administrators making it difficult for parents to become involved in their child’s education? When parents arrive at the school, they receive less than a smile. Why do school office employees exude the attitude, “don’t bother me?” Other than making cupcakes, being room mothers/dads, or making copies, how often do parents receive information concerning how they can assist teachers and students on campus? Parents can assist as math tutors, as reading volunteers, or serve as assistant liaisons who call other parents to attend teacher workshops and planning meetings for school improvement?
In today’s world, people have become vocal in the areas of employment, finance, taxes, etc. When will the American people become vocal advocates for the education of its children? Better yet, when will educators become proactive and gain the trust of parents by inviting them into the education arena? If we empower our parents by offering the necessary tools and trainings for them to become active partners in their child’s education, we emancipate them to establish a community of forward thinking individuals who value education.
The children have been loaded on the bus and there are no questions concerning the whereabouts of the parents.
Saturday, July 23, 2011
ADHD, the New Normal?
ADHD is in epidemic proportions in our children. While this may sound like a panic statement it is not intended to incite panic. It doesn’t even have to be a crisis, except that children with ADHD test the educational system at every turn. And the educational system is failing these children. Our answer to this seems to be to blame the students, medicate them, and insist that they continue in the system that is not equipped to handle them.
Part of the problem, when it comes to students with ADHD, is that they learn differently than other students. In an institutional school setting it is difficult to deal with one child who has trouble sitting quietly in a desk, cannot be still, and is easily distracted. But suppose that there are two, three, or even four students who have this issue? What is a teacher of 25 students supposed to do with the students who are disruptive by virtue of the fact that they are constant motion and noise?
This is the dilemma facing may schools today. Institutional school settings are based on a model of children from a different era. Children today, even those without ADHD, seem to be wired differently from the students of one hundred years ago. From a very early age we bombard them with stimulation. Before a baby can even turn over by themselves they have music, lights, and sound in their cribs, in the form of toys, mobiles, and stuffed animals that make noises or lullabies. By the time they are toddling, many of their toys make sound, light up, or move.
It is not long before we have educational programs for baby on the television. We are giving our children computer access at progressively earlier ages. Everything moves fast, and is noisy. And this is all before we send them to school, during those years when the pathways in the brain are still being formed. We make them wired to think being alone and quiet is bad. We push for them to learn such things as colors and numbers at early ages when maybe they should be learning other things. We force our children into a constant input state.
And then we send them to school. This is where the trouble begins. We expect them to sit quietly. We expect them to be satisfied with repetition. We limit the amount of time that they spend physically expending energy because we do not allow them more than a couple of short recesses each day. All of the rest of the time we expect them to sit, still and quiet.
We are setting them up to fail, and when they do, the first thing that happens is that they are labeled as abnormal, and hyperactive. We say that they have no attention span. And we medicate them.
But what if this picture is wrong? What if they are not abnormal and hyperactive? What if that is the new normal? In a school setting that has not changed in a hundred years, maybe it is not the children who are abnormal. Maybe the school needs to adapt to the new normal.
Maybe in an age where almost every adult has a smart phone that is constantly in their hands, and many cars have navigation systems, and televisions take up more than four feet of wall space, we need to consider that the educational system has not kept up with the changing world that we live in. Today’s world is one of 24 hour news cycles, and multiple computers, laptops, and tablets in every household. Children and adults spend hours interacting with gaming consoles, where the worlds created are quite fantastic.
Shouldn’t the education we afford our children be equally exciting and dynamic?
Please don’t misunderstand. The argument here is not that ADHD doesn’t exist, because it does exist. Nor is the argument that children who have ADHD shouldn’t be medicated. In each family, and with each child, a decision must be made to do what is best for the child. The argument here is that maybe we should stop saying that the children who are wired for constant input from multiple sources are abnormal or different, and begin treating them like they are normal. If we can change the way we teach them, and the expectations we have for their behavior, perhaps we can stop fighting the way ADHD children are, and begin working with what we have. Maybe they are not abnormal, but instead are the new normal.
Part of the problem, when it comes to students with ADHD, is that they learn differently than other students. In an institutional school setting it is difficult to deal with one child who has trouble sitting quietly in a desk, cannot be still, and is easily distracted. But suppose that there are two, three, or even four students who have this issue? What is a teacher of 25 students supposed to do with the students who are disruptive by virtue of the fact that they are constant motion and noise?
This is the dilemma facing may schools today. Institutional school settings are based on a model of children from a different era. Children today, even those without ADHD, seem to be wired differently from the students of one hundred years ago. From a very early age we bombard them with stimulation. Before a baby can even turn over by themselves they have music, lights, and sound in their cribs, in the form of toys, mobiles, and stuffed animals that make noises or lullabies. By the time they are toddling, many of their toys make sound, light up, or move.
It is not long before we have educational programs for baby on the television. We are giving our children computer access at progressively earlier ages. Everything moves fast, and is noisy. And this is all before we send them to school, during those years when the pathways in the brain are still being formed. We make them wired to think being alone and quiet is bad. We push for them to learn such things as colors and numbers at early ages when maybe they should be learning other things. We force our children into a constant input state.
And then we send them to school. This is where the trouble begins. We expect them to sit quietly. We expect them to be satisfied with repetition. We limit the amount of time that they spend physically expending energy because we do not allow them more than a couple of short recesses each day. All of the rest of the time we expect them to sit, still and quiet.
We are setting them up to fail, and when they do, the first thing that happens is that they are labeled as abnormal, and hyperactive. We say that they have no attention span. And we medicate them.
But what if this picture is wrong? What if they are not abnormal and hyperactive? What if that is the new normal? In a school setting that has not changed in a hundred years, maybe it is not the children who are abnormal. Maybe the school needs to adapt to the new normal.
Maybe in an age where almost every adult has a smart phone that is constantly in their hands, and many cars have navigation systems, and televisions take up more than four feet of wall space, we need to consider that the educational system has not kept up with the changing world that we live in. Today’s world is one of 24 hour news cycles, and multiple computers, laptops, and tablets in every household. Children and adults spend hours interacting with gaming consoles, where the worlds created are quite fantastic.
Shouldn’t the education we afford our children be equally exciting and dynamic?
Please don’t misunderstand. The argument here is not that ADHD doesn’t exist, because it does exist. Nor is the argument that children who have ADHD shouldn’t be medicated. In each family, and with each child, a decision must be made to do what is best for the child. The argument here is that maybe we should stop saying that the children who are wired for constant input from multiple sources are abnormal or different, and begin treating them like they are normal. If we can change the way we teach them, and the expectations we have for their behavior, perhaps we can stop fighting the way ADHD children are, and begin working with what we have. Maybe they are not abnormal, but instead are the new normal.
Labels:
ADHD,
the New Normal?
Wednesday, July 20, 2011
Einstein’s Educational Philosophy
Einstein’s Educational Philosophy
In December of 1999, Time Magazine named Albert Einstein “Person of the Century” arguing that his discoveries revolutionized humans’ understanding of the universe.
Although lauded for his scientific mind, Einstein was also a philosopher. Borrowing from his experiences living in Nazi Germany, or during the time he spent straining to understand scientific principles, he expressed his ideas about the challenges of daily life.
As Einstein was a professor of physics, quite a few of his most known sayings relate to education. Take a look at ten pieces of Einstein’s educational philosophy below—some are sure to inspire:
1. “If you can’t explain it simply, you don’t understand it well enough.”
Some subjects are difficult for students. Specialists obviously know their subject very well, but it is important to see that subject from a student’s perspective, and to not necessarily assume prior knowledge or skills. As a teacher, you should try to place yourself in the frame of mind of a novice learner, and only by doing this will you be able to fully comprehend your own studies.
2. “Everything should be as simple as it is, but not simpler.”
Although explaining material simply is often the best way to communicate to larger audiences, you shouldn’t water subjects down or remove important complexities.
3. “Information is not knowledge.”
As instructors and teachers we need to ensure that students are not just learning facts, but rather the meaning, trends, or application behind these facts. In lectures, quizzes, and assignments, we need to make sure that students are asked to understand and explain the importance of the material being taught.
4. “Intellectual growth should commence at birth and cease only at death.”
We need to encourage students in learning, and emphasize that when they are done with a course or with a program their learning should not stop. It’s likely they will be more fulfilled and successful in life if they maintain a continued sense of curiosity and wonder about everything around them.
5. “Do not worry about your difficulties in mathematics. I can assure you that mine are still greater.”
There is a myth that Einstein failed math when he was in school. He didn’t—he actually did well. But the point he is making here is that what he did in life did not come easily; he had to work very hard to do well. As teachers, we need to convey that even the truly great have to work to become great.
6. “I have no special talent. I am only passionately curious.”
Here, Einstein is again saying that his great scientific achievements required continuous effort and did not come to him “naturally.” He simply had a passionate desire to learn new things.
7. “Education is what remains after one has forgotten what one has learned in school.”
Here, Einstein isn’t saying students should forget everything they learn in school. On the contrary, we can interpret this to mean that if you develop the habit of study and curiosity, long after you have forgotten facts you retain an attitude that allows receptivity to new ideas.
8. “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
As teachers we should find joy in our subjects, convey that joy to students, and expect it to be reflected in students’ work. This isn’t an easy thing to do, but it does make the subject memorable to those we teach.
9. “When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than any talent for abstract, positive thinking."
Einstein emphasizes that ideas and solutions come not only from logical, systematic thought, but also through imagination and out-of-the box thinking. If we can encourage this in our students, they will profit both in our courses and in life.
10. “Concern for man and his fate must always form the chief interest of all technical endeavors. Never forget that in the midst of your diagrams and equations.”
We all want students to succeed in their courses and use their education to achieve. But Einstein reminds us here that education should not be purely utilitarian. As teachers, we need to stress that whatever our students end up doing, it is important that they continuously strive to contribute to society at large.
In December of 1999, Time Magazine named Albert Einstein “Person of the Century” arguing that his discoveries revolutionized humans’ understanding of the universe.
Although lauded for his scientific mind, Einstein was also a philosopher. Borrowing from his experiences living in Nazi Germany, or during the time he spent straining to understand scientific principles, he expressed his ideas about the challenges of daily life.
As Einstein was a professor of physics, quite a few of his most known sayings relate to education. Take a look at ten pieces of Einstein’s educational philosophy below—some are sure to inspire:
1. “If you can’t explain it simply, you don’t understand it well enough.”
Some subjects are difficult for students. Specialists obviously know their subject very well, but it is important to see that subject from a student’s perspective, and to not necessarily assume prior knowledge or skills. As a teacher, you should try to place yourself in the frame of mind of a novice learner, and only by doing this will you be able to fully comprehend your own studies.
2. “Everything should be as simple as it is, but not simpler.”
Although explaining material simply is often the best way to communicate to larger audiences, you shouldn’t water subjects down or remove important complexities.
3. “Information is not knowledge.”
As instructors and teachers we need to ensure that students are not just learning facts, but rather the meaning, trends, or application behind these facts. In lectures, quizzes, and assignments, we need to make sure that students are asked to understand and explain the importance of the material being taught.
4. “Intellectual growth should commence at birth and cease only at death.”
We need to encourage students in learning, and emphasize that when they are done with a course or with a program their learning should not stop. It’s likely they will be more fulfilled and successful in life if they maintain a continued sense of curiosity and wonder about everything around them.
5. “Do not worry about your difficulties in mathematics. I can assure you that mine are still greater.”
There is a myth that Einstein failed math when he was in school. He didn’t—he actually did well. But the point he is making here is that what he did in life did not come easily; he had to work very hard to do well. As teachers, we need to convey that even the truly great have to work to become great.
6. “I have no special talent. I am only passionately curious.”
Here, Einstein is again saying that his great scientific achievements required continuous effort and did not come to him “naturally.” He simply had a passionate desire to learn new things.
7. “Education is what remains after one has forgotten what one has learned in school.”
Here, Einstein isn’t saying students should forget everything they learn in school. On the contrary, we can interpret this to mean that if you develop the habit of study and curiosity, long after you have forgotten facts you retain an attitude that allows receptivity to new ideas.
8. “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
As teachers we should find joy in our subjects, convey that joy to students, and expect it to be reflected in students’ work. This isn’t an easy thing to do, but it does make the subject memorable to those we teach.
9. “When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than any talent for abstract, positive thinking."
Einstein emphasizes that ideas and solutions come not only from logical, systematic thought, but also through imagination and out-of-the box thinking. If we can encourage this in our students, they will profit both in our courses and in life.
10. “Concern for man and his fate must always form the chief interest of all technical endeavors. Never forget that in the midst of your diagrams and equations.”
We all want students to succeed in their courses and use their education to achieve. But Einstein reminds us here that education should not be purely utilitarian. As teachers, we need to stress that whatever our students end up doing, it is important that they continuously strive to contribute to society at large.
Friday, July 8, 2011
Adult Learning In Groups
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Adult Learning In Groups
Author: Susan Imel
Date: 1997
Groups [can] exert powerful influence both to advance and to obstruct learning. A group can be an environment in which people invent and explore symbolic structures for understanding the world, learning from each other and trying out for themselves the discourse of the domain of knowledge they seek to acquire. Alternatively, groups can encourage conformity, squander time and energy on ritual combat, revel in failure, and generally engage in all sorts of fantasy tasks that have little or nothing to do with learning. (Knights 1993, p. 185)
The use of groups has deep historical roots in adult education, and, if asked, most adult educators would say that learning in groups is a fundamental principle of the field. Adult educators use groups frequently in structuring learning experiences, and groups also form the basis for much informal adult learning both within and outside institutional boundaries. Although group theory once played a major role in shaping the field, the topic of learning in groups has been relatively unexamined in the recent literature. This Practice Application Brief provides information that can be used in developing adult learning groups in formal educational settings. First, the nature of learning in groups is considered, followed by discussions of the role of the facilitator and forming groups. Guidelines for structuring group learning experiences for adults conclude the Brief.
The Nature of Group Learning
Little research exists on how learning occurs in groups (Cranton 1996; Dechant, Marsick, and Kasl 1993). Futhermore, when forming groups, adult educators tend to focus on helping learners work effectively together rather than on helping them understand the learning processes that may be occurring in the group (Dechant, Marsick, and Kasl 1993). By drawing on Habermas' domains of knowledge and interests, Cranton (1996) has developed a helpful way of thinking about how groups can accomplish or facilitate different types of learning. Cranton suggests that there are three types of group learning, each affiliated with the following kinds of knowledge proposed by Habermas--
instrumental (scientific, cause-and-effect information)
communicative (mutual understanding and social knowledge)
emancipatory (increased self-awareness and transformation of experience)
As outlined by Cranton, the type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the acquisition of instrumental knowledge is called cooperative. In cooperative learning groups, "the focus is on the subject matter rather than on the inter- personal process . . . [although] the strengths, experiences, and expertise of individual group members can contribute to the learning of the group as a whole" (ibid., p. 26). The term collaborative describes group learning that is based on com- municative knowledge. Because communicative knowledge is sought, collaborative learning groups emphasize process and participants exchange ideas, feelings, and information in arriving at knowledge that is acceptable to each group member. Transformative applies to learning groups that seek emancipatory knowledge. In transformative learning groups, members engage in critical reflection as a means of examining their expectations, assumptions, and perspectives.
Another question related to the nature of learning in groups is whose purposes should the learning serve the individual's or the group's? In other words, should the group foster the learning of individual members or should the group as an entity learn? With some types of group learning for example, cooperative as described by Cranton (1996) the focus is explicitly on the learning of individual group members. As groups engage in collaborative or transformative learning, however, the distinction between individual learning and group learning becomes more invisible. Even when group members jointly produce knowledge, that knowledge may be used by an individual (as well as by the group). In such cases, both the group and the individual learn, making it more difficult to distinguish which purposes are served by the learning (Imel 1996).
The Role of the Facilitator
When group learning is used in adult education, the teacher or instructor is usually referred to as a facilitator. Use of the term facilitator to describe the individual in charge of an instructional setting carries with it certain expectations about how this person will carry out his or her role. Usually, a facilitator is expected to foster, assist, support and/or help with accomplishing the learning tasks by sharing responsibility with the learners. In addition, the facilitator is expected to establish and maintain the group learning environment and provide information about how members will work as a group (group process). Varying perspectives exist, however, about how these roles should be performed. (ibid.).
Cranton (1996) suggests that the roles and responsibilities of the facilitator change to correspond to the group's purposes and goals. In cooperative learning groups, for example, the facili- tator develops exercises and activities and manages time and resources. In collaborative and transformative learning groups, however, the facilitator is more of an equal partner in the learning, although in collaborative learning groups, the facili- tator must assume the responsibility for maintaining the group process. Heimlich (1996) disagrees with those who "interpret the concept of facilitator as being equal to the learners of the group . . . [suggesting that] although the adult educator is always a potential learner in the teaching-learning exchange, someone must be willing to bring to the group the ideas or issues the group may choose to avoid" (p. 42). Heimlich also views the facilitator as being the one responsible for constructing learning activities and managing their implementation, which is quite similar to how Cranton sees the facilitator's role in cooperative group learning.
Because adult education draws heavily from the humanistic perspective, those acting as facilitators may feel responsible for looking after and supporting students and for solving all problems related to the group. Knights (1993) suggests that pro- viding too much support can help learners avoid "the pain of learning" (p. 196), adding that group members can look after one another. Foley (1992) warns that, because too many things related to the group are outside their control, facilitators should not fall into the trap of thinking "that for every facilitation problem, there is an appropriate technique that can be applied, if only one is experienced and competent enough" (pp. 158-159).
Forming Groups
Among the many considerations when forming learning groups are group size and membership. Size is an important characteristic of groups. The consensus among group theorists is that smaller groups, those of six or less, tend to be more cohesive and productive than larger groups. Even in a class of 8-12 learners, therefore, forming two small subgroups might produce better results for some learning tasks (Imel and Tisdell 1996).
"Although theory speaks conclusively about the importance of size, it is not so explicit about the question of learners choosing or being assigned to groups" (ibid., p. 19). Because of the voluntary nature of adult education, facilitators may choose to let learners form their own subgroups, making selections on the basis of preexisting relationships and/or topic. Allowing learners to select their groups may not produce the most effective learning outcomes, however. A study (Butterfield and Bailey 1996) with upper division and master's level business students (with a mean age of 24) compared self-selected groups with groups that were designed by the researchers "on the basis of overt or readily identifiable differences to create diversity on such factors as sex, national origin, race, academic background and so on" (p. 104). Groups were given task assignments that required both cognitive evaluation and judgment. Groups selected by the researchers performed significantly better than the self-selected groups, leading the researchers to conclude that "engineering the group composition provides an opportunity to improve the educational process by taking advantage of the diversity that naturally exists in the class" (p. 105). They did find, however, that members of the self-selected groups perceived their group process to be democratic more frequently than did the members assigned to groups by the researchers.
Structuring Group Learning for Adults
When structuring adult learning groups, the nature of group learning, the facilitator's role, and considerations about forming groups all intersect. Questions to consider when implementing group learning in adult settings include the following--
What purpose is the group learning experience designed to achieve? For example, is the goal related to developing relationships among the participants, is it focused on acquiring a certain type of knowledge, or both? The answer to this question will affect all other decisions about the learning group. As described by Cranton (1996), the type of learning in which groups engage affects the role of the facilitator, the relationships that learners are likely to form with one another and with the facilitator, and the type of knowledge that is produced.
What is an appropriate role for the faciliatator? Once the goals and purposes of the learning group are determined, the facilitator's role will be more evident. Certain types of group learning may carry certain expectations about how facilitators are to function, but faciltators may choose to adapt their roles because of their personal characteristics or the particular context in which the group is operating. For example, in some transformative learning situations, facilitators may need to step out of their role of colearner in order to deal with power issues that arise among learners (Imel and Tisdell 1996). Also, facilitators need to remember that their roles have limits and that too many factors lie outside their influence for them to control all outcomes (Foley 1992; Knights 1993).
How should groups be formed? Again, the goals and purposes of the learning group will shape decisions about forming groups. Size considerations are important since research demonstrates that small groups are more effective. However, the size of the entire group or the learning task may affect decisions about the number of small groups and their size. A more difficult question related to forming groups revolves around how group membership should be constituted. Again, the learning tasks and the learners will have a bearing on how this desicion is made. Among the questions to be considered are the following: Is the learning group formed only for the purpose of accomplishing a very short and specific task or will it be ongoing? Are the learners well acquainted already? Do learners possess observable or easily obtainable characteristics that could be used to form heterogeneous groups? How important is it that members perceive the group process to be democratic? For example, Butterfield and Bailey (1996) suggest that a self-selection process may work better when equal contribution of members is more important than output quality.
References
Butterfield, J., and Bailey, J. J. "Socially Engineered Groups in Business Curricula: An Investigation of the Effects of Team Composition on Group Output." Journal of Education for Business 72, no. 2 (November-December 1996): 103-106.
Cranton, P. "Types of Group Learning." In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emer- ging Opportunities. New Directions for Adult and Con- tinuing Education no. 71, edited by S. Imel, pp. 25-32. San Francisco: Jossey-Bass, 1996.
Dechant, K.; Marsick, V. J.; and Kasl, E. "Towards a Model of Team Learning." Studies in Continuing Education 15, no. 1 (1993): 1-14.
Foley, G. "Going Deeper: Teaching and Group Work in Adult Education." Studies in the Education of Adults 24, no. 2 (October 1992): 143-161.
Heimlich, J. E. "Constructing Group Learning." In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emerging Opportunities. New Directions for Adult and Continuing Education no. 71, edited by S. Imel, pp. 41-49. San Francisco: Jossey-Bass, 1996.
Imel, S. "Summing Up: Themes and Issues Related to Learning in Groups." In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emerging Opportunities. New Directions for Adult and Continuing Education no. 71, edited by S. Imel, pp. 91-96. San Francisco: Jossey-Bass, 1996.
Imel, S., and Tisdell, E. J. "The Relationship between Theories about Groups and Adult Learning Groups." In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emerging Opportunities. New Directions for Adult and Continuing Education no. 71, edited by S. Imel, pp. 15-24. San Francisco: Jossey-Bass, 1996.
Knights, B. "Hearing Yourself Teach: Group Processes for Adult Educators." Studies in the Education of Adults 25, no. 2 (October 1993): 184-198.
Adult Learning In Groups
Author: Susan Imel
Date: 1997
Groups [can] exert powerful influence both to advance and to obstruct learning. A group can be an environment in which people invent and explore symbolic structures for understanding the world, learning from each other and trying out for themselves the discourse of the domain of knowledge they seek to acquire. Alternatively, groups can encourage conformity, squander time and energy on ritual combat, revel in failure, and generally engage in all sorts of fantasy tasks that have little or nothing to do with learning. (Knights 1993, p. 185)
The use of groups has deep historical roots in adult education, and, if asked, most adult educators would say that learning in groups is a fundamental principle of the field. Adult educators use groups frequently in structuring learning experiences, and groups also form the basis for much informal adult learning both within and outside institutional boundaries. Although group theory once played a major role in shaping the field, the topic of learning in groups has been relatively unexamined in the recent literature. This Practice Application Brief provides information that can be used in developing adult learning groups in formal educational settings. First, the nature of learning in groups is considered, followed by discussions of the role of the facilitator and forming groups. Guidelines for structuring group learning experiences for adults conclude the Brief.
The Nature of Group Learning
Little research exists on how learning occurs in groups (Cranton 1996; Dechant, Marsick, and Kasl 1993). Futhermore, when forming groups, adult educators tend to focus on helping learners work effectively together rather than on helping them understand the learning processes that may be occurring in the group (Dechant, Marsick, and Kasl 1993). By drawing on Habermas' domains of knowledge and interests, Cranton (1996) has developed a helpful way of thinking about how groups can accomplish or facilitate different types of learning. Cranton suggests that there are three types of group learning, each affiliated with the following kinds of knowledge proposed by Habermas--
instrumental (scientific, cause-and-effect information)
communicative (mutual understanding and social knowledge)
emancipatory (increased self-awareness and transformation of experience)
As outlined by Cranton, the type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the acquisition of instrumental knowledge is called cooperative. In cooperative learning groups, "the focus is on the subject matter rather than on the inter- personal process . . . [although] the strengths, experiences, and expertise of individual group members can contribute to the learning of the group as a whole" (ibid., p. 26). The term collaborative describes group learning that is based on com- municative knowledge. Because communicative knowledge is sought, collaborative learning groups emphasize process and participants exchange ideas, feelings, and information in arriving at knowledge that is acceptable to each group member. Transformative applies to learning groups that seek emancipatory knowledge. In transformative learning groups, members engage in critical reflection as a means of examining their expectations, assumptions, and perspectives.
Another question related to the nature of learning in groups is whose purposes should the learning serve the individual's or the group's? In other words, should the group foster the learning of individual members or should the group as an entity learn? With some types of group learning for example, cooperative as described by Cranton (1996) the focus is explicitly on the learning of individual group members. As groups engage in collaborative or transformative learning, however, the distinction between individual learning and group learning becomes more invisible. Even when group members jointly produce knowledge, that knowledge may be used by an individual (as well as by the group). In such cases, both the group and the individual learn, making it more difficult to distinguish which purposes are served by the learning (Imel 1996).
The Role of the Facilitator
When group learning is used in adult education, the teacher or instructor is usually referred to as a facilitator. Use of the term facilitator to describe the individual in charge of an instructional setting carries with it certain expectations about how this person will carry out his or her role. Usually, a facilitator is expected to foster, assist, support and/or help with accomplishing the learning tasks by sharing responsibility with the learners. In addition, the facilitator is expected to establish and maintain the group learning environment and provide information about how members will work as a group (group process). Varying perspectives exist, however, about how these roles should be performed. (ibid.).
Cranton (1996) suggests that the roles and responsibilities of the facilitator change to correspond to the group's purposes and goals. In cooperative learning groups, for example, the facili- tator develops exercises and activities and manages time and resources. In collaborative and transformative learning groups, however, the facilitator is more of an equal partner in the learning, although in collaborative learning groups, the facili- tator must assume the responsibility for maintaining the group process. Heimlich (1996) disagrees with those who "interpret the concept of facilitator as being equal to the learners of the group . . . [suggesting that] although the adult educator is always a potential learner in the teaching-learning exchange, someone must be willing to bring to the group the ideas or issues the group may choose to avoid" (p. 42). Heimlich also views the facilitator as being the one responsible for constructing learning activities and managing their implementation, which is quite similar to how Cranton sees the facilitator's role in cooperative group learning.
Because adult education draws heavily from the humanistic perspective, those acting as facilitators may feel responsible for looking after and supporting students and for solving all problems related to the group. Knights (1993) suggests that pro- viding too much support can help learners avoid "the pain of learning" (p. 196), adding that group members can look after one another. Foley (1992) warns that, because too many things related to the group are outside their control, facilitators should not fall into the trap of thinking "that for every facilitation problem, there is an appropriate technique that can be applied, if only one is experienced and competent enough" (pp. 158-159).
Forming Groups
Among the many considerations when forming learning groups are group size and membership. Size is an important characteristic of groups. The consensus among group theorists is that smaller groups, those of six or less, tend to be more cohesive and productive than larger groups. Even in a class of 8-12 learners, therefore, forming two small subgroups might produce better results for some learning tasks (Imel and Tisdell 1996).
"Although theory speaks conclusively about the importance of size, it is not so explicit about the question of learners choosing or being assigned to groups" (ibid., p. 19). Because of the voluntary nature of adult education, facilitators may choose to let learners form their own subgroups, making selections on the basis of preexisting relationships and/or topic. Allowing learners to select their groups may not produce the most effective learning outcomes, however. A study (Butterfield and Bailey 1996) with upper division and master's level business students (with a mean age of 24) compared self-selected groups with groups that were designed by the researchers "on the basis of overt or readily identifiable differences to create diversity on such factors as sex, national origin, race, academic background and so on" (p. 104). Groups were given task assignments that required both cognitive evaluation and judgment. Groups selected by the researchers performed significantly better than the self-selected groups, leading the researchers to conclude that "engineering the group composition provides an opportunity to improve the educational process by taking advantage of the diversity that naturally exists in the class" (p. 105). They did find, however, that members of the self-selected groups perceived their group process to be democratic more frequently than did the members assigned to groups by the researchers.
Structuring Group Learning for Adults
When structuring adult learning groups, the nature of group learning, the facilitator's role, and considerations about forming groups all intersect. Questions to consider when implementing group learning in adult settings include the following--
What purpose is the group learning experience designed to achieve? For example, is the goal related to developing relationships among the participants, is it focused on acquiring a certain type of knowledge, or both? The answer to this question will affect all other decisions about the learning group. As described by Cranton (1996), the type of learning in which groups engage affects the role of the facilitator, the relationships that learners are likely to form with one another and with the facilitator, and the type of knowledge that is produced.
What is an appropriate role for the faciliatator? Once the goals and purposes of the learning group are determined, the facilitator's role will be more evident. Certain types of group learning may carry certain expectations about how facilitators are to function, but faciltators may choose to adapt their roles because of their personal characteristics or the particular context in which the group is operating. For example, in some transformative learning situations, facilitators may need to step out of their role of colearner in order to deal with power issues that arise among learners (Imel and Tisdell 1996). Also, facilitators need to remember that their roles have limits and that too many factors lie outside their influence for them to control all outcomes (Foley 1992; Knights 1993).
How should groups be formed? Again, the goals and purposes of the learning group will shape decisions about forming groups. Size considerations are important since research demonstrates that small groups are more effective. However, the size of the entire group or the learning task may affect decisions about the number of small groups and their size. A more difficult question related to forming groups revolves around how group membership should be constituted. Again, the learning tasks and the learners will have a bearing on how this desicion is made. Among the questions to be considered are the following: Is the learning group formed only for the purpose of accomplishing a very short and specific task or will it be ongoing? Are the learners well acquainted already? Do learners possess observable or easily obtainable characteristics that could be used to form heterogeneous groups? How important is it that members perceive the group process to be democratic? For example, Butterfield and Bailey (1996) suggest that a self-selection process may work better when equal contribution of members is more important than output quality.
References
Butterfield, J., and Bailey, J. J. "Socially Engineered Groups in Business Curricula: An Investigation of the Effects of Team Composition on Group Output." Journal of Education for Business 72, no. 2 (November-December 1996): 103-106.
Cranton, P. "Types of Group Learning." In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emer- ging Opportunities. New Directions for Adult and Con- tinuing Education no. 71, edited by S. Imel, pp. 25-32. San Francisco: Jossey-Bass, 1996.
Dechant, K.; Marsick, V. J.; and Kasl, E. "Towards a Model of Team Learning." Studies in Continuing Education 15, no. 1 (1993): 1-14.
Foley, G. "Going Deeper: Teaching and Group Work in Adult Education." Studies in the Education of Adults 24, no. 2 (October 1992): 143-161.
Heimlich, J. E. "Constructing Group Learning." In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emerging Opportunities. New Directions for Adult and Continuing Education no. 71, edited by S. Imel, pp. 41-49. San Francisco: Jossey-Bass, 1996.
Imel, S. "Summing Up: Themes and Issues Related to Learning in Groups." In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emerging Opportunities. New Directions for Adult and Continuing Education no. 71, edited by S. Imel, pp. 91-96. San Francisco: Jossey-Bass, 1996.
Imel, S., and Tisdell, E. J. "The Relationship between Theories about Groups and Adult Learning Groups." In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emerging Opportunities. New Directions for Adult and Continuing Education no. 71, edited by S. Imel, pp. 15-24. San Francisco: Jossey-Bass, 1996.
Knights, B. "Hearing Yourself Teach: Group Processes for Adult Educators." Studies in the Education of Adults 25, no. 2 (October 1993): 184-198.
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