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Financing A College Education

2007-04-08T00:03:00.000-07:00

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Financing A College Education

by: Kelly Gillis

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So your teenager has decided to go to college. You've hoped for this day. You sweated through 12 years of school with your child, and have been an active participant in his/her education. You've been saving for this day for years, but with all the other "incidentals" of daily life, car expenses, medical bills, that new roof, the money you had hoped you'd have is not there. What you have is not quite enough for that four year private college he/she is interested in attending, and you don't want a home equity loan. What to do?

Today there are many federal and private loans available to help parents and students pay for college expenses. There are also billions of dollars in scholarship aid and grants available, you just need to know where to look. Some of these monies come directly from federal and state governments, others are from private sources. Generally, scholarships and grants, which do not have to be repaid, and are based on the student's ethnicity, financial need, intended major, and GPA and SAT scores.

The first course of action would be to try to obtain a college scholarship or grant. There is grant money available through the federal government Pell Grant. To apply for this grant, the student must complete a FAFSA, or Free Application for Federal Student Aid. The amount a student receives is based on the actual school cost and the amount the family will pay. The student could also check with his or her high school guidance counselor. The guidance counselor will know what scholarships are available if the student will be attending a college in the local area. Check with local community organizations and local businesses for possible scholarship availability. Another place to search for scholarship money is the college that you are interested in attending. Most colleges have what are called institutional awards. You can check the college website or catalog for these.

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There are loan programs available to the parents, or to the student, at generally low interest rates. One federally funded loan program for parents is called PLUS Loans. Under this low interest loan program, parents can borrow up to 100% of college costs and the interest may be tax deductible. There is no collateral necessary and no pre payment penalty. The Federal Stafford Loan is a low interest loan made to the student. This is a deferred loan, meaning that loan payments may not start until the student graduates.

About The Author

Kelly Gillis

Article courtesy of http://www.degrees-online.net

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The Dialogue of Dreams - Part II

2007-04-05T00:01:00.000-07:00

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Dreaming (D-state or D-activity) is associated with a special movement of the eyes, under the closed eyelids, called Rapid Eye Movement (REM). It is also associated with changes in the pattern of electrical activity of the brain (EEG). A dreaming person has the pattern of someone who is wide awake and alert. This seems to sit well with a theory of dreams as active therapists, engaged in the arduous task of incorporating new (often contradictory and incompatible) information into an elaborate personal model of the self and the reality that it occupies.

There are two types of dreams: visual and "thought-like" (which leave an impression of being awake on the dreamer). The latter happens without any REM cum EEG fanfare. It seems that the "model-adjustment" activities require abstract thinking (classification, theorizing, predicting, testing, etc.). The relationship is very much like the one that exists between intuition and formalism, aesthetics and scientific discipline, feeling and thinking, mentally creating and committing one's creation to a medium.

All mammals exhibit the same REM/EEG patterns and may, therefore, be dreaming as well. Some birds do it, and some reptiles as well. Dreaming seems to be associated with the brain stem (Pontine tegmentum) and with the secretion of Norepinephrine and Serotonin in the brain. The rhythm of breathing and the pulse rate change and the skeletal muscles are relaxed to the point of paralysis (presumably, to prevent injury if the dreamer should decide to engage in enacting his dream). Blood flows to the genitals (and induces penile erections in male dreamers). The uterus contracts and the muscles at the base of the tongue enjoy a relaxation in electrical activity.

These facts would indicate that dreaming is a very primordial activity. It is essential to survival. It is not necessarily connected to higher functions like speech but it is connected to reproduction and to the biochemistry of the brain. The construction of a "world-view", a model of reality is as critical to the survival of an ape as it is to ours. And the mentally disturbed and the mentally retarded dream as much as the normal do. Such a model can be innate and genetic in very simple forms of life because the amount of information that needs to be incorporated is limited. Beyond a certain amount of information that the individual is likely to be exposed to daily, two needs arise. The first is to maintain the model of the world by eliminating "noise" and by realistically incorporating negating data and the second is to pass on the function of modelling and remodelling to a much more flexible structure, to the brain. In a way, dreams are about the constant generation, construction and testing of theories regarding the dreamer and his ever-changing internal and external environments. Dreams are the scientific community of the Self. That Man carried it further and invented Scientific Activity on a larger, external, scale is small wonder.

Physiology also tells us the differences between dreaming and other hallucinatory states (nightmares, psychoses, sleepwalking, daydreaming, hallucinations, illusions and mere imagination): the REM/EEG patterns are absent and the latter states are much less "real". Dreams are mostly set in familiar places and obey the laws of nature or some logic. Their hallucinatory nature is a hermeneutic imposition. It derives mainly from their erratic, abrupt behaviour (space, time and goal discontinuities) which is ONE of the elements in hallucinations as well.

Why is dreaming conducted while we sleep? Probably, there is something in it which requires what sleep has to offer: limitation of external, sensory, inputs (especially visual ones hence the compensatory strong visual element in dreams). An artificial environment is sought in order to maintain this periodical, self-imposed deprivation, static state and reduction in bodily functions. In the last 6-7 hours of every sleep session, 40% of the people wake up. About 40% - possibly the same dreamers report that they had a dream in the relevant night. As we descend into sleep (the hypnagogic state) and as we emerge from it (the hypnopompic state) we have visual dreams. But they are different. It is as though we are "thinking" these dreams. They have no emotional correlate, they are transient, undeveloped, abstract and expressly deal with the day residues. They are the "garbage collectors", the "sanitation department" of the brain. Day residues, which clearly do not need to be processed by dreams are sweptunder the carpet of consciousness (maybe even erased).

Suggestible people dream what they have been instructed to dream in hypnosis but not what they have been so instructed while (partly) awake and under direct suggestion. This further demonstrates the independence of the Dream Mechanism. It almost does not react to external sensory stimuli while in operation. It takes an almost complete suspension of judgement in order to influence the contents of dreams.

It would all seem to point at another important feature of dreams: their economy. Dreams are subject to four "articles of faith" (which govern all the phenomena of life):

Homeostasis - The preservation of the internal environment, an equilibrium between (different but interdependent) elements which make up the whole.
Equilibrium - The maintenance of an internal environment in balance with an external one.
Optimization (also known as efficiency) - The securing of maximum results with minimum invested resources and minimum damage to other resources, not directly used in the process.
Parsimony (Occam's razor) - The utilization of a minimal set of (mostly known) assumptions, constraints, boundary conditions and initial conditions in order to achieve maximum explanatory or modelling power.
In compliance with the above four principles dreams HAD to resort to visual symbols. The visual is the most condensed (and efficient) form of packaging information. "A picture is worth a thousand words" the saying goes and computer users know that to store images requires more memory than any other type of data. But dreams have an unlimited capacity of information processing at their disposal (the brain at night). In dealing with gigantic amounts of information, the natural preference (when processing power is not constrained) would be to use visuals. Moreover, non-isomorphic, polyvalent forms will be preferred. In other words: symbols that can be "mapped" to more than one meaning and those that carry a host of other associated symbols and meanings with them will be preferred. Symbols are a form of shorthand. They haul a great amount of information most of it stored in the recipient's brain and provoked by the symbol. This is a little like the Java applets in modern programming: the application is divided to small modules, which are stored in a central computer. The symbols generated by the user's computer (using the Java programming language) "provoke" them to surface. The result is a major simplification of the processing terminal (the net-PC) and an increase in its cost efficiency.

Both collective symbols and private symbols are used. The collective symbols (Jung's archetypes?) prevent the need to re-invent the wheel. They are assumed to constitute a universal language usable by dreamers everywhere. The dreaming brain has, therefore, to attend to and to process only the "semi-private language" elements. This is less time consuming and the conventions of a universal language apply to the communication between the dream and the dreamer.

Even the discontinuities have their reason. A lot of the information that we absorb and process is either "noise" or repetitive. This fact is known to the authors of all the file compression applications in the world. Computer files can be compressed to one tenth their size without appreciably losing information. The same principle is applied in speed reading skimming the unnecessary bits, getting straight to the point. The dream employs the same principles: it skims, it gets straight to the point and from it to yet another point. This creates the sensation of being erratic, of abruptness, of the absence of spatial or temporal logic, of purposelessness. But this all serves the same purpose: to succeed to finish the Herculean task of refitting the model of the Self and of the World in one night.

Thus, the selection of visuals, symbols, and collective symbols and of the discontinuous mode of presentation, their preference over alternative methods of representation is not accidental. This is the most economic and unambiguous way of representation and, therefore, the most efficient and the most in compliance with the four principles. In cultures and societies, where the mass of information to be processed is less mountainous these features are less likely to occur and indeed, they don't.

Excerpts from an Interview about DREAMS - First published in Suite101

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Dreams are by far the most mysterious phenomenon in mental life. On the face of it, dreaming is a colossal waste of energy and psychic resources. Dreams carry no overt information content. They bear little resemblance to reality. They interfere with the most critical biological maintenance function - with sleep. They don't seem to be goal oriented, they have no discernible objective. In this age of technology and precision, efficiency and optimization - dreams seem to be a somewhat anachronistically quaint relic of our life in the savannah. Scientists are people who believe in the aesthetic preservation of resources. They believe that nature is intrinsically optimal, parsimonious and "wise". They dream up symmetries, "laws" of nature, minimalist theories. They believe that everything has a reason and a purpose. In their approach to dreams and dreaming, scientists commit all these sins combined. They anthropomorphesize nature, they engage in teleological explanations, they attribute purpose and paths to dreams, where there might be none. So, they say that dreaming is a maintenance function (the processing of the preceding day's experiences) - or that it keeps the sleeping person alert and aware of his environment. But no one knows for sure. We dream, no one knows why. Dreams have elements in common with dissociation or hallucinations but they are neither. They employ visuals because this is the most efficient way of packing and transferring information. But WHICH information? Freud's "Interpretation of Dreams" is a mere literary exercise. It is not a serious scientific work (which does not detract from its awesome penetration and beauty).

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I have lived in Africa, the Middle East, North America, Western Europe and Eastern Europe. Dreams fulfil different societal functions and have distinct cultural roles in each of these civilizations. In Africa, dreams are perceived to be a mode of communication, as real as the internet is to us.

Dreams are pipelines through which messages flow: from the beyond (life after death), from other people (such as shamans - remember Castaneda), from the collective (Jung), from reality (this is the closest to Western interpretation), from the future (precognition), or from assorted divinities. The distinction between dream states and reality is very blurred and people act on messages contained in dreams as they would on any other information they obtain in their "waking" hours. This state of affairs is quite the same in the Middle East and Eastern Europe where dreams constitute an integral and important part of institutionalized religion and the subject of serious analyses and contemplation. In North America - the most narcissistic culture ever - dreams have been construed as communications WITHIN the dreaming person. Dreams no longer mediate between the person and his environment. They are the representation of interactions between different structures of the "self". Their role is, therefore, far more limited and their interpretation far more arbitrary (because it is highly dependent on the personal circumstances and psychology of the specific dreamer).

Narcissism IS a dream state. The narcissist is totally detached from his (human) milieu. Devoid of empathy and obsessively centred on the procurement of narcissistic supply (adulation, admiration, etc.) - the narcissist is unable to regard others as three dimensional beings with their own needs and rights. This mental picture of narcissism can easily serve as a good description of the dream state where other people are mere representations, or symbols, in a hermeneutically sealed thought system. Both narcissism and dreaming are AUTISTIC states of mind with severe cognitive and emotional distortions. By extension, one can talk about "narcissistic cultures" as "dream cultures" doomed to a rude awakening. It is interesting to note that most narcissists I know from my correspondence or personally (myself included) have a very poor dream-life and dreamscape. They remember nothing of their dreams and are rarely, if ever, motivated by insights contained in them.

The Internet is the sudden and voluptuous embodiment of my dreams. It is too good to me to be true - so, in many ways, it isn't. I think Mankind (at least in the rich, industrialized countries) is moonstruck. It surfs this beautiful, white landscape, in suspended disbelief. It holds it breath. It dares not believe and believes not its hopes. The Internet has, therefore, become a collective phantasm - at times a dream, at times a nightmare. Entrepreneurship involves massive amounts of dreaming and the net is pure entrepreneurship.

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About the Author

Sam Vaknin is the author of Malignant Self Love - Narcissism Revisited and After the Rain - How the West Lost the East. He is a columnist for Central Europe Review, United Press International (UPI) and eBookWeb and the editor of mental health and Central East Europe categories in The Open Directory, Suite101 and searcheurope.com.

Visit Sam's Web site at http://samvak.tripod.com

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5 Tips for Top Test Scores

2007-04-03T00:01:00.000-07:00

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5 Tips for Top Test Scores

By Wayne F. Perkins

Are you ready to take your final examinations? Do you feel confident you will pass your tests?

Here are five great tips that will help you achieve higher test scores and reduce the stress associated with taking your tests, at the same time. As a hypnotist, I have worked with thousands of students in, junior high school, high school, and college. I find these tips help all students overcome anxiety caused by test taking, and improve memory and recall. The results are better examination scores.

1. Get a good night sleep before the test. Do not stay up all night. Your brain works so much better after a good night's sleep. You will carry a relaxed and confident feeling into the testing classroom or lecture hall.

2. Breathe deeply. When you find yourself in the classroom, begin breathing deeply and deliberately. Think to yourself, the test will be easy, and you feel confident in the improved grade you will attain after taking the test.

When the teacher passes out your test and it is in your hand, take three slow deep breaths. Each time you inhale; feel energy entering your body. Feel the energy stimulate your brain. Each time you exhale, picture, and feel all of the tension leaving your lungs.

3. Skip the difficult questions. As you begin taking the test, answer all the questions, you are confident in, first. Each time you pass over a hard question, take slow deep breaths again, allowing your body to relax and your brain to focus on the easy questions.

You will find you will soon have an urge to go back to the difficult question, answering it. Go ahead and do so at this time.

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4. Remember, you are smarter than you think. In spite of what your parents said or what your teachers think, you are much smarter than you think. As you relax your body and focus your brain, you will begin to feel more in control of your test results. Everything you have ever read, heard, touched, tasted or smelled is always stored in your brain. As you relax, you will find it easier to remember information.

5. Never, cheat on a test. By cheating on a test, not only do you stand a chance of expulsion from school, but also you are sending a message to your brain that you are not smart enough to take a test on your own. What happens next is you lose self-confidence, for not only the test you are taking currently, but also all tests and all subjects. The loss in self-confidence is much more damaging and will follow you around longer than expulsion from school.

The lack of self-confidence will find affect personal relationships, jobs, and earning power over a lifetime. Relax and trust yourself to remember the information you need without cheating on tests.

Summary

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Remember to relax when taking tests. Relaxation triggers the brain to remember information easier and recall it when taking tests. Practice the five steps and watch your test scores rise.

Wayne F. Perkins

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About the Author

Wayne F. Perkins, the School Assembly Hypnotist is an educational hypnotherapist and author of "How to Hypnotize Yourself without Losing Your Mind." Wayne presents school assembly programs and consults with educators and students across the United States on how to improve test scores.
Hypnotism Education Website
http://www.wayneperkins.net/
mailto:wayne@wayneperkins.net
Phone: 602-647-4280

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Studying When You Have Chronic Fatigue Syndrome - Part 1

2007-03-28T01:03:00.000-07:00

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Studying When You Have Chronic Fatigue Syndrome - Part 1

by: Claire Williams

Studying can be extremely difficult when you have Chronic Fatigue Syndrome /Post Viral Fatigue Syndrome /ME. And if you experience severe brain fog, concentration and memory problems, it can be a near-to-impossible feat. But if you **do** feel well enough to study, there **are** options out there which can make things a lot easier for you.

So what do you do if you want to study but have CFS/ME/PVFS?

Well if your condition is moderate-to-severe then taking a term- or year-out to recover from your condition is definitely worth considering. But for some of us this just isn't an option.

In addition, some of us may already be studying a course when we first develop this condition. Not wanting to stop the course, it is not uncommon for us to try to carry on, regardless of our struggles to keep up with the course's pace and intensity.

What's more, often it's not a case of 'just managing your course' either. If only it were that simple! College and university life opens up a 'brave new world' of socializing, parties, and events - things that most CFS/ME/PVFS sufferers struggle to keep up with, if at all.

----- SIDE NOTE -----

Alcohol for example, can play a big role in socializing, especially at university. But many (if not most) CFS/ME/PVFS sufferers are alcohol-intolerant so beware!

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----- SIDE NOTE -----

From a personal perspective, studying with CFS/ME/PVFS is something I'm very familiar with. I was diagnosed with Post Viral Fatigue Syndrome (PVFS) in the second term of my first year at university, so most of my university-life was spent as a PVFS sufferer.

Although the PVFS wasn't nearly as bad as it is now, I still had to battle with the brain fog, exhaustion, weakness and the many other dreadful symptoms that come with it. That was in addition to the emotional stress of getting used to the illness and the restricted lifestyle it imposed on me. In fact, not being able to do as much as I would like to is **still** something I'm trying to get used to even now!

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Many students move away from their home to study further a field. And while that often can make sense for a healthy individual, I think that in some cases, the strain of living on your own/with friends/in halls/dorms can make coping with CFS/ME/PVFS even more difficult.

When I was a university student I lived away from home, firstly in halls, and then with friends. I studied full-time but with hindsight I think that studying **part-time** would have lifted a lot of the stress for me. The pace would have been slower and I may have even been able to attend more classes too (I missed many of them).

With hindsight, I think that it may have been easier if I had considered either:

1) going to a **local** university or college and studying **part-time** or;

2) opting for a 'home study' course (distance learning).

So if you feel that you can study but perhaps not full-time, then going part-time could be an option for you. And if you feel that you are not able to manage a full-time or even part-time course, then home study (distance learning) can be a viable option.

I think that living in the home environment while you study may make it much easier on you (if your home environment is a safe, calm environment and if you are surrounded by people who know and care for you).

Studying when you have CFS/ME/PVFS **is not** a decision to be taken lightly, particularly if you are considering moving far from your familiar home environment and studying full-time. That is not to say that it cannot be done, because it can. But how well you manage will be largely affected by your living and course arrangements, and the severity of your illness.

That doesn't mean there aren't ways around it! The location of your university/college, and the length of your course/ frequency of your classes can all have a bearing and this is especially relevant when you study as a CFS/ME/PVFS sufferer. So bear this in mind. Try to keep your options open and don't rule out taking a term- or year-out, part-time study or home-study.

The second half of this article will feature in another issue of the Sleepydust E-magazine, where we'll take a look at studying techniques and exams.

To read more tips about how to manage and deal with your ME and Chronic Fatigue Syndrome visit:

http://www.sleepydust.net/MYALGIC-ENCEPHALOPATHY-cfsme-homepage.html

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-------

** Publication Guidelines **

The article above may be freely reproduced provided that:

(1) you only mail to a 100% opt-in list;

(2) ALL links are LIVE hyperlinks

(3) the article is published in its entirety including the title, copyright notice, & the author's bio & resource box (which must be placed directly below the article).

-----

About The Author

Claire Williams is editor of sleepydust.net and has suffered from Post Viral Fatigue Syndrome since 1995.

She created sleepydust.net to help ME / Chronic Fatigue Syndrome and Fibromyalgia sufferers deal with their condition - from handling their money worries, to recovering from their illness.

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Learning Styles And Their Effect On Language Learning

2007-03-19T01:00:00.000-07:00

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Learning Styles And Their Effect On Language Learning

by: Frank Gerace

Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning.

LEER ES PODER!

Learning Spanish!

How can you best learn Spanish? It depends on your particular approach to learning. Take a look at the following approaches to learning Spanish. But if you already know where you are, you can skip the following reflections and go back to see what is available for your level ( beginning, intermediate, or advanced ) in Spanish, to sort and search for your specific needs, as well as to read reviews and summaries of the books that strike your interest.

DIFFERENT STYLES

Non-Virgins: Those who studied another language should use the skills they acquired with that language. They know what a conjugation is. They know that verbs are different from nouns. Their previous study gives them some mental hooks to help with their Spanish. They should not throw away their advantage by working on Spanish in a completely conversational manner. They should try to get an overview of some commonplaces in the language. They should get an "old fashioned" grammar and lean heavily on the tables to organize their thought. This type of learner should "invent" Spanish on the basis of what they know of the other language. They will remember a little of the structure of the other language. For example, what is the relation between adverbs and adjectives in Spanish? What is the most common way to express what happened yesterday (past tense)? If the other language is a Western language, they should observe the possible similarities. If the other language is non-Western!

, the very differences can be their starting point to learn the counterparts in Spanish. In short, they should study "the wrong way". This is not for everyone. The learner should know his or herself.

Brains: These folks will operate much like the Non-Virgins. They will progress better by concentrating on the little points that intrigue them such as the difference in usage between the prepositions "por" and "para" and the verbs "ser" and "estar". To master one or two of these elements so characteristic of Spanish will help the learn build on their conquests to go on to master other things. This analytical approach will be of great utility to the persons with the cerebral learning style.

Motor Mouths: The persons who are not afraid to try out their Spanish will progress very rapidly. These folks probably have a little genetic edge over the rest of us. However, we all should try to put together the pieces as we learn them. If there is no opportunity to talk with someone else, then we can tape our attempts. There are two parts to this early talking practice: confidence and pronunciation. The most important thing is to gain confidence or to be thick-skinned enough to speak your piece, knowing that the exercise will pay dividends. However, we should not put off working on our pronunciation until it is too late and we have given up on acquiring a valid accent. There are too many people who after living years in a Spanish speaking country are perfect in their grammar but who have a typical or even stereotypical English accent. There is no need for that. Spanish is perfectly regular in its phonetics. Motor mouths should also work on their accent!

People People: Anyone who likes being with people and who has a need to communicate will progress quickly in learning a language. Many outgoing, friendly people learn language in the "motor mouth" mode. However, other people without the gifts of the motor mouths can gain valuable exposure to the language by just following their social instincts. These folks, however, should not overlook the need to speak correctly. Although they are not interested in traditional grammar in the same way the "brains" are, they must work at speaking correctly. We all know people who learned English years ago, but still say things like, "I am interested to go with you". You don't want to spend your life in Spanish with a similar easily corrected error. Learn it right as soon as you can. The people people have to stay curious about the language.

Learn-while-doing People: I was told once that the only way to learn French was to sleep with a French woman. The idea behind this is that we learn the expressions and words for the activities we are interested in. People who learn like this try to get their Spanish-speaking friends to accompany them as they cook or fix their car. They find that they learn better when their whole body is involved in learning the new words and phrases. For example, the person who learns the word "serrucho" while sawing a board will remember it better than the person (see the "word collector") who just learns the vocabulary from a list.

Word Collectors: This person may be great at crossword puzzles (Crucigramas) in Spanish but rarely gets to speak it. If you find yourself learning words and not getting any further, break out of it! We once had a houseguest, a young man from Spain who came to learn English. There were times when our family would be talking Spanish, and he would echo all the Spanish words with their English equivalents. He had a great vocabulary but never got around to talking English. This kind of learner should alway make sure that they make up sentences to practice using the new words they learn. They can combine their ability with vocabulary with the "divide and conquer" tactic. They should not only invent sentences to use the new words; they should run through diferent grammatical constructions as the setting for their vocabulary.

Divide and Conquer People: Every learner of a foreign language has to learn to incorporate the learning style of dividing and conquering into their own style. If they are "brains" they should concentrate on one grammatical turn of phrase, such as conditions contrary to fact, (If my grandfather hadn't died, he'd be alive today!) until they can handle it.

The people people should repeat in the same conversation the new expression that they just heard. The same goes for all the others. The only way to learn a language is by following the "swiss cheese" method, nibble away at the things you don't know, and master them until they are all gone.

Lost Latinos: This person should try to remember the nursery rhymes that they might have learned in Spanish. They should run over the names of their cousins and uncles. All of this will loosen up their rusty language skills. They should listen to how others speak "spanglish" and try to figure out the proper way to say things. They should make a game of trying to spot the influence of English in the Spanish they hear at home or in the barrio. This detective work will make them more aware of correcting whatever bad habits they have picked up. However, don't think that these persons have all the advantages. The person learning from scratch will probably spell Spanish words better than those who know a little Spanish. I'm not sure why.

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What works for EVERYONE... There are two activities that will help everyone, no matter what their learning style, move forward rapidly: They are: 1. Passive Listening, and 2. Pattern Response Drills.

1. Passive Listening. Everyone should keep the Spanish radio on as much as possible. Keep the radio or TV on while you doing other things. It has to be the sea of sound that you swim in while you are beginning your study of Spanish. You don't have to concentrate on it; you are not listening to try to understand. After a while you won't hear it but it will be affecting you. Little by little you will begin to anticipate the rhythm of the language, even before you understand everything. You will also begin to recognize certain words. You will begin to hear "beyond" the differences in pronunciation of different people and recognize the underlying word. Once you clearly hear a word or phrase, you can look it up and progressively expand your vocabulary.

2. Pattern Response Drills. You have to run through all the permutations of the new expressions that you learn. For example, suppose you just learned to say. "Pedro tiene cuatro a os" rather than translating from the English incorrectly, "Pedro es cuatro". Now to make this new element of the language stick with you, you should go on substituting different ages and the names of different people. You have to be able to say comfortably, "Mar a tiene cuatro a os." "Juan tiene ocho a os." "Yo tengo treinta a os." " Cu ntos a os tienes t ?" "Nosotros tenemos cuarenta a os." This type of drill is necessary for all the different learning styles.

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About The Author

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Frank Gerace Ph.D has lived and worked in Latin America on Educational and Communication Projects. He currently teaches English in New York City at La Guardia College/CUNY. He provides help to parents wanting to have their children speak Spanish at: http://www.bookslibros.com/SpanishForNinos.htm.

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Boost Your Education And Life With An Online Degree

2007-03-16T01:04:00.000-07:00

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Boost Your Education And Life With An Online Degree

by: David Birgelli

Obtaining an online bachelors degree can be a swift and easy way to further your career,prospects and life in general. But before you enroll, there are a few important points you need to know get your head around.

Number one, you'll want to make ensure that the college that offers you a degree online is accredited. School and universities are accredited on a national or state level. This accreditation means that a relevant board of education has researched and approved the schools curriculum and course.

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Secondly, you will want to make sure that the school is highly recognized and that the bachelors degree can be transfered. This will help because someday you might need to further enhance your education by completing your masters degree and you might be required to transfer your bachelors credits.

Prerequisite to obtaining your bachelors degree from a university or college, First you must have the minimum of a G.E.D or a high school diploma. It will also help to have some college or previous work experience under your belt. If you have attained previous college credits, then they can be put toward your bachelors degree program and the period of time that you will need to be enrolled in school will be shortened.

If you have not attained previous college credits, The majority of bachelors degree online programs take about thirty six months to finish. This period of time is based on a person that takes a minimum of twenty hours of course work per week. With previous college credits, or by spending a larger amount of time on course work every week, some individuals can finish their bachelors online degree program in as little as twelve months.

To choose which university or college to enroll with, it is best to decide what type of degree program you require. The majority of colleges offer these type of programs but some specialize in man varied fields. For example, an individual who wants a bachelors degree in business might decide to go with Ashworth College, while a person that wants an degree for education would want to go with Penn State University.

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When you have chosen a bachelors online degree course, you need to research its class schedule. Most online programs or courses allow you to download the course work and complete it at your own leisure, but some programs insist that you log on to the Internet for virtual class sessions at a designated time a few times a week. Now you know the basics you will see that making up for lost time can be easier than you might have thought and topping up your education is a real possibility. Go on what have you got to lose?

About The Author

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David Birgelli is an author and webmaster and is know as an expert in the field of distance learning mba strategies. He is also contributor at the prestigious http://www.onlinedegreeworld.com

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Changing Fear into Excitement

2007-03-14T01:03:00.000-07:00

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Fear scares people. That s what it s supposed to do; it s just a matter of how much and how often do we really need to be scared? Basically, there are two kinds of fear. Real fear allows you to save your butt in challenging situations (like being chased by a predator or facing imminent danger). Then there are imagined fears-which hold you back from experiencing life. Imagined fears may come from a previous unpleasant experience, other people s fears or bad information. The way your brain sees it there is no difference between an imaginary fear and a real one.
Fear can provide stress and physical anxiety as you prepare for new experiences. It can cause you to lack good judgment or to do irrational things. Chicken-heartedness can turn into terror and complete immobilization. Or you can change your panic into an exciting edge when stepping out of your comfort zone. What s scary for some is sheer delight for others. Confronting your fears will give you an incredible sense of satisfaction and confidence.
Your happiness is directly related to whether fear runs your activity schedule or your courage does. In a modern world, fear has minimal uses, especially if the perceived concern has no basis in reality. When you are full of fear, you end up worrying about events that will never even happen. We worry about the environment, the safety of the neighborhood or world peace. We worry about murderers, terrorists and the stock markets. Some people call it worrying; others call it being realistic. But worrying is a waste of time; it has never paid a single bill nor stopped a hurricane. If the situation or problem can be remedied, there is no point worrying about it. If there is nothing you can do about your problems, there is no point worrying either.
Think about the fears and worries in your life and how they affect your fun level. You don t have to deny your fears, just question if they re truly looking out for your best interests. Are you focusing on what could go wrong instead of what could go right? Somany people are consumed by worry, hoping that one day their lives will get better, as another day slips away. Instead of seeing the worst-case scenario in your mind, see the best-case scenario. Become what motivational speaker Brian Tracey calls an inverse paranoid. Become convinced that there are hundreds of people waiting around every corner to show you some form of fun or pleasure. Become paranoid that the world is out to do you good.
Now, fun people do not deny their fears. Are they scared when they face their fears? You bet, but devoted delight detectors make it a habit of facing their fears instead of tucking their tails behind their legs and hiding under the bed. They change their fears from a debilitating annoyance into waves of adrenaline and excitement. When you face your fears, whether you succeed or not, you are a winner. You are a winner because you have chosen to be motivated by your passion for living and not by fear.
The way to counteract your fears and worries is to gain knowledge,which gives you courage. Use wisdom, not worries, when traipsing out into the world. If you were to head out hiking in the mountains, would you worry that you could fall off a cliff, become lost, get eaten by a bear or get hit by an avalanche? These are all possible scenarios, but only remotely possible. The more you worry about it, the more likely you are to create it. If you stay away from the cliffs, take a map and a compass, avoid taping salmon to your body and stay out of the avalanche zones, you ll be fine.
We do so many dangerous things in our everyday lives and yet we worry about a little adventure. What about crossing the street? Do you see yourself getting pegged by a bus? Of course you don t. So when we consider new or unknown activities, why do we create such terrible visions? Chances for a major injury are much greater crossing a busy street than traipsing in the mountains. If something does happen while you re enjoying the world, at least you re living! Watching TV and eating potato chips may be safe but you will get fat and it s boring.
If you say no to snorkeling in the ocean because you re scared of sharks or sea monsters, you re the one who loses. You will never see the magic of the underwater world. Yes, there is that chance that a water monster might go for a snack while you re splashing around, but the chances are so slim. You have a better chance of being hit by lightning or winning an Olympic gold medal. Thousands if not millions of people have been in the ocean and survived. Why would you be singled out for tragedy?
You will never be able to remove every potential danger, but you can diminish the threat by following the golden rule of adventure: safety first. If there s a way to lower the risk factor, do it. If there s protective gear, wear it. If there s a need for common sense, then use it. Take the proper steps to ensure your safety. Do you need a life jacket, a helmet or special training before you try this activity? What about learning from a professional? Yes, every year, a few people die while they re out having fun, but often that s because they haven t been smart about safety precautions. So be smart. Dying because of stupidity makes you stupid and dead. And being both dead AND stupid is definitely embarrassing. Avoid at all costs. Let s say you want to go kayaking. Kayaking is a much more enjoyable experience if you know how to swim and how to self-rescue. Learning to minimize the danger of any activity will help you face the world. The more you understand something, the less you will fear it. The more people you meet who are doing that activity, the more confidence you ll have in saying, They re no better than me-I can do this! You may find that this activity you ve perceived as treacherous isn t that dangerous after all.
So you ve gained some knowledge and you ve made arrangements for a safe experience, but you re still too scared to get on the roller coaster or get out on the dance floor. Then turn your fear into excitement. Feel the fear and do it anyway. Be thankful that you have this highly tuned system that recognizes danger and lets your senses sharpen. Let it send tingles to the tips of your toes and enjoy the burst of energy. Fear will multiply your excitement sensations. You may be scared now, but when you come out the other side, you will feel fantastic, confident, proud and reliving your wonderful adventure. Another positive twist on being scared is that the more scared you are, the more intense your pleasure will be during and after your fun activity.
Most of your fears are imagined and should be treated as imaginary. Learn to distinguish the fears that are valid and those that are not. The next time you feel scared, challenge your fear and the thing you fear will disappear. Ask yourself, What would I do if I wasn t feeling fear? then act accordingly. When you confront your fears, astonishing things will happen. Remember you are the master and you are in control.
Each time you challenge your fears, you add another brick to a solid foundation for happiness. Each tiny little fear that you face and conquer will give you courage against all your other fears. If you re unable to take control of your fears or have some kind of panic disorder, go and seek professional help. Moving past unreasonable fears will give you astonishing amounts of self-respect, confidence and satisfaction. Use courage and knowledge to assist you in your journey. If there is a fun activity that you want to try but are afraid, make a plan to conquer your fears. Investigate it, take some lessons, learn what you can, turn your fear into excitement, pretend to be brave and then go for it. Who runs your life, unfounded fears or wonderful you?

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About the Author

Ted Schredd has been a fun researcher for fifteen years. He has been featured on radio, television, and print articles across Canada. This article is an excerpt from his latest book Gramma Knows the F Word How adults can discover more fun in their lives. His books are available at www.Amazon.com or www.discoverfun.com

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Learning Styles And Their Effect On Language Learning

2007-03-13T01:03:00.000-07:00

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Learning Styles And Their Effect On Language Learning

by: Frank Gerace

Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning.

LEER ES PODER!

Learning Spanish!

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DIFFERENT STYLES

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, the very differences can be their starting point to learn the counterparts in Spanish. In short, they should study "the wrong way". This is not for everyone. The learner should know his or herself.

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What works for EVERYONE... There are two activities that will help everyone, no matter what their learning style, move forward rapidly: They are: 1. Passive Listening, and 2. Pattern Response Drills.

Do you want to return to look at beginning ; intermediate , or advanced books? Or you can check out other Books ON Spanish at: http://www.bookslibros.com/spanishbooks.php to help you out.

Kids Can Learn Spanish! Take a look at: http://www.bookslibros.com/SpanishForNinos.htm

About The Author

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The Real Facts About Your Child's IQ

2007-03-09T23:01:00.000-08:00

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The Real Facts About Your Child's IQ

by: Alannah Moore

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Parents may be surprised to discover the following facts about IQ and IQ testing.

1. IQ stands for Intelligence Quotient. But it is debatable whether IQ tests really measure intelligence (or whatever it is we mean by "intelligence" - psychologists have been divided for years).

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IQ tests do not take into account aspects such as creativity, artistic or musical talent - a child can most certainly be "gifted" without having a high IQ.

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Nor do IQ tests take into account qualities such as leadership which will have a huge impact on the child's life. They cannot be taken as any kind of indicator of success in future life.

It is dubious as to whether IQ scores have any real value of their own outside the educational system.

2. However unimportant IQ is in itself, your child s IQ score will have a serious impact on his or her schooling. It may well determine which class he or she is put in and can therefore have far-reaching effects.

It is a fact that children achieve better academic results when in a class with more able pupils. It is therefore in your child's interest that he or she gets a place in the highest class possible for his or her abilities.

3. IQ test results can be very unreliable. Research has shown that 50% of children will achieve a score varying by 5 points in either direction when retested, some as much as 20 points!

The most unreliable tests are group tests (rather as individual tests) which are usually the kinds of IQ test used in schools. The teachers responsible for carrying out the tests are often not trained adequately, which may make the results even more unreliable.

4. The IQ of an individual is not innate or fixed.

Many parents assume that the IQ score is something innate to their child, that he or she will have to live with it for the rest of their lives. This is not the case. The IQ can change significantly - either decrease or increase - due largely to environmental factors. It is not fixed at any time.

5. Statistics show that the IQ of children is related to their environment. Parents can raise their child s IQ by providing the optimum environment and stimulating the child in the right way. It is proven that IQ scores can be significantly raised by practising IQ tests, as explained in detail in "How to Raise Your Child's IQ" ( http://www.raise-your-childs-iq.com/ ).

6. It is dubious as to whether IQ tests actually test any kind of innate intelligence. You can see this when you examine an IQ test. Much emphasis is placed on aspects which are in fact "learnt" rather than innate - in particular, a heavy emphasis on verbal expression (vocabulary and proverbs) which is commonly taken as a useful intelligence indicator, however depends greatly on the kind of environment in which the child has been raised, and what kind of training he or she has received.

Given that the IQ is not innate or fixed, and that such an importance is attached to IQ scores in the educational system, it is the responsibility of the parents to assist their children as much as they can in achieving as high a score as he or she is able to reach. The child will most certainly benefit.

About The Author

Alannah Moore

Visit http://www.raise-your-childs-iq.com/ to see how you can help your child by improving his or her iq score.

This article may be freely reproduced in your ezine or on your website, providing you retain the resource box and do not alter anything within the article. If you publish the article on your website please ensure the URLs are live.

info@raise-your-childs-iq.com

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Top Five Qualities a Parent Should Look For When Hiring a Tutor

2007-03-08T23:00:00.000-08:00

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Top Five Qualities a Parent Should Look For When Hiring a Tutor

by: Laurie Hurley

Hiring a tutor can be an overwhelming experience, especially if you have never done it before. The following five qualities are the most important ones that you should look for when matching a tutor with a child:

1) Their ability to connect with your child and you.

2) Their teaching style does it match your child s learning style?

3) Their ability to be patient and empathic when your child is truly struggling.

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4) Their reliability and dependability.

5) Their tutoring experience backed up by current references.

It is imperative that the tutor immediately makes a strong connection with your child. The tutor should use part of the first session getting to know your child by asking questions about their likes, dislikes, strengths and weaknesses. Setting the rapport is important so future sessions run smoothly and productively. The tutor should also be able to easily communicate with you after the session and give you adequate feedback regarding what he or she accomplished during the session.

If your child is a visual learner, the tutor should bring appropriate materials (a small white board, for example) so the learning process compliments your child s learning style. Conversely, an auditory learner would benefit from reading out loud with the tutor or talking through math problems. A kinetic learner will need the sessions to be very hands-on and interactive.

There is nothing worse than a tutor giving up and getting angry with a child when the going gets tough. Patience is definitely a virtue and every tutor needs to posses this quality to put your child at ease. An inpatient person will have the opposite effect. Chances are good that your child will not want to be cooperative in the future with anyone who can t relate to their problems. The reason you hired a tutor was to find someone who can repeat themselves numerous times if necessary or present information in a different way until it clicks with your child.

A tutor who is constantly late or just doesn t show up without calling should immediately be terminated.

Checking a tutor s references is imperative. Written references should not be older than a year old and you should call the author of the letter anyway, just to confirm they wrote it. The best references are from individuals who have observed the tutor teaching or tutoring. Other parents who have used the tutor are the best references, but don t dismiss your gut feeling about someone you are interviewing.

An extensive interview must be done to be sure you are selecting only top-notch teachers and tutors. You will want to conduct a thorough background and criminal check and call all of the references provided.

Most importantly, a visit to every home to meet the family before attempting to place a tutor is imperative. This complimentary visit proves invaluable when making a match with you child.

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Laurie Hurley, President, Bright Apple Tutoring Service, Home Tutoring Business, http://www.hometutoringbusiness.com, http://brightappletutoring.com 1-888-847.0033 or info@hometutoringbusiness.com. Laurie is available for media interviews, discussions on education and home-based business opportunities such as starting a tutor referral business.

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Of Drugs and Youth

2007-03-07T23:01:00.000-08:00

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Of Drugs and Youth

by: Billy I Ahmed

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Today, the problem of drug abuse among the youth has assumed a greater significance and heightened concern in various socio-cultural and economic strata. Though no accurate figures are available to measure the actual extent of the problem, drug addicts reporting to counseling in the country points out that the problem has spread among various age groups, and much among youths aged 16 to 25 years.

The age group in which a youth is, signifies the transformation of an adolescent to a young person, which usually is accompanied with the trials and tribulations of a 'child' in becoming a 'grown-up'. A bundle of exuberant but undirected energy, he derives pleasure in taking risks and experimenting with new things. He craves to taste the 'forbidden fruits' in his quest for attaining recognition and status amongst his peers. Such a behaviour often brings him in open or concealed conflict with his parents and 'parent figures' which leads to the much discussed 'conflict of generations' and 'generation gap'. The situation has been further complicated due to the fast paced social transformation brought in the society by rapid industrialisation, urbanisation and rural-urban migration. It has eroded the traditional, informal, social control mechanisms and has even brought in changes in the structure of the family, from joint to nuclear, or at best an extended family.

The 'media explosion' has shrunken the world, especially for the youth, and they are now more aware of things around. This has also raised their level of aspiration and ambition. With materialism, consumerism and individualism gaining ascendancy, modern youth is drifting away from his traditional roots and finds it difficult to cope with ever increasing social pressures. Further, the increasing economic pressures compel more and more parents to take full time employment leaving a child, more so a youth, alone in the house or in the company of friends. With no adequate programmes available to keep them busy, they become easy prey to anti-social activities including drug-abuse.

There may be various reasons for a youth to take to drug abuse, from just curiosity and a tendency to experiment with. It may be an expression of his revolt against established authority, a way of gaining recognition in his group or he may just not be able to say 'NO', when offered.

Therefore awareness creation or preventive education programme for youth is an imperative. In build up immunity amongst them, would promote self-respect and determination, provide experiences which encourage self-respect and sense of dignity, enhances personal and social skill which are necessary for functioning in a rapidly transforming society and provide for professional skills.

What is more important is that the leisure time activities of both student and non-student youth are so organised that they provide for healthy recreation and constructive work habits. As is evident, a youth feels more at home within his age-group. Therefore, to reach them, it is but natural to take the help of more active groups among them.

In Bangladesh, a strong emphasis has been placed on awareness building against drug-abuse among youth as they are considered to be the most precious asset for human resource development. Financial and technical assistance is provided by the government and NGO's to help them undertake activities such as socio cultural programmes. Experience has shown such programmes have a salutary impact, if backed by a good follow-up programme.

It has also been realised that youth power can be harnessed not only from preventing youths from the malady of addiction but also by improving the environment they live in. One such example is the "Rainy Day" concert organised by Prothom Alo to observe the International Day against Drug Abuse and Trafficking. Some 15000 youths saying 'No to drugs' vowed to launch a nationwide movement against drug.

I take my hats off to Anusheh who had the gut to narrate her once drug addicted life. Anusheh, you can be a good ambassador to help the drug addicts return to their original track. Such activities/programmes help to identify addicts in their own peer groups. Dare devils as the youth are, they prove to be an asset in reaching rather inaccessible areas of the community, such as, pockets of addiction.

Many a time, due to their connection with traffickers, pushers and pedlars, it becomes difficult to impress upon addicts to leave their habit. It is here that the youths, voluntary organisations have not only been able to create awareness but also have been able to muster support for combating trafficking, pushing and peddling drug.

About The Author

Billy I Ahmed

Experienced in writing feature articles, short stories, biographies, and reports.

Well versed in copyediting and proof reading.
Strong technical command of English language&familiar with virtually all writing styles serious commitment to excellence lexicography.
Competent researcher, interviewer, and reporter.

Billy covers

News summaries * Analytical reports * Translations * Current affair / Human rights/ environment/ health / poverty allevation/ human resource/ management issues/ production planning/ write-ups * Research services * Consultancy services*Copywriting*Proofreading*Editing

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The Top 10 Life Lessons Your Child Can Learn from Playing Golf

2007-03-05T23:01:00.000-08:00

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During the last seven years, I have watched my son and his friends grow up in the world of Junior Golf. This amazing sport has brought out the best in these young men, and has taught them so many valuable life lessons. I am forever impressed, in particular to the following ten qualities that I have observed my son develop as a bi-product of the great game of golf.

1. Humility and Respect

Golf requires that you show courtesy to others and that you communicate with respect. In the Junior Golf tournaments across the country, it is well stated that good sportsmanship must be exhibited at all times and that all play is ended with an exchange of a hand shake.

2. Punctuality

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When the tournament schedule states "Tee time is at 9:00," this means that you are to be on the tee box at 8:55. If you are late to the tee box, you are automatically disqualified, no questions asked. While this can be a tough lesson to learn, it is one that works brilliantly and has instilled in my son the importance of being on time for not only every tournament but every event in life.

3. Confession

Golf is a game of honor, and recognizing that a transgression has occurred and taking responsibility for the transgression is a part of the game. This one act instills integrity and fairness to all concerned.

4. Safety

Golf balls and clubs are very hard and dangerous instruments, and one of the first and foremost rules of golf is safety. My son has been instructed again and again to not take practice swings in the direction of another person, not to swing clubs when someone else is walking by, and never to hit into a group playing in front of him. These rules of safety have filtered into other aspects of his life, including biking, swimming, and safety in the home.

5. Quiet

Golf requires an amazing amount of concentration, and quiet is required at all times on the golf course. While this takes practice for young kids, it is a life skill that teaches constraint and respect for others.

6. Visioning

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The night before and the morning of a tournament, my son sits quietly and mentally and visually plays the course. This skill is teaching him how to "see the end in mind," which is key to goal achievement.

7. Problem Solving

Rain, wind, trees, multiple sand traps, and deep rough can make for a challenging day of tournament play. These are a normal part of golf and can be an amazing opportunity for clever problem solving and personal growth.

8. Focus

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Golf is a tough sport. It requires that you not only know the physics of hitting the ball (and what club to use when) but requires intense mental and emotional concentration. Silencing the inner critic after a "bad shot" is crucial to regaining clear focus, which is an advanced skill to learn but one that can take you very far in life.

9. Practice, Persistence, and Listening

In golf, instant success is very rare. My son has become a great golfer through daily practice, persistence, and through being open to listening to his mentors. In life, it is important to know that we rarely reach our goal in one "stroke." By practicing, making corrections along the way, being open to coaching, and being persistent, we can tackle most of life's tough challenges.

10. Graciousness

One of the most important life lessons my son has learned from golf is to be gracious and respectful to adults. At the end of each tournament, he and his competitors thank and shake the hands of the tournament chairmen and follow this up with a handwritten note of thanks

About The Author

Bea Fields, Southern Pines, NC, USA
bea@fivestarleader.com
http://www.fivestarleader.com
Bea Fields is an Executive Coach and a Certified Guerrilla Marketing Coach. She is also a Consultant, Trainer, Public Speaker and author of the Five Star Leader e-course. Her area of expertise is that of Leadership Development and Marketing for Executives, Managers, Small Business Owners, and Political Leaders.

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Learning Styles And Their Effect On Language Learning

2007-03-04T23:03:00.000-08:00

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Learning Styles And Their Effect On Language Learning

by: Frank Gerace

Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning.

LEER ES PODER!

Learning Spanish!

DIFFERENT STYLES

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, the very differences can be their starting point to learn the counterparts in Spanish. In short, they should study "the wrong way". This is not for everyone. The learner should know his or herself.

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What works for EVERYONE... There are two activities that will help everyone, no matter what their learning style, move forward rapidly: They are: 1. Passive Listening, and 2. Pattern Response Drills.

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Valuable Audio Resources for Teachers

2007-03-01T23:01:00.000-08:00

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Valuable Audio Resources for Teachers

by: Jillian Gregory

Are you a first year teacher? Have you taught in the past and are returning to the classroom? Do you crave knowledge about specific tips and tricks that will help your school year run smoothly? You might be brand new to the education scene or have a few years of teaching under your belt. Either way you can learn from teachers, professors, and educators with years of experience in the field of education through audio books.

After grading papers and reading all day long, your eyes may be fatigued. Give your eyes a rest and listen to educational strategy books instead. You can curl up on the couch to listen or learn while commuting home from school. The extra knowledge you can garner from listening to these audio resources is valuable and will affect your teaching in a positive manner.

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What audio books should you check out? If you are a first year teacher then you definitely want to listen to "The Essential 55" by Ron Clark and "Educating Esme" by Esme Raji Codell. The Essential 55 discusses 55 rules that Ron Clark employs in his classroom to great success. Every teacher should be aware of these rules as they will make their teaching experience enjoyable and effective. The rules range from having students properly follow classroom protocols to standing up for what you believe in. He also provides tips for dealing with parents and discipline issues, both of which are a recurring theme in teaching.

In addition, you will want to listen to Educating Esme before your first year of teaching. Many new teachers are excited, but nervous at the same time. Educating Esme provides a hilarious account of a teacher s first year. Take comfort in the joys, successes, and setbacks that Esme endures during her first year of teaching. This audio book will help inexperienced teachers feel like they are not alone.

Psychology plays an important role in education. You need to understand the needs of each child and fill those needs appropriately. Spend some time listening to "The Education of Children" by Alfred Adler. This timeless book provides insight on personality, social development, and the role of the parent.

Other great audio books to check out are "The Closing of the American Mind" by Allan Bloom, "Cultural Literacy" by E.D. Hirsch, Jr., and "Dangerous Minds" by LouAnne Johnson. You might have seen the movie Dangerous Minds in the 1990 s. Listening to the audio version, with a focus on teaching, will help you succeed in a difficult classroom. By adding these audio books to your listening library, you will cover social issues in education that are hot beds of debate today.

You have stocked your classroom with the basics such as pencils, paper, and textbooks. Now it is time to take your supplies a step further by listening to these entertaining education titles. They are a resource that will prove immensely useful in your classroom experience.

About The Author

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Jillian Gregory writes for LearnOutLoud.com, an online portal for educational and self-development audio and video material which can be found at http://www.learnoutloud.com. For the HTML version of this article complete with links to the titles that were mentioned, please visit http://www.learnoutloud.com/teach01

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Examples of Emotional Intelligence from Popular Songs

2007-02-25T23:03:00.000-08:00

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It's hard to find a song that isn't about 'the war of the brains'. Because we have three brains that are often in conflict with one another (reptilian, limbic and neocortex), we suffer conflict, guilt and shame.

And because our brains are the way they are, we are the way we are, -- we endure love, grief, excitement, inconvenient passions, attempts at rational control, impotent anger and the need to push to the head of the line. And we do dumb things like fool around with Jose's faithless girl. (Don't go there!)

EQ is about experiencing and managing those emotions -- yours and theirs -- and it's in all our songs.

It used to be the Western tradition to have a poet laureate starting in England in the 1600s, appointed for poetic excellence and being a salaried member of the royal household with no official duties, they spoke the feelings for the people. (Poets laureate of England included Jonson, Dryden, Wordsworth and Tennyson, among others.)

Though states in the US continue to appoint poets laureate, poetry is no longer popular (as in 'enjoyed by many people') and their original function is now filled by our popular music.

EQ is about experiencing and managing those emotions -- yours and theirs -- and it's in all our songs.

1. Kodachrome (Paul Simon) / EQ can matter more than IQ, especially when it means being able to "read the writing on the wall"

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When I think back on all the k*** I learned in high school, it s a wonder I can think at all, and my lack of education hasn't hurt me none, I can read the writing on the wall.

2. Heaven s Just a Sin Away (The Kendalls) / Primitive (Reptilian) Brain s winning out over limbic and neocortex

Heaven s just a sin away, just a sin away, can't wait another day, I think I'm giving in. How I'd love to hold you tight, be with you tonight, that still won't make it right, 'cause I belong to him. Way down deep inside, I know that it's all wrong, your eyes keep tempting me, and I never was that strong. The devil's got me now, gone and got me now, I can't fight him any how, I think he's gonna win ... Heaven help me when I say, I think I'm giving in.

3. The Girls All Get Prettier at Closing Time (Mickey Gilley) / Reality check, chemical , low impulse control and intentionality, low EQ

Ain t it funny, ain t it strange, how a man s opinion changes when he starts to face that lonely night... The girls all get prettier at closing time, they all begin to look like movie stars. If I could rate 'em on a scale from 1-10, I'm looking for a 9, but 8 could work right in. A few more drinks, and I might slip to 5 or even 4, and when tomorrow morning comes and I wake up with a number 1, I swear I'll never do it any more.

4. Count on Me (The Statler Brothers) / Empathy, communication, interpersonal skills, intuition, high EQ, what a couple

I can tell by looking, you've got feelings in your heart you're hoping no one else can see. But you can't hide feelings from someone who cares. Open up and let it out, and count on me. Count on me (for doing my share), Count on me (you know that I care), Count on me (I'll always be there), Count on me. Count on me (when others won't hear), Count on me (when there's no one else near), Count on me (I'll be right here), Count on me. I hear the sounds you're saying, but the words don't ring true, there's something here that didn't used to be. If there's something deep inside you, tell me now what you need, and together we can heal it, count on me.

5. The Baptism of Jesse Taylor (The Oak Ridge Boys) / Social Responsibility, Self-Management, Authenticity

From now on Nancy Taylor can proudly speak to neighbors and tell them how much Jesse took up with little Jim. Now Jimmy s got a Daddy, and Jesse s got a family, and Franklin County s got a lot more man.

6. Rhythm Guitar (The Oak Ridge Boys) / Interpersonal Skills, Teamwork

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He s written a song about what s gone wrong, and I m singin it to you now. Nobody wants to play rhythm guitar behind Jesus, Everybody wants to be the lead singer in the band. It's hard to get a bead on what's divine, when everybody's pushin' for the head of the line.

7. He s Gonna Smile on Me (The Oak Ridge Boys) / Resilience, bouncing back and retaining hope and trust through adversity

I wasn t born with a silver spoon in my mouth. Often there were times when I had to go without. I ve been called a fool, and used just like a tool, but I still believe in the Golden Rule. And right now I m so happy as I can be.

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8. Tell Him (The Exciters) / Communication, Verbal and Nonverbal

Take his hand in yours and tell him that you re never gonna leave him. Tell him, tell him, tell him, tell him right now.

9. Rose-Colored Glasses (Jon Conlee) / Learned Optimism, which is not always reality-based

These rose-colored glasses that I m lookin through, show only the beauty, cause they hide all the truth, and they let me hold on to the good times, the good lines, the ones I used to hear when I held you. And they keep me from feelin so cheated, defeated, when reflections in your eyes show me a fool these rose-colored glasses I ll just keep on hopin , believin that maybe by counting the many times I ve tried, you ll believe me when I say I love you, and I ll lay these rose-colored glasses aside.

10. Come a Little Bit Closer (Jay and the Americans) / the three Fs fight, flight or, canoodle ? (from the reptilian brain comes those powerful ones -- territorial defense, aggression, violence, lust and fear)

She was sitting there giving me looks that made my mouth water, so I started walking her way. She belonged to that man Jose, and I knew, yes I knew, I should leave, but then I heard her say, Come a little bit closer, you re my kinda man, so big and so strong, come a little bit closer, I m all alone and the night is so long." We started to dance, in my arms she looked so inviting, and I just couldn t resist just one little kiss so exciting. Then I heard the guitar player say "Vamoos, Jose' s on his way," and I knew, yes I knew I should run, but then I heard her say ...

About the Author

Susan Dunn, MA Clinical Psychology, cEQc, The EQ Coach ,
http://www.susandunn.cc . Emotional Intelligence coaching,
teaching, training, and assessments. Susan is the author of
How to You re your Life with Emotional Intelligence and
other eBooks available at
http://www.webstrategies.cc/ebooklibrary,html .
Mailto:sdunn@susandunn.cc for FREE eZine.

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Cannabis, misunderstandings and possibilities.

2007-02-23T23:02:00.000-08:00

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I think a lot of the things being said now stem from the plain fact that the Government at present have abjectly given in to something endemic they feel they can not fight. So they seek to liberalize and soften the impact, to talk down the effects, and to move the goalposts as they do with anything that is a little too difficult to deal with in a proper manner. Sweep it under the carpet and relabel it as something else.

I speak from having taken cannabis in the seventies, the hippy era of peace not war, love to all men, much of whose language and terms are now coming back into trendy and cool use. But there are fundamental differences between then and now, which young people should be made aware of.

Then the cannabis was in the form of a leaf, a naturally occurring plant. Now it is synthetic, as in most of the other areas of life where the natural has given way to the unnatural, to our eternal detriment. Coincidentally enough, it is now around forty times stronger, as well as being chemical based.

The Governing people who seek to legalise and feel the danger is slight, are by and large ex users of a much lesser potency of a naturally occurring plant. They feel little danger in occasional recreational use of a drug they feel did little to harm their long term prospects.

This is based on the false assumption that people tend to start smoking it around university stage and peter out of its use in a few years, with no addictive element. Also that they tend, like we did, to only use it occasionally at times when we needed to calm down after a tough project, or relax at a concert, again remembering the product then was one fortieth as potent and much more mellow than it is today.

That is being charitable and assuming they are not in full informed of the dangers. This also begs the question, if not why not, and if so why run and hide.

This creates at least two anomalies. One is that our young people can point the finger at our generation and say, you are being hypocritical, when you took it yourselves. Secondly, we did not start at twelve to thirteen, and use it every day at forty times the strength. The weight of evidence of severe psychiatric damage is I feel too heavy to discount any more, plus although in itself said to be non addictive, the culture that has sprung up around it tends to keep people in a circle of self same users, and a massively significant portion of our youth are taking it. So there is a great peer pressure to take something which the Government at present sends out signals saying, that it is not too bad to use it, just keep it relatively discreet and we will leave you alone.

I fear this is storing up a time bomb of serious psychological problems, and perhaps the strengths and constitution of the substance should be taken into account more. Politicians surely hear the word cannabis and relate to their own youth, where if they did not take it they knew people who did who by and large are still sane. This is not consistent with what is in circulation today, nor indicative of the higher daily use of a drug that formerly was taken recreationally every week or month or concert or so.

It also gives the police an almost impossible job, as there are no guidelines to follow, and also drug pushers can admit to cannabis but be carrying other more harmful drugs as well, with impunity. Surely if you are carrying more on you than enough for your personal use for at the most a weekend say, then you are a dealer. Just set a level that is a definite level and above it is illegal. The experiment in the London boroughs has been truly and demonstrably disastrous, yet it is being cloned to the rest of Britain as if as harmless as sweets.

Perhaps if we actually addressed our inner cities and used the money earmarked for them, yet held back, some of our most deprived kids could go to places where they could enjoy themselves, perhaps with an emphasis on sport and exercise to help combat obeisity, where it is easy to blame junk food and convenient to forget lack of basic exercise and plain lazy and slothful habits. But where in all conscience have kids got to go to, when even relatively well off kids to what we were are reduced to straggling on street corners like beggars or tramps and invariably annoying and alienating passers by, creating a division and schism in society between the young and old much more substansive and divisive than the natural contempt of the vigour of youth for oldies like us. It is easy to criticise this behavior, and easy to sympathise with victims of it, but what are we doing to provide an alternative to this kind of behavior, a place to meet, to go to and learn, have fun, and compete against each other at a sporting not warring level. I had little to my name as a kid, I worked the markets and two paper rounds and anything I could think up to make a few bob, and we all played cricket or football till dark in the street, everybody, loads of us. We were not fat or a real nuisance, but we did not have the pernicious power of television advertising and brainwashing telling us what to do, or parents determined not to be as strict as ours were and creating a soft youth who are spoilt rotten where we had nowt. Somewhere in the middle is right, but it does not help the kids now cope with an ever more sophisticated world wide machinery of selling and media manipulation around them.

Money should be released to inner cities to build centres for youth to go to, and proper well equipped centres run by local hard men, or respected local figures, evn criminals who at least see their future is in their kids getting out of the gutter and into a real world on their own two feet, who will ensure zero destruction levels of what is provided.
This should be expanded to rural areas and a gradual education in exercise and diet should be introduced.

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At present anything that is too difficult for this government is relabeled and ignored, and what this is doing long term to our youth god alone knows.

To reiterate, cannabis is forty times stronger than it was and synthetic. It is abused from age twelve daily through to way past twenty. I would not take this if I were given it free, nor would any of my old friends and associates I canvassed on this subject. Also I might add, I ended up with a smoking addiction it took twenty four years to quit, and most kids smoke it here, so there again we have a vicious circle of addiction which surely does kill you, even if the current cannabis does not send you mad, or kill your will to work completely. It is an exponentially growing apathy drug in high strength with, for very many, serious psychological side effects, and for the government to pretty well give up on it is yet another abject failure in their long litany of failing the British public at large. One could understand this if their minds had been destroyed by this drug in its present form, but what they used, if they did, was a pale imitation of todays fare. Each to their own, but I would not take the presentstuff, and we are forcing more and more to go through what passes for Universities, at the end of which not only do they have huge debts but a smoking drinking and cannabis habit which needs money to feed it just when a lot of them are unable to find work. Is it any wonder there is so much theft. If we channelled the money we have to spend on clearing up the mess which is our society at present into free University education, which surely is the right of anyone, and an educational programme backed up by free coach travel to all schools, ensuring safety and massively cutting congestion at the same time, then maybe then we would not have these problems to deal with in the foirst place.

The Government has abdicated responsibility for what it should do for the country, it should reassess the obligation it has to every British citizen no matter what colour or creed age or infirmity, and do what is right for all of us, instead of creating divisions of poor and rich, educated and non educated, treated and sick, fined in cars rather than protected in their own homes.

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It should first and foremost completely streamline the rail and power infrastructure and get free school buses for all in place. We would not need to spend millions on roads, see them cracking up under the strain and wait hours in queues, and be uncompetative abroad if we had a bloody train system that worked properly, and a Government not in striking unions pockets. Then we could address our inner cities, schools, hospitals and roads with renewed vigour and the optimism that the money is actually there and not being flagrantly thrown down a black hole of red tape and incompetence.

Can you imagine what the Army would do with any one of these problems, on a professional basis? So if that is the case, why cant we manage to do the same in civil life, if not for apathy, greed , self important beurocrats, and idiotic causes sponsored solely for their vote. This country needs a government and a Royal family with the country at heart, with a firm professional agenda on crucial issues and the strength to implement them now. We also need them to take our youth in hand and educate them away from the seditious claws of a greedy marketplace brainwashing them via television programming, that normal life is series of arguments and divorces, that soap operas are a true reflection of real life though they have to be super agitated every second for thirty minutes, and sensationalised beyond belief. We were not weaned on television from the cradle, most of our under twenty fives have been , and have been exposed to this trash for all of their life and given substandard education to counteract it, littlewonder they are mostly all led by the nose.

Is virtually legalising cannabis in its present toxic chemical form going to help them think clearly and objectively, and are they likely to go on to put right what is wrong in Britain later in their lives when getting out of bed each morning is achieved about one pm in a blurred confusion, and their brain is steadily being eaten away?
We are failing our own youth by letting them have their own way, and not standing up for what is right. Just because we had a harsh youth does not mean being soft helps anyone, life is hard, and ignoring failings early on just stores up problems of a greater nature in the future.
If we do not deal with drugs and the failure to fund our inner cities and give people proper amenities and proper councelling then we are doomed to failure and violent backlashes,
virtually legalising by the back door one of the most unpredictable drugs affecting the brain is worrying to say the least, and not actually telling kids that the stuff is forty times stronger and a chemical or puredosage is remiss at least and criminal at worst.

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They use the language we used, and chill out and are cool, even mobile phone adverts harp on the drug culture language to sell, a cool phone. What no one is telling them all is that we would not take once what they take every waking day, and I debate whether twelve or thirteen year olds are sufficiently aware to be allowed to partake of what can be deadly. You cant prescribe some brian altering drugs under eighteen years of age, that affect serotonin levels to induce anti depressant effects, yet you can stand by and watch kids of twelve smoke cannabis.

At the very least I have tried to tell it like it is as I see it on these pages and in the thoughts column, as I feel I am somewhat divorced from media control, and watch little of what passes for entertainment on our not dumbed down but crude and clumsy television fare, what could be the greatest educator in the world is used for distinctly dubious and subversive ends, to sell, and to brainwash where possible in the process. Cannabis use is not the most potent form of awareness therapy when faced with the television threat, and one wonders whether the present Government actually likes this state of affairs as it too governs via the media directly to the public thanks to the liar Blair, when not kow towing and fawning to Bush,, and killing our troops in the process in someone elses war.

I rest my case, if you want to kill your own minds after all this information from a disinterested source who profits nothing in the telling and may even suffer abuse because of it, then it is your
mind you are destroying, and your life you are shortening. Ive been an alcoholic, a chain smoker and addicted to bloody painkillers. I have dealt with all three, kicking cannabis should be not quite as bad as any one of these, believe me, and you definitely do not want to go where I have been, ever. Instead of a group and gang culture you have to realise that in the end it comes down to you. We are all totally alone, when all is said and done, and stand and falll on our own actions, and if you make three or four very close friends in life thats about it. So it pays to think for yourself, and the earlier you start the better, its too easy to get dragged into things you would not normally do when in a crowd, better to be an individual, preferably with a clear mind.

When stating this I admit I was well educated by the state at a Grammar school , and television was a tad less sophisticated to say the least, after all you do not spend one hundred thousand pounds odd on a twenty second advert that will NOT subvert peoples minds, do you?
I can merely warn, and point out the pitfalls, it is up to you to be strong, for all our futures.
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About the Author

I am a retired systems programmer. Used to be a Civil Engineer. Now try to help people out.

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Must Manners be Taught?

2007-02-04T23:03:00.000-08:00

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Must Manners be Taught?

by: Jacquie McTaggart

PLEASE answer the following questions honestly. (Go ahead you won t be graded.)

Does your child

Greet you with something other than a grunt in the morning?
Use the word PLEASE when he asks you to purchase a $90 pair of designer jeans?
Say THANKS when you take his forgotten homework assignment to school?
Utter EXCUSE ME after he accidentally knocks you down on his way to the phone?
Write Grandma a thank-you letter for the DVD she sent in the mail?

Chances are pretty good that a few of you answered, yes to some of these questions. Chances are even better that many of you answered, no to most of them.

During my lengthy career (forty-two years) in the classroom I observed a drastic decline in what we call Good Manners. I have no answers (or theories) as to why this has occurred, but it has. I believe that we must make an attempt to correct the situation.

Good manners are the cornerstone of courteous behavior. They provide the impetus to say the words and exhibit the behaviors that distinguish us humans from the rest of the animal kingdom. Good manners show consideration for others.

Good manners demand that intentional sounds of physical relief such as belching and fluffing are saved for non-public areas. (You male readers may call fluffing by another name, but I m sure you get the idea.) Good manners encompass all the things that make the people around us feel good. They compel us to eliminate words, sounds, and actions that cause others in our presence to feel uncomfortable. In essence, they enable us to be an accepted member of a civilized society.

Good manners are not automatically caught, they must be taught. A child or adolescent does not magically discover on his own the fact that common decency and politeness help to make him a more socially acceptable person. Neither does he understand that those attributes will ultimately contribute to his success, and help to make him a happier individual. It s up to us to teach our children these concepts.

How do we do that? Good manners, like most values, must be demonstrated and lived in the home if they are to become a permanent part of the child s character. The school should not be expected to bear the primary responsibility for teaching good manners. Seven hours a day for nine months of the year is not an adequate amount of time to instill a lasting principle or a moral value. (In one year, the average kid spends 1,253 hours in school and 7,507 hours out of school.) Teachers can force compliance ( Tell Jimmy you re sorry ), but they can t make good manners and common decency an automatic, knee-jerk response. Parents can.

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How? Parents need to demonstrate good manners in the home day in and day out. Kids hear messages that are delivered by lecture You should They internalize that which they observe. Parents must practice what they preach, if they want the value of good manners to become a part of the child s moral fiber. And they should begin this process when the child is very young.

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Politeness and good manners open the door to a successful and happy adult life. We need to give our kids the legs that will enable them to walk through that door.

Life is not so short but that there is always time enough for courtesy.

- Ralph Waldo Emerson

About The Author

Jacquie McTaggart is a recently retired 42-year career teacher and author of, "From the Teacher's Desk." She currently travels throughout the country speaking at teacher conferences and symposiums for parents. You can find more of her teaching and parenting tips at http://www.theteachersdesk.com.

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mctag@indytel.com

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Kick Start Your Mentor Program and Stop the Bullies!

2007-02-02T23:00:00.000-08:00

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Whining about bullying and how rotten the bullies were and the poor students that they bullied used to be one of my regular activities. "We have to do something to help these kids" both the bullies and their victims," I would whine. But for years, I just talked to these kids and sent them on their way. After I got sick and tired of being sick and tired of talking about this - I did do something! I started a mentor program for these students!

Behavior referrals, grades, social problems, and poor achievement were our starting criteria for being in the program. Almost every staff member in the building had 2-3 mentees - everyone from the administration, teachers, and counselors to the educational assistants, cafeteria workers and custodians. Over 150 students were in that mentor program which began in 1998.

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Each mentor was given a mentor folder with a permission slip, a brochure about the program, a profile sheet, and tips on being a mentor, a pencil and a "Welcome Back to School"card. The profile sheet identified their mentees, homeroom teacher, grade, birthday, and area of concern. Also included in the packet was a birthday card and pencil for the mentor to give their mentees.

Giving gifts was left of to the discretion of the mentor. Some mentees came to expect gifts and the purpose of the mentor relationship was diminished. The kids came to expect them and thought that they were entitled to getting things from the mentor. I had students asking me to be in the mentor program because they wanted to get stuff.

We really learned that first year to reinforce that the mentor program was about improving behavior and grades to be more successful in school - and we had to keep telling the kids that too!

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As all of you know, people who work in a school are super busy, and we found that having even just 2 mentees was too much. It was difficult to develop the relationship and effect change because the mentors were stretched too thin. So in the years to come, and we are in our 7th year of the mentor program, we have assigned everyone only 1 mentee.

Another area of concern was keeping track of the number of mentors in the program. Over the years we have reduced this number - first we cut back to only the professional staff having mentees. Staff who wanted to be mentors and had the knack for working with these problematic students were asked to be mentors. A few educational assistants were also asked also because of their expertise in this area also.

Dramatic results were reported with a group of middle school girls. One of the girls had to actually break away from the group of girls who were bullying, so she could improve her reputation as a respectful and serious student. This was a difficult process, and she had 2 mentors working with her to help her make this difficult peer group change. The parent/guardian was not supportive. By the end of the school year, she had completely changed groups of friends, made the honor roll, and received a multitude of awards for academic excellence at the quarterly awards assembly.

So, don t worry that you don t have all the pieces in place. You will learn and improve your program each year. Just start helping these kids! You will be inspired and the kids will be thrilled and getting their education!

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For more information on kick starting your mentor program, send an email to coach@bullyzapper.com

2004

Permission granted to reprint this article in print or on your web site so long as the paragraph above is included and contact information is provided to the email coach@bullyzapper.com

About The Author

Paula McCoach has been in public education for 23 years. She has been a school counselor for the past 10 in an alternative school and an elementary/middle school in Maryland. She has spearheaded mentor programs, Character Education initiatives, & Bully awareness. For more information, send an email to coach@bullyzapper.com

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Kids To Improve Their Summer Fire Safety Know-How

2007-01-24T23:05:00.000-08:00

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To Improve Their Summer Fire Safety Know-How
by: News Canada
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(NC)-When Canadians think of summer, they conjure up images of vacations and long-weekend getaways, camping, picnics, spending time with the kids and, of course, going to the cottage. It is a time when relaxing in the sun and having a good time are at the forefront of everyone's mind. However, according to the Canadian Association of Fire
Chiefs (CAFC), studies have shown that summer, in particular, tends to be the most dangerous time of year for children, especially with respect to fire-related incidents. In fact, the number of children playing with fire increases dramatically during the summer. Even more frightening, children in North America are more likely than adults to die or be seriously injured in fires.
"Children are naturally curious about fire, and have more free time on their hands during the summer to find things around that house that can be potentially hazardous - like matches, lighters and cooking appliances," says Ken Kelly, president, CAFC. "Sadly, most don't understand the real dangers or consequences associated with fire. For this reason alone, it is extremely important that parents continue to teach their children about the dangers of fire."
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In response to this, Duracell Canada and the CAFC are partnering to launch a unique, interactive program called the Duracell Fire Safety Drive. During the drive, Duracell and local firefighters will bring fire safety education events to numerous communities across Canada from June to September. Parents are encouraged to bring their children to participating retailers to learn more about the dangers of fire and how to adopt a new and improved fire safety and escape plan for their homes. In addition, consumers will be able to join Duracell Canada in its support of local firefighters by purchasing new Advanced Performance Duracell CopperTop batteries. During the campaign, for every pack of new Advanced Performance Duracell CopperTop batteries sold, available in stores on June 3, Duracell Canada will donate $0.25, up to $50,000 to firefighters' training and development across Canada.
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"Fire safety has long been important to Duracell and we're proud to be a partner with the CAFC in this nationwide, community effort," says David Weeks, director of marketing, Duracell Products. "It is our hope that the Duracell Fire Safety Drive will remind children and parents alike that practicing fire safety is vital for families during the summer, as well as all year long."
During the Duracell Fire Safety Drive events at participating retailers, children and their parents will have the opportunity to meet local firefighters, tour a fire truck, participate in fire safety exercises and pick-up a free fire safety guide.
Please visit www.duracell.com/firesafety for event locations and dates across Canada.
About The Author
News Canada provides a wide selection of current, ready-to-use copyright free news stories and ideas for Television, Print, Radio, and the Web.
News Canada is a niche service in public relations, offering access to print, radio, television, and now the Internet media, with ready-to-use, editorial "fill" items. Monitoring and analysis are two more of our primary services. The service supplies access to the national media for marketers in the private, the public, and the not-for-profit sectors. Your corporate and product news, consumer tips and information are packaged in a variety of ready-to-use formats and are made available to every Canadian media organization including weekly and daily newspapers, cable and commercial television stations, radio stations, as well as the Web sites Canadians visit most often. Visit News Canada and learn more about the NC services.
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The Free Agency Revolution

2007-01-21T23:01:00.000-08:00

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The Free Agency Revolution

"I am as cool - or uncool - as my project. Period. My projects are my life. My projects are my legacy. Period."
Tom Peters, Author of the Project 50

What is a Free Agent?
Anyone who defines themselves as self-employed, freelancer, temp, home-based businessperson, independent contractor, solo practitioner, and operator of a micro-business (that is, a business employing less than 3) is considered to be a Free Agent. Today, there are approximately 33 million Free Agents across North America, which represents approximately one in every five people in the workforce.
Freelancers vs. independent contractors vs. temp
Quite simply, a freelancer is an independent contractor who earns his or her living by contracting for projects on a project by project basis. A freelancer is not an employee of anyone and so he or she must actively seek out work, negotiate the terms and conditions of the project (the contract) and complete the work to the satisfaction of theclient. Once the project is complete, the freelancer seeks out and enters into another contract for another project. A freelancer becomes a microbusiness when they obtain a business license. Independent contractor is a legal term for a freelancer. The importance is that independent contractors are covered by different labors than regular employees. Consultant, often a euphemism for unemployed white-collar worker, is now a common label for independent workers.
Freelancers are not exactly a twenty-first century innovations. Writers, artists, and photographers gave worked this way for decades. And both the idea of freelancing and the term itself are even older, dating back to the Middle Ages and the bands of Italian and French mercenaries who roamed Europe looking for a war. These so-called free companions would fight for any sovereign and march under any banner if the price is right. When this notion migrated to England, some British subjects began calling these rent-a-knights free-lances. They weren tfree of charge, just free of loyalty
On the other hand, temporary agencies hire the temporary worker and then sell the worker's services to an employer. So the "temp" worker receives their paycheck from the agency. Typically, employers may offer the temporary worker a permanent job, but terms and conditions apply that usually cost the employer an additional fee. This raises your cost of hire, but it gives both you and the employer an opportunity to "try before you buy" - testing the relationship and the job fit, Temporary workers, since they are employed by the agency, are not independent contractors. There are high-end temps, like 5000-a-day CEOs; however, many temporaries are not so lucky. They work for meager pay and no benefits. Temporary workers, since they have little control over the conditions of their work, tend to be the most dissatisfied member of the workforce. According to one economist s survey, only 27 percent of temporaries are happy with their present situation. (Sharon R. Conahy, Workers in Alternative Economy Monthly Labor Review (October 1, 1996))
Not that long ago, freelancing was something people did mainly in larger metropolitan areas where work for writers, artists, and other creative types was plentiful and easily accessible. Today, however, the freelance landscape has dramatically changed.

For one, you can live practically anywhere in the world and still be able to maintain a successful freelance career. Not to mention that the creative fields are not the only areas where freelancing is popular any more.

Today, accountants, trainers, computer technicians, etc. are all able to earn a living as freelancers. Regardless of the freelancing field you are interested in, there are some important things you should know that will help you get started and get successful. In addition, most importantly, freelancing is no longer considered something that you did when you could not find a real job, but rather as a viable career option. Check the Internet about getting started as a freelancer and also get involved in online forums. Of course, always double-check any information you get. Many unscrupulous people out there will promise you instant freelance success if you buy their products. Just remember that the road to freelance success will never be easy, but takes a lot of hard work and patience. Eventually, if you produce good work and market yourself incessantly, you will, with a bit of luck, find yourself on the path to being a successful freelancer.

About the Author
Bio: Janet K. Ilacqua is a freelance writer based in Tracy, California and specializing in academic ghostwriting and prosperity. For more information about her services, check her website at http://www.writeupondemand.com

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College Debt How To Avoid It, and How To Get Out Of It

2007-01-12T23:01:00.000-08:00

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Because most college students are using loans to finance their college education, the debt level of recent graduates is rising rapidly. On average, students graduate owing $12,000-$16,000 in student loans and another $2,000 in credit card debt. Is this the price you have to pay for higher education, or can you avoid college debt in the first place?

The secret to avoiding college debt is to plan wisely and take advantage of the many opportunities to reduce college costs before and during your college years.

Planning ahead

You can avoid college debt by making wise high school decisions:

Take advanced placement classes

Take all the advanced placement classes you can in high school--every AP exam you pass means one less class you need to take in college.

Keep your grades up

Scholarships can be competitive, and even the grades you make early in your high school years can mean the difference in winning or losing. Don't make the mistake of thinking you can save the hard work for your junior and senior years!

Stay involved

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Scholarships also may depend on community and school involvement.

Search for scholarships and grants

Scholarships and grants are the best money source for college because it is money that doesn't have to be repaid. To find out about grants and scholarships, visit your high school career counselor and the Financial Aid Office of your intended college. You can also search the internet for scholarships and grants.

Investigate public service options

The United States Military, National Health Service Corps, and Americorps will give you money for your education in exchange for your signing up for a tour of duty. The time commitment ranges from 10-12 months to 8 years.

Living wisely

The chances to make wise decisions and avoid debt continue into your college years.

Start out in a community college

Most towns and cities have two-year community colleges where you can take your basic courses at less cost than at a four-year college or university. Just investigate to make sure your community college credits will transfer.

Take advantage of Work-Study programs

If you qualify for the federal work-study program, take advantage of it! You will have an on-campus job, possibly in your field of study.

Or work for the school

Many colleges give discounted or free tuition to employees and their family members. There are lots of non-teaching jobs on campus that you can apply for.

Live frugally

Live at home or get a roommate. Avoid expensive spring break trips. Buy used textbooks, and sell your books at the end of the semester.

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If you have a federal student loan, it is possible to have your loan debt discharged (canceled) or reduced, under certain specific circumstances:

You die or become totally and permanently disabled

Your school closed before you could complete your program

You work in certain designated public school service professions (such as teaching in a low-income school)

You file for bankruptcy (only if the bankruptcy court rules that repayment would cause undue hardship.)

As you can see, there are many steps to avoiding or relieving college debt. To best manage your debt it is wise to implement a combination of the strategies listed above that work best for you.

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This article is distributed by NextStudent. At NextStudent, we believe that getting an education is the best investment you can make, and we're dedicated to helping you pursue your education dreams by making college funding as easy as possible. We invite you to learn more about how to avoid college debt at www.NextStudent.com.

About The Author

My goal is to help every student succeed - education is one of hte most important things a person can have, so I have made it my personal mission to help every student pay for their education. Aside from that, I am just a pretty average girl from San Diego California.

http://www.nextstudent.com/

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The Real Facts About Your Child's IQ

2007-01-03T23:03:00.000-08:00

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The Real Facts About Your Child's IQ
by: Alannah Moore
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Parents may be surprised to discover the following facts about IQ and IQ testing.
1. IQ stands for Intelligence Quotient. But it is debatable whether IQ tests really measure intelligence (or whatever it is we mean by "intelligence" - psychologists have been divided for years).
IQ tests do not take into account aspects such as creativity, artistic or musical talent - a child can most certainly be "gifted" without having a high IQ.
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Nor do IQ tests take into account qualities such as leadership which will have a huge impact on the child's life. They cannot be taken as any kind of indicator of success in future life.
It is dubious as to whether IQ scores have any real value of their own outside the educational system.
2. However unimportant IQ is in itself, your child s IQ score will have a serious impact on his or her schooling. It may well determine which class he or she is put in and can therefore have far-reaching effects.
It is a fact that children achieve better academic results when in a class with more able pupils. It is therefore in your child's interest that he or she gets a place in the highest class possible for his or her abilities.
3. IQ test results can be very unreliable. Research has shown that 50% of children will achieve a score varying by 5 points in either direction when retested, some as much as 20 points!
The most unreliable tests are group tests (rather as individual tests) which are usually the kinds of IQ test used in schools. The teachers responsible for carrying out the tests are often not trained adequately, which may make the results even more unreliable.
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4. The IQ of an individual is not innate or fixed.
Many parents assume that the IQ score is something innate to their child, that he or she will have to live with it for the rest of their lives. This is not the case. The IQ can change significantly - either decrease or increase - due largely to environmental factors. It is not fixed at any time.
5. Statistics show that the IQ of children is related to their environment. Parents can raise their child s IQ by providing the optimum environment and stimulating the child in the right way. It is proven that IQ scores can be significantly raised by practising IQ tests, as explained in detail in "How to Raise Your Child's IQ" ( http://www.raise-your-childs-iq.com/ ).
6. It is dubious as to whether IQ tests actually test any kind of innate intelligence. You can see this when you examine an IQ test. Much emphasis is placed on aspects which are in fact "learnt" rather than innate - in particular, a heavy emphasis on verbal expression (vocabulary and proverbs) which is commonly taken as a useful intelligence indicator, however depends greatly on the kind of environment in which the child has been raised, and what kind of training he or she has received.
Given that the IQ is not innate or fixed, and that such an importance is attached to IQ scores in the educational system, it is the responsibility of the parents to assist their children as much as they can in achieving as high a score as he or she is able to reach. The child will most certainly benefit.
About The Author
Alannah Moore
Visit http://www.raise-your-childs-iq.com/ to see how you can help your child by improving his or her iq score.
This article may be freely reproduced in your ezine or on your website, providing you retain the resource box and do not alter anything within the article. If you publish the article on your website please ensure the URLs are live.
info@raise-your-childs-iq.com
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Horticultural Jobs Board

2007-01-02T23:01:00.000-08:00

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Horticultural Jobs Board
by: Gee Hazleton
Horticulture and agriculture have often been the poor relations as far as progress is concerned. Take for instance recruitment; it s not so long ago that farmers, nurserymen and garden centres would simply go to the job centre or put a small ad in the local newspaper to get their staff. Qualifications and/or experience were not always thought to be necessary or even an advantage to gain a job working on the land.
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Then, back in 1989, specialist horticultural agencies burst on to the scene with a brand new approach to finding staff and suddenly, just like most other industries, Horticulture had dedicated recruitment companies able to source for them qualified and experienced staff. Almost overnight the industry was revolutionised and progressive companies were able to utilise and build on this new fund of expertise for the benefit of the company, the customers and the industry in general.
Now a NEW revolution in recruitment has arrived with the development of a unique and dedicated website where trained horticulturists can seek employment and horticultural companies can advertise their jobs.
The specialist site of www.bloominggoodjobs.com claims to be the ideal middle ground between recruitment agencies and advertising in trade journals. Blooming Good Jobs is staffed by a subtle mix of IT professionals, horticulturists and recruitment consultants bringing together a blend of skills that makes this an unbeatable combination to further your horticultural career or find that ideal next member of staff.
We have spent the last 18 months building up a database and mailing list of thousands of horticultural professionals meaning that every job will be immediately seen by a highly specific audience of suitably qualified and experienced candidates. Said Gee Hazleton, marketing director of Blooming Good Jobs. Candidates can see the job details and instantly apply on line. They will also be emailed with every relevant vacancy. They do not need to register their details and the whole operation is both quick and free.
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Whilst there are a number of companies offering a similar service as part of their websites; www.bloominggoodjobs.com is the first specialist website in the UK to bring together all of the necessary experience and expertise and offer such a complete package for Garden Centres, Nurseries, Florists, Landscapers and farmers.
Further details from Gee Hazleton

Tel: 08451579310 (direct line)

Email: Gh@bloominggoodjobs.com
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About The Author
Gee Hazleton is a qualified horticulturist working in IT recruitment. Employed with www.bloominggoodjobs.com he has developed the ultimate horticultural jobs board.
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The High Costs of Anger (Part 2)

2007-01-01T23:01:00.000-08:00

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The High Costs of Anger (Part 2)
by: Dr. Tony Fiore
Dr. Fiore, the voice on the phone pleaded, I need anger management classes right away. I blew up at my girlfriend last night and she said it s over until I get help.
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As Kevin recounted the first night of class, he and his girlfriend had argued in the car over which route to take home from a party. Events progressed from mild irritation, to yelling and name calling.
Things escalated at home. He tried to escape, but she followed him from room to room, demanding resolution of the conflict. He became angry, defensive and intimidating.
Frightened, she left. Later, she left an anguished message saying that she loved him, but couldn t deal with his angry, hurtful outbursts.
Kevin said that he normally is a very nice and friendly person. But on this occasion, his girlfriend had been drinking before the party. In his view, she was irrational and non-stop in criticism. He tried to reason with her, but it just made things worse. Finally, as Kevin saw things, in desperation he lost it and became enraged.
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How should Kevin have handled this situation? What could he have done differently? What actions should you take in similar situations?
Option 1: Time out. Take a 20 minute time-out (but commit to returning later to work on the issue). Take a walk. Calm yourself down. Breathe deeply. Meditate. Do something else for awhile.
New research by John Gottman, Ph.D., at the University of Washington indicates that when you and your partner argue, your pulse rate goes above 100 beats per minute, and you enter a physiological state called DPA (diffuse physiological arousal). Once there, it becomes nearly impossible to solve the problem. You lose perspective. Your reasoning ability, memory and judgment greatly decline.
Taking a time-out allows both of you to return to your normal state of mind.
It is neither healthy nor necessary for you to explode as a result of being provoked by your partner. Our recommendation: Turn the heat down rather than intensify the pressure.
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Option 2: Interact differently. Many couples like Kevin and his partner develop patterns of behavior that create miscommunication and conflict. Do you interact in one or more of these ways?

Inattention; simply ignoring your partner when you shouldn t. This is also called stonewalling or being emotionally unavailable when your partner needs you, or not speaking to your partner for long periods because you are upset with them.

Intimidation; engaging in behavior intended to make your partner do things out of fear. This includes yelling, screaming, threatening and posturing in a threatening way.

Manipulation; doing or saying things to influence your partner for your benefit instead of theirs.

Hostility; using sarcasm, put-downs and antagonistic remarks. Extreme or prolonged hostility leads to contempt a major predictor of divorce.

Vengeance; the need to get even with your partner for a grievance you have against them. Many dysfunctional couples keep score and are constantly trying to pay back each other for offenses.
Option 3: Positive interactions. Start by actually listening not only to what your partner says, but what he or she means. Partners in conflict are not listening to understand; rather, they listen with their answer running because they are defensive. Unfortunately, defensiveness is another predictor of divorce.

Stick to the issues at hand. Seems obvious but is very hard to do in the heat of battle. Focus and stay in the present.

Learn to forgive. Research by Peter Larson, Ph.D., at the Smalley Research Center, suggests a huge relationship between marriage satisfaction and forgiveness. As much as one-third of marriage satisfaction is related to forgiveness!

Communicate your feelings. Tell your partner how you feel about what they do, instead of accusing them of deliberately offensive behavior. Use I statements rather than accusatory, or you statements.
About The Author
Dr. Tony Fiore is a So. California licensed psychologist, and anger management trainer. His company, The Anger Coach, provides anger and stress management programs, training and products to individuals, couples, and the workplace. Sign up for his free monthly newsletter "Taming The Anger Bee" at www.angercoach.com and receive two bonus reports.
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A Career with the CIA

2006-12-31T23:00:00.000-08:00

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A Career with the CIA
by: Diana Clarke
On the very popular TV series Alias, Jennifer Garner plays a CIA operative, Sidney Bristow. If you watched Episode One, Season One, you learned that Bristow was a graduate student who became a double agent for the CIA. But in the real world of the CIA, you wouldn t receive permanent employment until you finished college.
But you don t have to wait until you graduate to work for the Central Intelligence Agency (CIA). You can apply to the Undergraduate Student Internship Program or the Student Scholarship Program.
Students working at the CIA must meet the following requirements:
U.S. citizen

3.0 GPA or better

excellent verbal and written skills

Strong interest in foreign affairs

You will also need to successfully complete physical and psychological exams, a polygraph test, and a background investigation.

The CIA also desires individuals who speak a foreign language and have international military experience.
You should apply to one of the programs at least 6 months before you wish to work. If accepted, you will relocate to Washington DC.
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Undergraduate Student Internship Program
During the student internship program, expect to work either one six- month or two three- months sessions. You may apply to the Directorate of Operations Professional Trainee (PT) program and after that if you qualify, you may apply to the Clandestine Service Trainee (CST) program. You will not be awarded college credit for the internship.
Student Scholarship Program
The scholarship program is for high school seniors and college sophomores who are willing to work each summer during each year they are in college. After college, they must work for the CIA for a period 1.5 times the length of their college sponsorship. Transportation and housing allowances will be provided since students will need to relocate to Washington DC. Minorities and those with disabilities are encouraged to apply.
Scholarship recipients must meet the following requirements:
18 years of age

3.0 GPA or better

1000 SAT/21 ACT (For high school seniors)

financial need

full-time student
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A few words from Jennifer Garner on a career with the CIA

"I'm Jennifer Garner. I play a CIA officer on the ABC TV series Alias. In the real world, the CIA serves as our country's first line of defense in the ongoing war against international terrorism. CIA's mission is clear and direct: safeguard America and its people. And it takes smart people with wide-ranging talents and diverse backgrounds to carry out this mission...people with integrity, common sense, patriotism and courage. The kind of people who have always worked for the agency. But since the tragic events of 9/11, the CIA has an even stronger need for creative, innovative, flexible men and women from diverse backgrounds and a broad range of perspective. Right now, the CIA has important, exciting jobs for US citizens...especially those with foreign language skills. Today, the collection of foreign intelligence has never been more vital for national security. If you're an American citizen and seek a challenging, rewarding career where you can make a difference in the world and here at home, contactthe agency at www.cia.gov. Thank you."
KATHY Ops Officer
"I heard about the Agency during a College Career Fair. Although many other positions sounded intriguing, I was drawn to the idea of living overseas and serving as a collector of intelligence. After receiving extensive training, the Agency put their complete trust in me to travel and recruit foreign agents who provide information, carrying out this entire process in a clandestine manner. Dealing with people, operating with so much independence, and relying on my own street smarts and training to make critical decisions is the ultimate challenge. Every week is different - it can be slow one minute and breakneck speed the next. I've done some thrilling operations that mirror what is seen in the movies, and I feel tremendous pride that I, an average all-American female from an average American family, am the one doing it."
CIA Career Areas
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The CIA has career opportunities in the following areas:
analytical positions

professional Positions

language positions

clandestine service

scientists, engineers and technology

Discuss internship and scholarship opportunities with your career advisor or intern coordinator. The CIA also offers graduate student and co-op opportunities.

Source: CIA

www.cia.gov
About The Author
Diana Clarke is a California credentialed teacher who has taught career search skills to adults in Silicon Valley.
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Struggling With Addictions

2006-12-30T23:00:00.000-08:00

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Struggling With Addictions
by: Annagail Lynes
What kind of bad habits do you struggle with? Most people think that when they come to Christ that their bad habits will magically disappear. And some church people act like if you have any bad habits in your life that you must not truly be saved, but that couldn t be further from the truth. Christians or not, we are all people, and people make mistakes. People have bad habits.
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If you are anything like me, you have poured your heart out in counseling sessions with your church leaders, stood in prayer lines, repented and vowed to do better. And still found yourself giving into that temptation the next time it presented itself, leaving you asking, What s wrong with me?
Nothing. There is nothing wrong with you. The very fact that you are concerned about it is a good sign. It s the people who won t admit they have a problem that should worry.
Everyone, at one time or another, struggles with some type of bad habit or addiction. Maybe it s shopping too much, smoking, drinking alcohol, pornography, coffee, sweets, etc. People don t want others to know about their problems, so they hide them in the closet, hoping that no one will ever find out about their secret. When a problem is hidden in the dark, it will continue to haunt you. But once it is brought into the light, that is when you will be able to overcome it.
A bad habit or addiction is anything that robs you of your time with God, that you feel that you must hide, that hurts your health or the health of others or is against the Word of God.
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It is important that we guard what we are feeding the gates of our heart our eyes, ears and mouth. Looking at pornographic magazines or watching R-rated movies causes those images to enter our eye gates, and once there, our minds store those images for safe keeping. Then at the most awkward moments, it will replay those images. Maybe in your dreams, when you are praising God at church or when you are kissing your girlfriend.
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Perhaps you don t watch anything objectionable. Instead your vice of choice is heavy-metal or rap music that talk about killing cops and degrading women. At first, you may just think the music has a nice beat, but after awhile, even though, you are not consciously listening to the lyrics, those words the ones about murder, drugs and sex will seep into your subconscious. You will find yourself getting into trouble because you have a shorter fuse than you used to. You will blur the line between right and wrong. You won t remember why having sex without a marriage license is sinful, why stealing and lying are immoral. All because you didn t guard what you let through your eye and ear gates.
How do you overcome the bad habits and addictions in your life?
1. Repent. I John 1:9 says, If we confess our sins, he is faithful and just to forgive us our sins, and to cleanse us from all unrighteousness. If we didn t struggle with problems in life, there would be no reason to repent. However, we do, so we must ask God to forgive us for our wrongdoings. He is a gracious God who promises to forgive us when we repent. The mistake most of us make is in hiding our sin from God. Somehow we think that we can hide it from the One who sees all and knows all. Run to God when you slip in your recovery. Run to Him when you sin because He is on your side. He is not sitting up in Heaven, waiting to pounce on you anytime you make a mistake. That is not who He is. God is love not hate.
2. Ask God For Help. In II Corinthians 12:9, God tell us My grace is sufficient for thee: for my strength is made perfect in weakness. God s strength is made perfect in our weakness. Think about that for a moment. In our times of weakness, we can count on God to be strong for us. If we team up with God, we can conquer anything. Romans 8:37 promises that we are more than conquerors through him that loved us.
Philippians 4:13 states that I can do all things through Christ which strengtheneth me.
Never be afraid to ask God for help because without Him, beating a bad habit is like digging yourself out of the bottom of the Grand Canyon. It s an uphill battle.
3. Make A Decision. I will when said together, those two words can be the strongest words in the English language. Why? Because they denote choice. Even in the Garden of Eden, we find humans making their own choices. Eve could have chose not to talk to the serpent. She could have decided not to eat the fruit. Adam could have refused the fruit when Eve offered it to him.
Every day we make choices. Will I have the soup or the salad? Will I cheat at golf? Will I give back the extra change the cashier gave me? Every day we make up our minds to do the right thing or to do the wrong thing. But when faced with a choice, humans usually choose the wrong thing because it is easier to give into temptations than to say no.
So, we must train ourselves to choose the right option. Whenever you have to choose between right and wrong, take a moment and determine which is the wrong option and which is the right. If you don t know, ask yourself what would happen if you picked a certain option. If it would result in someone being hurt or in something that is contrary to God s Word, it is the wrong choice.
4. Find Someone To Talk To. James 5:16 advises us to Confess your faults one to another that ye may be healed... As I said before, when we leave things in the dark, they continue to have a hold over us. In order to stop this cycle, we must find someone to confess our habits and addictions to. Once it is out in the open, then you will begin to heal in that area of your life. Make sure to find someone you can trust to talk to. You don t want your sins to be broadcast all over your church, your neighborhood or your school. Instead go to your minister, youth pastor, parents, school counselor or a close friend.
Expose your bad habits and addictions to God s light, and you will be amazed at how quickly they will crumble under the heat.
About The Author
Annagail Lynes is editor of VisionHope Magazine. She specializes in writing articles for young adults about dating, school, parents, peer pressure and other youth-related issues. Get your Free Sample Issue of VisionHope, plus free articles and free pen pal ads at http://visionhope.ontheweb.com

visionhopemag@netzero.net
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Framing and Reframing Your Successes and Failures

2006-12-29T23:01:00.000-08:00

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I don't get around to watching too much television. But the other night a movie called Deuce Bigelow, Male Gigolo was on. Now I know that some of you who may have never heard of this movie may have some interesting pictures running through your minds. But it is actually just a comedy film, and a surprisingly good one at that. He is basically a gigolo for the under privileged. His clientele include an 8-foot giant woman, to a woman with narcolepsy, and another woman with turrets. But instead of having sex with any of these women, he teaches them how to appreciate their differences and feel better about themselves.

The one scene that really stands out in my mind is the lady with the Tourette's Syndrome (when someone will shout out obscene expletives). She admits to him that she can't go around churches, or the elderly, or around schools, and she is basically limited to her home. So what does Deuce do? A brilliant context reframe. I'll explain what this is in a minute. He comes up with the idea to take her to a baseball game. And when her turrets kicks in, she begins to get the crowd worked up, and they all start shouting with her. It really was brilliantly simple.

So what is framing and reframing? We constantly put frames around the things we do and the things we believe. Consider how you view your previous successes and failures. What kind of frame did you put around it? Was it a useful one?

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I remember talking to my wife about learning to drive, and it was interesting to hear her say that when she was first learning, her frame was "I'll never get this!" Whereas mine was, "Oh this is a cinch!" Two completely different frames and as a result two different behaviors occurred. It took her quite a bit longer to drive a car. As we talked some more, I realized that there were differences in our mistakes as well. When she made a mistake, she would say, "Oh great I did it again!" Whereas I would say, "Oh I need to remember to do that (the right way) next time!" And I usually did.

Reframing is changing frames that have already been created. Now some of you maybe thinking, well isn't that kind of like lying. Well you have to realize that your initial perception was not really the "truth" to begin with. It was just how you framed it at the time. If it wasn't useful, then change it now. When I first learned about reframing, I utilized it to help her with her original frame she had about her driving ability. Now notice this often happens. She went from framing her experience of driving to her ability of driving. Now she had a less than useful frame of her driving ability. It had gotten to a point where this frame was making her accident prone. She would always avoid the interstate too. So I took her to an empty parking lot one evening and in thirty minutes taught her to drive my manual shift car. And as she began developing new beliefs about her driving abilities and while having a positive driving experience, I looked over at her as she came to a stop and all I said was "How much easier will driving your car feel?" She looked back at me, smiling, and said, "Yeah!" That is all it took. She reframed all her previous perceptions of her skills and abilities about driving and made them more useful.

You can either reframe the context or the content. When you reframe the context, you find a particular context in which the belief or behavior is more useful. You want to ask yourself "When/Where would this behavior/belief be useful?" When you reframe the content or meaning, you change the meaning of the particular belief or behavior. You may want to ask yourself questions like, "What else could this mean?" "What is the positive value of this behavior?" "How else could I describe this behavior?"

Examples of Context Reframes:

=> Instead of procrastinating getting started cold calling, procrastinate stopping cold calling.

=> Instead of eating to fill emotional needs, eat only when you feel really hungry.

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=> Instead of relieving stress by smoking, relieve stress by going for a jog or spend an hour in the Jacuzzi.

Examples of Content Reframes:

=> Don't sell people on the benefits of your products, help them buy the benefits your product offers.

=> Working hard doesn't lead to success, working smart does.

=> Strong leaders tell their troops to advance backwards, never retreat.

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Start playing with the frames you have about your successes and failures and begin to make them more useful. Remember to keep the lessons you originally learned, but what else could all your previous frames mean. How much more can you learn now!
About the Author
As the director of the CORE Changes Institute, Oz Merchant, trains and coaches individuals for personal and professional excellence utilizing cutting-edge transformation technologies such as NLP, Hypnosis, TFT, and EFT to name a few. Get access to the Success Skills E-Letter and remember to get your free copy of his latest e-book "11 Simple Lessons to Manifest Your Destiny," at www.corechanges.com

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Principalship: Leading Change in Schools

2006-12-22T23:02:00.000-08:00

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-The L.E.A.D.E.R. Way

INTRODUCTION

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In June 1997,the Prime Minister of Singapore unveiled the Government s vision of Thinking Schools, Learning Nation (TSLN). This vision was forged to improve Singapore s education system in the light of the rapid changes around the world. The Government foresees that Singapore, with its limited natural resources, can only continue to progress by nurturing a knowledgeable workforce that is adaptable to the changes in the world economy. More importantly, the Government realized that it had to start preparing the nation for these inevitable changes by revamping the education system in accordance with the vision of TSLN.

The Ministry of Education (MOE) in Singapore, the state agency responsible for the undertaking of this vision, states the goals of TSLN as follows:

Thinking Schools ensure that we equip students with skills and knowledge and values and instincts to face future challenges, while Learning Nation aims to promote a culture of continual learning beyond the school environment. (MOE, 1998,p.16)

In order to realize the vision, the MOE has introduced changes to the curriculum, the training of teachers, assessment modes and the development of resource packages. Furthermore, all schools will have students spending at least 30% of their curriculum time accessing electronic resources and working on computers. (MOE, 1998,p.17) The changes in the curriculum include the infusion of thinking skills and the reduction in the contents of the curriculum. Schools are strongly encouraged to set up their own thinking programs and teachers are to enroll in courses to learn how to infuse thinking skills in their teaching.

With the restructuring taking place to realize the vision, most teachers fear that the changes will burden them by increasing their already-heavy workload and tight time schedule due to increased training hours. The principal, being the main disseminator of the MOE s mission of TSLN in the school, has the unenviable task to articulate this vision to overcome the resistance to the changes especially from the school s teachers.

The main objective of the paper is to explore the perceptions of teachers as to the effectiveness of principals in leading a change programs (in this case, a Thinking Programs). Since teachers are directly responsible for the learning outcomes of the students, their perceptions of their principals effectiveness and concomitant actions are vital to the success of the vision of TSLN. As part of the paper, a case study of a primary school, which has embarked on a Thinking Programs, has been carried out.

REVIEW OF LITERATURE

In the hope of improving the existing system, schools face many problems when introducing well-meaning changes. Restructuring would, inevitably, involve people within the organisation to absorb new ideas and ideals that usually result in many uncertainties (Heckman, 1990). A school s principal, thus, has the uphill task to manage the level of resistance to change and align the staff to work towards a common vision, amidst the turbulence.

To reiterate, the author is focussing on teachers perceptions of their principal in leading change, more specifically, the process of creating a Thinking Programme for the school. The importance of teachers perception of their leaders in the success of a school has been documented in various researches. Researchers (such as Bhella, 1992) suggested that teachers morale is related to student achievement. And, in turn, the principal has the strongest influence on teachers satisfaction in the workplace. (Vanderstoepe et al, 1994) From that perspective, the teachers satisfaction and perceptions of the principal in leading the change process would directly have an impact on the success rate of the new programme of boosting students achievement.

In the process of writing, the author discussed with many teachers on what they expect their leaders to do when introducing a new programs to their schools. The author has summarized the teachers opinions for inclusion in this paper. Previous research and literature would be used to illuminate the factors that are critical to the success of a principal in leading a change programs. To further enhance clarity of exposition, I have presented systematically the ideas encapsulated in previous research by using the acronym of L.E.A.D.E.R as a model to elucidate the steps in leading a successful change programs in a school. The acronym of L.E.A.D.E.R stands for:

Leading by example

Empowering vision

Adaptive change

Developing people

Evaluating the system

Recharge

The above model does not try to be prescriptive or attempt to imply that it will cover all the salient factors of an effective change programme. Due to the prescribed length of the paper, the author hopes that the model will shed more light in the topic of research in a more methodical manner.

Leading by Example

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In most organisations that have embarked on a change programme, one of the more common complaints by the employees is that the leader does not walk the talk . In a school, if a principal is not willing to learn and adapt to changes, there are no compelling reasons for the staff to do so. The Scout s motto, Lead by Example , is a major criteria of what a principal must do to succeed in leading change.

In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should also be a model of learning to the rest of the organisation and encourage the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by deeds to convince the staff that the change is happening at all levels. These build a sense of esprit de corp in the school that will help in lessening the pressures that change brings to organisations.

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In short, a principal has to be perceived to be capable in leading school educational development by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not work co-operatively towards the success of the change programme.

Empowering Vision

A change programme requires a change of vision. According to Kotter (1995, p.10),

A vision says something that clarifies the direction in which an organisation needs to move.

The Ministry of Education developed the vision of TSLN in the middle of 1997. In the schools, banners are put up to herald the vision of TSLN and school principals were expected to align the teachers towards this shared vision for the betterment of the schools. The principals are expected to modify culture through skill in communication of the necessary shared values for a changed vision. (Campbell-Evans, 1993).

Adaptive Change

In most organisations change programme, the appropriate pace of change is often ignored. Most leaders are impatient to see results and thus apply unwarranted pressures on those involved in the process .In Singapore schools; such a situation is a commonplace. With the MOE s intention of creating a world-class educational system in Singapore, many new initiatives are introduced within a short period of time. Most of the initiatives will require much time and effort of the teachers, on top of their already-heavy load. Such a situation often causes distress and the principal has to address the issues.

A good leader, therefore, must be capable of regulating the distress by sequencing and pacing the work required of the change process. Unfortunately, this is not the case in most change programme. Most leaders start new initiatives without stopping other activities or they start too many initiatives at the same time. They overwhelm and disorient the very people who need to take responsibility for the work. (Heifetz & Laurie, 1997,p.180)

Developing People

The people who are directly involved in a change programme have to be suitably trained to meet the challenges. A good principal would ensure that the staff s potential is developed for many reasons. Firstly, if the staffs are not trained well to undertake the new responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned change programme will be more able to convince them to commit to it. By doing so, a principal can demonstrate leadership by sharing leadership with the staff in the school. Through empowering others, the principal can also elevate his/her status and power. (Blas , 1987)

A principal can also develop the staff potential by opening up channels of communication within the school. Setting up committees and encouraging peer learning could do this. External agencies with expertise in the areas of change can also be consulted to help smoothen the process of change.

A principal who is a people developer would benefit as solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels. (Heifetz & Laurie, 1997,p.173) Thus, by doing so, the principal would have increased the level of success of the new initiative and also the hearts of his/her followers.

Evaluating the System

The principal must constantly monitor the process of a new school initiative. The initial enthusiasm that has been built up the principal may wane due to the lack of a good evaluation system .An effective evaluation system would allow the principal to see the flaws and to refine the programme due to changing circumstances. A good evaluation system for a thinking programme would consist of classroom observations on the teaching of the thinking tools and feedback from those who are involved in the change process. This includes the teachers, pupils and their parents. This is important as constant feedback allows the principal to refine the programme due to changing circumstances. (Hargreaves, 1995)

To further enhance the evaluative aspect of the programme, the principal could brainstorm with the staff on the criteria of what are considered to be desired outcomes of the new initiatives. To be more specific, an effective change leader would spell out what are the short and long-term desired results of the programme and base the evaluations on such targets. The evaluative process must be realistic and fair by including appropriate time frames for achieving them. This would calm down the fears of the teachers and to ensure that they would not resort to cosmetic measures in the process of change.

A principal must also be self-reflective and be able to take criticism if the programme is not moving according to plan. He or she must rely on the teachers who are directly involved with the pupils to give honest feedback. Though, this may raise questions of the credibility of the principal s initial plans, a good head would allow the subordinates to point them for further improvements to a new initiative. This is especially so if the head is seeking to create a thinking and learning organisation.

Recharge

An effective evaluation system would also be used to ensure the continuing momentum of a change programme. Most change programmes may start out enthusiastically but they usually lose steam at the end. The ability to maintain the initial enthusiasm and commitment to the vision is, thus, an important criterion of an effective principal. He or she must be able to recharge the interest of the teachers by constantly reminding them and encouraging them to achieve desired outcomes. In a thinking programme, a principal could hold monthly meetings to talk about the progress and to share success stories of the programme to maintain the interest of the teachers. If the interest and enthusiasm of the staff to the initiatives can be maintained throughout, more change programmes will be successful in schools.

CONCLUSION

During the process of writing this paper, the author felt that certain issues should be addressed. One of the main problems seems to lie in the pacing of new initiatives introduced by the Ministry of Education. Due to this, a principal is stretched for time and effort in juggling with the new initiatives. This, as shown in the case study, usually leads to other good school programmes going through a roller-coaster ride of enthusiasm. The principal would then resort to cosmetic efforts to convince the parents, visitors and the Ministry that a programme is in place as in this case study. The author hopes that this is just an isolated case but feels the Ministry should really look into the issue of whether principals are overloaded with the projects in progress before launching into another initiative.

Another issue connected to the above is the need to improve the evaluation and appraisal methods of the principals by the Ministry. At present, the evaluation tends to be inaccurate, as the Ministry does not really know the inner workings of the school. There should be a 360 degrees Feedback Survey whereby the staff (especially the teachers); pupils and parents are to evaluate the effectiveness of the principal in leading a programme. It may be considered time-consuming but it will ensure that principals do not adopt cosmetic measures to hide weaknesses of any new programmes. This also allows schools to be opened to ideas and suggestions for further refinements of the programme. In this way, the Ministry will have a more accurate picture whether the initiatives that had been introduced are articulated in a proper manner.

The author reiterates that the success of leading a change programme in schools is largely dependent on the principal s ability to influence the perceptions of the teachers. Trust, thus, is an important ingredient that has to be built up by the principal, as the principal-teachers relationship will have an impact on other future initiatives. The paper has also included a self-evaluation questionnaire (Appendix 3) for principals who are in the process of leading a change programme in their schools. In closing, the author wants to emphasise that in order to reap the full benefits, a change programme should be nurtured and not enforced.

About The Author

Dr.Alvin Chan is an Innovation Research Specialist in Asia. He has consulted for and aid in the development of managerial innovations and effective learning methodologies in several organizations.

Please email to Dr. Chan at alvinchan@firstquatermain.com as a courtesy if you are reprinting the article online or in print.

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Comparing Costs: eLearning vs Traditional

2006-12-13T23:03:00.000-08:00

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Comparing Costs: eLearning vs Traditional
by: Michele Webb
It is important for managers and organizations to consider a number of different factors when determing the best training delivery approach for their staff or organization. Factors include: efficiency, timeliness, consistency and appropriateness of the delivery method. The key factor for most organizations, however, is program cost. Program cost may be comprised of a number of related sub-factors, too, which may include: development costs, instructor time, materials, travel, and opportunity costs for the students and participants. All these factors can have a wide variance, even in similar programs, due to the delivery method used.
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Managers may want to develop their own mathematical model to better understand the relationship between costs and delivery of their training programs. Many managers have found a common key element when they have analyzed the costs of their learning programs. Their key finding: e-learning is less expensive to deliver almost regardless of the participant population. For example: in populations where the participants number 100 or more, e-learning had clear cost advantages and as the population number increases, so does the cost advantage. Cost advantages were still measureable in groups of 100 or less and even with classes as short as one hour in length. In a corporate study conducted by Catepillar, they determined that e-learning was 40% less expensive than the tradiational classroom models.
When preparing to conduct a cost analysis study, managers should be prepared to understand all the different factors involved with the development and delivery of training programs and then develop a customized list of factors that are applicable to the organization's training needs and environment. For example, the costs associated with a physical classroom can widely vary depending on the geographic and physical plant characteristics of the company. For some organizations, it may not be relevant to conduct any sort of market analysis if their niche market is highly specialized or small. On the other hand, factors such as timeliness, travel costs or development costs may be very relevant for the organization to consider say, for example, if they are outsourcing their training programs.
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After the manager has created their unique "model" or list of factors or variables for analysis, they are ready to begin the comparison process. Gather data from comoparable organizations or training delivery programs, preferably from those using like and differening models. This will help in benchmarking the organization's costs to that of comparable companies. If the organization or department has specific regulatory or quality assurance standards, such as Cancer Registry departments as part of a healthcare organization, the costs associated with training (or not providing training) for compliance may also need to included in the analysis process.
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e-Learning may not be the best delivery method for all training. For example, programs that require role-playing, individual or group interaction or observation of the participants are not conducive to online learning. On the other hand, the total cost of delivering instructor-led classes to many students must be taken into consideration whenever the organization begins planning a large training program. Cost analysis may reveal that a combination of both e-learning and tradiational classroom can deliver the optimal training delivery needs of the organization. Once the manager has completed the cost comparison process results should be documented carefully and used for future comparative studies or even for training program justification and strategic planning purposes.
Copyright 2005, M. A. Webb. All Rights Reserved
PUBLISHING RIGHTS:
You have permission to publish this article electronically, in print, in your e-book or on your website, free of charge, as long as the author's information and web link are included at the bottom of the article and the article is not changed, modified or altered in any way. The web link should be active when the article is reprinted on a web site or in an email. The author would appreciate an email indicating you wish to post this article to a website, and the link to where it is posted.
About The Author
Michele Webb has 20+ years experience in oncology healthcare, including Cancer Registry management and development and delivery of niche market and online learning programs. You can learn more about cutting-edge learning tools and opportunities by visiting her Cancer Registry (CancerRegistryTraining.com), online training site (eStudy4U.com) or blog (WeTrainU.blogspot.com).
michele@michelewebb.com
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Take Advantage of Academic Advisement

2006-12-04T23:01:00.000-08:00

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Take Advantage of Academic Advisement
by: Robert Crawford III
Advisement or Career counseling in any area can be conducive in assisting students in the process of decison making. But it is absolutely cruicial in the world of academics and career choices relative to students success in college.
Students are sometimes unaware or do not understand the importance of getting excellent counseling or advisement when problems start to ocurr academicially or during the close of graduation for employment. When students work closely with professors and their academic advisors it creates ease and encouragement from both areas.
Advisors can provide an array of resolutions that are affective to students success. Below is a short list that may be helpful. See your Advisor, Career or Academic Counselor if...
1. You have a problems choosing a career or questions concerning interniships, graduate assistance or work study, they usely work close with departments in this area and know the current trends of the job market or academic status and requirements for employment.
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2. Career counselors provide such services as resume writing, critiques of resumes, role playing, mock interviews, job fairs and assist in future employment selections.
3. Academic counseling helps students to stay on track and provides academic support when they are not on track.
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4. Academic advisors also help students with choices of majors, double majoring and minors specifically business, math, science and computer science majors.
5.They also provide an audit of classes and advises students on remaining classes to take to complete their degree of study.
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About The Author
Robert Crawford III
The author has several small publications concerning education and how it affects today's students. He is currently a PhD student and enjoys writing information to incoming freshman up tp seniors and graduate students. He is currently an academic advisor and has experience in academia arena in assisting students with GPAs, time management, communication skills with professors, majors and minor selection. His business and education career has made a tremendous impact on his teaching and counseling theories. He can be reached by e-mail at rcrawford@rr.nc.com or rcrawford@uncfsu.
B.S., UNC-Fayetteville State University
M.A., Liberty University
PhD Student Capella University
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Online Associate Degrees

2006-12-03T23:00:00.000-08:00

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Online Associate Degrees
by: Mark Freeman
If you have not completed any college or university education after high school and are thinking about getting an online degree, one of your best options may to be to consider an online associate degree. These programs are readily available, come in a wide variety of choices, and generally take about half as long to complete as an online bachelors degree. Best of all they are usually half of the cost.
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If you are considering moving in this way towards an online degree then look for accredited programs. Accredited programs can be transferred for credit at any college or university and that s important because you may want to go back and get your bachelors or even masters degree at some point in the future. An unaccredited degree may prove to be worthless, so choose your program carefully.
Here are a few college level programs that you might wish to consider for your online associate degree.
American Intercontinental University is an international university with campuses in Georgia, California, Texas and Florida in the United States, as well as England and the United Arab Emirates. AIU Online offers distance learning programs that grant accredited bachelor, masters, and associate degrees in Business Management, Healthcare Management, Marketing, Criminal Justice, Visual Communications, and Education. AIU Online programs and degrees are accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.
Ashworth College is a nationally accredited distance learning school that promises to provide you with online classes supplemented by authoritative textbooks and study guides that are mailed to your home. They offer online associate degree programs in Criminal Justice, Business Management, Health Care Management, Computer Information Management, Accounting, Paralegal Studies, Early Childhood Education, Human Resource Management, and Psychology.
National American University is accredited by the Higher Learning Commission to grant bachelor and associate degrees online. They offer online associate degree programs in Applied Management, Business Administration and Information Technology as well as an Associate of Science Degree in General Studies.
Crown College offers an online education that combines the traditional arts, sciences and humanities with the professional disciplines related to these fields. Their online Associate of Science degree in Criminal Justice program provides the graduate with the capacity to compete for jobs in Law Enforcement, Community Corrections, Prison/Jail Officer, Private Investigations/Security. Their online Associate of Science in Paralegal Studies degree provides the graduate with the skills to compete for jobs as a Paralegal, Court Clerk, or Judicial Assistant.
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About The Author
Mark Freeman
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This article courtesy of http://www.degrees-online.net.
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Effective Communication Skills For The Job Interview

2006-12-01T23:01:00.000-08:00

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Effective Communication Skills For The Job Interview
by: Michelle Roebuck
One of the areas that an employer is looking at on the job interview are your communication skills. Many people will go into a job interview and say to the employer, I have excellent communication skills. But, if your interview suggests otherwise, then you re just blowing hot air.
The interview gives you an opportunity to show off your communication skills. Communicating is more than just talking someone to death or listening to yourself talk. Communicating is a two part process. In an interview situation, you have to use active listening.
Active listening basically means paying attention to what the other person is saying. Many people practice lazy listening. This is where you are not paying attention to the person speaking and you re busy thinking about other things or what you re going to say.
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When the interviewer asks you a question, you can start off your answer by restating the question. This gives you extra time to form your answer.
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For example, the interviewer asks, How would your former employer describe you?
Your answer would start off as, My former employer would describe me as
When answering a question, keep your answers short and to the point. If you re telling a story, keep it simple. The interviewer doesn t need to know the life history of the people in the story. Don t use slang or a bunch of um s and uh s. Remember, you are trying to demonstrate to the interviewer that you have excellent communication skills. When you use um s and uh s throughout your answers, it signals to the interviewer that you aren t sure of your answers or you don t have excellent communication skills.
Practice your answers before the interview. You can t know every question that he or she will ask you, but with practice, you ll be more prepared than most people.
About The Author
Michelle Roebuck helps people learn successful job interview and resume writing tips. To learn more tips and strategies, go to http://www.job-inteview-and-resume-tips.com.
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You can also sign up for her free monthly newsletter at http://www.job-interview-and-resume-tips.com/newsletter.html
Copyright 2004 Job Interview and Resume Tips. All Rights Reserved.
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3 Alternatives For Investing For Your Child s Higher Education Costs

2006-11-03T23:00:00.000-08:00

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3 Alternatives For Investing For Your Child s Higher Education Costs
by: Jay Fran
With higher education tuition increasing at double digit year over year percentages an effective saving plan for your kid s education is becoming much more important than it has been before. Most families will discover that their future higher education costs will be much more than they have saved for their kid s education. This leaves many kids to be faced with obtaining financial aid to pay for a portion of their college education. The goal of this article is to explore the pros and cons of 4 common investment options when saving for college. This article will also explore why some of these options are better than other when considering a portion of your kid s education may be funded by financial aid.
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529 College Savings Plan: - A 529 college savings plan is a fairly new investment option for college saving. It allows just about anyone to save for college. There is a long list of benefits of a 529 college savings plan, but perhaps the most important is that your earnings grow tax free if you use it for qualified education expenses. Additionally, the maximum amount you can contribute to a 529 plan can go as high as several hundred thousand dollars depending on your State. In the event you do not use the funds for college, you can still withdrawal your earnings, but you will have to pay taxes and a 10% penalty. The penalty will be waived if your child receives a scholarship, or your child becomes disable or dies.
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529 plans can typically be purchased through a broker or mutual fund company, but a disadvantage is that investment choices can sometimes be limited. Since qualifying for financial aid is based on a calculation that considers your kids assets, another big benefit of a 529 college savings plan is that the money in the plan is classified as a parents assets so less that 6% of the value counts against your kid s financial aid eligibility.
Uniform Gifts to Minors Act/Uniform Transfers to Minors Act
(UGMA/UTA Custodial Account): - The benefit of a UMGA/UTA Custodial Account is that there is no limit on the contribution and it is easy to set up at most financial institutions. However, the limitations far outweigh the benefits. The first limitation of a UMGA/UTA Custodial Account is that these types of accounts offer very little tax advantage. If your child is under 14, only the first $800 of income is tax free, the next $800 is taxed at your child s tax rate and after that there is no tax benefit at all. The other big limitation is that the account has to be set up in your child s name. As a result, if your child needs financial aid all of the assets will be reviewed at a 35% rate. Therefore, this type of account is not advisable for those who may need financial aid.
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Coverdell Education Savings Account (CESA): - A Coverdell Education Savings Account is very similar to a 529 college savings plan. The main difference is that with a Coverdell Education Savings Account you can only contribute $2000 per child and to qualify your adjusted gross income must be less than $110,000 if single and less than $220,000 if married filing jointly. The account is classified as a parent s asset so less that 6% of the value counts against your kid s financial aid eligibility.
In the end, parents should consider planning for college to be a highly important process. The above 3 alternatives can make this process much more easy and financially sound.
Copyright (c) 2005, by Jay Fran. This article may be freely distributed as long as the copyright, author's information and the below active live link is published with the article.
About The Author
Jay Fran
http://www.motorcycle-financing-guide.com/directory/directory.php Jay Fran is a successful author and publisher at Motorcycle-Financing-Guide.com, a website that offers a wide selection of online motorcycle lenders providing online application facilities for motorbike - motorcycle loans or motorcycle refinancing.
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Scholarships For Single Mothers

2006-11-02T23:02:00.000-08:00

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Scholarships For Single Mothers
by: Kelly Kennedy
Are you a single mother in debt trying to make your way through school hoping to attain a better education so you can support your family? If so you should consider applying for a scholarship.
What is a scholarship?
A scholarship is a grant of financial aid awarded to a student, as for the purpose of attending a college.
Scholarships are beneficial because it allows a student to cover all or a fraction of his/her college expenditures without having to pay the money back. The majority of scholarships come from federal funds, with the remaining balance coming from private organizations. As a student takes a step forward in his/her education and chooses a career path, more opportunities will become accessible. Scholarships can be based on: region, academic performance, religious affiliation, sports, ethnic background, military status, intended major.
Where to find out more information on scholarships
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As a single mother it's always best to investigate on known avenues, such as State Department for Higher Education for residents, a high school guidance office, an academic department or college's financial aid office, free internet searches or libraries. One area that is not searched as often but should is a parent's company, or even student employers, so if you are a single mother working and going to school contact your employer to see if there are scholarships available.
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Scholarship for Single Mother
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With so many scholarships being available it can often be difficult to choose which one is best for you. Narrow your search by which you believe best meets eligibility factors, and then take the time to devote persuasive applications that include transcripts, proof of eligibility, personal essays, recommendation letters, etc. Make sure to follow directions carefully, as well as giving yourself enough time to put together a great application opposed to something being done at the last minute. Follow directions, proofread your work, double check that, apply early and keep copies for your records. Scholarship for Single Mother: Beware of Scholarship Scams
There are entities that state that there's millions of scholarship dollars that go unused every year. This is incorrect, as the greater part of the funds comes from the federal government and the private scholarships come from organizations that are willing to let students utilize them. The Federal Trade Commission alerts families to beware of scams that encourage students to make a payment to hold the scholarship, or if the student has been selected for an unknown scholarship. Schools have a given amount of funds to make use of for students, and no one can change the system to get more money for scholarships than they are granted through the standard financial aid process.
Why Should I Apply?
As a single mother, don't let high costs be a reason not to go to school. Bettering your education should be a top priority because it will pay off in the future and you will be able to support yourself and your family. Apply today for a scholarship and it will be one less financial cost you will have to worry about, every little bit helps, right?
About The Author
Kelly Kennedy writes for http://www.singlemotherresources.com, a great online source for single mothers
nathan@mindcomet.com
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Speed Reading For Everyone

2006-10-29T23:01:00.000-08:00

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Speed Reading For Everyone
by: Marlene Challis
Speed reading can help students studying, lawyers, anyone who needs to take in a lot of information.
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Important information that needs to stick in the brain.
What is also important, besides reading quickly, is to understand the information read and how to retain the information.
What good is a speed reader if he doesn t understand a thing he reads?
Five Types of Reading
An efficient reader adjusts his speed and strategy to suit the need of the moment. The 5 types of reading are classified into:
1. Skimming
Skimming refers to reading quickly to gain a general impression as to whether the text is of use to you. You are not necessarily searching for a specific item because it only provides an 'overview' of the text.Skimming is somewhat like reading the morning newspaper. You don t actually start at the top left corner and read every article on every page.
You read the headlines, reject many of the articles that you don t find relevant, and read only those that interests you, sometimes in a hit and miss fashion reading the headline, the first paragraph, skipping down to check out the names of the people.
Why Should I Skim?
Contents of most reading materials are not all important and relevant. Some of them are simple supporting details in which absence of them still makes the text complete. In other words, they are only trash. You wouldn t waste your time reading the trash at all, would you? The important items may be skimmed and ear-marked for later reading.
The critical may be skimmed to confirm that they are really critical. What is left in the really critical stack will demand intensity. Even then, you may want to skim each one before you read in detail. Skimming on a regular basis develops your ability to learn with this strategy.
It also improves other reading rates such as for studying and for average reading (that will be discussed later on this chapter). It builds your knowledge and vocabulary base so you have the background to rapidly absorb these ideas as they appear in other context.
How to Skim

Read the title. This focuses your attention on the topic.

Read the introduction. This may be the first paragraph or two. It usually describes, in general, the entire selection will be about.

Read the first sentence in each paragraph. Often as many as 80% of the paragraphs start with a summary or topic sentence. The rest of the sentences in the paragraph simply elaborate. You may skip the elaboration unless it is obviously necessary such as the definition of a very important term. When you skim, you really are only looking for general ideas.

Read the conclusion. This may be the last paragraph or two. It usually summarizes the article, specifies an opinion, or makes some recommendations based on the general content.

Test your comprehension. Look away from the article and tell yourself in a sentence or two what the entire article was about.
2. Scanning
When you re looking for, say for instance, a car service phone number in the telephone directory, you don't read every listing, do you?
Instead, you skip over a lot of unrelated information and scan for a visual image of the name of the company on the relevant page. It is like looking for a friend at the basketball game. You do not look at each individual face across every row of seats. Because you have a visual image of your friend s face, you scan the audience until you see him.
Scanning printed words is similar to this.
Why Should I Scan?
You scan to locate a single fact or a specific bit of information without reading everything in the whole text material or even in just a chapter.
Perhaps you have a list of terms that you know are going to be on the next biology test. You have already encountered them during the lecture in class so while reviewing, you just look up each word in the index, go to the given page number, and scan for just that word.
When you find them, you read the sentence in which they appear. If it is not yet clear to you, then you may want to read the entire paragraph.
How to Scan

Flip through the pages to see how the information is organized. It may be alphabetical, chronological, topical categories from most important to least important, or the standard essay format of introduction, body, and conclusion.

Turn to the section most likely to contain the specified details.

Keep a visual image of the key word in mind.

Run your eyes over the material in a search for that keyword visual image. Don't be tempted to stop and browse. You can do that some other time.
3. Light Reading
Reading for leisure tends to be 'light'.
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So, the main purpose of the reader in performing this type of reading is when he/she has ample time in such activity and no other obligations whatsoever. Light reading is done according to the following:

Read at a pace which feels comfortable.

Read with understanding.

Skim the boring, irrelevant passages.
An average light reading speed is 100-200 words per minute. This form of reading does not generally require detailed concentration.
4. Word by Word Reading
This type of reading is time consuming and demands a high level of concentration.
According to what it s called, such reading type is done by reading a word after every word. Some materials is not readily understood and so they requires a slow and careful analytical read. People use this type of reading for unfamiliar words and concepts, scientific formulae, technical materials, and the like.
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It can take up to an hour just to read a few paragraphs or chapter of the text.
5. Reading to Study
The main method used in reading to study is called SQ3R.
Its aim is to understand the material in some depth. The method involves five simple steps, namely:-
Survey, Question, Read, Recall and Review, in which the name came from.

Survey: skim through to gain an overview and not key points.

Question: devise questions you hope the text will answer.

Read: slowly and carefully.

Recall: from memory, write down the main points made by the chapter.

Review: revisit and answer the questions you first raised.
Compare these to your recall and establish how well the text has answered them. Fill in any gaps by further reading
If you would like to learn how to speed read, visit http://www.self-help-motivation-source.com/speedreadingcourse.html
About The Author
Marlene Challis is founder and CEO of Mc Internet Marketing. She has several business branches and websites. She can be contacted through the website, www.self-help-motivation-source.com. Feel free to republish this article provided you do not edit it in any way and include the author bio as well.
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Maximizing Your Study Time for Better Results

2006-10-25T00:01:00.000-07:00

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Maximizing Your Study Time for Better Results
by: Roger Seip
The daily schedule for many young students today could rival that of several top-level executives. With soccer practice, dance, scouts and clarinet lessons taking up much of the evening, when do students get to focus on their studies? Too often students get overwhelmed with the amount of work left over at the end of the day. They look at study time in one big sum and get distracted and exhausted before they even begin. To solve this problem, you may not be able to adjust your child s schedule, but they can change their study techniques.
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Here are 3 study techniques that will help any student maximize their study time.
They should start by separating and segmenting their study time. Break it up into smaller bits. No matter how brilliant you are a concentrated attention span lasts only about 20 minutes. So break your 2 or 4 hours study sessions into groups of 15 or 20 minutes. During the break, stand-up, walk around, grab a bit to eat or something to drink and then get back to the grind for another 15 or 20 minutes. This not only helps create spaced repetition, which is crucial for retention, but helps make study sessions less stressful and daunting.
Another tool to help in maximizing study time is to use random practice. When reviewing lists or concepts don t go in order. Skip around to force your brain to pull from an entire group of information. This aids in understanding the purpose or meaning behind a concept instead of merely its place in line. The simplest way to implement random practice is through the use of a study partner.
Use a Study Partner. When at all possible, it is very beneficial to study with another student who shares the same educational goals and motivation. A study partner can help identify areas of weakness and ensure that topics don t get skipped. It s also beneficial to witness how another student takes in and stores information. For this reason and others, it is better for the study partner to be another student, but parent don t be afraid to fill this position. The progress gained from working with a partner in general is worth it.
Proper and efficient study techniques will follow a student through all levels of education and learning. Establishing good habits and skill sets, no matter how small or insignificant they may seem at the time, will prove to reap massive rewards in the long run. So while little Johnny and Suzy might need their first day planners before the third grade, don t let it stop them from becoming the best students they can.
About The Author
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Roger Seip is a nationally known memory trainer. He has helped thousands of students across the country improve their memory as well as study habits.
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His new program, The Student s Winning Edge - Memory Training, teaches students how to train their memory to study more effectively and get better grades. For more information on how your student can have a more powerful memory visit http://www.memorytrainingforstudents.com or email info@memorytrainingforstudents.com.
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True Success

2006-10-15T00:00:00.001-07:00

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True Success
by: Saleem Rana
I did it my way -Frank Sinatra
What is a successful life?
Success, I believe, is living your life in your own way. It means doing what you love.
Money comes when you do what you love because you will do this one thing with passion.
Your passion gives you courage and persistence in the face of all obstacles.
Even if you lack the skills to do what you love, your passion will drive you to learn those skills. And when you acquire them, you ll do them better than anyone else.
In Sanskrit, this pursuit of your right work is called dharma.
In fact, in the ancient holy books of India, it was advised that it was better to do your own work poorly than to do the work of another well.
When you come from a place of love, you create something of beauty in the world. Your love expressed is passion.
Our souls crave beauty, for it is our truth; and in our truth, we find our meaning.
A value that is derived from a concern other than our own is a false value. It is false not because there is anything wrong with it, but because it does not stir us. Eventually, we will resent spending time on what we do not love.
Much of the unhappiness that I see in business is because people do work that they do not love. They work for the money and because they come from that place of self-denial, they never make enough of it.
Oh yes! The later lines can be an added advantage. Your unusual interest would get a surprise in the statements that follow.
When you come from your own power, then everything flourishes. Yet you can t connect with that power unless you do what you love.
How do you find the work that you love?
You go within and you dream, and if you are bold, your dream will surface before you in brilliant colors like Aphrodite rising from the sea.
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How do you bring your dream to life?
By dreaming with open eyes in the bright light of day, you open the way to miracles.
About The Author
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Saleem Rana got his masters in psychotherapy from California Lutheran University. His articles on the internet have inspired over ten thousand people from around the world. Discover how to create a remarkable life. Free information.
http://theempoweredsoul.com/enter.html
Copyright 2005 Saleem Rana. Please feel free to pass this article on to your friends, or use it in your ezine or newsletter. It's a shareware article.
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Of Drugs and Youth

2006-10-15T00:00:00.000-07:00

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Today, the problem of drug abuse among the youth has assumed a greater significance and heightened concern in various socio-cultural and economic strata. Though no accurate figures are available to measure the actual extent of the problem, drug addicts reporting to counseling in the country points out that the problem has spread among various age groups, and much among youths aged 16 to 25 years.

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The age group in which a youth is, signifies the transformation of an adolescent to a young person, which usually is accompanied with the trials and tribulations of a 'child' in becoming a 'grown-up'. A bundle of exuberant but undirected energy, he derives pleasure in taking risks and experimenting with new things. He craves to taste the 'forbidden fruits' in his quest for attaining recognition and status amongst his peers. Such a behaviour often brings him in open or concealed conflict with his parents and 'parent figures' which leads to the much discussed 'conflict of generations' and 'generation gap'. The situation has been further complicated due to the fast paced social transformation brought in the society by rapid industrialisation, urbanisation and rural-urban migration. It has eroded the traditional, informal, social control mechanisms and has even brought in changes in the structure of the family, from joint to nuclear, or at best an extended family.

The 'media explosion' has shrunken the world, especially for the youth, and they are now more aware of things around. This has also raised their level of aspiration and ambition. With materialism, consumerism and individualism gaining ascendancy, modern youth is drifting away from his traditional roots and finds it difficult to cope with ever increasing social pressures. Further, the increasing economic pressures compel more and more parents to take full time employment leaving a child, more so a youth, alone in the house or in the company of friends. With no adequate programmes available to keep them busy, they become easy prey to anti-social activities including drug-abuse.

There may be various reasons for a youth to take to drug abuse, from just curiosity and a tendency to experiment with. It may be an expression of his revolt against established authority, a way of gaining recognition in his group or he may just not be able to say 'NO', when offered.

Therefore awareness creation or preventive education programme for youth is an imperative. In build up immunity amongst them, would promote self-respect and determination, provide experiences which encourage self-respect and sense of dignity, enhances personal and social skill which are necessary for functioning in a rapidly transforming society and provide for professional skills.

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What is more important is that the leisure time activities of both student and non-student youth are so organised that they provide for healthy recreation and constructive work habits. As is evident, a youth feels more at home within his age-group. Therefore, to reach them, it is but natural to take the help of more active groups among them.

In Bangladesh, a strong emphasis has been placed on awareness building against drug-abuse among youth as they are considered to be the most precious asset for human resource development. Financial and technical assistance is provided by the government and NGO's to help them undertake activities such as socio cultural programmes. Experience has shown such programmes have a salutary impact, if backed by a good follow-up programme.

It has also been realised that youth power can be harnessed not only from preventing youths from the malady of addiction but also by improving the environment they live in. One such example is the "Rainy Day" concert organised by Prothom Alo to observe the International Day against Drug Abuse and Trafficking. Some 15000 youths saying 'No to drugs' vowed to launch a nationwide movement against drug.

I take my hats off to Anusheh who had the gut to narrate her once drug addicted life. Anusheh, you can be a good ambassador to help the drug addicts return to their original track. Such activities/programmes help to identify addicts in their own peer groups. Dare devils as the youth are, they prove to be an asset in reaching rather inaccessible areas of the community, such as, pockets of addiction.

Many a time, due to their connection with traffickers, pushers and pedlars, it becomes difficult to impress upon addicts to leave their habit. It is here that the youths, voluntary organisations have not only been able to create awareness but also have been able to muster support for combating trafficking, pushing and peddling drug.

About The Author

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Its time, wedid something for the planet we live in. And any action starts with knowledge of what's happening.
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Don't Junk Up Your Resume!

2006-10-09T00:04:00.000-07:00

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Don't Junk Up Your Resume!
by: Vikas Agarwal
This is to catch attention of all the professionals around, regarding their attempts to career advances. I felt the need for writing such an article because:
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Yesterday, I sent a mail seeking resumes of all of interested guys for a technical job opening at the organization, where I am working. I received responses from 4-5 people by the time of writing this article and was really disappointed to see the resumes attached therein. In my view, your resume is your first impression upon your employer, and I am sure, no one intends to spoil his/her first impression. I saw a number of blunders in those resume, which could be sufficient reasons for an employer to reject your profile into the trash. I am trying to articulate them, and requesting you all to first look at the body of anything you write before you send it to anyone else, be it your resume.
* Run a thorough spell-check on your resume. [very important, and I found many mistakes]
* Read it completely and let any one else with good semantic knowledge of English read it, to check the flow in it. [I found titles of projects and trainings, not matching the description.]
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* Don t write much (don t create fuss over) about the small and irrelevant details, because you need to be packed with the explanation for those things at the time of personal or technical discussion.
* Elaborate on the projects, which seem relevant to the particular opening. They increase chances of your profile selection.
* Don t repeat) the description of the projects with each project being added in your profile. They have to different somehow! I saw this peculiar thing is the resume, I am attaching herewith.
* Highlight those skills, which you really have!) Otherwise, interviewer having better knowledge on the subject may screw you anytime during your interview. For example, writing, Reading, as your hobby may attract a good discussion between you and interview. That may end up exasperating you if you don t have guts or wits to justify all that.
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* Have a specific career objective, which really shows your interest in joining that particular company and highlight your some particular skills matching their requirements, if possible.
* Write a cover letter, especially for a particular opening, if possible. More importantly, don t let your friend copy your cover letter, if he is going to apply for the same post in same company.
About The Author
Vikas Agarwal is a 22 years old Indian, computer engineer by education and profession. He writes because he loves to. In addition to writing about electronic publishing he is involved in a great deal of web design, mull over antiquated and dilapidated camping stoves and walk the occasional Mumbai streets path. He reads a lot, fiddles with hammers and screwdrivers once in a while, and generally likes to have his hands occupied. He has got a furtile mind and his fingers speak what his minds yields.
http://sharetechs.blogspot.com
http://technocreature.blogspot.com
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EXPLORE YOUR"INNER SPACE"

2006-10-05T00:05:00.000-07:00

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This is the Space Age! Explorations in outer Space are going on in leaps and bounds. Yet the problems of the individual are not that much different from those of the earlier stages of civilization. They're only more so!

This is the age of exploration and expansion. Everything is expanding at a tremendous rate, including the expansion of our intellect and our experience.

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In order to keep pace with this rapid growth, it seems to me that our greatest need is not so much the exploration of Outer Space, but rather that of our inner space. Yes, we need to take total control of our minds, thereby controlling our destinies.

Donald Curtis in his early book, "Your Thoughts can Change Your Life" suggests 12 steps you can take towards integrating your whole being and accomplishing what you want from life. The following ten steps have been adapted from his ideas.

1. RELAXATION. Relaxation is the starting point for harmonious living . There's no limit to the healing power of the forces within if we learn to relax.

2. EXPECTATION. Expectancy in our minds is the cause of everything that happens to us in our lives - both GOOD and BAD. So we must expect the best!. Our attitude must be "Something wonderful is About to Happen!"

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3. RECOGNITION. We must recognize the Indwelling Power. Those of us who believe in God recognize Him in this power - but others may call it the Universal Power, the Higher Power, Energy.. The name doesn't matter, because it's always there for our use.

5. DEDICATION. In order to be truly ALIVE, we need to have a reason for living. We need a greater Purpose in our lives, so we must dedicate ourselves to helping humanity in our own special way.

6. INTENTION. If we're to reach our full potential, we need to aim higher than just getting things because we want them. Align your wants to your needs. Hitch your Wagon to a Star!

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7. CONVICTION. Know in your heart that what you visualize is already in the process of creation.

8. PROJECTION. Our feelings and thoughts project outwards in the universe. If we have love and harmony, we not only direct these outward towards others, but also draw more of the same into our lives.

9. ACTION. We must now take action.- Make an action plan, study, investigate and follow through and KNOW that a process has been set in motion.

COOPERATION. Nothing is ever accomplished in a vacuum. We must always work with other people. With love , expectation and cooperation, those people will rally around and everything will be accomplished with joy.

If we study and work on each of these steps and apply them to any particular problem or situation in our lives, we will move inevitably towards the conquest of our Inner Space, out of which comes all the issues of our lives.

We're all living in the Space Age - why not take destiny into our own hands. LET'S GO INTO ORBIT!
About the Author
June McHardy is co-editor of the Motivational Ezine
Prosperity News - dedicated to maximizing success and joy
in our lives.
http://www3.sympatico.ca/norm.mchardy/Prosper.htm
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How Distance Learning Offers Flexible Opportunities

2006-10-03T00:01:00.000-07:00

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How Distance Learning Offers Flexible Opportunities
by: John Tipton
The opportunities for continuing education are incredibly diverse, thanks to the technology of distance learning and elearning. Because of the sheer number of people who are looking to improve themselves, it was inevitable that a large number of colleges, universities and businesses set out to fill that need.
The result is that people are learning new skills, honing talents and reaching goals, all while going on with their lives. For many people, furthering education and attending classes are limited because they are already involved in their adult lives. Jobs, family obligations and other responsibilities limit the amount of time many people have available to devote to their own education.
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Distance learning allows thousands of people to achieve degrees from programs hundreds of miles away. In this day of convenient travel options, it might be tempting to say that anyone can attend college or classes anywhere. Despite our mobile economy, many people simply don't want to move and don't have the time to travel great distances to attend classes. That means that their opportunities are limited to the programs that are offered nearby. Until distance learning and elearning became so widely available.
Briefly, the difference between distance learning and elearning is a matter of how the course is structured. Distance learning requires that the student attend classes at a prearranged time on a regular basis. An instructor who is actually teaching in another facility (across the state or across the nation) lectures makes assignments and teaches just as normal.
The students in the satellite facility have the opportunity to interact with the teacher through two-way communications. The major advantage is that students are attending class right in their own neighborhoods, at community colleges, universities, schools and even public facilities instead of traveling to the site where the teacher is actually conducting class.
Compared to distance learning, elearning is even less structured. Typically, students work at their own pace through online courses. There may be pre-recorded lectures, worksheets, assignments and tests, all viewed and completed online.
The major advantage here is that students have an even more flexible attendance policy and can choose to work through the material as quickly or as slowly as they want, though some courses do have time limits for completion.
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When you add it all up, both distance learning and elearning offer opportunities that simply wouldn't be available any other way. People who would otherwise be "stuck" with no way to further their educations now have an option.
Find out why distance learning lets anyone go back to school. Discover what you need to look for in a distance learning program, and what you should avoid. Click http://www.distance-learning-exclusive.com/
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About The Author
John Tipton dropped out of school early, and worked boring jobs for 20 years. Then he discovered 'distance learning' and finally got the education he missed. After lots of different courses at lots of different schools, Peter shares his experience in this series of useful articles.
johntipton_article@yahoo.com
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Teacher Orhan Seyfi Ari's mark on the History of Education

2006-10-02T00:03:00.000-07:00

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Teacher Orhan Seyfi Ari's mark on the History of Education
by: EOA UK
Teacher and Idealist in

Teaching and Education..

the late Orhan Seyfi Ari

12 Dec 1918 - 17 Dec 1992
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Teacher Orhan Seyfi Ari's teaching, education reforms, this educator's mark on educational and cultural history, his teaching, idealism, in education cultural reforms made him people s Teacher of Teachers.

Editorial Halkin Sesi, 27 Dec 92: ...a luminary to many teachers
They named a street after this teacher... They hailed this teacher, his teaching, from Australia, Cyprus, Turkey, England... In poetry they sang of the teacher of teachers...
Teacher Ari s teaching, school administration, educational leadership and reforms got this teacher invited in even retirement to give cultural and educational talks, view overseas teaching, teachers, schools.
A research writer wrote Such nice things I have heard! about this teacher, his teaching ~this teacher has left his mark on history of teaching, history of education, reformers -statesmen attended teacher Ari s funeral, educators, teachers, school children bearing flowers...
Teacher Ari was a country boy; the pupils and people s, teacher of teachers (epitaph on his tomb), was born in Lapithiou, Paphos, in the, then colony, of Cyprus and raised with his cleric and teacher father Avni Esq. s liberal views. His education & training was British: after secondary, high-school, education in Nicosia, he qualifying in school teaching at Teachers Training College, Morphou, the teacher of teachers also studied, and at a college was teaching agriculture, later mostly English, sometimes Greek, and, a scholar versed also in divinity & theology and interested in western & eastern philosophies & reformers, ethics he wrote socio-political articles in Turkish, was reasonably versed in Arabic and in Latin.
With a keen interest in teaching, education, teachers continuing professional development through additional educational teaching courses and teachers seminars in England and Cyprus -in other disciplines mostly self-educated, well versed in pedagogy & educational philosophy (both western philosophy of education and theories & methods of education, and eastern) attaching importance to self-regulatory and self-improving systemising, practically beneficial as well as cultured and enjoyable teaching inspiring learning -and educational social psychology, teacher Orhan Ari, with highest praise for his teaching, school administration, educational leadership, some intellectual-literary, social influence, from quarters cultural, religious, political, educational, especially on, but not limited to, Turkish Cypriots, has left his mark on history of teaching, history of education, cultural, ethical, social progress of Cyprus.
The teacher of teachers , had been an elementary teacher, secondary school teacher, head teacher, lecturer; was a witty occasional socio-political columnist, in teaching circles and his club a debater on teaching and education, a thinker -in circle of friends mystic, poet.
Teacher Ari in spreading literacy, knowledge, light by teaching, education, was a true, courageous, leader to people ~this teacher s extraordinary motivating skills had made him a choice also of British education authorities in pioneering educational social cultural efforts to advance the population ~he worked with village heads bringing water-roads-electricity, was active in preserving historic buildings, had interest in efforts of religious authorities to establish a cultural and educational basis for literacy teaching and improved education in orphanages -and in youth morality.. and now the young school teacher was debating, convincing, popularising secondary education, getting students, teachers, more and bigger modern schools with science laboratories and journal subscriptions, as well as finding and enabling research on, and collections of, poems and other literary otherwise lost works and to folk interested giving also their first taste of poetry.. when, while now Cyprus has a higher rate of literacy than in the United States and highest percentage of university graduates in the European Union, except for such efforts in their communities, many weren t even interested in education.
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Writers have seen teacher Ari as an eminent school.. Institute of Commonwealth Studies Institute of Advanced Studies University of London have archived this teacher in their library.. an overseas academic s condolences are to the entire community of this teacher...
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Teacher Ari was popular in both the Turkish and Greek communities during and after teaching at British schools classes composed of, e.g., English, Armenian, but mostly Turkish & Greek Cypriot students ~a Cypriot Greek author s book refers to the beloved memory of this teacher, a Turkish Cypriot s poem refers to this teacher as bringer of light to, waker up of, people who buried this teacher in their hearts -continues to inspire teacher Ari and his teaching...
After the island s independence, while in the course of his community's adapting to the Turkish system of education he appears to have been officially perhaps less appreciated, upon his peacefully passing away -as a cleric of a couple of years in his retirement to make ends meet, the press having praised his patriotism, the Leader of the Parliament of the Turkish Republic of North Cyprus described him as having made both the state and the nation proud as "A successful modern educator.. who will be, with love and respect, remembered always..."
Acknowledging his wife Suzan Ari (whose own death brought many condolences including from overseas university teaching staff) as his great helper, teacher Ari had successfully pursued idealism in cultural & school teaching and education with a sense of duty as in his verses:
"Since to mourn and remember us there is someone

That's what counts -we can assume our duty to've done"
After his death a street was named after Orhan Seyfi Ari in the Marmara district of Nicosia, in the Turkish sector, Cyprus.
About The Author
EOA UK
Photo Biography of teacher Orhan Seyfi Ari (based on Fedai, Halkin Sesi 27.12.92; Metiner, Birlik 29.1.93; Dogrusoz, Kibris 5.2.99; Kitrimilides [memoirs Nicholas Press], 02; etc. & correspondence), also itself copyright free, in tributes, poetry and verse, is on: http://www.geocities.com/eoa_uk/index.htm
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God Don't Like Rich People

2006-09-27T00:00:00.000-07:00

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I will never forget the day that my daughter's sixth grade friend told me that. We had been discussing someone who had recently lost a fortune and had become very bitter as a result. She suddenly piped up with that all knowing scowl that only a twelve year old girl can truly master while proclaiming, "God don't like rich people!" She said it as if it was a mortal sin worthy of an eternity in hell. She immediately made a snap decision from that point forward to dislike the person we'd been talking about. I've met her dad. He's a nice enough guy and from what I can tell, he agrees with his daughter. They are very regular attendees at their church. I don't know what church they go to, but all I could think to myself at the time was, "Who in the world is teaching her that!?"

For my daughter's sake, I bit my tongue. I wanted so badly to quiz her friend and find out the roots of that belief system. How does one logically come to that conclusion? I was under the impression that God was known to shower you with riches if he liked you. Solomon was extremely rich and God liked him. I thought that God's opinion of us had more to do with our character, not our bank account. I could even see that how you amassed your fortune could be important in God's viewpoint. I think about Job and how he was tested to see if money was the reason for his devotion to God. Upon passing the test, didn't God dump piles of money back into his lap again? And what about the father in the prodigal son story? He had money and God liked him.

Just as ridiculous to me are the people who spin it the other way around, as if God don't like poor people. They act like they're closer to God because they have money. Funny thing money, it can buy a lot of things, but I was under the impression that God wasn't for sale. Rumor has it that some churches and individual clergy can be bought, but not God Himself. Nowhere in the bible did I ever read that you could bypass the rules and just pay an entrance fee to get into heaven's gates.

I thought that money was a tool sometimes used for testing us. Do we remain spiritual while humbled and poor or do we become bitter and turn our back on God? Do we remain spiritual while spoiled and rich or do we become self righteous and turn our back on God? And what about the way we treat each other? Does the amount of money we have dictate how much love we are to receive from each other? "Congratulations on that job promotion you worked so hard for, buddy! But hey, you're too rich now, so me and God aren't going to hang out with you anymore."

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What a silly concept that money would have anything to do with one's spiritual self-worth. I'm sorry for those children who have been raised to believe that the amount of money they do or do not have dictates whether or not God will like them. Personally, I've raised my kids on the idea that you behave yourself as best you can, and I do mean 'best.' Heed your spiritual calling. Love one another. Everything else will fall into place as it's meant to be. Oh, and be thankful for what you have. God don't like people with bad manners.

Completely admissible! Now that you have read till this point, we promise that additionally you will have something astonishing. Your patience is appreciated, we guarantee that your curiosity in this would be reinforced.
Copyright 2004, Skye Thomas, Tomorrow's Edge

About The Author

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Skye Thomas began writing books and articles with an everyday practical approach to life in 1999 after twenty years of studying spirituality, metaphysics, astrology, personal growth, motivation, and parenting. After years of high heels and business clothes, she is currently enjoying working from home in her pajamas. Go to www.TomorrowsEdge.net to read more of her articles and to get a free preview of one of her books.
Skye@TomorrowsEdge.net

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Sleepover Party Crafts

2006-09-25T00:03:00.000-07:00

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Sleepovers are always so much fun because you get to see all of your friends at once. You get to stay up late and play games. But sometimes sleepover parties are a time for kids to cause mischief and they do so because they are simply given a little too much free time. Here are some fun crafts that are great for sleepover parties that involve the fun of working as a group, but also creating something special that you get to take home. The kids will have fun making the projects but also will have fun knowing they have made a special memento. My niece has a message & doodle pillowcase that is now five years old that she absolutely treasures and she s not a crafter . You may also spark a bit of creativity in someone that night by offering a craft project you never know!

Message & Doodle Pillowcases

You will need:

Pillowcases any color

Permanent markers

Cardboard

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Give each child a pillowcase and a piece of cardboard. On each pillowcase they will write their name and a special message to that person. This craft works best if the children begin by writing their own names on their pillowcases, then you can help keep track of whose pillowcases are whose. Have the children write their names all in the same place such as in the right corner.

Also have some pads of paper handy because some children may want to practice drawing their message or a special doodle that they like to draw, to be sure they get it right. It may also be a good idea to purchase several extra pillowcases in case someone does make a large drawing error, because with permanent markers there is no way to erase your mistakes.

While drawing their name or a message on the pillowcase, have the child place the cardboard in the pillowcase to keep the message from coming through on the other side. You can also use a bunch of sheets of paper; at least five sheets of paper should work. Have each child work on a flat surface like a table, hardwood floor or even the seat part of a chair.

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Permanent markers now come in a rainbow of colors no longer are we stuck with just red, black, blue and green. You can write your message in permanent marker in pink, orange, purple, silver, gold, light green, lavender, deep purple pretty much any color. Be sure to use permanent markers because the design will remain on the pillowcase through repeated launderings.

Once every child has drawn a message on the pillowcases they are done. The children can then use the pillowcases at the sleepover party they are attending, and they can also take them home.

Design & Doodle Nightshirts

This is a great craft to do in the beginning of the sleepover party. Make sure to do these at least three hours before the children will actually wear them, so that they have ample time to dry. (Hanging them in a warm and dry room will speed this process up also).

For this project you will need:

Large white or colored t-shirts

Fabric paint

Fabric stamps

Permanent markers

Cardboard

This project the children will have their name in large letters on the front with a stamped design and then autographs and messages from their friends on the back. You may also want to put on the top of the back of the shirt the date and the occasion Jamie s 10th birthday party July 11th .

Give each child a t-shirt and some permanent markers. Have them write their name on the front of their shirt in a special and fancy way. This will also help to keep track of whose shirt is whose. Then have each child write a message and a doodle to each other on all of the shirts. Put cardboard between the shirt so that the message does not seep through.

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Once the children have completed the back, it is time to stamp a design on the front. Put fabric paint out on large paper plates and give each child a fabric stamp. Designs that circle the name are probably best.

After the shirts are completed, lay them to dry flat or hang them as long as the fabric paint does not drip.

Sleepovers are always so much fun. These projects may lead you to create others, or may inspire other projects for your children to enjoy.

Abigail Beal 2004

About The Author

Abigail Beal a.k.a. the Gift-wrap Goddess teaches gift wrap in suburban New York. She is the author of 2 ezines: GiftWrapGoddessWraps and CreativeCraftsTeachers. To subscribe: http://groups.yahoo.com/group/CreativeCraftsTeachers/ http://groups.yahoo.com/group/GiftWrapGoddessWraps/ contact: creativecraftsteachers@yahoo.com

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Acne Treatments For Teenagers

2006-09-23T00:02:00.000-07:00

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Acne Treatments For Teenagers
by: Marc Howlett
The Teenagers' Guide on Treating Acne
Acne is truly one of the big problems faced and most feared by teenagers anywhere around the globe. To some, it is a nightmare to have acne that truly gives very unfavorable effects. It surely lowers a person's self-esteem to express themselves freely and confidently to their families, friends, partners or to anyone. It certainly carries with it physical, as well as, emotional scars made by self-conciousness and embarrassment that made some don't even want to get out of their rooms!
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Acne, however, just occurs normally and naturally with teenagers like you so you shouldn't feel so bad and depressed about it.According to recent statistics, 9 out of 10 teens and about 25% of the adult population are suffering from acne.But, acne is just a skin problem that can actually be treated. Doctors and health companies, nowadays, are looking forward to give us the best acne treatments for teenagers. Health tips are also worth to follow and made to practice. You should know that prevention is better than a cure! As the saying goes, the best cure for your acne problems is making the constant effort of preventing it to occur in the first place.
Self-prepared remedies
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There are so many acne treatments for teenagers like you that can actually be found inside your home or just right in your garden. Fruits and other herbs are known to men as cure to almost any health problems, one of these is acne. You will surely find it fun to make your own proven acne treatment for teenagers. Making a paste or a mask is actually one of the common procedure teenagers do to treat their acne. You can actually make one with ground orange peel or fresh lemon juice. Another effective acne treatment for teenagers is actually a mixture of tea tree and sweet fennel essential oils added with witch hazel. This is believed to remove the excess oil and dirt on your face and kill the bacteria that cause the unwanted acne. Corn flour mixed with egg white is another great option that you can try to clear that acne in your face. Cucumber, a favorite acne treatment for teenagers, is tested to prevent the appearance of acne. It also refreshes your tired and unhealthy skin.
Right on the counter
When you think home-made preparations are not the acne treatments for teenagers like you, then over-the-counter products are more recommended for you. Anytime at the nearest store in your neighborhood, you can buy these non-prescription products that are truly great acne treatments for teenagers. Boys especially prefer these products for it is really awkward for them to put on a facial mask. Benzoyl peroxide is actually the best known acne treatment for teenagers that is available in stores. It works as to dry the skin and eventually encourage it to peel off and form a new, healthier skin surface. It also has antibacterial effects, very good in killing that irritable acne-causing bacteria.
The doctors s advice
Not all cases of acne problems can be treated by self-made applications or over-the-counter drugs. These actually only treats mild to moderate acne problems. Thus, a consultation with your doctor is advisable, especially when you have a severe case of acne problem. Your doctor will surely give you more potent acne treatments for teenagers which are actually divided between topical and oral solutions. Topical acne treatments given to teenagers are applied directly on the skin include antibiotic lotions and azelaic acid which is described as a benzoyl peroxide alternative. Meanwhile, oral antibiotics that you have to take in are just some of the recommended acne treatments for teenagers.
About The Author
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Marc Howlett writes articles for www.acne-support.info and several other leading websites.
marc_howlett@hotmail.com
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How to Cope With Colic

2006-09-20T00:00:00.000-07:00

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How to Cope With Colic
by: Monica Faircloth
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When my oldest daughter was born, I walked the floor night and day, rocking and swaddling, singing and even crying...anything to make my new little miracle stop her endless crying. Well, everyone told me she just had colic and that it would pass. And, alas, pass it did, however I wish that I would have known then what I know now.
There are many theories about the causes of colic. Many believe that it is breastfeeding that causes it. "Either you are eating something that is not suited to her little tummy or you must be feeding her too much.." they will tell you. Well, maybe. Others believe that bottlefed babies are allergic to the formula. "Switch his formula and he will be just fine..." they will tell you. Well, yes that could be it too. Some will say it is gas or an immature nervous system. Maybe. And the list goes on and on.
However, I believe that the answer to solving colic problems is simple. Babies simply "come out" too early and therefore miss out on their "fourth trimester" in the womb. This new world needs a lot of getting used to, and some transitional coping methods are in order. Below are some sure fire ways to soothe a colicky baby and restore them to their comfortable, womb-like environment. Well, they will think so anyway.
1. Swaddle her. Babies up to four months old feel safe and secure when bundled and will calm down. This imitates her cozy womb environment and soothes her cries with a sense of familiarity.
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2. Carry him in a sling or carrier close to your body and walk around. The motion will imitate the movements he felt while he was being carried in your womb.
3. Play "white noise" such as the dishwasher, washing machine or even the vacuum cleaner to imitate the sounds she heard while safe and snug in your tummy.
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4. If all else fails, go for a car ride. The motion will imitate the frequent movement he felt while in your womb and may calm him, and you, down.
Some of these things will work all of the time and all of these things will work some of the time, but just keep in mind that this will all pass. Enjoy these precious days with your little one because soon you will have to potty train them and you will think back to the good old days...when all you had to worry about was a little colic!
About The Author
This article may be reprinted as long as a link to http://www.TheMommySite.com is included with it.
Monica Faircloth is a full time mommmy and the owner of http://www.TheMommySite.com a resource for all mommies.
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Principalship: Leading Change in Schools

2006-09-15T00:01:00.000-07:00

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Principalship: Leading Change in Schools
by: Dr. Alvin Chan
-The L.E.A.D.E.R. Way
INTRODUCTION
In June 1997,the Prime Minister of Singapore unveiled the Government s vision of Thinking Schools, Learning Nation (TSLN). This vision was forged to improve Singapore s education system in the light of the rapid changes around the world. The Government foresees that Singapore, with its limited natural resources, can only continue to progress by nurturing a knowledgeable workforce that is adaptable to the changes in the world economy. More importantly, the Government realized that it had to start preparing the nation for these inevitable changes by revamping the education system in accordance with the vision of TSLN.
The Ministry of Education (MOE) in Singapore, the state agency responsible for the undertaking of this vision, states the goals of TSLN as follows:
Thinking Schools ensure that we equip students with skills and knowledge and values and instincts to face future challenges, while Learning Nation aims to promote a culture of continual learning beyond the school environment. (MOE, 1998,p.16)
In order to realize the vision, the MOE has introduced changes to the curriculum, the training of teachers, assessment modes and the development of resource packages. Furthermore, all schools will have students spending at least 30% of their curriculum time accessing electronic resources and working on computers. (MOE, 1998,p.17) The changes in the curriculum include the infusion of thinking skills and the reduction in the contents of the curriculum. Schools are strongly encouraged to set up their own thinking programs and teachers are to enroll in courses to learn how to infuse thinking skills in their teaching.
With the restructuring taking place to realize the vision, most teachers fear that the changes will burden them by increasing their already-heavy workload and tight time schedule due to increased training hours. The principal, being the main disseminator of the MOE s mission of TSLN in the school, has the unenviable task to articulate this vision to overcome the resistance to the changes especially from the school s teachers.
The main objective of the paper is to explore the perceptions of teachers as to the effectiveness of principals in leading a change programs (in this case, a Thinking Programs). Since teachers are directly responsible for the learning outcomes of the students, their perceptions of their principals effectiveness and concomitant actions are vital to the success of the vision of TSLN. As part of the paper, a case study of a primary school, which has embarked on a Thinking Programs, has been carried out.
REVIEW OF LITERATURE
In the hope of improving the existing system, schools face many problems when introducing well-meaning changes. Restructuring would, inevitably, involve people within the organisation to absorb new ideas and ideals that usually result in many uncertainties (Heckman, 1990). A school s principal, thus, has the uphill task to manage the level of resistance to change and align the staff to work towards a common vision, amidst the turbulence.
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To reiterate, the author is focussing on teachers perceptions of their principal in leading change, more specifically, the process of creating a Thinking Programme for the school. The importance of teachers perception of their leaders in the success of a school has been documented in various researches. Researchers (such as Bhella, 1992) suggested that teachers morale is related to student achievement. And, in turn, the principal has the strongest influence on teachers satisfaction in the workplace. (Vanderstoepe et al, 1994) From that perspective, the teachers satisfaction and perceptions of the principal in leading the change process would directly have an impact on the success rate of the new programme of boosting students achievement.
In the process of writing, the author discussed with many teachers on what they expect their leaders to do when introducing a new programs to their schools. The author has summarized the teachers opinions for inclusion in this paper. Previous research and literature would be used to illuminate the factors that are critical to the success of a principal in leading a change programs. To further enhance clarity of exposition, I have presented systematically the ideas encapsulated in previous research by using the acronym of L.E.A.D.E.R as a model to elucidate the steps in leading a successful change programs in a school. The acronym of L.E.A.D.E.R stands for:
Leading by example
Empowering vision
Adaptive change
Developing people
Evaluating the system
Recharge
The above model does not try to be prescriptive or attempt to imply that it will cover all the salient factors of an effective change programme. Due to the prescribed length of the paper, the author hopes that the model will shed more light in the topic of research in a more methodical manner.
Leading by Example
In most organisations that have embarked on a change programme, one of the more common complaints by the employees is that the leader does not walk the talk . In a school, if a principal is not willing to learn and adapt to changes, there are no compelling reasons for the staff to do so. The Scout s motto, Lead by Example , is a major criteria of what a principal must do to succeed in leading change.
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In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should also be a model of learning to the rest of the organisation and encourage the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by deeds to convince the staff that the change is happening at all levels. These build a sense of esprit de corp in the school that will help in lessening the pressures that change brings to organisations.
In short, a principal has to be perceived to be capable in leading school educational development by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not work co-operatively towards the success of the change programme.
Empowering Vision
A change programme requires a change of vision. According to Kotter (1995, p.10),
A vision says something that clarifies the direction in which an organisation needs to move.
The Ministry of Education developed the vision of TSLN in the middle of 1997. In the schools, banners are put up to herald the vision of TSLN and school principals were expected to align the teachers towards this shared vision for the betterment of the schools. The principals are expected to modify culture through skill in communication of the necessary shared values for a changed vision. (Campbell-Evans, 1993).
Adaptive Change
In most organisations change programme, the appropriate pace of change is often ignored. Most leaders are impatient to see results and thus apply unwarranted pressures on those involved in the process .In Singapore schools; such a situation is a commonplace. With the MOE s intention of creating a world-class educational system in Singapore, many new initiatives are introduced within a short period of time. Most of the initiatives will require much time and effort of the teachers, on top of their already-heavy load. Such a situation often causes distress and the principal has to address the issues.
A good leader, therefore, must be capable of regulating the distress by sequencing and pacing the work required of the change process. Unfortunately, this is not the case in most change programme. Most leaders start new initiatives without stopping other activities or they start too many initiatives at the same time. They overwhelm and disorient the very people who need to take responsibility for the work. (Heifetz & Laurie, 1997,p.180)
Developing People
The people who are directly involved in a change programme have to be suitably trained to meet the challenges. A good principal would ensure that the staff s potential is developed for many reasons. Firstly, if the staffs are not trained well to undertake the new responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned change programme will be more able to convince them to commit to it. By doing so, a principal can demonstrate leadership by sharing leadership with the staff in the school. Through empowering others, the principal can also elevate his/her status and power. (Blas , 1987)
A principal can also develop the staff potential by opening up channels of communication within the school. Setting up committees and encouraging peer learning could do this. External agencies with expertise in the areas of change can also be consulted to help smoothen the process of change.
A principal who is a people developer would benefit as solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels. (Heifetz & Laurie, 1997,p.173) Thus, by doing so, the principal would have increased the level of success of the new initiative and also the hearts of his/her followers.
Evaluating the System
The principal must constantly monitor the process of a new school initiative. The initial enthusiasm that has been built up the principal may wane due to the lack of a good evaluation system .An effective evaluation system would allow the principal to see the flaws and to refine the programme due to changing circumstances. A good evaluation system for a thinking programme would consist of classroom observations on the teaching of the thinking tools and feedback from those who are involved in the change process. This includes the teachers, pupils and their parents. This is important as constant feedback allows the principal to refine the programme due to changing circumstances. (Hargreaves, 1995)
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To further enhance the evaluative aspect of the programme, the principal could brainstorm with the staff on the criteria of what are considered to be desired outcomes of the new initiatives. To be more specific, an effective change leader would spell out what are the short and long-term desired results of the programme and base the evaluations on such targets. The evaluative process must be realistic and fair by including appropriate time frames for achieving them. This would calm down the fears of the teachers and to ensure that they would not resort to cosmetic measures in the process of change.
A principal must also be self-reflective and be able to take criticism if the programme is not moving according to plan. He or she must rely on the teachers who are directly involved with the pupils to give honest feedback. Though, this may raise questions of the credibility of the principal s initial plans, a good head would allow the subordinates to point them for further improvements to a new initiative. This is especially so if the head is seeking to create a thinking and learning organisation.
Recharge
An effective evaluation system would also be used to ensure the continuing momentum of a change programme. Most change programmes may start out enthusiastically but they usually lose steam at the end. The ability to maintain the initial enthusiasm and commitment to the vision is, thus, an important criterion of an effective principal. He or she must be able to recharge the interest of the teachers by constantly reminding them and encouraging them to achieve desired outcomes. In a thinking programme, a principal could hold monthly meetings to talk about the progress and to share success stories of the programme to maintain the interest of the teachers. If the interest and enthusiasm of the staff to the initiatives can be maintained throughout, more change programmes will be successful in schools.
CONCLUSION
During the process of writing this paper, the author felt that certain issues should be addressed. One of the main problems seems to lie in the pacing of new initiatives introduced by the Ministry of Education. Due to this, a principal is stretched for time and effort in juggling with the new initiatives. This, as shown in the case study, usually leads to other good school programmes going through a roller-coaster ride of enthusiasm. The principal would then resort to cosmetic efforts to convince the parents, visitors and the Ministry that a programme is in place as in this case study. The author hopes that this is just an isolated case but feels the Ministry should really look into the issue of whether principals are overloaded with the projects in progress before launching into another initiative.
Another issue connected to the above is the need to improve the evaluation and appraisal methods of the principals by the Ministry. At present, the evaluation tends to be inaccurate, as the Ministry does not really know the inner workings of the school. There should be a 360 degrees Feedback Survey whereby the staff (especially the teachers); pupils and parents are to evaluate the effectiveness of the principal in leading a programme. It may be considered time-consuming but it will ensure that principals do not adopt cosmetic measures to hide weaknesses of any new programmes. This also allows schools to be opened to ideas and suggestions for further refinements of the programme. In this way, the Ministry will have a more accurate picture whether the initiatives that had been introduced are articulated in a proper manner.
The author reiterates that the success of leading a change programme in schools is largely dependent on the principal s ability to influence the perceptions of the teachers. Trust, thus, is an important ingredient that has to be built up by the principal, as the principal-teachers relationship will have an impact on other future initiatives. The paper has also included a self-evaluation questionnaire (Appendix 3) for principals who are in the process of leading a change programme in their schools. In closing, the author wants to emphasise that in order to reap the full benefits, a change programme should be nurtured and not enforced.
About The Author
Dr.Alvin Chan is an Innovation Research Specialist in Asia. He has consulted for and aid in the development of managerial innovations and effective learning methodologies in several organizations.
Please email to Dr. Chan at alvinchan@firstquatermain.com as a courtesy if you are reprinting the article online or in print.
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Writing College Admissions Essays that Take First Place--A Personal Statement Checklist

2006-09-15T00:00:00.000-07:00

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Writing College Admissions Essays that Take First Place--A Personal Statement Checklist
by: Roxanne McDonald
Congratulations on your move toward a college degree. And congratulations on seeking support for writing your admissions essay/personal statement. The squeaky motor gets the oil, so you will be slick and running sleekly in a just a few days in plenty of time to submit and relax before transferring from a community college or crossing over from high school to higher learning.
While the application and entry process is exciting, it is also rigorously demanding when it comes to writing the prompted essays. But instead of getting intimidated, remember, it is a process with a series of many laps around the track. Do the steps one at a time, on time, and even ahead of time; be just as rigorous as the entry requirements are; and use the following as a checklist throughout the entire personal statement writing process, and you will create a worthy piece of writing that will smoothly slide you right into the institution of your choice.
1. Use that fine machine (your head): get ahead, start ahead.
___Start early. If they application and essay are due in three months, start working on it in two.
2. Start small.
___If the task seems overwhelming, choose an easy, quick, or interesting part of the task. Then you will have a momentum that will push you forward into the larger, more time consuming tasks. For example, you know your name, address, and (maybe) what you want to major in. Fill out the application.
3. Read X3 before you start to build.
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___The first time, read the directions and the prompt choices for the personal statement(s) you have to write as if you are reading a magazine for fun.
___The second time, read the prompt choices as if you are reading a catalog and shopping for the one (best) item (prompt) . Choose the one topic that you feel you have the most to write on, the one you like, the one you are drawn to.
___The third time, read with a highlighter or pen: highlight or underline the key words in the prompt s introductory sentences and the key action words (those words that tell you to do something). For example, if the prompt reads as follows, you would mark it like this [I use brackets here for highlighting]:
Is there [anything] you would like us to know [about you or your academic record] that you have not had the opportunity to [describe] elsewhere in this application? What is [your intended major]? [Discuss] [how your interest in the field developed] and [describe] any [experience you have had in the field] such as volunteer work, internships and employment and what you have gained from your involvement .
4. Make notes and make them visible.
___You now have the (five, here) parts to list on a big piece of paper or cardboard that you then prop up or tape up on your wall or pc. (I always do this tape the required points on my computer; then I can constantly refer to it as I am writing. It keeps me on track on topic.)
5. Consider your audience.
___As with any writing, you decide your tone based on who will be reading the work. In this case, you are submitting to a committee of readers who read stacks and stacks of these things. So
6. Be real. Be honest. Be engaging. Be positive. Be fresh.
I know, I know. I hate it too when someone tells me to be myself. (Who else would I be?) The point is to avoid pretense, avoid b.s. (lies), and avoid whining, begging, and angry, bitter, resentful tirades.
The readers want to know who you are, how you would fit, and what you would bring to the university.
___Brainstorm a list of true details, writing them on the left side of a piece of paper. On the right side, note next to each item how that makes you a perfect candidate for the place. (The left side is negative, too. The right side is the balance, turning the negatives into positives.)
7. Engage.
Granted, when we writers begin drafting, we may not necessarily begin with the opening paragraph. We scribble the lines we remember, the body, the conclusion, topic sentences, important buzz words, or anything else that comes to mind. But when you do get to the opener, it must be as outstanding, alluring, inviting, and original as possible.
I promise I know what I m talking about here. As a/an (former) Associate Professor of college English, I assisted hundreds of students with both graduate and undergraduate application packets and processes--teaching workshops on the entrance essays, tutoring students in the complete process in the colleges learning centers, even receiving students in my home (where they still continue to approach me for consultation and support).
So I have seen/see many students get accepted to Berkeley, Cornell, Stanford, State, and other private and public institutions based on their essays, which I helped them to write and (ugh) rewrite using the standards and guidelines of the major institutions of higher learning (and this handy manual of caveats I have compiled over the years). And those essays start with unique, engaging intros that follow these tricks:
___Get rid of all abstractions (now also considered clich s in the academic arena since they have been driven into the ground by overuse). Avoid using the success achieve lifelong dream terms, words, and phrases. The panel knows you want/need these. They expect it is a given, and would probably have group heart attacks if someone wrote he/she was applying to be unsuccessful, to achieve nothing, and to listlessly idle, having no dream whatsoever. (Okay, you get my point, right?)
___Erase the I am an immigrant who needs to make my parents proud clich s. (I promise you, this strategy is empty and useless. I have received students needing entry essay help who are immigrants, children of immigrants, products of immigrant DNA, victims of immigrant mentality .every first draft I read started with this kind of intro. And I ve only helped about 500 students with this exact same opener. Imagine the weary tsk-ing and head shaking of the board member who reads thousands!)
The bottom line is this: asking to be admitted because you experienced--and are slamming the board with--a number of boo-hoo poor me hardships is the same as going to a job interview and answering questions about what skills you bring to the job by crying that you need to feed your kids. How does your need qualify you? It doesn t.
___And/or, forget the I was neglected, abused, poor, hungry, ugly, fat opener. Same lecture as above applies here, too. Unless
___You can turn the negative into a positive. If you have to be real, and the victim thing is part of your story, show how that pain/struggle/torture contributed to who you are today and to what you bring to the school. But do it later in the essay and do it in passing, in mention, in brief and then move on. So, how do you open a personal statement?
___ By opening the essays with a metaphor, a narrative, or appropriate facts and statistics that will make the essay(s) stand out, appeal to the board, and give those readers something interesting you have a better chance of them saying to each other, Hey, did you read that Joe Blow essay? and of them putting it in the YES pile.
Consider this: what running theme(s) would best represent you? For example, would you, like Helen Zhang did, use a water metaphor to represent your immigrating from a country where you were going with the flow of running your own company, then moved to a country where you started over, re-built the ship from scratch, beat the hell out of those choppy stormy seas, and are now sailing, headed for helping others to row to safe shores?
Or would you, like Celestino Garcia, use a food/feeding metaphor to show how getting your fingers broken by a cruel (and insane) uncle who then forced you to do farm work and refused to feed you has instead driven you to culinary school, to prepare lovely meals for feeding today s children even worse off than he was without food?
Or do you prefer to open with a description, as Sarah Choi did, for example, of living in the projects, looking through a cracked window at the police lights every night you sat to do grade school homework till one day you made it out, still keeping in mind (and writing it back in at the end of your essay) the sirens and lights and project life from whence you came, so you can, when you graduate, return to the projects and aid others in escaping the flashing lights and flashes of gunfire?
8. You ve got their attention. Now make your point. Boldly.
___Here s where your thesis comes in. Once you have used an original description, metaphor, statistic, fact, or definition to open, wrap up the intro with a declarative, confident statement. For example,
This is why I want to attend Oxford. will not help you make your way into Oxford. Again, it s obvious you want to attend/be accepted, and that s not reason enough to be accepted.
But With this experience, with excellent grades, with a steady volunteer record, and with a pro-active attitude, I will make dynamic, positive, and supportive contributions to the community at Oxford, and later, to the community at large. will give you the horsepower you need to finish the essay and to get accepted.
9. You ve done the hard part. Follow through to the finish.
___The body of your essay will now have the theme/line of reasoning it needs to follow. If it helps, print the thesis in large lettering, and tape this up, too. It is the main point you will now prove with examples of
__your g.pa.
__your outstanding performance awards
__your volunteer experience (where, when, etc.)
__your tutoring, interning, or work-related experience
__your influences/reasons for getting into the field
__any points the prompt asks for
10. Accelerate using anything you have/know/have done.
The support (body of the essay) is most important nowadays, to give you the boost you need to compete. For instance, a number of schools/majors are impacted. Computers and business, for example, have students neck-and-neck in fierce competition for a seat in the department.
So when there are 500 applicants with the same 4.0 g.p.a, the same awards, and the same backgrounds and work experience, you need to use facts (no b.s., made-up stuff) that will give you the extra speed. This is why tutoring tales help. This where volunteering cranks up the volume. This is where you use what you can to race ahead. As long as it s truth-based. If they ask for two letters of recommendation, send three. If they ask for one way you will contribute to the university, give them two: you will help in the department, assisting the professors (for free); and you will tutor those struggling in a (related) subject you are fortunate to do well in.
10. But how do you come in 1st and keep the rules of the road?
Here s where revising, revising, and revising again comes in. First, write all you can, all you want, all you know. Then, go back and check those instructions. How many pages must you use? What size font?
___Usually, you have a page limit that you must not go over.
Completely admissible! Your steadiness supports the view that you are pretty much speculative in and . Your nose for news would get a surprise in the sections that follow.
___At the same time, you must cover 3-4 areas in your essay.
___Follow the instructions to the letter. (This will also give you an advantage, for the instructions are there not just to get to know you but to test whether you are adept at following instructions.)
___Don t give the readers any excuse/reason to eliminate you.
___Tighten your text. This is covered in the Mechanics section below.
11. Keep that machine well-oiled: use your pit mechanics.
___Revise the opener. Make sure it is fresh, engaging, relevant.
___Revise the thesis. Be sure it s complete and expresses the general point.
___Revise the body (supporting evidence). Check that it addresses part of the prompt. (This is another test does the applicant cover all parts of the question?)
___Rev. the paragraphs and transitions between paragraphs. Be sure each is coherent, and that all are organized and connected, and therefore easy to follow.
___Rev. the sentences. Use variety. Combine sentences for rhythm and flow.
___Rev. the diction. Get rid of useless words, extra words, abstract words. This is where you will be able to shorten the essay.
___Revise the spelling. Do not rely on the pc spellchecker! It is two e-z to Miss homonyms and readers will not be able to bare it!
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___Revise the punctuation. Get a tutor for this if you need to.
___Use human mechanics, too. We have brains that are set up so perfectly that they do this thing called hypercorrection. So when we read our own drafts, our brains insist on automatically correcting and reading as correct text that has errors in it. How do you fix this? Have someone else read the work aloud. You listen carefully. When the reader stumbles, pauses, or does a Wha ? double-take, you stop the reader, catch the error, and change it, right then and there, in the pit stop. Before you mail it again re-read and revise. Re-read and revise.
___12. Mail the entry the application (with nothing left blank), the check (not blank), and the essay (cleaned and polished)--before the deadline
in plenty of time for the university readers to read it, laugh over it, cry over it (which does happen I have cried over the top essays that got Sarah, Tino, Helen, and many others into law school, computer tech school, business school, and more), and except you...I mean, accept you.
Now get your motor running and win that race.
About The Author
N.H.-born prize-winning poet, creative nonfiction writer, memoirist, and award-winning Assoc. Prof. of English, Roxanne is also web content and freelance writer/founder of www.roxannewrites.com, a support site for academic, memoir, mental disability, and creative writers who need a nudge, a nod, or just ideas of which Roxanne has 1,000s, so do stop in for a visit, as this sentence can t possibly get any longer .
admin@roxannewrites.com
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Principalship: Leading Change in Schools

2006-09-08T00:01:00.000-07:00

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-The L.E.A.D.E.R. Way

INTRODUCTION

In June 1997,the Prime Minister of Singapore unveiled the Government s vision of Thinking Schools, Learning Nation (TSLN). This vision was forged to improve Singapore s education system in the light of the rapid changes around the world. The Government foresees that Singapore, with its limited natural resources, can only continue to progress by nurturing a knowledgeable workforce that is adaptable to the changes in the world economy. More importantly, the Government realized that it had to start preparing the nation for these inevitable changes by revamping the education system in accordance with the vision of TSLN.

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The Ministry of Education (MOE) in Singapore, the state agency responsible for the undertaking of this vision, states the goals of TSLN as follows:

Thinking Schools ensure that we equip students with skills and knowledge and values and instincts to face future challenges, while Learning Nation aims to promote a culture of continual learning beyond the school environment. (MOE, 1998,p.16)

In order to realize the vision, the MOE has introduced changes to the curriculum, the training of teachers, assessment modes and the development of resource packages. Furthermore, all schools will have students spending at least 30% of their curriculum time accessing electronic resources and working on computers. (MOE, 1998,p.17) The changes in the curriculum include the infusion of thinking skills and the reduction in the contents of the curriculum. Schools are strongly encouraged to set up their own thinking programs and teachers are to enroll in courses to learn how to infuse thinking skills in their teaching.

With the restructuring taking place to realize the vision, most teachers fear that the changes will burden them by increasing their already-heavy workload and tight time schedule due to increased training hours. The principal, being the main disseminator of the MOE s mission of TSLN in the school, has the unenviable task to articulate this vision to overcome the resistance to the changes especially from the school s teachers.

The main objective of the paper is to explore the perceptions of teachers as to the effectiveness of principals in leading a change programs (in this case, a Thinking Programs). Since teachers are directly responsible for the learning outcomes of the students, their perceptions of their principals effectiveness and concomitant actions are vital to the success of the vision of TSLN. As part of the paper, a case study of a primary school, which has embarked on a Thinking Programs, has been carried out.

REVIEW OF LITERATURE

In the hope of improving the existing system, schools face many problems when introducing well-meaning changes. Restructuring would, inevitably, involve people within the organisation to absorb new ideas and ideals that usually result in many uncertainties (Heckman, 1990). A school s principal, thus, has the uphill task to manage the level of resistance to change and align the staff to work towards a common vision, amidst the turbulence.

To reiterate, the author is focussing on teachers perceptions of their principal in leading change, more specifically, the process of creating a Thinking Programme for the school. The importance of teachers perception of their leaders in the success of a school has been documented in various researches. Researchers (such as Bhella, 1992) suggested that teachers morale is related to student achievement. And, in turn, the principal has the strongest influence on teachers satisfaction in the workplace. (Vanderstoepe et al, 1994) From that perspective, the teachers satisfaction and perceptions of the principal in leading the change process would directly have an impact on the success rate of the new programme of boosting students achievement.

In the process of writing, the author discussed with many teachers on what they expect their leaders to do when introducing a new programs to their schools. The author has summarized the teachers opinions for inclusion in this paper. Previous research and literature would be used to illuminate the factors that are critical to the success of a principal in leading a change programs. To further enhance clarity of exposition, I have presented systematically the ideas encapsulated in previous research by using the acronym of L.E.A.D.E.R as a model to elucidate the steps in leading a successful change programs in a school. The acronym of L.E.A.D.E.R stands for:

Leading by example

Empowering vision

Adaptive change

Developing people

Evaluating the system

Recharge

The above model does not try to be prescriptive or attempt to imply that it will cover all the salient factors of an effective change programme. Due to the prescribed length of the paper, the author hopes that the model will shed more light in the topic of research in a more methodical manner.

Leading by Example

In most organisations that have embarked on a change programme, one of the more common complaints by the employees is that the leader does not walk the talk . In a school, if a principal is not willing to learn and adapt to changes, there are no compelling reasons for the staff to do so. The Scout s motto, Lead by Example , is a major criteria of what a principal must do to succeed in leading change.

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In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should also be a model of learning to the rest of the organisation and encourage the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by deeds to convince the staff that the change is happening at all levels. These build a sense of esprit de corp in the school that will help in lessening the pressures that change brings to organisations.

In short, a principal has to be perceived to be capable in leading school educational development by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not work co-operatively towards the success of the change programme.

Empowering Vision

A change programme requires a change of vision. According to Kotter (1995, p.10),

A vision says something that clarifies the direction in which an organisation needs to move.

The Ministry of Education developed the vision of TSLN in the middle of 1997. In the schools, banners are put up to herald the vision of TSLN and school principals were expected to align the teachers towards this shared vision for the betterment of the schools. The principals are expected to modify culture through skill in communication of the necessary shared values for a changed vision. (Campbell-Evans, 1993).

Adaptive Change

In most organisations change programme, the appropriate pace of change is often ignored. Most leaders are impatient to see results and thus apply unwarranted pressures on those involved in the process .In Singapore schools; such a situation is a commonplace. With the MOE s intention of creating a world-class educational system in Singapore, many new initiatives are introduced within a short period of time. Most of the initiatives will require much time and effort of the teachers, on top of their already-heavy load. Such a situation often causes distress and the principal has to address the issues.

A good leader, therefore, must be capable of regulating the distress by sequencing and pacing the work required of the change process. Unfortunately, this is not the case in most change programme. Most leaders start new initiatives without stopping other activities or they start too many initiatives at the same time. They overwhelm and disorient the very people who need to take responsibility for the work. (Heifetz & Laurie, 1997,p.180)

Developing People

The people who are directly involved in a change programme have to be suitably trained to meet the challenges. A good principal would ensure that the staff s potential is developed for many reasons. Firstly, if the staffs are not trained well to undertake the new responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned change programme will be more able to convince them to commit to it. By doing so, a principal can demonstrate leadership by sharing leadership with the staff in the school. Through empowering others, the principal can also elevate his/her status and power. (Blas , 1987)

A principal can also develop the staff potential by opening up channels of communication within the school. Setting up committees and encouraging peer learning could do this. External agencies with expertise in the areas of change can also be consulted to help smoothen the process of change.

A principal who is a people developer would benefit as solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels. (Heifetz & Laurie, 1997,p.173) Thus, by doing so, the principal would have increased the level of success of the new initiative and also the hearts of his/her followers.

Evaluating the System

The principal must constantly monitor the process of a new school initiative. The initial enthusiasm that has been built up the principal may wane due to the lack of a good evaluation system .An effective evaluation system would allow the principal to see the flaws and to refine the programme due to changing circumstances. A good evaluation system for a thinking programme would consist of classroom observations on the teaching of the thinking tools and feedback from those who are involved in the change process. This includes the teachers, pupils and their parents. This is important as constant feedback allows the principal to refine the programme due to changing circumstances. (Hargreaves, 1995)

To further enhance the evaluative aspect of the programme, the principal could brainstorm with the staff on the criteria of what are considered to be desired outcomes of the new initiatives. To be more specific, an effective change leader would spell out what are the short and long-term desired results of the programme and base the evaluations on such targets. The evaluative process must be realistic and fair by including appropriate time frames for achieving them. This would calm down the fears of the teachers and to ensure that they would not resort to cosmetic measures in the process of change.

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A principal must also be self-reflective and be able to take criticism if the programme is not moving according to plan. He or she must rely on the teachers who are directly involved with the pupils to give honest feedback. Though, this may raise questions of the credibility of the principal s initial plans, a good head would allow the subordinates to point them for further improvements to a new initiative. This is especially so if the head is seeking to create a thinking and learning organisation.

Recharge

An effective evaluation system would also be used to ensure the continuing momentum of a change programme. Most change programmes may start out enthusiastically but they usually lose steam at the end. The ability to maintain the initial enthusiasm and commitment to the vision is, thus, an important criterion of an effective principal. He or she must be able to recharge the interest of the teachers by constantly reminding them and encouraging them to achieve desired outcomes. In a thinking programme, a principal could hold monthly meetings to talk about the progress and to share success stories of the programme to maintain the interest of the teachers. If the interest and enthusiasm of the staff to the initiatives can be maintained throughout, more change programmes will be successful in schools.

CONCLUSION

During the process of writing this paper, the author felt that certain issues should be addressed. One of the main problems seems to lie in the pacing of new initiatives introduced by the Ministry of Education. Due to this, a principal is stretched for time and effort in juggling with the new initiatives. This, as shown in the case study, usually leads to other good school programmes going through a roller-coaster ride of enthusiasm. The principal would then resort to cosmetic efforts to convince the parents, visitors and the Ministry that a programme is in place as in this case study. The author hopes that this is just an isolated case but feels the Ministry should really look into the issue of whether principals are overloaded with the projects in progress before launching into another initiative.

Another issue connected to the above is the need to improve the evaluation and appraisal methods of the principals by the Ministry. At present, the evaluation tends to be inaccurate, as the Ministry does not really know the inner workings of the school. There should be a 360 degrees Feedback Survey whereby the staff (especially the teachers); pupils and parents are to evaluate the effectiveness of the principal in leading a programme. It may be considered time-consuming but it will ensure that principals do not adopt cosmetic measures to hide weaknesses of any new programmes. This also allows schools to be opened to ideas and suggestions for further refinements of the programme. In this way, the Ministry will have a more accurate picture whether the initiatives that had been introduced are articulated in a proper manner.

The author reiterates that the success of leading a change programme in schools is largely dependent on the principal s ability to influence the perceptions of the teachers. Trust, thus, is an important ingredient that has to be built up by the principal, as the principal-teachers relationship will have an impact on other future initiatives. The paper has also included a self-evaluation questionnaire (Appendix 3) for principals who are in the process of leading a change programme in their schools. In closing, the author wants to emphasise that in order to reap the full benefits, a change programme should be nurtured and not enforced.

About The Author

Dr.Alvin Chan is an Innovation Research Specialist in Asia. He has consulted for and aid in the development of managerial innovations and effective learning methodologies in several organizations.

Please email to Dr. Chan at alvinchan@firstquatermain.com as a courtesy if you are reprinting the article online or in print.

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Graduating With A Plan Of Action

2006-09-04T00:01:00.000-07:00

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Graduating With A Plan Of Action
by: Ann Baehr
Congratulations, you ve just graduated with a degree in your chosen field.
So what s your next step going to be to launch your long-anticipated career?
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Like a young racehorse at the starting gate, you have tons of energy and determination, and are anxious to get out there and seize new career opportunities. But are you ready? Do you know what you need to do? Do you have a plan of action to turn those opportunities into a reality? If you don t, you will need to get one.
I m sure you ve heard the old adage that the quickest route from point A to point B is a straight line. Well, launching your career is no different in terms of setting your job search goals and carrying them out diligently and methodically You might have a few corners to navigate, but you should do your best to avoid deviating from your goal as much as possible.
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One of the first things you need to decide is what type of job interests you the most. Depending on what your degree is, there might be many positions in your field to consider. For example, if you are a graduate nurse you can work in a hospital, clinic, nursing home, childcare center, school, private practice, or field setting. Then, within those settings you can work within various units such as medical-surgical, pediatrics, and maternity. Then there are transitional opportunities.
Let s say you tried your hand at nursing and realized it was not what you expected. You can always consider pharmaceutical sales as a new career. Some fields, such as business management, are even more flexible. The key is to decide which direction you are headed towards and learn as much about that field as you possible can.
Okay, you hate to admit it, but you spent all of that time and money, but you re still not sure what you want to do. You have an idea about what you might want to do, but it s just not clear yet. None of the possibilities you ve explored get you excited. In fact, you re feeling downright frustrated and depressed. Don t worry. It really isn t that bad. Keep in mind that you don t have to start at the top, and don t have to commit yourself to an employer. So don t put so much pressure on yourself. Maybe you just need to get your foot in the door somewhere to test the waters before you decide to go full steam ahead. You might even want to spend the first year to discover what it is that you really want to do. That way your mind will be open to possibilities and you will have a positive attitude. Just don t waste time. Set weekly goals. Use that year to WORK at finding out what you want to do. Then prepare to do it and do it well.
If you want to explore your career without the assistance of a job coach or career counselor, a good way to start is to conduct some independent research. Let s assume your degree in is law enforcement or criminal justice. You will need to decide if you want to work in corporate security or private investigation. But how do you decide? Well, if your college s career center cannot provide you with specific information, visit Occupational Outlook Handbook online (http://www.bls.gov/oco/) to get an overview of various positions in your field. Join industry specific chat rooms to see what everyone is talking about. Go to the websites of various companies. Get involved in conversations. Ask lots of questions. Get advice from friends, family members, and neighbors. Ask them what they do and how they got started.
If you are not sure if a particular area of your industry is right for you, call or write professionals already in positions of interest to request an information interview. An information interview will allow you the opportunity to question a professional about the nature and requirements of a position. Some people will not be available, whereas other people will welcome the opportunity to give you fifteen minutes of their time. If someone avoids you, don t take it personally. Just move on to the next possible contact. Once you make a connection, you will need to be polite, organized, and demonstrate exceptional professionalism and communication skills. During your information interview, remember to take detailed notes. When you are done, thank them wholeheartedly for their time. Be sure to get their full name and contact information so you can send them a follow-up thank you letter. They might even have an opening, so be sure to make a good impression.
Once you have narrowed it down, have your r sum developed professionally and post it on major job boards, such as monster.com, careerbuilder.com, and hotjobs.com to see what contacts can be made. While you are there, search job openings to glean what the job descriptions are so you can see what will be expected of you. Your r sum writer will probably want you to do that anyway so they can get a good idea of the jobs you are interested in to ensure your r sum is very targeted. Be proactive and tell your r sum writer that you have done that and would like to share that information with them.
Okay, so now you know what you want to do and you have a great r sum and cover letter. Now what? You ve probably heard how important networking is that it s not what you know but who you know. Well, that s not always the case; but knowing the right person sure can t hurt. With that in mind, let everyone you come in contact with know you are looking for a job. Be sure to keep your r sum updated and in your car (protected from spills and creasing) so you can hand them out at a moment s notice. Join an organization to become acquainted with people in your industry, attend career fairs, become affiliated with recruiters, and research companies online (post your r sum at their websites), at the library, and even in the yellow pages to get leads to mail your r sum and cover letter. This last approach is a great strategy. Let s say you recently graduated with your Masters in Social Work. You can open your yellow pages to Adoption Agencies to acquire the mailing addresses of several socialservice agencies. Be sure to call the receptionist first to request the proper name, title, and department of the contact to send your r sum and cover letter. Other strategies include creating a web r sum so people can view your formatted, interactive resume online. If you don t know how to do this, research how or hire someone to do it for you. Be sure to have business cards made and add your web r sum address to it!
Another great way to get started is to temp for a while. If you do decide to temp, be selective. You should only work for the best companies in your field to get the very best experience possible. It is also a great way to prove yourself as a favorable candidate for a permanent position. Don t temp for too long because it might cause a potential employer to wonder why you haven t secured a permanent position for a certain length of time. If during an interview you are asked why you temped, confidently state that you chose to temp to gain well-rounded experience in your field. Don t apologize for anything!
No matter what your plan of action is, be sure to keep organized notes and track every move you make. Prepare a list of names, company names, addresses, telephone numbers, fax numbers, email addresses, and website addresses. Keep the list near the phone of every company you sent your r sum and cover letter. That way you will know whom you are speaking with when they call to extend an initial or follow up interview. This is especially important if you are going on several interviews. If you are not organized, you will get confused and seem unprofessional. You will want to make a great first impression from the very beginning, starting with a great r sum and cover letter. If you have your baby sister s cute little voice or a musical greeting on your answering machine, replace it with a professional message that says, You have reached John Smith at 555-5555. I am not available at this time. Please leave your name and reason for calling. I will return your call as soon as possible. Have a great day! If your email address is bowlingkingpin@aol.com, be sure to change it to JSmith1234@aol.com. If you are on the road all of the time, or if members of your family do not speak English, get a cell phone so you can be reached anytime, anywhere. List that number as your only number without the word cell listed on your r sum . If you list both your home number and your cell number, then indicate which number is your home number and which number is your cell number. They will probably call your home number first. If you have a lot of friends who call you on your cell, be on guard to answer your cell phone professionally. If you are going on an interview, leave your cell phone in your glove compartment. You don t want your cell phone to ring in the middle of the interview.
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Be prepared and on time for the interview, if not early. Make sure you have several outfits to wear to go on several interviews in a week s time so you don t stress. Make sure you dress appropriately for your interview. You can t go wrong if you are conservative. If it is a creative industry, you can dress with more flair or even casual, but don t dress too crazy. Have extra r sum s handy (don t bring your cover letter) to give to the hiring manager so he/she can distribute them to other managers without having to make copies. Practice your interviewing technique. Ask a friend to role-play with you. Get a book with commonly asked interview questions. In addition to learning what to say, you need to learn what not to say and what not to do. Send out thank you letters within 24-hours that mention something important discussed in the interview keeping the position in mind at all times and reiterating your strengths.
Above all, be professional in behavior and appearance, knowledgeable, enthusiastic, organized, interested in the company and position (have about ten questions to ask them that have nothing to do with you), and try your best to be interesting when you talk about your experiences, regardless how limited they may be. If you are nervous, keep in mind that you are interviewing them, too. You don t want to work for just anyone, do you? Be sure to convey that. You don t have to be arrogant about it, but you should come across as a commodity, not as a desperate, nervous job seeker. If you think like that, your confidence will shine through naturally because you will feel good about yourself and will be ready for anything! Before long, you ll be launching your career. Good luck!
About The Author
Ann Baehr is a Certified Professional Resume Writer and President of Best Resumes of New York. Notable credentials include her role as former Second Vice President of the National Resume Writers' Association and published contributor to over twenty resume and cover letter books by McGraw-Hill, Jist Publishers, and Adams Media. To learn more, visit Best Resumes of New York at www.e-bestresumes.com.
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Calendar Teaching Tips

2006-09-03T00:04:00.000-07:00

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Calendar Teaching Tips
by: Freda J. Glatt, MS
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Stop! Don't throw away those old calendars! There is so much you can do with a calendar to reinforce academic skills. Here are a few suggestions:
1. Writing - Use the pictures as story starters by having children write an original story, poem, or song centered around them.
2. Art - Cut out the pictures and use them to make your own greeting cards. Write original sayings to go inside.
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3. Classification - Have a selection of different kinds of pictures available so your children can sort them according to general similarities...all pets, all cars, all buildings, etc. Older children can sort them into more specific categories such as sports cars, SUV's, etc.
4. Flash Cards - Make your own by putting a picture on one side and writing the word on the other. For older children, write a sentence including the word. Have children make their own flash cards! (NOTE: Cut out the numbers to make math flash cards.)
5. Left-to-Right Progression - As you teach young children the days of the week, always point out that you are starting from the left and going to the right.
6. Days and Dates - Ask questions that review days, dates, and ordinal numbers. For instance, which day of the week is the third? What is the date of the fourth Wednesday? When does Autumn begin (day and date)? Which holiday is on September 5?
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7. Math - Ask questions to review before and after. For instance, what will the date be five days after Labor Day? What will that day be? If National Farm Animals Awareness Week is September 18, what was the date nine days earlier? Which day of the week was it? What would the sum be if you add the dates of all Tuesdays in the month? For older children, make it a 2-part problem and have them subtract from, multiply, or divide the answer. Using the dates of the calendar, what is the difference of the last Friday and the second Friday? Are you multiplying, yet? Skip color all the boxes in multiples of 8, for instance. You would then have boxes numbered 8, 16, and 24 filled in. Since you will have several days left over, children can learn the term 'remainders' and get ready for division!
8. Reading - Alphabetize all the holidays and special days. How many syllables are in each name? List the holidays, then the special days. Which countries are represented? Do some research and find out more about unfamiliar days.
I hope these ideas have been useful and have ignited your own creativity.
And remember...Reading is FUNdamental!
About The Author
Freda J. Glatt, MS, retired from teaching after a 34-year career in Early Childhood and Elementary Education. Her focus, now, is to reach out and help others reinforce reading comprehension and develop a love for reading. Visit her site at http://www.sandralreading.com. Reading is FUNdamental! Copyright © 2003-2005 Sandral Sensations, Inc., Fort Lauderdale, Florida All Rights Reserved
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What is the Theory of Multiple Intelligences? Part 2: Cultural Influence

2006-09-02T00:03:00.000-07:00

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What is the Theory of Multiple Intelligences? Part 2: Cultural Influence
by: Michele R. Acosta
Howard Gardner's theory of multiple intelligences developed as he worked with brain injured adults and autistic children. He identified distinct portions of the brain that control specific human abilities or talents like analysis, classification, speech, self-awareness, etc. He has identified eight distinct abilities that he refers to as "intelligences": verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and the naturalist. In addition to the biological basis for these intelligences, Gardner also places great emphasis on cultural influences that may impact the development of each intelligence.
Culture determines what parents and schools will teach their children based on the needs of the community. Gardner says: "It is the culture that defines the stages and fixes the limits of individual achievement." For example, educators have found that the Mexican American culture places a strong emphasis on community and on family; therefore, many members of this community have well-developed interpersonal intelligences.
The influence culture has on the development of the intelligences points to one of the most important components of the theory -- the makeup of intelligences changes over time with age and with experience. Thomas Hatch profiled the intelligences of several children when they were in kindergarten and again when they were in the sixth grade. He discovered that their intelligence profiles had changed over time. Hatch says: "Just because young children display particular capacities does not necessarily mean that they will grow up to excel in activities involving those capacities. Children's intelligences, the manner in which they display them, and how successful they are, shift, grow, and vary over time."
In other words, if intelligences change with time and experience, they can be learned. If they can be learned, they can be taught. As a result, students who are not strong in one intelligence can be taught to develop that intelligence. According to Bruce Torff: "The intelligences develop - they grow and change over time, which allows strengths to be exploited and weaker areas remedied. ...If you provide the right kinds of support for students, they build the kinds of intellectual structures that enable them to do things."
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David Lazear says that teachers should watch for "ways to help students stretch into new intellectual areas - maybe areas in which they are uncomfortable or weak." Not only are weaker areas strengthened, but students develop a better self-image because they use a well developed intelligence to improve a weaker one.
In an interview with Kathy Checkley, Gardner said: "Teachers have to help students use their combination of intelligences to be successful in school, to help them learn whatever it is they want to learn, as well as what the teachers and society believe they have to learn." In other words, Gardner believes that teachers need to find ways to incorporate instruction into their classrooms that encourages students to develop weaker intelligences by drawing on their strengths. This in turn improves both attitude toward learning and academic achievement.
Visit www.TheWritingTutor.biz/articles/MI-intro-prob.php to learn more about the multiple intelligences.
References:
Checkley, K. (1997). The first seven ... and the eighth: A conversation with Howard Gardner. Expanded Academic ASAP [on-line database]. Original Publication: Education, 116.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Hatch, T. (1997b). Getting specific about multiple intelligences. Expanded Academic ASAP [on-line database]. Original Publication: Educational Leadership, 54 (6).
Lazear, D. G. (1994). Multiple intelligences approaches to assessment: Solving the assessment conundrum. Tucson, AZ: Zephyr Press.
Torff, B. (1996). How are you smart?: Multiple intelligences and classroom practices. The NAMTA Journal, 21 (2), 31-43.
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Vasquez, J. A. (1990). Teaching to the distinctive traits of minority students. The Clearing House, 63, 299-304.
About The Author
Michele R. Acosta is a writer, a former English teacher, and the mother of three boys. She spends her time writing and teaching others to write. Visit www.TheWritingTutor.biz/articles for more articles, www.TheWritingTutor.biz/writing_editing_service for professional writing and editing services, or www.TheWritingTutor.biz for writing and educational resources for young authors, teachers, and parents.
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Copyright (c) 2004-2005 The Writing Tutor & Michele R. Acosta. All rights reserved.
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