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'By that, rejoined Gower, 'I can say Lord Feltre proves there's wisdom in the truisms of devoutness. He thought the Catholic lord had gone a step or two to catch an eel. Fleetwood was looking on the backward of his days, beholding a melancholy sunset, with a grimace in it.
He remembered Gower Woodseer's having warned him he would finish his career a monk. Not, like Feltre, an oily convert, but under the hood, yes, and extracting a chartreuse from his ramble through woods richer far than the philosopher's milk of Mother Nature's bosom.
Or Felter: your convinced and fervent Catholic has quotations of images and Latin hymns to his Madonna or one of his Catherines, by the dozen, to suit an enthusiastic fit of the worship of some fair woman, and elude the prosy in commending her. Feltre is enviable there. As he says, it is natural to worship, and only the Catholics can prostrate themselves with dignity. That is matter for thought.
Lord Feltre, his companion, has done us the service to make his emotions known. He describes them, true, as the Papist who sees every incident contribute to precipitate sinners into the bosom of his Church. But this, we have warrant for saying, did not occur before the earl had visited and strolled in the woods with his former secretary, Mr.
Minister of Foreign Affairs . Champagny. Duc de Cadore. Chaptal. Minister of the Interior. Comte de Chanteloupe. Clarke. Minister of War. Duc de Feltre. Daru. Comte. *Davoust. Duc d'Auerstädt. Prince d'Eckmühl. Drouet. Comte d'Erlon. Drouot. Comte. Aide-Major of the Guard. Duroc. Grand Marshal of the Palace. Duc de Friuli. Viceroy of Italy. Grand Almoner. Fouché. Duc d'Otranto. *Grouchy. Comte.
In the far distance rose great mountain masses. Up there were Feltre and Belluno, and behind, just visible when the light was very bright, the peaks of Carnia and the Cadore. It was an unaccustomed feeling, after months of comparative immunity from observation behind mountain ridges, to be in flat country again.
He was recommended to see Lord Feltre, if he had a desire to be instructed on the subject of the mitigation of our pains in the regions below. Potts affirmed that he meant to die a Protestant Christian.
When Carinthia Jane, after two years of adventures and perils rarely encountered by women, returned to these shores, she was, they say, most anxious for news of her husband; and then, indeed, it has been conjectured, they might have been united to walk henceforward as one for life, but for the sad fact that the Earl of Fleetwood had two months and some days previously abjured his rank, his remaining property, and his title, to become, there is one report, the Brother Russett of the mountain monastery he visited in simple curiosity once with his betraying friend, Lord Feltre.
In the morning, I bought an old overcoat, and hired an ass to journey on, and near Feltre I bought a pair of boots. In this guise I passed the hut called the Scala. There was a guard there who, much to my delight, as the reader will guess, did not even honour me by asking my name.
Huntsmen would know it, if the chase were not urgent to pull them at the tail of the running beast. Once or twice on board his yacht he might have known something like it, but the salt sea-breeze could not be disconnected from his companion Lord Feltre, and a thought of Feltre swung vapour of incense all about him. | <urn:uuid:08edb553-b8b1-464e-9f2e-ad537388772b> | CC-MAIN-2022-33 | https://wordincontext.com/en/feltre | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572833.95/warc/CC-MAIN-20220817032054-20220817062054-00468.warc.gz | en | 0.972197 | 842 | 1.882813 | 2 |
Where: The Sustainable Innovation Forum will take place in the Stade de France in Paris.
When: 7th and 8th of December.
Who: More than 750 attendees will meet decision makers from around the globe, from 43 countries. There will also be over eighty speakers including country ministers, CEO’s and internationally renowned thought leaders. The event is hosted by Climate Action and UNEP (United Nations Environment Programme). Prominent speakers include Achim Steiner, Executive Director of the UNEP and Under-Secretary-General of the United National, President Olafur Ragnar Grimsson, President of Iceland and Dr Ernest Moniz, Secretary of Energy, USA.
Why: The Sustainable Innovation Forum provides an opportunity for individuals from business, government, finance, UN, NGO and civil society to come together to help business innovation bring scale to the emerging green economy and accelerate low carbon innovation. The forum is a large scale networking event for industry leaders, allowing collaboration and idea sharing. | <urn:uuid:c9e800c1-d891-457b-ac82-5d854a5a2dc3> | CC-MAIN-2022-33 | https://www.sri-executive.com/news/cop21-sustainable-innovation-forum-2015-what-you-need-to-know/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571150.88/warc/CC-MAIN-20220810070501-20220810100501-00673.warc.gz | en | 0.910016 | 198 | 1.648438 | 2 |
Winter time is upon us and this cold weather can really play havoc with our skin and hair. Here are some of our tips for taking care of yourself during the coldest season of the year.
Having a hot shower or bath may be just want you want after a long cold day but this can cause skin irritation if the weather is cold. Long exposure to hot water can strip moisture from hair and skin, try having the water luke warm and only stay in it for 5 minutes or less.
We often forget to help our skin get rid of dead cells in the winter but moisture can’t get in if there are too many of them! Find a gentle exfoliating mask and use it on your face and your hands. Your body can take a stronger exfoliator, this can also be used on your lips if they are really dry. Follow immediately with moisturiser to really see and feel a smoother difference.
You may have found a moisturiser that you love that works really well in the summer and spring months but as weather conditions change so should your skin care routine. We would suggest trying an ointment moisturiser that’s oil based rather than water based. The oil will help to create a protective layer on the skin that holds moisture than a cream or lotion would. Many night creams are oil based so replacing your nigh cream for your day cream could work too.
Keeping your skin hydrated in winter isn’t just about what you put on the outside but what goes inside is even more important. It’s been proven that drinking up to 2-3 litres of water a day can visibly improve fine lines and wrinkles. Although you may have to make a conscious effort to do this and trips to the toilet will become more frequent the results really are worth it.
Wash your hair as less often as possible. Try and cut your hair washing down by 2 shampoos a week, this will leave your hair’s natural oils intact! You only actually need to use a 50p piece amount of shampoo not a whole hand full. If your scalp tends to be very oily and needs more frequent washes, focus just on your scalp and roots and leave the rest alone. You can always just rinse and condition if you feel your hair isn’t dirty, there is no need to shampoo every time you wash unless you really feel like you need to.
During the winter months it’s a great idea to treat your hair once a week to a deep conditioning treatment. This will help to replenish the moisture which tends to get depleted from things such as having the heating on at home and heat damage from styling. We would recommend using Aussie 3 Minute Miracle Shine for a cheaper option or Kérastase Nutritive Masquintense Cheveux Fins for a slightly higher end option.
Have your hair trimmed regularly and prevent dry ends from traveling upward by removing them on a monthly basis. Remove roughly half an inch each month to maintain your current hair length and if you are trying to grow your hair do this every 2 months.
If you have any other questions about skin and hair care please do not hesitate to contact us. | <urn:uuid:209b1067-d5c4-43f2-9205-d7848f25ea27> | CC-MAIN-2022-33 | http://www.pandamakeup.co.uk/how-to-look-after-your-skin-and-hair-in-winter/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00077.warc.gz | en | 0.956837 | 656 | 1.789063 | 2 |
According to AAOS, the American Academy of Orthopaedic Surgeons, 7.5 million people saw their doctor for a shoulder problem in 2006. AAOS points out that upper extremity problems can be caused by anything from playing sports to simply doing household tasks like washing walls. If you report shoulder pain to your doctor, you are likely to be referred to a physical therapist for treatment.
If you are experiencing pain, a physical therapist will often prescribe assisted exercises for your arms first. The exercise is “assisted” because you will use the one arm to move the other through a comfortable range of motion. This allows your shoulder to move freely without stressing your muscles, tendons or ligaments. To go through assisted shoulder flexion, find a dowel that is roughly three feet long and hold it in your right hand at one end; with your other hand, grasp the dowel in the center. Relax your right shoulder and allow your left arm to push it straight in front of your body through a pain-free range of motion. Repeat for the opposite arm.
Isometric exercises are used by physical therapists to begin strengthening the muscles of your upper arm. During an isometric exercise you will contract the muscle you are targeting without moving any joints. According to the “Journal of Orthopaedic Physical Therapy,” strength in the external rotators of your shoulders is extremely important in the rehabilitation of upper arm injuries. To strengthen your external rotators, stand so your shoulder and the length of your arm are touching a wall. Bend your elbow to 90 degrees while keeping the arm against the wall. Press into the wall with the back your hand -- concentrate on your shoulder acting as a hinge so the pressure is on your hand, not your elbow. Hold the contraction for five seconds, rest and repeat 10 times on each arm.
Active exercises involve contracting your muscles to move joints through a range of motion. Weak elbow flexors in your upper arm could lead to shoulder injury. To strengthen your elbow flexors actively, sit or stand with your elbows straight and your palms facing forward. Lift your hands up to your shoulders and slowly lower them to your sides. If this motion is easy, hold a light dumbbell in each hand. You can lift both arms at the same time or one at a time. Begin with three sets of 10.
Stretching muscles in addition to strengthening them is very important for the function of your upper extremities. To stretch your elbow flexors, sit on the floor or on top of a mat with your arms behind you -- your palms should be touching the floor with your fingers pointing away from your body. Scoot your hips forward so they are further away from your hands; you should feel a stretch in your biceps. When you feel a light stretch, hold the position for 30 seconds, rest and repeat three times. | <urn:uuid:301a276b-590b-40ff-832e-beaafc0593d7> | CC-MAIN-2017-04 | http://www.livestrong.com/article/365909-physical-therapy-exercises-for-the-upper-arm/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280504.74/warc/CC-MAIN-20170116095120-00143-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.931781 | 581 | 2.6875 | 3 |
Ways to get help with your rent
Updated: 21 Jan 2017
Local Housing Allowance (LHA) is a rent assessment scheme for tenants who rent accommodation from private landlords. The scheme enables people who are thinking about moving to privately rented accommodation to know in advance what rent level their Housing Benefit would be based on. This will help you choose accommodation you can afford. | <urn:uuid:045baeee-9b93-4349-9b98-14051e7cb129> | CC-MAIN-2017-04 | http://www.nihe.gov.uk/index/advice/renting_privately/advice_tenants/help_with_your_rent.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281331.15/warc/CC-MAIN-20170116095121-00218-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.959691 | 75 | 1.585938 | 2 |
MessageMedia NodeJS Library
A library that allows NodeJS programmers to access MessageMedia's SOAP API.
How to get this library for your application:
IMPORTANT! This is taken from the official messagemedia site. The offical site seems to have forgotten to push up the library and since I needed to use it for my app on heroku and did not want to embed it into the source code, I have made this. It will be unlikely to be updated and I recommend swtiching over to the official library if MessageMedia ever does push it up.
Clone the repository into your application's node_modules directory.
$ git clone https://github.com/messagemedia/messagemedia-nodejs.git messagemedia
Install it as a package from npm (Node Package Manager).
$ npm install messagemedia
Create a package.json file in the project's root directory and add messagemedia-unofficial as a dependency. You can refer to the one in this project's root directory. After this file is created you can run the following command...
$ npm install
Follow the sample documentation from there.
Project directory structure:
- /lib MessageMedia library.
- /test Contains test scripts called from /test/tests.js.
- /sample Contains a sample application.
- /node_modules Is created after running $ npm install.
This project was created using an IDE:
IDE: Eclipse Standard
Version: Kepler Service Release 2.
It is suggested that you install http://www.nodeclipse.org/ into Eclipse. This plugin allows you to interact with NodeJS from within Eclipse.
You do not need Eclipse or any IDE to use this library. You can get started with as little has 4 lines of code...
// app.jsconst mm = ;mm;
Sample REST based Web App:
To run the sample web application type the following command:
In /sample there is a sample web application that can be used to test/demonstrate the library.
In your web-browser go to http://localhost:3000/
- Server (NodeJS)
- Client (AngularJS)
This sample uses the Express web application framework package, on the NodeJS side.
The server (NodeJS) hosts a http server which serves a single-page for a web browser to access and a REST service. The REST service acts as a translation layer allowing two-way communication between MessageMedia's WSDL based SOAP API and this NodeJS's JSON based REST API. I have chosen to use AngularJS on the client (browser) because it is feature-rich and allows easy access to REST resources on the server.
The code snippet below shows how a very simple REST interface could be made to access MessageMedia's SOAP API via this library.
var messagemedia = ;app;
When attempting to run /tests.js for the first time you must...
Create a config.json file in project root directory (use the config.template.json file as a template)
$ npm install nodeunit -g
$ nodeunit tests.js
TC 1: Checking
- TC 1.1: Check User.
- TC 1.2: Check Replies
- TC 1.3: Check Reports
TC 2: Number Blocking
- TC 2.1: Get blocked numbers.
- TC 2.2: Block numbers(s).
- TC 2.3: Unblock numbers(s).
TC 3: Confirmations
- TC 3.1: Confirm Replies.
- TC 3.2: Confirm Reports.
TC 4: Messages
- TC 4.1: Send Messages.
- TC 4.2: Delete Scheduled Messages.
Please note: The unit tests require an active MessageMedia account in order for them to function. | <urn:uuid:6e9634c6-2fa5-41a0-800c-b31fbfc5361e> | CC-MAIN-2022-33 | https://www.npmjs.com/package/messagemedia | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572286.44/warc/CC-MAIN-20220816090541-20220816120541-00277.warc.gz | en | 0.824687 | 856 | 1.664063 | 2 |
How to Write a Matching CV for a Matching Job |Target to Match your CV to a Job
How to Write a Matching CV for a Matching Job While it is advi...
How to Write a Matching CV for a Matching Job
While it is advisable to write a proper and relevant CV, which is not an end, modifying it for various jobs and also re-writing it to suit a relevant job is also important, because one resume is not suited for all jobs, here we offer the tips on how to write a suitable resume to a particular job:
First and foremost thing to do before writing a resume is to know for which job and which company you are applying for and gather the job requirements and also information about the company, this is the basic step before writing a resume.
Then list out your skills and abilities and try to make a match between the job requirements and how your skills are best suited for the job and try to state the same in your resume and present yourself in such a way that you are best suited for that particular job.
And also keywords play a crucial role in getting a resume noticed because it optimizes the important points and highlights your resume.
The next thing you have to do is highlight your achievements and accomplishments by the proper usage of keywords and try to explain briefly about them in a striking manner.
Then proofreading the resume and check for any spelling mistakes and grammatical mistakes also helps in making a good resume.
Finally, the interviewer asks questions related mainly to what you have mentioned in the resume, so please try to be able to explain and back up all that which you have mentioned in the resume, if you can’t do it, then your chances go down and gives an indication that you are not interested in the job or properly qualified for the job or that you are lying in order to get a job, so avoid such mistakes. | <urn:uuid:75ee1462-19e2-4d95-8031-b865f332f274> | CC-MAIN-2017-04 | http://www.blog.latestoffcampus.com/2014/01/how-to-write-matching-cv-for-matching.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281419.3/warc/CC-MAIN-20170116095121-00490-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.955007 | 388 | 1.625 | 2 |
The impact of seeding rate and inter-row spacing on Italian ryegrass for seed in the first harvest year
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Italian ryegrass (Lolium multiflorum Lam.) cv. Tetraflorum sown with different inter-row spacings and seeding rates was grown under the agroecological conditions of Western Serbia. Field experiments were carried out between 2002 and 2006, and biometric characteristics-generative tillers, seed yield, and shoot dry mass-were measured during the first production year. Italian ryegrass was grown with 3 row spacings (20, 40, and 60 cm), using 4 seeding rates (5, 10, 15, and 20 kg ha(-1)). Tiller length was affected by stand density, while 2 other tiller parameters were affected considerably less by the treatments applied. The influence of tiller characteristics on yield components was insignificant. The highest seed yield in the first production year varied with treatment, depending on seasonal conditions. Plant parameters and seed yield were impacted by inter-row spacing, marked, however, by an opposite impact in and and humid weather conditions. Inter-row spacing of 40 cm was the least ri...sky for seed production. While the increase in seed rates (15-20 kg ha(-1)) in stand establishment provided higher seed yields in years with unfavorable weather conditions, the seed rate had either no impact on seed yield, or decreased the seed yield as a result of ryegrass lodging, following seed shedding in the years with favorable weather conditions. Abundant shoot dry mass was obtained with some treatment variants, but there was no linear correlation between seed yield and yield components.
Keywords:Harvest index / Italian ryegrass / inter-row spacing / seeding rate / seed yield
Source:Turkish Journal of Agriculture and Forestry, 2009, 33, 5, 425-433
- Tubitak Scientific & Technical Research Council Turkey, Ankara | <urn:uuid:86dd4ec7-669b-485a-9b72-064c50c4be12> | CC-MAIN-2022-33 | https://aspace.agrif.bg.ac.rs/handle/123456789/2083 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573908.30/warc/CC-MAIN-20220820043108-20220820073108-00269.warc.gz | en | 0.938926 | 427 | 2.34375 | 2 |
Change in the Indicators of the Uneven Roving Obtained from a Mixture of Silk Waste
Ochilov Tulkin Ashurovich1, Axmedov Jahongir Adxamovich2, Valieva Zulfiya Fakhritdinovna3, Shumqorova Shamsiya Pulatovna4, Yodgorova Xilola Isroilovna5
1Prof. Ochilov Tulkin Ashurovich*, Faculty Technology of Light Industry and Design, Tashkent Institute of Textile and Light Industry, Uzbekistan.
2Dr.Sci.Tech. Axmedov Jahongir Adxamovich, Department of “Technology of silk”, Faculty Technology of Light Industry and Design, Tashkent Institute of Textile and Light Industry, Tashkent, Uzbekistan
3Valieva Zulfiya Fahritdinovna, Faculty Technology of Light Industry and Design, Tashkent Institute of Textile and Light Industry, Uzbekistan.
4Shumqorova Shamsiya Pulatovna Faculty Technology of Light Industry, Jizzakh Polytechnic Institute, Jizzakh Uzbekistan.
5Yodgorova Xilola Isroilovna Faculty Technology of Light Industry, Jizzakh polytechnic institute, Jizzakh, Uzbekistan.
Manuscript received on April 30, 2020. | Revised Manuscript received on May 15, 2020. | Manuscript published on May 30, 2020. | PP: 1732-1735 | Volume-9 Issue-1, May 2020. | Retrieval Number: F7973038620/2020©BEIESP | DOI: 10.35940/ijrte.F7973.059120
Open Access | Ethics and Policies | Cite | Mendeley
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: In this article, there were defined the indicators of unevenness of roving acquired from the following mixture in three types: cocoon flocks 40% + canvas I-pass 35% + canvas II -pass 25%, cocoon flock 30% + canvas flock 25% + canvas II-pass 25% + 20% + cocoon flock 20% + canvas I-pass 20% + canvas II-pass 20%+canvas A-pass-30% with modern equipment at Joint Venture “Silver Silk”. The unevenness of the rovings was determined on a modern Uster-Tester-5 instrument and, based on the results, the optimal mixed waste composition was recommended.
Keywords: Cocoon, Silk, Unevenness, Roving, Spinning, Yarn, Mixing, Quality, Cocoon flock.
Scope of the Article: Silk Waste | <urn:uuid:0ebff66b-2393-462d-a735-16acd2c52202> | CC-MAIN-2022-33 | https://www.ijrte.org/portfolio-item/F7973038620/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572163.61/warc/CC-MAIN-20220815085006-20220815115006-00677.warc.gz | en | 0.800859 | 626 | 1.734375 | 2 |
For most of us, the idea of eating one type of food for an entire year might seem less than appetizing. But not Beacon resident Derek Dellinger. On January 1, 2014, the writer (a Hudson Valley magazine contributor) and brewer set out on an international quest to eat and drink only fermented foods and beverages for 52 weeks. In his book The Fermented Man (released in May), the author details his journey, and here he shares a few morsels.
What sparked your interest in fermentation (the process of preserving food through microbial action)?
I was home brewing beer and became fascinated with how yeast and bacteria were involved in that process. And then I started seeing they were in different foods like sauerkraut and yogurt. I researched it and had this thought that fermentation is much more ubiquitous than people realize. I thought living off fermented food for a year—even though extreme—would be a good way to illustrate how commonplace it is. So, I dove in.
Can you give us a specific example of how fermentation can change the food we eat?
There is shark meat in Iceland and it’s one of the strangest foods in the world. You can’t eat it fresh or it will kill you because it’s poisonous, but, if you ferment it properly, it becomes edible. It’s a drastic example, but fermentation has the potential to turn something completely poisonous to a food that people eat for survival.
What were some of the challenges you faced over the course of the year?
Any very limiting diet is going to drastically affect you, and this got to me psychologically. The diet forced me to eat simple foods in their original element as opposed to making more elaborate and prepared meals out of them. I felt like I was eating a lot of the same thing and I worried I wasn’t getting enough calories. It was the most difficult year of my life. I had to think about every single meal I was going to eat. I really had to stage everything in very exhausting detail.
What was the first food you ate after the year was finished?
When the clock struck midnight on New Year’s Eve, I tackled a giant bowl of guacamole. I had one fermented avocado at a café in New Orleans, but I couldn’t replicate it for myself, so it was quite challenging to go an entire year without them.
Do you still eat fermented foods even though you finished your experiment?
I’m still eating a lot of fermented food and fermenting a lot of vegetables. Right now, my refrigerator is packed with bizarre and unique fermentation experiments. | <urn:uuid:534fae6d-f319-4773-b2d8-f1d14db9b80f> | CC-MAIN-2022-33 | https://hvmag.com/publications/food-for-thought-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572089.53/warc/CC-MAIN-20220814234405-20220815024405-00067.warc.gz | en | 0.980826 | 541 | 1.921875 | 2 |
It isn’t easy to stay financially secure anymore. This trend is leading to many Americans not having enough savings for retirement. Reports show that people have on average $10,000 in their retirement accounts.
The good news is that there are a few things you can do to secure your finances. If you’re trying to create a secure financial future for yourself, knowing what financial advice to follow is critical. Below are five financial tips that are worth using in your life.
1. Get a High-Interest Savings Account
Most people don’t think of regular savings accounts when they think of interest. Most banks have abysmal rates. It doesn’t make sense to rely on them for storing money.
The same isn’t true for a high-interest savings account. While they won’t provide the same returns as market investments, they offer a far higher interest rate than your regular savings account. Put the money you don’t need in these accounts to see a return on your money.
2. Use Budgeting Apps
It isn’t always enough to keep your budget in your head or a spreadsheet. Doing this takes a lot of work on your part. For many people, they’ll end up forgetting to stick to their budget.
If you want to make personal finance easy, sign up for a budgeting app to keep track of your money. These applications will let you set up a budget and download your transactions automatically. These time-saving features make it easier for you to make sure you’re on track with your money.
3. Find an Investment
Your day job won’t always be enough for financial success. You can work hard and still end up coming up short of your goals. If you want to accelerate your plan for financial success, investing is key.
You have several options for investing:
- Real estate
- Stock market
- Side business
Research each one of your options to figure out which one makes sense for you.
4. Pay Off High-Interest Debt
If you’re like a lot of people, you have a lot of debt. Whether it’s from student loans, auto loans, or credit cards, debt payments will likely make up a lot of your monthly expenses. The problem with carrying a lot of debt is the interest rates.
One of the best money management tips is to figure out which one of your accounts has the highest interest. Once you figure this out, try to make additional payments on your principal every year. Doing this will help you pay off your debt faster and save a lot of money you would have paid in interest.
5. Get New Insurance Quotes
The chances are that your insurance rates will go up over time. It doesn’t matter if you’ve filed a claim or not, either. That’s why you must regularly shop around for insurance quotes.
Looking for lower insurance rates can save you a lot of money every year. You can use a service like comparisoninsurancequotes.com to look at several providers at once to find the lowest rate.
There Are More Financial Tips Out There
There is a lot of information out there about how to improve your financial situation. You can only do so many things at once, so take it one step at a time. Once you take advantage of the financial tips above, keep looking for more ideas to improve your financial situation.
If you’re looking for more life tips, head back to our blog. You’ll find our latest ideas that will help you out! | <urn:uuid:f82a685e-b5a1-4c7e-9716-9b599185c322> | CC-MAIN-2022-33 | https://www.trendingus.com/high-impact-financial-tips-that-could-change-your-life/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573876.92/warc/CC-MAIN-20220820012448-20220820042448-00071.warc.gz | en | 0.945203 | 745 | 2.21875 | 2 |
August 20, 2009, was Election Day in Afghanistan.
The country had gone through many changes since Najibullah – or Najib – was born in the years between Soviet occupation and Taliban takeover. The strict Islamic regime allowed Afghanistan to become a haven for al Qaeda, which led to the September 11 attacks on America and the subsequent U.S. invasion that ended the Taliban’s brutal reign. Najib remembers watching his city being bombed by Americans, a few years of relative calm after the invasion and installation of a new government, and finally more violence as suicide bombings and political instability became the norm.
On that fateful August day, Najib, then 15, and his younger brother Hamid were riding tandem on a bicycle in front of the governor’s residence in the city of Lashkar Gah, the capital of Helmand Province, where Najib augmented his family’s meager income by selling cold drinks out of a cart.
Najib was in front with his brother riding on the back of the bike when a rocket exploded beside them. Najib was knocked unconscious. When he came to, he was on the ground, his clothes in tatters and he was tangled up in the bike, crying out in pain. His left eye was pierced by a piece of shrapnel, but his first thoughts were of Hamid. He looked around and saw his 13-year-old brother lying dead on the road. Hamid’s head had caught the brunt of the blast. “I couldn’t even see his face,” Najib said.
Among the many witnesses to the explosion was English journalist Jerome Starkey, who was covering Afghanistan for the London Times.
“By the time I had found the courage to sprint over … Najib was just finding the breath to wail. It was a terrifying, painful wail. … That day was supposed to be a landmark moment on Afghanistan’s path towards self-governance and democracy. It was, without doubt, the worst day of Najib’s life,” Starkey later wrote.
The next day, Starkey tracked down Najib at his home. His eye was bandaged but it was clear that Najib needed better treatment than was available to the average Afghan. Plans were made to go to Pakistan for an operation, but Starkey pulled some strings to get Najib treatment at the international air base at Bagram.
“He helped me. He rescued me,” Najib said of Starkey.
Najib needed more sophisticated help to remove the shrapnel and eventually, with the help of the international aid organization Solace for the Children, he was brought to the U.S. for a series of surgeries. The doctors were unable to save the sight in that eye, but Najib was able to experience the American way of life while he stayed with a host family, Doug and Joyce Steele, in Charlotte, N.C.
After his treatment in the U.S., Najib returned to his homeland, but “wanted to leave Afghanistan really bad.” He attended a school in Kabul for students who were preparing to study abroad, where he began to learn a key lesson about life: It’s not always what you know, but who you know.
Students were encouraged to reach out to anyone who could help them secure a spot at a foreign school, to use whatever network they might have to secure a better future. Najib’s network was small. “I tried contacting schools in the U.S. directly but they had no interest in me. My host family in North Carolina tried to help. Solace for the Children tried to help, but nothing happened,” he said.
Then he contacted Starkey and asked him directly: “Maybe you could contact your old school?”
Starkey was unsure. He’d attended the Stowe School, an English boarding school in Buckinghamshire, that boasts alumni – “Old Stoics” – including Sir Richard Branson, Superman actor Henry Cavill, screen legend David Niven and Christopher Robin Milne. (Yes, that Christopher Robin.) Starkey hadn’t maintained any connections to the school, but he emailed the headmaster anyway. After a phone interview, Najib was offered a scholarship.
Starkey ended up acting as Najib’s guardian while he was at school and the journalist has written movingly of his role helping the boy adjust to his new surroundings.
“It was a big challenge,” Najib said. He struggled with schoolwork, which wasn’t much of a surprise considering his limited educational opportunities in Afghanistan. “I passed some exams. I failed others. But my language improved. I improved culturally and I made lots of connections.”
Najib, who had taken up running while he was in the U.S. previously, got serious about the sport. He was asked to run a marathon and agreed, though he had no idea of how to prepare for the challenge. He studied but couldn’t find a training regime that suited him. “I gotta make my own,” he said and just started adding two miles a week to his regular eight-mile run.
That determination, along with an “energy drink” concocted out of honey, milk and water (all items he could scrounge from the school’s tables), got him across the finish line.
His running prowess and compelling personal story elevated Najib to minor celebrity status. He met the Duchess of York and attracted some media attention while at Stowe. As his time there ran down, he began to think about where he could go to college. He wanted to return to the U.S.
Help finally came as the result of a tenuous connection. Dr. Mark Hendrickson, professor of economics at Grove City College, was visiting England and met up with his friend John Fingleton, an Old Stoic who invited Hendrickson to tour the school and have lunch with an “extraordinary young man.”
“I enjoyed his company and I was impressed by his story,” Hendrickson said of Najib. The professor felt compassion for a boy living in a place that was so culturally, linguistically and religiously different from what he had known. “He later contacted me, looking for options and wondered if there was any place I knew he could attend,” Hendrickson said. “I didn’t have any connections … so I called Bill.”
Bill is William Mehaffey ’64, a member of the Grove City College’s Board of Trustees.
“I have a heart for international students,” said Mehaffey, who previously provided support for students from Ethiopia and Albania to attend Grove City College. “This kid deserved a break and I felt he needed a break,” Mehaffey said. “This is what we are called to do as a faith-based college.”
Mehaffey organized an effort to raise the money that would be necessary to cover Najib’s tuition and room and board at the College and even met him at the airport when he arrived in Pennsylvania. Mehaffey credits about a dozen Trustees and alumni for contributing money to help Najib, and noted faculty and College staff members have gone above-and-beyond-the-call to ensure Najib’s well-being.
Najib is grateful for the help and the “life-changing opportunity” to attend Grove City College.
As he had at Stowe, Najib faced a steep learning curve, academically and culturally. He had some trouble adjusting to campus life during his freshman year and acknowledges some struggles early on with the College’s “rigorous academics,” but his grades are improving and he has landed upon a major that suits his talents and interests in entrepreneurship.
“I’ve always been an entrepreneur,” Najib said. While he learned his father’s trade as a shoe repairman when he was very young, Najib saw a greater opportunity and convinced his family to take out a loan to buy supplies to build a cart from which he could peddle cold drinks on the streets of Lashkar Gah. He was soon bringing in twice as much money for the family as his father.
Here in the U.S., Najib is honing several business ideas and money-making ventures, including one that capitalizes on his knowledge of the family business. He’s developing an idea called the Shoe Sanitizer, a box built to hold a shoe and several automated brushes and cleaning tools. Najib makes a pitch for the idea and demonstrates an early prototype on YouTube here: gcc.edu/shoebox.
At Grove City College, Najib has been afforded access to schools of thought that he wouldn’t have had the opportunity to acquire elsewhere, and he’s embraced some of them. For example, he’s a self-described libertarian and devotee of Austrian economics. That mindset may have helped him pull off a bit of coup when it came time to make his plans for the summer. Najib applied for and secured a competitive internship through the Koch Institute with Atlas Network, where he’ll learn market-based management, participate in workshops to build marketable skills, study economics, philosophy and political science, apply economic thinking principles in team projects, and work with Atlas think-tank partners around the globe.
While a Grove City College education is certain to favorably impact Najib’s chances for a successful and rewarding future, Mehaffey thinks students like Najib can do the same for American students. “I don’t think American students truly understand how much they can learn if they befriend international students,” he noted.
Najib’s plans for after graduation aren’t set in stone. There’s no question he wants to remain in the U.S. – for good reason. With his now-extensive ties to the West, Hendrickson observed: “He really can’t go back. He’s a marked man. He’s taken the plunge and it’s sink or swim, but he’s a survivor.”
This story originally ran in the Summer 2016 GēDUNK magazine. Read more HERE.
For a behind-the-scenes look at the cover shoot, click HERE. | <urn:uuid:0fb5a2d7-fcf6-437b-b6fb-2d5119de7967> | CC-MAIN-2022-33 | https://www.gcc.edu/Home/News-Archive/News-Article/opportunity-of-a-lifetime | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571745.28/warc/CC-MAIN-20220812170436-20220812200436-00476.warc.gz | en | 0.985385 | 2,192 | 1.992188 | 2 |
The global speaker bureau
Isabel Allende is an internationally acclaimed author considered to be part of the Latin American feminist literary awakening. Born in Lima, Peru, she grew up in Chile and travelled around the world as the daughter of a Chilean diplomat. She is best known for her epic and highly autobiographical novel 'The House of Spirits', which was later released as a motion picture in 1993.
"A genius" The Los Angeles Times
Isabel Allende worked with the United Nation's Food and Agriculture Organization in Santiago, then later in Brussels, Belgium, and in Europe. For a brief period in Chile, she also had a job translating Romance novels from English to Spanish. Reportedly, the CIA-backed military coup in 1973 "changed everything" for her because "her name meant she was caught up in finding safe passage for those on the wanted lists". In 2006, she was one of the eight flag bearers at the Opening Ceremony of the Winter Olympics in Turin, Italy. Her novels have been translated into 30 languages and sold more than 51 million copies.
What she offers you
Isabel has lectured, done extensive book tours and has taught literature at several US colleges. In her writing, Allende deals with politics, history, and social institutions in a way that is all but passive.
How she presents
Isabel's presentations give fascinating insights into how she is guided by a vision of a world in which women have achieved social and economic justice. This vision includes empowerment of women and girls and protection of women and children.
She presents in English and Spanish.
Want to know more?
Give us a call or send us an e-mail to find out exactly what she could bring to your event.
How to book Sra. Isabel Allende?
Simply phone, fax or e-mail us.
To discuss how we can help find the right speaker for your organization,
call us on +44 1628 601 400 | <urn:uuid:340535e6-8d52-4987-930f-b15d7bb4769c> | CC-MAIN-2017-04 | http://www.speakers.co.uk/our-speakers/profile/isabel_allende | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279915.8/warc/CC-MAIN-20170116095119-00273-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.964694 | 399 | 1.546875 | 2 |
The streets and roads tell stories. This was the theme chosen by the European Federation of Road Traffic Victims (FEVR) to mark the celebrations of World Day of Remembrance for Road Victims, in its twenty-fifth anniversary.
And how many stories do they tell? Thousands, millions of stories. The point is: what stories are told and what stories we prefer to hear. Roads have stories of all kinds: comic, cheerful, boring, dramatic and unfortunately also tragic. Of tragic stories, those that do not end well, that end in suffering, pain and loss, we know that there are many, and that each of us may become (or has already became) the involuntary protagonist in one of them.
What do they say, why they are told, how are they told, the road stories that do not end well? Who wants to hear them, and when? | <urn:uuid:13987b58-44c4-43aa-bafc-69453f11cb57> | CC-MAIN-2022-33 | https://ciencia.iscte-iul.pt/publications/roads-tell-stories/52865 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572212.96/warc/CC-MAIN-20220815205848-20220815235848-00476.warc.gz | en | 0.970818 | 182 | 2.078125 | 2 |
New York: US researchers have identified a genetic variant that explains the preference of an individual to mornings or nights.
The researchers identified 15 locations in DNA (loci) linked with “morningness”, and asserted that morningness is governed by differences in circadian rhythm or biological clock.
The study provides genetic insights into a variety of conditions and traits, and how those genetic factors are affected by behaviour and environment, said the researchers.
“In this study we set out to discover more about an individual’s preference towards early rising and were able to identify the genetic associations with ‘morningness’ as well as ties to lifestyle patterns and other traits,” said lead author Youna Hu from 23andMe — a leading personal genetics company in California, the US.
Individuals who are early are significantly less likely to have insomnia, or require more than eight hours of sleep per day, and less likely to suffer from depression than individuals who reported being “night owls”, the researchers said.
After taking into account the effect of age and sex, morning persons are likely to have lower body mass index (BMI), the study said.
The majority (56 percent) of participants consider themselves night owls. And women and adults over age 60 are more likely to be morning people, the findings showed.
Published in the journal Nature Communications, the study of more than 89,000 participants found that seven of the loci associated with morningness are near genes previously known to be involved in circadian rhythm and found to prolong rapid eye movement (REM) sleep. | <urn:uuid:bc9ae582-6366-40dd-b5c8-ff400aa5f5a9> | CC-MAIN-2016-44 | http://www.siasat.com/news/dna-can-determine-whether-morning-person-study-911461/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719155.26/warc/CC-MAIN-20161020183839-00333-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.959535 | 325 | 3.125 | 3 |
Toronto Blue Jays Logo – The Toronto Blue Jays is a team of baseball from professional baseball in North America based in Toronto, Ontario, Canada. They belong to the Eastern Division of the American League. Stand out as the only team from outside the United States to have won a World Series. Since the season 2004, following the relocation of the Montreal Expos to Washington DC, is the only Canadian team in the majors.
The Blue Jays were founded in 1976 and competed for the first time this season 1977 as an expansion team in the American League. That year the Seattle Mariners also made their appearance in the big leagues. His first match would be a 9-5 victory over the Chicago White Sox on April 17, 1977. In that game the Jays Doug Ault batearía 2 home runs. During the 1977 season defeated Toronto would have a start of 54 wins and 107 losses.
In 1978 and 1979 seasons the team would have a horrible brand with more than 100 losses per season even though the SS Alfredo Griffith would be named co-rookie of the year in the American League in 1979. In 1980 Bobby Mattick to replace her as manager Roy Hartsfield, the original manager Jays.
The Blue Jays come in 1983 with its first winning season, a 89-73. The following year the team achieve the same 89-73 record and second in the division querando this very close to reaching the playoffs that year. The Blue Jays made their first playoff appearance in the 1985 season with a record of 99-62 as division champions but fall in the division series against the Kansas City Royals by 3-4. In 1987, Toronto lost for just 2 parties fighting for the title of this division of the American League with the Detroit Tigers. Despite having finished second with a record of 96-66, one of the best brands in the history of the franchise, not be enough to reach the playoffs as a wild card. They would have the consolation that left fielder George Bell was named MVP of the American League. The Jays siguirían having winning seasons but would fail to advance to the postseason between 1986 and 1988. They won the World Series of baseball in 1992 and 1993. | <urn:uuid:5df4131b-91af-46fd-9e78-ef61ddc24b50> | CC-MAIN-2017-04 | http://logodatabases.com/toronto-blue-jays-logo.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280128.70/warc/CC-MAIN-20170116095120-00393-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.971678 | 441 | 1.757813 | 2 |
Our moral, religious, and political traditions are united in their respect for the dignity of human life.
Abortion is defended today as a means of ensuring the equality and independence of women, and as a solution to the problems of single parenting, child abuse, and the feminization of poverty.
A 1990 Gallup poll found that 77 percent of Americans polled said abortion was the taking of human life. I agree, and believe that taking the life on an innocent child is unjust.
Follow AzQuotes on Facebook, Twitter and Google+. Every day we present the best quotes! Improve yourself, find your inspiration, share with friends | <urn:uuid:b03eada2-b147-48d6-956d-d145dc2be12b> | CC-MAIN-2016-44 | http://www.azquotes.com/author/2596-Robert_Casey | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988717963.49/warc/CC-MAIN-20161020183837-00374-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.956504 | 125 | 1.953125 | 2 |
Reviewed by Joseph K. (age 7)
This story shows that the kindness of one person can change the feelings of another. I like the book because it's about how kindness changes sadness. I think the illustrations are good because there were beautiful colors and the pictures showed Solomon's feelings. My favorite character was Solomon Singer because he reminded me of me when I am sad. My dad is like the waiter because he makes me happy.
I recommend this book to boys and girls that like stories of kindness and imagination. This book is an ALA Notable Children's Book and a Child Study Association book of the Year. If you like Cynthia Rylant books you might like this book. | <urn:uuid:fbea7f01-7507-4043-a529-cee6efcb07cb> | CC-MAIN-2017-04 | http://spaghettibookclub.org/review.php?review_id=178 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280872.69/warc/CC-MAIN-20170116095120-00314-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.969373 | 139 | 1.960938 | 2 |
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Students engage in a multimedia study of the seasons in relation to the sun's angle of incidence on the Earth as it is tilted on its axis. They interpret satellite maps of the world as they show seasonal changes in plant life.
79 Views 129 Downloads | <urn:uuid:123eb443-9e24-4d96-aadc-01e80d58fb6d> | CC-MAIN-2017-04 | https://www.lessonplanet.com/teachers/seasons-on-earth | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281162.88/warc/CC-MAIN-20170116095121-00528-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.9085 | 109 | 3.515625 | 4 |
The cost of being Christ's disciples...
Follow Dr. Jeremiah through the book of 2 Corinthians in a chapter-by-chapter study that will help you understand what it meant to the people at the time it was written, and what it means to Christians today.
The apostle Paul founded many churches in the Roman Empire, including one in the prominent city of Corinth. But after personally ministering to them for years, he is saddened to discover that he's being viciously slandered and ridiculed by adversaries who have arrived in the region.
Paul responds by penning a second letter to them, defending not only his authority as an apostle of Christ but also the truth of the gospel he had so painstakingly modelled in their midst. Paul's words reveal the cost of following Christ--and the ultimate rewards that await those who are faithful to Jesus.
Each of this study's twelve lessons is clearly organized to include:
--ABOUT THE SERIES--
The Jeremiah Bible Study Series captures Dr. David Jeremiah's forty-plus years of commitment in teaching the Word of God. In each study, you'll gain insights into the text, identify key stories and themes, and be challenged to apply the truths you uncover to your life. By the end of each study, you'll come away with a clear and memorable understanding of that Bible book.
Each study also contains a Leader's Guide. | <urn:uuid:6e7000b0-a41f-476a-8d72-5b73d9d9a7a1> | CC-MAIN-2022-33 | https://www.cokesbury.com/2-Corinthians | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572581.94/warc/CC-MAIN-20220816211628-20220817001628-00069.warc.gz | en | 0.967886 | 291 | 1.757813 | 2 |
Most discussions on manufacturing energy efficiency focus on identifying easy-to-find-and-fix energy wasters such as compressed air leaks, inefficient lighting, equipment that is always left on when it doesn’t need to be, etc. But as those energy wasters are addressed, the next step is learning the power factor of your manufacturing facility.
Power factor is the ratio of real power to the apparent power flowing to the load from the source. This is an important piece of knowledge for manufacturers because a low power factor raises your plant or factory’s power bill.
Following is a brief outline of what power factor is, how to calculate it, and how to address it. For the record, this information was supplied to me by CAS Data Loggers, a provider of data logging equipment; its Accsense Electrocorder EC-7VAR Power Data Logger can be used to help identify power factor issues.
Measuring the Power Factor
Power factor (PF) is measured between 0 and 1.0 (usually given as a percentage, with 100 percent or 1.0 being unity). If your facility’s PF is below a certain level (typically 95-96 percent), your utility will charge a reactive power fee. This is because a low PF represents an inefficient load source that is drawing reactive (i.e. non-working) power that the utility has to make up for.
The best use of power in an AC circuit is when the voltage and current are in alignment. However, much of your electrical equipment is probably delaying as it draws current, meaning that the current and voltage are misaligned and causing it to draw more current to operate.
An AC circuit’s power factor is calculated using three aspects of its electrical power as they relate to one another (see the image associated with this article):
* Real power—Power used to run equipment, expressed in kW.
* Reactive power—Power which does not produce work, expressed in kVAr. As reactive power use increases, your electric system loses more energy, hence the reactive power fee.
* Apparent power—The combination of real power and reactive power, expressed in kVA.
The bottom line is that your PF percentage shows you how much of the total current you are drawing is being used to do real work. For example, a PF of 80 percent means that 20 percent of the current flowing into your facility is non-working power.
Raising Your Power Factor
There are several power factor correction techniques that can be applied. One of the more common ways to do this is installing correction equipment to reduce or remove these costs. But there are a few simple methods you can use to raise your PF without buying these expensive devices, such as:
Check your existing equipment to see if any pieces are operating above the voltage it’s been rated for. You can also cut back on how often your plant is running motors with a light load and avoid running idling motors for extended periods.
Linear loads with a low power factor, such as induction motors, can be corrected using a passive network of capacitors or inductors. For example, you can offset the inductive effect of motor loads by using locally connected capacitors. If a load has a capacitive value, connect inductors (also known as reactors) to correct the power factor.
Use an automatic power factor correction unit, consisting of a number of capacitors that are switched by means of contactors. These contactors are controlled by a regulator that measures power factor in an electrical network. Depending on the load and power factor of the network, the power factor controller will switch the necessary blocks of capacitors in steps to ensure that the power factor stays above a selected value.
For power factor correction of high-voltage power systems or large, fluctuating industrial loads, power electronic devices such as the Static VAR (volt ampere reactive) compensator or STATCOM (static synchronous compensator) are increasingly being used. These systems are able to compensate for the sudden changes of power factor more rapidly than contactor-switched capacitor banks.
Power Factor Correction Benefits
Beyond lowering your facility’s electricity bills and avoiding reactive power fees, increasing your facility’s power factor also reduces carbon emissions, reduces I2R losses in transformers and electrical distribution equipment, and reduces heat in cables, switchgear, transformers and alternators which can prolong the lifespan of equipment. | <urn:uuid:0754730e-2f46-4ee3-92fb-b3d707b71410> | CC-MAIN-2022-33 | https://www.automationworld.com/home/article/13313000/power-factor-and-its-impact-on-energy-use | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572089.53/warc/CC-MAIN-20220814234405-20220815024405-00073.warc.gz | en | 0.938712 | 909 | 3.40625 | 3 |
- Nutritional supplements.
The physiological effect is the same as that of L-type methionine, but the price is low (L-form is obtained from DL-form), so it is generally used. It is a limiting amino acid in plant foods such as oatmeal, rye, rice, corn, wheat, peanut meal, soybean, potato, and spinach. Add to the above foods to improve amino acid balance. The amount required varies with cystine intake. The adult man needs 1.1g/d.
- L-Methionine can be used as a flavoring agent
- Still used for amino acid infusion, comprehensive amino acid preparation
Anti-cirrhosis, fatty liver and various acute, chronic, viral, jaundice liver.
It can promote the methylation of phospholipids in hepatocyte membranes, enhance the fluidity of membranes, and enhance the pumping of Na and K-ATPases. It can reduce the accumulation of bile in hepatocytes and strengthen the transsulfurylation, thus enhancing the inner half of hepatocytes. The synthesis of cystine, glutathione and taurine reduces the accumulation of bile acids in the liver, enhances the understanding of toxic effects, facilitates the recovery of normal physiological functions of hepatocytes, and promotes the regression of jaundice and the recovery of liver function.
It increases the activity of glutathione peroxidase and superoxide dismutase by increasing the synthesis of cysteine and glutathione in the body, and its methylation increases the synthesis of endogenous phospholipids, thereby stabilizing the dissolution. The enzymatic membrane reduces the release of acid phosphatase, protects the mitochondria of cardiomyocytes from damage, and is particularly useful for myocardial damage caused by Keshan disease.
The concentration of it in the blood of patients with depression is significantly reduced. Supplementation of exogenous it has a therapeutic effect on depression.
The formation of taurine by methionine transfer has obvious antihypertensive effect.
It can prevent and treat toxic metal and non-metal damage to the human body.
It is converted into glutathione in the body by using the methyl group it carries, and it is detoxified by methylation of toxic substances or drugs. Therefore, It can be used to prevent liver diseases such as chronic or acute hepatitis and cirrhosis, and can also be used to alleviate the toxicity of harmful substances such as arsenic, chloroform, carbon tetrachloride, benzene, pyridine and quinoline. It is an important substance for preventing and treating heavy metal lead, cadmium and mercury damage to the body.
It plays an important role in biosynthesis and metabolism in vivo. It is the most important methyl donor in the body. Many nitrogen-containing substances provide methyl groups such as creatine, pine nut, adrenaline, carnitine, myocardium, choline, and A in the biosynthesis. Histamine, methylamine, and the like. It is also extremely important in the processing of proteins and nucleic acids. | <urn:uuid:d82fff4c-0749-4c9d-af12-122d2304baf4> | CC-MAIN-2022-33 | https://www.sangherb.com/effect-methionine-human-health/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572021.17/warc/CC-MAIN-20220814083156-20220814113156-00069.warc.gz | en | 0.904045 | 672 | 2.0625 | 2 |
Nepal Earthquake: Sleepless wait next to cracks, fallen rocks
People are camped outside, in makeshift tents. They have been advised to “live in the open till it is safe”, though nobody can say when it will be safe again.
About 252 kilometres from Kathmandu, Rupandehi district did not suffer much damage on Saturday, barring a few cracks in some buildings. Yet, the residents spent a sleepless night, troubled by the aftershocks.
“We usually sleep at around 9 pm, but yesterday we were roaming the streets till midnight,” says Hari Om, sitting in his small lodge.
“At around 2 am, and then again at about 4:42 am, we felt tremors,” adds Mahesh Yadav, a policeman. “Four people jumped off some buildings when the earthquake struck the first time on Saturday. They managed to escape with some injuries,” he says.
At about 7 am on Sunday, the locals are gathered in groups, discussing what to do next. With telecom lines down, the police and Army personnel stationed at regular outposts are their only sources of information.
Though schools are closed, a few shops open as the day begins. Some distance away, the towns on the road from Rupandehi to Kathmandu report the same story — some damage, but nothing major.
But as the distance to Kathmandu gets shorter, there are more fallen rocks and boulders on the road. There are also more buses and other vehicles, crowded with passengers and their luggage, all fleeing Kathmandu. The few vehicles heading towards the capital city are mostly military trucks and ambulances.
People are camped outside, in makeshift tents. They have been advised to “live in the open till it is safe”, though nobody can say when it will be safe again. The number of such tents increases on the way to the capital.
At a checkpost in the hilly Dhading district, roughly 70 kilometres from Kathmandu, women sit inside the tents, their almirahs, sofas, stoves and utensils gathered around them, and their children playing outside.
In Ghajuri town, the last town in Dhading district, there are more visible signs of damage. Many houses have collapsed, and almost all the people are living out in the open. This becomes a common sight as one enters Kathmandu. “Rescue operations are still going on,” says Sub-Inspector Sudhir Pandey, as he oversees an operation to retrieve the body of a woman from the debris.
Along the main road in Kathmandu, people sit with their backpacks, waiting for a bus or some mode of transport to take them to safety. There are groups of people walking, carrying their luggage. On either side of the road, there are signs of the damage caused by the quake, fallen stones and bricks — the rubble left behind.
Source:: Indian Express | <urn:uuid:8b983ea2-0b83-4cd5-837b-b421d05faade> | CC-MAIN-2022-33 | https://punjabtimes.com.au/2015/04/27/nepal-earthquake-sleepless-wait-next-to-cracks-fallen-rocks/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571234.82/warc/CC-MAIN-20220811042804-20220811072804-00074.warc.gz | en | 0.964617 | 628 | 1.820313 | 2 |
People tend to think of massage therapists, in general, as empathetic. According to a new study of more than 75,000 adults, middle-aged women—which is the demographic in which most massage therapists fit—are more empathic than men of the same age and than younger or older people.
However, middle-aged men are also more empathetic than younger people.
“Overall, late middle-aged adults were higher in both of the aspects of empathy that we measured,” says The University of Michigan’s Sara Konrath, co-author of an article on age and empathy forthcoming in the Journals of Gerontology: Psychological and Social Sciences.
“They reported that they were more likely to react emotionally to the experiences of others, and they were also more likely to try to understand how things looked from the perspective of others.”
“Given the fundamental role of empathy in everyday social life and its relationship to many important social activities such as volunteering and donating to charities, it’s important to learn as much as we can about what factors increase and decrease empathic responding,” says Konrath.
Earlier research by O’Brien, Konrath and colleagues found declines in empathy and higher levels of narcissism among young people today as compared to earlier generations of young adults. | <urn:uuid:9b24eb11-7444-41b4-898e-c67068e6dcbc> | CC-MAIN-2022-33 | https://www.massagemag.com/who-is-the-most-empathetic-of-all-12629/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00069.warc.gz | en | 0.974257 | 276 | 2.234375 | 2 |
TALKING ABOUT CORONAVIRUS
Some children won’t be anxious by Coronavirus and others will be anxious. If your child is under six and is not anxious or aware of Coronavirus, talking about this may cause unnecessary anxiety, so some psychologists suggest you may not want to bring this issue up.
If your child is 6 and above:
START THE CONVERSATION
Pretty much everybody is talking about Coronavirus. It’s on the news, social media, talked about in homes and school, so, your school aged children have heard about it. Don’t wait for your children to come to you, go to them and start the conversation. Children are better able to work through things if you give them immediate and true information (age appropriate) about what is going on.
You know your child best. You know what makes them tick.
If you have more than one child, you will probably find what each child needs from you at this time differs. For example, one of your children may benefit from hearing more information from you and may ask lots of questions. Another of your children may prefer less information and have little to no questions.
Note: the younger your child is (e.g. preschool and primary school age), the less updates he or she will need because it can overwhelm them.
FIRST: FIND OUT WHAT YOUR CHILD KNOWS
By asking questions you can find out what your child knows, and you won’t be giving them extra information he or she does not need. It is important to give information that is simple and useful. Take cues from your child, listen to what he or she says and respond to it, this helps you give information age appropriately. As psychologist Michael Gregg Carr said, “find out what [your child] knows, figure out what they need to feel safe, focus on what they can control.” Remember give honest, simple and useful information.
Here are some questions you can ask your child to get the conversation started:
There’s been a lot of talk about the Coronavirus, what have you heard about it?
What do you think about it?
How does it make you feel?
Do you have any questions?
SECOND: KEEP INFORMATION SIMPLE AND USEFUL
As parents, you are the primary influencers for how your children will understand this experience. You are the filter of how they see this; what you say matters. Remember, your child also watches what you do – your child will pick up on how you respond. It helps your child, if you are calm and in control (if you are anxious, take some time out, call a friend, family member, pray, do something that helps you recuperate etc). Be aware of any anxiety in yourself regarding this issue, your aim is to speak calmly, offer clarity and correct any misinformation. What your child needs is clarity and reassurance (but you first have to know what they are thinking and feeling before you can reassure them). In addition to keeping the information simple and useful, keep the conversation positive and productive and don’t overload your child with all the news updates.
Psychologist Michael Gregg Carr states the 6 main points to make are:
1. Reassure your child this is a virus not the plague, the fact is that most people only get a mild illness and fully recover within a few weeks
2. Remind them that children very rarely get sick and when they do it is usually just like a cold.
3. Describe what the main symptoms are and encourage them to let you know if they feel unwell.
4. Reassure them that their pets are not affected.
5. Tell them that we all have to change our behaviours, wash our hands more, practice not touching our face as much, learn coughing etiquette, and a foot tap instead of handshake.
6. Let them know about all the scientists across the world who are working together to find vaccines and treatments. If they are concerned about grandparents or others, validate this as a sign of how caring and loving they are and focus on positive messages about the medical care (doctors, nurses, scientists) and support available.
“You can say the word ‘virus,’ but don’t forget to talk to them about their immune systems,” Romirowsky said. “You can say that our bodies have superheroes inside of them to fight the bad guys. People who are really, really old, have fewer superheroes inside of them and they need all of us to protect them. So that’s why we’re trying to be careful, to help them.”
“If you are talking to your young child about the virus, you can say something like, “There’s lots of different viruses, like when your tummy hurts, or sometimes when you have a bad cold. Coronavirus is another type of virus,” Dr. Poltorak said. Depending on how old your child is and how much they know, you might also say something like, “This illness is different than a cold because it’s new, but people are trying really hard to make sure it doesn’t spread, and they treat people who are sick. If you ever have questions, talk to me,” Dr. Heard-Garris said. You can also say, “Scientists and really smart people all around the world are trying to figure out how to keep people safe and healthy.”
DON’T DISMISS YOUR CHILD’S EMOTIONS –
We can’t avoid what is going on, and if you try to ‘protect’ your child by saying, “don’t feel worried…or don’t feel bad”…it actually can have the opposite effect. When a parent minimizes the impact of what a child is going through, a child can often feel misunderstood, confused and/or reluctant to talk about his/her feelings. And this shuts down their feelings burying them for later. Additionally, you don’t want your child living with any unspoken fears. Rather than saying don’t worry, encourage your child to share how he or she is feeling. When you know how the extent of your child’s feelings, especially any fear, you are better able to help them overcome any distortions they may have. Help your child work through his or her feelings, e.g. you may need to help him or her identify and express the feelings he or she is experiencing. Give uninterrupted time to your child and really listen to his or her concerns. Validate what your child is thinking and feeling. When you know the extent of your child’s knowledge of Coronavirus, you can correct any misinformation, and walk them through simple, useful information.
Don’t disapprove of your child’s emotions – use them as teachable moments.
For example, anger is a secondary emotion (we feel something else before we feel anger); it could be hurt, frustration, or fear. And then you want to find the source (or the cause of the hurt, frustration or fear). We often don’t realise (or want to admit) that there is another emotion going on other than anger. Anger is easily identified, but what caused it not so easy to identify.
YOU CAN USE THE FOLLOWING TO HELP:
“It sounds like something is bothering you…I’m wondering if as well as being angry, you might be feeling hurt or maybe afraid. Can you tell me about how you are feeling, I’d like to hear about it?”
Anger is a sign something is going on inside your child. Anger is a warning sign, to help you realise something is not right so you can work out what’s going on and deal with it, e.g. is it thoughts that are not healthy? Is it an attitude that is not helpful for your child?
Listen to your child, help them express themselves, give a name to the emotion they are feeling, give guidance where necessary, set limits (if necessary) and teach acceptable expressions.
How children are feeling also comes out in their behaviour, so look out for any changes in behaviour. As adults, although we haven’t been through this before, we have been through difficult times and can rely on strategies and things we’ve learnt. In a nutshell, we know we can get through. But many children usually do not have the mental or verbal ability or the life experiences to draw upon. They may not know that the Coronavirus will be resolved. A child’s brain and emotions is not yet developed like an adult brain, and a child processes information and events differently. Adults can fall back on resources, routines, what they know, etc, but it’s not the same for a child and as a result your child can feel helpless and overwhelmed. Be aware your child may be anxious, upset, frustrated or angry, this is due to what is going on. Be patient and compassionate, and help them through. Stick to normal routines as much as possible (whilst still abiding by the Government’s rulings). Normal routines and boundaries help your child feel secure. If your child is having trouble sleeping, help him/her learn Proverbs 3:24, 26: “You will not be afraid when you go to bed and you will sleep soundly through the night…The Lord will keep you safe.”
Make room for questions – you don’t have to know all the answers (no one does on this). If you don’t know the answer, don’t try to cover it up, tell your child you don’t know. If it is something they need to know, and you don’t know, it is fine to let your child know you will look into it, and get back to them. Tell them we can learn new things everyday (God created the brain to do that, it’s so amazing)!
Let your child know God is in control, the virus is not bigger or stronger than God! Let your child know that you can pray and ask for God’s protection – read scriptures, e.g. Psalm 91 and unpack it (what it means, what we can learn from it and how it can help us at this time).
Remind your child of the things that are in our control (helps address helplessness), e.g. social distancing, hand washing etc. Get your child involved, empower them to make healthy choices with you, e.g. we have to wash our hands for 20 seconds and to help us, we sing happy birthday twice!
Follow up – have regular check ins to see how they are going (be aware of your child’s behaviour, emotions, what he or she is saying, look for any changes in any area – assess what is going on in his or her life). See if your child needs reassurance or if he or she has any more questions. And let your child know that you will give him or her an update as you learn more.
Children need to be told the truth in a way they can understand (see previous sections). Don’t give your child more than they can cope with; remind your child that there are kid’s jobs (wash hands), and parent’s jobs (keep children safe – let them know this is the parents job, it’s an adult thing, not a kid thing). Remember, Children are better able to work through things if you give them immediate and true information (age appropriate) about what is going on.
Don’t have adult conversations about Coronavirus in earshot of your children (and in the next room with the door open doesn’t count – children are very clever at listening in)! Children are smart and like sponges they absorb so much data/information, even if you think they are busy playing with their toys –they are still listening and gathering information. Remember, there are kid problems and adult problems and children’s brains have not matured, so we do not want to give them beyond what they can cope with.
Don’t have the news on all the time, and don’t put the news on when your little ones are around, it is not helpful for them.
IF YOUR CHILD IS FINDING IT DIFFICULT TO TALK:
To help children talk about intense, emotional things, sometimes we need to use other strategies to help them talk:
Involve your child in play (e.g. Lego, their favourite toys)
Puzzle play, etc.
You might find one of the following strategies helpful:
Ask your child to draw how they are feeling and then talk about it (gives your child an opportunity to look at his/her feelings, can help give a sense of understanding and control)
Use puppets/toys to talk about their fears
If your child is crying, after comforting him/her, you could ask, “if your tears were words, what would they say about how you are feeling?”
Information sourced from the following resources: How to talk to your kids about Coronavirus: NY Times How to talk to your kids about Coronavirus: The Washington Post http://michaelcarrgregg.com/what-to-say-to-kids-about-covid19 Wright, H.N. It’s Okay to Cry Wright, H.N. Ministering to Children at a Time of Loss, Crisis or Trauma, p.336. | <urn:uuid:3256a958-2ae5-4ca6-99b2-443bfffb8ea4> | CC-MAIN-2022-33 | https://www.victorylifechristianchurch.com.au/talking-about-coronavirus/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572833.95/warc/CC-MAIN-20220817032054-20220817062054-00478.warc.gz | en | 0.955433 | 2,889 | 3.171875 | 3 |
From John K. Smith
New Orleans march 18th 1810
I have the honor to enclose you in a tin Case five Certificates & plats of Land located for the marquis Lafayette.1 I received from the Register 6 Certificates but delivered one to Mr Duplantier who wished to alter the location.
There remains now 2520 acres for which Certificates are to be returned & which will be immediately attended to—the location for 2,000 acres is already fixed upon & Mr Duplantier says he will have it in his power to select when he goes up the Country (which he intends to do next week) the 520 acres which were originally located adjacant to this place but for which no land could be found beyond the Six hundred yards ceded as Commons to the City of N Orleans by Congress.2
Mr Duplantier states that he would give for these lands 50,000$ in Cash—they are however worth much more & he will when the remaining plats & Certs. are ready give you full information as to the Situation & value of the whole. I have the honor to be with high respect sir your Ob St.
J. K Smith
2. JM may have asked the treasury secretary to investigate this matter. Mounted immediately behind the RC is a separate sheet bearing the following notation in Gallatin’s hand: “From a survey made by Charles Trudeau in 1798 by order of Govr. Carondelet; copy of which dated 1806 is deposited at the Treasury, it appears that between the boundary line of the six hundred yards given to the Corporation, and Bayou St. John, and between Gravier’s line & that of the concessions made to Morand, Latille, Le Breton, Suares & Vidal, there were at least 500 acres vacant land interrupted only by a small concession to Carlos Guadiola. Have any new claims been discovered which prevent the execution of Gen. La Fayette’s location. This on account of its value ought to be strictly examined before it is abandoned. A. G.” (later docketed by JM, “see letter from J. K. Smith of March 18. 1810”). | <urn:uuid:8a038d77-7a61-496b-88cf-f10fde48b0df> | CC-MAIN-2017-04 | https://founders.archives.gov/documents/Madison/03-02-02-0341 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560283689.98/warc/CC-MAIN-20170116095123-00349-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.968954 | 461 | 1.5 | 2 |
A load balancer is a hardware or virtual software device that intelligently distributes application and network traffic across multiple servers. The goal of the load balancer is to make sure that all users are served information as quickly as possible, and that more work gets done in less time. Today’s application delivery controllers (ADCs) offer load balancing technology as one of their features.
In addition to optimizing server resources, maintaining application availability, and improving application performance, the load balancer provides health monitoring across all connected servers. This capability ensures that servers and application are responding correctly. If, for any reason, the load balancer senses a problem, it removes unresponsive servers from the pool while maintaining a balanced traffic flow.
While a traditional load balancer satisfied an organization’s requirements two decades ago, they can’t keep up with modern availability, acceleration, and security demands. Application delivery controllers have bridged the gap by providing load balancing plus new content delivery features.
Learn more about the A10 portfolio of high-performance ADCs. Download the white paper titled the Evolution of ADCs: The A10 Advantage Over Legacy Load Balancers. | <urn:uuid:48b7b559-3ca6-4cbf-ade4-e46dae3f8551> | CC-MAIN-2017-04 | https://www.a10networks.com/resources/glossary/load-balancer | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279169.4/warc/CC-MAIN-20170116095119-00210-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.901109 | 235 | 2.640625 | 3 |
Exhaust systems in cars are serious business. When they work correctly, they remove gases, caused by combustion, from your car’s engine, reducing harmful emissions in the process. They make engines run more effectively and reduce people’s exposure to dangerous gases.
That’s why if you hear or smell an issue with your exhaust system, it’s important that you get an expert to take a look under the hood and fix any exhaust issues ASAP. But how your exhaust system will be repaired depends on the type of system it is. Read on to discover how exhaust systems work, some common exhaust terms and the five most common types of exhaust systems for cars.
How Exhaust Systems Work
An exhaust manifold collects exhaust gases from the cylinder head in the engine. Then, the exhaust manifold acts as a funnel, diverting exhaust gases from all cylinders of the engine and then releasing them through a single opening, which is often referred to as the front pipe. Finally, the gases pass through a silencer or muffler. The result is a clean system in your car that will ensure it runs smoothly.
Common Exhaust Terms
Now you know about the manifold, gases and cylinders. Some other key terms you’ll come across in the world of exhaust systems include:
- Catalytic converter: An exhaust emission control device that converts toxic gases and other pollutants into exhaust gas. Catalytic converters, used with internal combustion engines and fueled by either gasoline or diesel, include lean-burn engines as well as kerosene heaters and stoves. Read the five symptoms of a clogged catalytic converter and stay one step ahead.
- Muffler: The main function for a muffler is to mute sound, as it emanates from the engine. Mufflers are installed inside the exhaust systems of most internal combustion engines. Thanks to a series of passages and chambers lined with fiberglass insulation and/or resonating chambers, soundwaves are effectively canceled out.
- Turbocharger: A pair of fans, the turbocharger aims to increase the amount of air entering the engine to create more power. All of which delivers a telltale "oomph" to the vehicle and allows it to operate efficiently at any kind of altitude.
The Five Most Common Types of Exhaust Systems
Just as cars and trucks can run the gamut in make and model, there are a variety of exhaust systems out there. Here are the five most common types:
1. Single Exit Pipe
This is the most common type of exhaust system, regularly found in vehicles you purchase from a dealer. A telltale sign you have a single exit pipe? The exit will typically come out of the passenger side of the vehicle. Relatively inexpensive to build and install, they might not be the most efficient, but they’re the economical workhorse of the industry.
2. Dual Rear Exit
Got a sports car? You also probably have a dual rear exit exhaust system. This type of system means there are two exhaust pipes, usually on opposite sides of the back bumper. These pipes don’t typically bend near the wheels, and they are more efficient than other types of exhaust systems since they work to expel the car’s exhaust two times over.
3. Opposite Dual Exhaust
This type of exhaust has the opposite set-up: The exhaust pipes wrap around the wheels. Opposite dual exhaust systems are typical in vehicles that haul heavy machinery, boats or trailers. One reason why the pipes bend is so that the exhaust gases will stay away from the load, meaning no residue is left. Even better, in some situations, this type of system can be very efficient and give the car more power.
4. Dual Side Exhaust
Picture two exhaust pipes next to each other on one side of the vehicle and you have dual side exhaust. Because two smaller pipes are part of the system, this is an efficient module that can contribute to a deeper sound emanating from the muffler. Typically, these mimic those found in higher performance vehicles but often without a huge price bump.
5. High-Performance Exhaust Systems
Expensive and efficient, this type of system is an aftermarket option. With wider pipes, pressure is reduced, which increases engine performance. True high-performance systems mean changes to the manifold, which can be costly.
Finding the Best Exhaust Repair and Replacement Shops
All that’s to say, exhaust systems can be exhaustive in scope and detail. Leave modifications and muffler and exhaust maintenance to the experts, and your vehicle is sure to come out smelling like a rose.
To have your exhaust system inspected, repaired or replaced, visit any of our expert mechanics on Bishop Rd. today! | <urn:uuid:74ed5b51-84f0-45b2-a862-4c4d1f48d361> | CC-MAIN-2022-33 | https://blog.rainbowmuffler.net/blog/five-types-of-exhaust-systems-for-cars-explained | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572908.71/warc/CC-MAIN-20220817122626-20220817152626-00067.warc.gz | en | 0.935147 | 969 | 3.28125 | 3 |
Open Source Developer Survey: Java Still on Top, Mobile Hot, Cloud Not
The Eclipse Foundation has published the results of its annual survey of developers about their usage of Eclipse and other open source tools. Some of the surprising results in "The Eclipse Open Source Developer Report 2012" include the finding that less than half of the respondents reporting that their organizations are deploying applications to the cloud; there's little interest in cross-platform tools for mobile development; and there's serious momentum behind Git as a primary source code management system, which increased to 27 percent from 13 percent last year.
Not-so-surprising: Java continues to be the primary computer language typically used to develop open source software (76 percent), with C/C++ coming in a distant second (7 percent) and dynamic scripter PHP coming in third (5 percent). Also, the popular Maven repository was named as the build and release management product typically used by 42 percent of respondents, up from 31 percent last year. Subversion continues to be the most popular version control system by a mile. And Android and iOS continue to be the most popular targets for mobile development.
This is the fourth year the Foundation has commissioned a survey of developers using open source tools.
"One of the challenges with open source is little direct contact with your customer base," Ian Skerrett, director of marketing for the Eclipse Foundation, told ADTmag. "Finding out what people are doing can be a bit of a challenge. The survey gives us -- and companies building commercial products around Eclipse -- a better understanding of what the Eclipse community is doing."
The Eclipse community was invited to participate in the survey between April 23 and May 15 of this year. Skerrett says the Foundation promoted the survey primarily through social media (Facebook, Twitter) and online forums. Of the 840 people who responded, 732 completed the survey, and it's their responses that led to the results.
The cloud results were somewhat surprising to Skerrett, who suggested two interpretations: "One: there's just a lot of hype around the cloud. Another: people that came to the survey just aren't building that type of application. But it's not exactly what I expected to see."
Skerrett acknowledged that the mobile development numbers in this survey are likely to be skewed, because Google encourages people to use Eclipse for their Android development. But he was struck by the responses to the question: "What mobile frameworks and platforms do you use?" The top answer: "None, only use the Mobile OS SDK" (59.6 percent).
"Developers using open source seem to care less about cross-platform development in the mobile space," Skerrett said. "They're not really using the frameworks, and seem to be happy to target the mobile platforms using the SDK to develop directly for them. It might also mean that the frameworks (jQuery Mobile 28.6 percent, PhoneGap 17.9 percent, Sencha Touch 7.9 percent, Dojo Mobile 4.9 percent, Appcelerator 2.8 percent) have a ways to go to be truly cross-platform. But this is a trend I want to watch. I'd expect over time to see these numbers change."
The accelerating usage of Maven, Skerrett suggested, was probably the result of efforts to integrate the repository with Eclipse. "It's just a lot easier to use," he said.
He also allowed that the enormous popularity of Java over other languages among respondents in this survey probably doesn't reflect the industry as a whole. "That's an obvious bias in this survey," he said.
This year's survey included two new questions: "Why do you contribute or participate in an open source project?" and "Do you spend time developing software/applications on your own personal time?" Most respondents (71 percent) reported contributing or participating in open source projects. And most respondents (84 percent) said they spend at least some of their personal time coding.
The complete survey details are available for download in spreadsheet form in .xls and .ods formats. Also, Skerrett has blogged about the survey. | <urn:uuid:0cd6bd10-8a07-4eea-a273-cb08be3aeb6f> | CC-MAIN-2017-04 | https://adtmag.com/articles/2012/06/13/2012-eclipse-dev-survey.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281069.89/warc/CC-MAIN-20170116095121-00270-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.955178 | 845 | 1.546875 | 2 |
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A wonderful new kids' routine from Boston's Boy Scientist -- Mike Bent!
Ask for a volunteer from the audience. Have him select a card from a well-shuffled deck. Ask him to look at the card, "but don't show it to anyone". Because, in this trick the audience, rather than the magician, is going to read the spectator's mind! To aid the audience in their attempt at mindreading, your latest invention, the Thinking Cap, is placed on the spectator's head. The hat is covered in question marks, and is quite funny-looking! After several unsuccessful attempts to read the spectator's mind (in which the hat gets bigger and bigger and the question marks get bigger and bigger), the entire audience finally DOES in fact name the spectator's card! And, the spectator has no idea how it happened!
Based on the classic Bongo Hat, Mike Bent's Thinking Cap is great for any audience. Kids or Adults. Young or Old. The routine is very commercial, extremely visual, and funny! The hat is easy to use, and resets in a jiffy. Made of tough, durable Tyvek, it will last forever. Silk screened in two colors. Complete with Mike's routine. | <urn:uuid:587fa1cc-1556-4cca-abe6-aa6d4a67baf1> | CC-MAIN-2017-04 | http://www.themagicdepot.com/product_info.php?products_id=909 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280791.35/warc/CC-MAIN-20170116095120-00366-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.947323 | 325 | 1.546875 | 2 |
Another Nixon to Impeach
Missouri Gov. Jay Nixon (D) described himself “thunderstruck” by the police response to protests, rioting and looting of businesses in the town of Ferguson. It’s either a lightning strike to his brain, or fear for his political future driving Nixon’s bungled leadership and his presumptuous and premature call for prosecution of a police officer.
Nixon plopped his political posterior on the scale of justice by calling for prosecution of Ferguson Police Officer Darren Wilson hours before a grand jury began hearing any evidence in the case of Michael Brown, an 18-year-old black man shot and killed by Wilson on August 9, triggering violence in Ferguson.
Wilson claims that the 6 ft.4, 290 lb. Brown physically assaulted him, and during a struggle between the two, Brown reached for the officer's gun. One shot was fired inside the police car followed by other gunshots outside of the car. A timeline of events is available here.
Outsiders arrived in Ferguson, including New Black Panthers leader Malik Zulu Shabazz, who took to the street on August 16, inciting a chant arguably unprotected by the First Amendment:
“What do we want?”
“How do we want him?”
A few hours later, Shabazz appeared front and center at an official press briefing. Instead of publicly rebuking the racist Shabazz for endangering Wilson, Nixon allowed Shabazz to hijack the briefing after losing control of it.
Nixon should have advised the public not to draw conclusions about the shooting based on allegations and untested statements and evidence, reminding them that lawlessness and mob “justice” have no place in America. He should have apprised everyone of the Scriptural truth known by every lawyer and parent:
“The first to state his case seems right until another comes and cross-examines him.” Proverbs 18:17
Worst of all, Nixon read a scripted, videotaped statement on August 19, repeatedly calling on the St. Louis County District Attorney Robert McCulloch “to achieve justice” for “the family” of Brown. Nixon didn’t mention justice for Wilson − only justice for the Browns.
McCulloch responded by telling Nixon to “man up -- stand up” to demands to remove McCulloch from the Brown case because of McCulloch family ties to law enforcement. “It’s typical Nixon doublespeak,” McCulloch told a radio interviewer, according to CNN.
Fox News anchor Shepard Smith soundly criticized Nixon for potentially influencing the grand jury. Smith is right. Missouri law, section 575.290.1, makes “improper communication” a criminal offense:
“A person commits the crime of improper communication if he communicates, directly or indirectly, with any juror, special master, referee, or arbitrator in a judicial proceeding, other than as part of the proceedings in a case, for the purpose of influencing the official action of such person.”
Smith further stated that Fox News made a call to Nixon’s office to see if he stood by the statement. He did until criticism increased and spread on Wednesday.
Nixon’s staff then tried to “clarify” that Nixon, who served 16 years as Missouri attorney general, didn’t mean “prosecution” when he read “prosecution” in his script. And when Nixon called for justice for the Brown family three times, he really meant justice for all.
It was “typical Nixon doublespeak,” just as McCulloch nailed him.
Smith also interviewed Missouri Lt. Gov. Peter Finder (R), who said that Nixon has appeared “tentative, and sometimes weak and sometimes confused.” Finder also criticized Nixon for prejudging Officer Wilson rather than respecting the legal process and his presumption of innocence.
Violence and looting in Ferguson have continued for nearly two weeks despite the presence of the Missouri National Guard and multiple law enforcement agencies armed with military equipment acquired by Nixon in conjunction with a Department of Defense program. Nixon is responsible for guidelines regarding use of the equipment.
Maybe Nixon staffers will “clarify” that he meant for law enforcement to bring out the military gear only if Islamic State terrorists show up at the governor’s mansion.
If and when violence ends in Ferguson, Officer Wilson’s constitutional rights will remain in jeopardy because of Nixon’s contemptible conduct.
The Missouri Legislature should consider impeaching Nixon and removing him from office for violating his ethical duty and constitutional oath. The Missouri attorney general should consider prosecuting Nixon for improperly communicating with the grand jury.
Nixon’s abuse of his constitutional oath stands in stark contrast to Texas Gov. Rick Perry, who was indicted on two felony counts on August 16 for exercising his constitutional authority to reject a bill.
Perry vetoed a $7.5-million funding bill for the State Public Integrity Unit run by Travis County District Attorney Rosemary Lehmberg. Lehmberg plead guilty and served half of a 45-day jail sentence in 2013 for driving with a blood alcohol content almost three times the legal limit. Her drunken and abusive conduct can be seen here.
Perry publicly stated that he would veto the bill unless Lehmberg resigned for having lost public trust. She refused. He vetoed the bill. Lehmberg responded by appointing a special prosecutor to investigate a complaint against Perry filed by a watchdog group funded by leftist billionaire George Soros.
The Travis County grand jury bought the bunk, upholding Austin’s unofficial motto, “keeping it weird.” They must love Nixon.
It is hoped that the “Show Me State” has seen enough of him.
Jan LaRue is senior legal analyst with the American Civil Rights Union. | <urn:uuid:dfa92f46-4778-4f4c-b5aa-fe5630eb6086> | CC-MAIN-2016-44 | http://www.americanthinker.com/articles/2014/08/8_22_2014_13_54.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720238.63/warc/CC-MAIN-20161020183840-00189-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.953921 | 1,217 | 1.703125 | 2 |
Accurate information on the location of impoverished zones is surprisingly lacking for much of the world. Applying machine learning to satellite images could identify regions of poverty in Africa.
One of the biggest challenges in providing relief to people living in poverty is locating them. The availability of accurate and reliable information on the location of impoverished zones is surprisingly lacking for much of the world, particularly on the African continent. Aid groups and other international organizations often fill in the gaps with door-to-door surveys, but these can be expensive and time-consuming to conduct.
In the current issue of Science, Stanford researchers propose an accurate way to identify poverty in areas previously void of valuable survey information. The researchers used machine learning – the science of designing computer algorithms that learn from data – to extract information about poverty from high-resolution satellite imagery. In this case, the researchers built on earlier machine learning methods to find impoverished areas across five African countries.
"We have a limited number of surveys conducted in scattered villages across the African continent, but otherwise we have very little local-level information on poverty,” said study co-author Marshall Burke, an assistant professor of Earth system science at Stanford and a fellow at the Center on Food Security and the Environment. “At the same time, we collect all sorts of other data in these areas – like satellite imagery – constantly."
The researchers sought to understand whether high-resolution satellite imagery – an unconventional but readily available data source – could inform estimates of where impoverished people live. The difficulty was that while standard machine learning approaches work best when they can access vast amounts of data, in this case there was little data on poverty to start with.
"There are few places in the world where we can tell the computer with certainty whether the people living there are rich or poor,” said study lead author Neal Jean, a doctoral student in computer science at Stanford’s School of Engineering. “This makes it hard to extract useful information from the huge amount of daytime satellite imagery that’s available."
Because areas that are brighter at night are usually more developed, the solution involved combining high-resolution daytime imagery with images of Earth at night. The researchers used the “nightlight” data to identify features in the higher-resolution daytime imagery that are correlated with economic development.
"Without being told what to look for, our machine learning algorithm learned to pick out of the imagery many things that are easily recognizable to humans – things like roads, urban areas and farmland," said Jean. The researchers then used these features from the daytime imagery to predict village-level wealth, as measured in the available survey data.
They found that this method did a surprisingly good job predicting the distribution of poverty, outperforming existing approaches. These improved poverty maps could help aid organizations and policymakers distribute funds more efficiently and enact and evaluate policies more effectively.
"Our paper demonstrates the power of machine learning in this context,” said study co-author Stefano Ermon, assistant professor of computer science and a fellow by courtesy at Stanford Woods Institute for the Environment. "And since it’s cheap and scalable – requiring only satellite images – it could be used to map poverty around the world in a very low-cost way."
Co-authors of the study, titled "Combining satellite imagery and machine learning to predict poverty", include Michael Xie from Stanford's Department of Computer Science and David Lobell and W. Matthew Davis from Stanford's School of Earth, Energy & Environmental Sciences and the Center on Food Security and the Environment. For more information, visit the research group's website at sustain.stanford.edu. | <urn:uuid:3cc8f4dc-f89d-479c-9969-467be7783219> | CC-MAIN-2022-33 | https://pangea.stanford.edu/news/stanford-scientists-combine-satellite-data-machine-learning-map-poverty | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570741.21/warc/CC-MAIN-20220808001418-20220808031418-00078.warc.gz | en | 0.929433 | 736 | 3.6875 | 4 |
Did you know that pain and disease in the joints is the leading cause of disability in the United States? That a whopping 30%+ Americans are continually troubled with joint pain – a condition that can be both debilitating and depressing!
Joint pain is inevitable – sometimes it can occur suddenly, and rest and recovery are the best solution. However, the chronic pain that occurs due to Arthritis, Osteoarthritis, and other medical conditions requires more movement, not rest. This infographic discusses the immense value of yoga in combating chronic joint pain and demonstrates some specific poses.
Yoga For Your Joints:
Infographic by – Fix.com | <urn:uuid:4599585d-3805-425e-81a8-671e6dc3d622> | CC-MAIN-2022-33 | https://graphicspedia.net/yoga-for-your-joints-infographic/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571234.82/warc/CC-MAIN-20220811042804-20220811072804-00076.warc.gz | en | 0.935588 | 131 | 1.671875 | 2 |
Editor: Patrick Saint-Dizier, Le Centre national de la recherche scientifique
Hardback: ISBN: 1402038496 Pages: 332 Price: Europe EURO 128.00
Hardback: ISBN: 1402038496 Pages: 332 Price: U.K. £ 98.50
Hardback: ISBN: 1402038496 Pages: 332 Price: U.S. $ 169.00
This book is the first to provide an integrated view of preposition from morphology to reasoning, via syntax and semantics. It offers new insights in applied and formal linguistics, and cognitive science. It underlines the importance of prepositions in a number of computational linguistics applications, such as information retrieval and machine translation. The reader will benefit from a wide range of views and applications to various linguistic frameworks, among which, most notably, HPSG. The book is for researchers working in the fields of computational linguistics, linguistics, and artificial intelligence. | <urn:uuid:8fa46081-0b0c-471f-8228-10281e0dc3cf> | CC-MAIN-2017-04 | http://linguistlist.org/issues/17/17-1364.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280872.69/warc/CC-MAIN-20170116095120-00317-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.753422 | 200 | 2.1875 | 2 |
DGGS AR 1920
Title:Annual report of the territorial mine inspector to the governor of Alaska
Publisher:Alaska Territorial Department of Mines
Ordering Info:Download below or please see our publication sales page for more information.
Keyword(s):Antimony; Coal; Copper; Energy; Gold; Gypsum; Lead; Marble; Metals; Mining; Mining Methods; Non-Metals; Petroleum; Placer; Platinum; Production Data; Resources; Silver; Tin; Zinc
Stewart, B.D., 1921, Annual report of the territorial mine inspector to the governor of Alaska: Alaska Territorial Department of Mines Annual Report 1920, 72 p. http://doi.org/10.14509/201
- ar1920.pdf (3.4 M) | <urn:uuid:75f2b307-1dd9-4158-b2fe-9317e6a25394> | CC-MAIN-2017-04 | http://dggs.alaska.gov/pubs/id/201 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280891.90/warc/CC-MAIN-20170116095120-00164-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.728302 | 165 | 1.671875 | 2 |
How to Retrieve Data from Memory Stick?
Memory Stick is also shortened as MS, is another type of memory card that are supported by digital camera, high-end gadgets, PSP etc to store digital image, games, multimedia files etc. Memory Sticks were first ever developed by Sony in the year 1998. The family of memory stick includes variety of its type such as- Memory Stick PRO, Memory Stick DUO, Memory Stick HG and Memory Stick Micro (M2). Memory Sticks comes in a package of different shapes and varied storage capacities which ranges from 32MB to 8GB. It can also be used in other digital devices such as camcorders. With the growing use of memory stick, how to retrieve data from a memory stick has become a matter of concern.
Let us consider a case of Sony Digital Cameras. We all are aware that Sony Memory Stick is used by Sony Digital Camera foe storing images. One can easily transfer or move photo folder from the digital device to their Windows or Mac computers and vice versa. The main advantage of this device is its portability and huge data storage capacity. But thing can go wrong while transferring information from one device to another. Your camera or your local machine may freeze all of a sudden or your memory stick may suddenly die on you. What will be your next step towards recovery?How to Retrieve Data from Memory Stick? Fortunately, you are lucky enough to get this memory stick recovery software.
The answer for the query how to recover data from Memory Stick? Is right here. This application not only helps you to retrieve data from Memory Stick, but it proves best to recover deleted files from Mini SD card, SDHC card, etc.
Different types of error you may need to while using the memory card are-
- Memory Stick may not be detected on your local machine due to corruption.
- Photos may go missing from your Memory Stick and many more.
- SDHC card is not recognized by your Windows Vista, XP, 7 and 8.
Picture files may vanish into ether from your SD card too due to severe damage of the card due to attack by suspicious malware / spyware / virus etc or sometimes due to usage to third party application.Now you might have a query How to Retrieve Data from Memory Stick? To know more on SD card recovery process and how to restore memory stick files? click here.
Special Features of This Software-
How to Retrieve Data from Memory Stick? This application has been crafted by industrial experts and is provided with a built-in search algorithm which is used to find photo, audio & video file formats by performing rigorous scan. This software’s advanced module even gets back data and files after re-installation of the personal computer. This tool is equipped with application that helps user to overcome error messages stating “MicroSD card is not getting detected on computer” etc. And, it is best suitable tool to recover files from corrupted Micro SD card. You can visit the below mentioned URL to know about the complete process on how to recover data from memory stick and how to get back files and folders after the display of such terrible error alerts. Click here: http://www.recovercardfiles.com/micro-sd-card-not-detected.html to view the detailed information on how to recover data from memory stick? .
Memory Stick are sophisticated storage medium and hence needs to be handled safely. One must always follow the proper method of removal of external portable USB device by clicking on the icon "Safely Remove the Device". Avoid using the device in unauthenticated and insecure devices so as to avoid virus infection. Once data goes missing from the device use mist stop using it and instal a recovery program to get back all the lost and deleted data information from the storage device.
Top Reasons for Data Loss / Deletion / Corruption on Memory Stick-
- Accidental format of your USB Memory Stick- It happens generally when we are in a hurry for some important tasks and in this hurry-burry we inadvertently click on the “Format” option. One fast move leads to huge loss of all types of files and contents that were accommodated in it.
- Wrongly Performing Deletion Operation- Data deleted from the USB device unintentionally also indirectly results in loss because when we delete files or folder from these devices it does not gets dumped into our Recycle Bin or Trash. Hence there can be severe loss of contents from Memory Stick if deletion is performed in wrong files. However, you can get back data from Memory Stick of different brands like Samsung using our recovery app. Besides Samsung Memory Stick, this utility also supports Samsung Memory card data recovery of various types like SD, CF, MMC, etc.
- Unexpected Shut Down of the System- If our computer dies on us suddenly or shuts down abnormally, this too can lead to data loss if there runs any transferring process in background.
- Damage due to Power failure- Your Memory Stick gets damaged when they are connected to your computer or is resided inside the digital camera and there takes place repeated power fluctuation when it is connected to the adapter or your digital device shuts down repeatedly due to battery issue. If you want to recover data from memory card on Mac computer, visit this link: http://www.recovercardfiles.com/mac.html.
- Computer Virus or Worm Infection- When you connect your memory stick to your computer, it might get infected by suspicious malware and worms if in case you computer is already infected by it. Hence it becomes mandatory to run a powerful updated antivirus scan on your computer often.
This is also a very useful tool for formatted memory card recovery process in just a few simple steps in an effective way. Have a glimples over this URL for detailed information: http://www.recovercardfiles.com/formatted.html
Do you want to know more about how to restore memory stick files? Then check the below steps
Note: Recover Card Files tool is capable enough to perform CF card photo recovery by using it advanced algorithm that too within a fraction of seconds. Have a look over given URL to know more: http://www.recovercardfiles.com/cf-card-photo.html
Steps that explains how to retrieve data from memory stick-
First of all, user must download this recovery software and run on their computer. After launching of the software, user needs to select the option "Recover Photos" from the main screen.
Figure 1: Main Screen
In the second screen user need to select any one option "Recover Deleted Photos" or "Recover Lost Photos" depending on the type of data loss and proceed further.
Figure 2: Select Recovery option
Next, use has to select the drive from which the want to recover their lost / deleted contents or information. Since Memory Stick is a type of memory card, hence user needs to select the option memory card and proceed further
Figure 3: Select Card
After selecting the type of storage medium a thoroough scan runs to perform deep search to regain all the deleted / lost files from the SD card. User can later view the retrieved images based on the "Data Type View" or "File Type View" and save the process.
Figure 4: Save Files | <urn:uuid:8f4d549a-39fe-430c-b00a-731ec552c43d> | CC-MAIN-2017-04 | http://www.recovercardfiles.com/how-to-retrieve-data-from-a-memory-stick.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279650.31/warc/CC-MAIN-20170116095119-00440-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.920912 | 1,491 | 2.15625 | 2 |
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The U.S. government has been doing this for centuries. This is a classic article about the 'Cristero War' in Mexico, which took place in the 1920s and 1930s. Even Former Mexican President Vicente Fox admits that the freemasonic-led government in Mexico had outlawed Catholicism, and the rebel groups of freedom fighters, called the Cristeros, took up arms against their corrupt government. Their battle cry was Viva Cristo Rey!", which means "Long Live Christ the King." U.S. President Hoover aided the Mexican military, providing 10 MILLION ROUNDS of ammo, 10,000 Enfield Rifles, military planes & tanks to slaughter the freedom fighters. This is in Congressional records and covered extensively by the NY Times. In the end, the body count favored the rebels- 100,000 lives were reportedly lost in the Cristero war- 40,000 Catholic Cristeros and 60,000 Mexican government agents. I hope you enjoy this very fascinating and extensive research project which I conducted in 2013. God bless you! [P.S., in case you're not familiar with this site, I'm the one who told President Trump that the you-know-who's did 9/11. :-)
This issue and history is relevant today because as our government's so-called 'Department of Homeland Security' and other nefarious federal agencies currently stockpile billions of rounds of ammunition for
untold reasons, we know from history the precise and undisputed reasons intended for this ammo: to slaughter innocent freedom-fighters who oppose tyranny.
Update: Speak of the devil, DHS visited this article today at 4:50pm.
In his excellent 2006 article Valor and Betrayal: The Historical Background and Story of the Cristeros, Gary Potter notes that the U.S. ambassador to Mexico Dwight W. Morrow's "real attitude was revealed in a memo he sent the State Department in May, 1929: "The commercial and financial situation is now at its worst; there is virtually a moratorium as far as the payment of debts are concerned. It is the general opinion among the better class of Mexicans here that unless the Mexican government is able to exterminate the marauding bands of 'Cristeros' which infest the surrounding country, or come to some agreement with the Church whereby religious services may be resumed, the possibility of a return to normal conditions is very remote."
Potter also quotes from
The Cristero Rebellion: The Mexican People Between Church and State 1926-1929 (1976)
by Dr. Jean Meyer Barth, a 'Mexican historian and author of French origin' [also at
"The personal friendship that existed between the remarkable Ambassador Morrow and President Calles was accompanied by close political collaboration. Morrow, in his diplomatic capacity, played an essential role in the settlement of the religious conflict, and, as a financier, he assisted his Mexican colleague. Thanks to his good offices, the Government was able to purchase directly from United States arsenals ten thousand Enfield rifles, ten million rounds of ammunition, and aircraft which took part in the battle of Jimenez with American pilots."
Meyer's book, portions of which are available online, notes
"Washington's refusal to support Mexican rebels- a policy from which, despite some trying times, it had not deviated since recognizing Venustiano Carranza's provisional government in 1915- definitely included the "Renovators." In March, President Hoover, during his first week in office, announced that the United States would continue to issue licenses for arms shipments to the Mexican government and, moreover, that it would allow the Portes Gil regime to buy directly from U.S. army arsenals. The next day the United States arranged to deliver ten thousand Enfield rifles and ten million rounds of ammunition to the Mexican army and was reported to send machine guns, bombs, and ammunition for use by military aircraft. A sale of planes to the Mexican air force was announced on March 30. "
On March 10, 1929, The New York Times announced AMMUNITION FOR FEDERALS; War Department to Send 10,000,000 Rounds and Also Machine Guns. They added that Federals (the Mexican feds) 'Deserve Aid' and that 'Claims for Deaths Likely.': [NYT link]
AMMUNITION FOR FEDERALS; War Department to Send 10,000,000 Rounds and Also Machine Guns. TROOPS MAY BE RELEASED Detained Juarez Garrison Likely to Be Allowed to Return to Fight Rebels. HOOVER CONSULTS KELLOGG Enjoins Silence on Our Program, but Officials Believe Mexico City Has Upper Hand. Feels Federals Deserve Aid. Vera Cruz Line Opened. WASHINGTON TO SEND RIFLES TO MEXICO General to Send Report. Rebel Agents Foresee Victory. Claims for Deaths Likely.
March 10, 1929
WASHINGTON, March 9.--The United States Government moved swiftly today to throw its support through every necessary military and diplomatic channel to the Mexican Government in its drive to suppress the revolution.
More New York Times articles on the matter can be found here, here and here:
A Mexican rebel force of 2,000 captured the border city of Juarez from 600 defending Federals yesterday . at a cost of nine dead. The Federals lost thirteen.
REBELS TAKE JUAREZ IN 3-HOUR BATTLE; TWO AMERICANS ALONG THE 24 KILLED; HOOVER AGREES TO SELL ARMS TO MEXICO; 2,600 ENGAGED IN FIGHT Truce Follows American General's Plea to End Hostilities. CALLES LEAVES FOR FRONT Huge Federal Force Assembling at Irapuato--Battle Impends at Torreon or Canitas. REBELS CLAIM NEW GAINS Mazatlan Will Be Stormed Soon and San Luis Attacked, They Announce. Yesterday's Developments in Mexico.
EL PASO, Texas, March 9.--Some 250 rebel soldiers and a group of officers entrained for the South from Juarez late today to meet Mexican Federal forces reported advancing on Torreon.
Wikipedia provides extensive details of Farrell's involvement in the Battle of Jimenez, the 'Rebellion by General Jose Gonzalo Escobar,' and specifics about the aircraft which the United States happily supplied:
"While Farell was flight-testing a new Mexican aircraft called Baja California-1 on March 3 of 1929 a serious military coup took place, led by General José Gonzalo Escobar and heeded by various Generals. In these days, the air force's remaining airplanes consisted of worn and shot Bristol F.2 Fighter, Bristol Boarhound, de Havilland DH-4B and Douglas O-2C, a force that was not suitable to defeat Escobar's power. In this context, the government of Mexico convinced the USA to promote the peace south of its border and quickly make available twelve new OU-2M Corsair with the 400 hp Wasp engine, nine Douglas O-2M, four Stearman C3B and six Waco 10. Only two weeks after making the request, the USA government agreed and Farell and other pilots travelled to Brownsville, Texas and New York to pick up the new aircraft.
It is recorded that Luis Farell flew a total of 52 combat hours over the states of Nuevo León, Coahuila, Durango and Chihuahua, when he was wounded by a bullet. On March 19, 1929 ... Luis Farell attacked enemy positions in Benavides, Coahuila and the following five days, from 20 - 25 of March, he bombed telegraph lines, bridges, locomotives and the railroad out of the city of Jimenez, Chihuahua in order to cut the enemy's escape and communications. Finally, on March 25, 1929 Farell's squadron attacked Escobar's operation centers in the cities of Escalon and Jimenez, and while making a low altitude strafing run on a WACO aircraft, he was shot in both legs.
The battle for the city of Jimenez was immediately reported by telegram to the President by the Lieutenant Colonel Rodolfo Tostado Loaiza, a 'Head of Presidential Guard' monitoring the campaign:March 25, 1929 I have the honor to communicate to you that our war planes launched an energetic military action against the traitors that are concentrated in the city of Jimenez, bombing and machine-gunning them successfully. The panic that took place among them was enormous. The traitors were in panic, in disorder and running in all directions; they even had to open the corral doors to allow some horses to escape. The airplanes flew so low that Captain Farell, who was artilleryman of Lieutenant Colonel Fierro, received a bullet wound in both legs. Tomorrow our airplanes will return again to punish the traitors. Lieutenant Colonel Rodolfo Tostado Loaiza 'Jefe del Estado Mayor Presidencial'.
Three days after Farell was shot, Escobar was defeated by General Calles in Jimenez City, where he took about 6000 prisoners. This rebellion was quite serious, since a third of the officials and nearly 30,000 soldiers rebelled; In two months, more than 2000 men were killed." [More info here.]
Father Joyce testified of his visit to John R. Silliman: "...Mr. Silliman, personal representative of President Wilson to Carranza. I visited him in the office of Consul Canada, and asked that he take it up with the State Department and obtain a boat to ship those people out of the country. He said, " On what grounds?" I said to him, " If not on the grounds of religion, at least on the ground of humanity. These are women. The priests are men and will have to make shift for themselves." He then stood up and said, "It is generally admitted by everybody that the worst thing in Mexico, next to prostitution, is the Catholic Church, and both must go." To prevent a fight I was hustled out of the consul's office, and reprimanded in a military way for some words I had with Mr. Silliman."
Fr. Joyce also testified about how the U.S. Government refused all help for the refugees and noted "When the Americans evacuated Vera Cruz, I understood that more than 400 of the sisters were left behind. Afterward I was told that Carranza and Villa's army tried to have one prostitute to every four soldiers, and that many of these sisters were impressed as camp followers for Carranza's army..."
Mother Elias De Sta Sacto testified, in part, "They have closed the temples and prohibited the sacraments to the extent of shooting the priest who dares to hear confession or to administer the sacraments. The confessionals and some images of the saints have been burned in the public squares to the accompaniment of bands of music and impious speeches. They have profaned the churches, entering them on horseback, smashing the images, treading the relics under foot, throwing the Hosts about the floor and even giving them to the horses to eat with the fodder..."
"...Immorality has increased to such a degree that they have profaned not only virgins but have violated nuns, carrying them away by force where they now suffer horribly. To the great suffering of my soul I have seen in Mexico the sad and lamentable fate of many sisters who have been victims of the unbridled passions of the soldiers. I found many bewailing their misfortune and that were about to become mothers, some in their own homes, others in maternity hospitals. Others unable to flee from despair have surrendered to a life of evil..." See full details here.
Calles's successor Alvaro Obregon, who was elected in 1928 and slated to begin his second term as president after previously serving as president between 1924-1926, was assassinated prior to taking office. Wikipedia reports "As an ally of Calles, Obregon was hated by Catholics and was assassinated in La Bombilla Cafe on July 17, 1928, shortly after his return to Mexico City, by Jose de Leon Toral, a Roman Catholic opposed to the government's policies on religious matters."
"Though Obregon had been more lenient to Catholics during his time in office, it was also greatly accepted among Mexicans -including the Cristeros- that Calles was his puppet leader. In 1927, two of Leon Toral's friends Humberto and Miguel Pro were executed after having been convicted (wrongly) of plotting to assassinate Obregon. Because of this, and having been incited by a Catholic nun, Concepcion Acevedo de la Llata (also known as Madre Conchita), he decided to assassinate Obregon -whom he blamed for the Mexican government's atrocities against the Catholic Church- if he were to be re-elected. On 17 July 1928, two weeks after Obregon had been re-elected president, Leon Toral entered disguised as a caricaturist to La Bombilla, a restaurant in San √Āngel, during a banquet organized to honor general Obregon. He made a caricature of Obregon and Aaron Saenz, and showed it to Obregon, who told him the drawing had good likeness and suggested he continue. After Obregon turned around to sit down, Leon Toral suddenly drew a gun and shot him five or six times in the back, killing him instantly. Leon was arrested immediately and pleaded guilty, claiming he killed Obregon in order to facilitate the establishment of the Kingdom of Christ. Mother Conchita was also arrested and received a 20-year prison sentence, but was pardoned after serving 13 and eventually married Carlos Castro Balda, a bomber of the Mexican Chamber of Deputies. Leon Toral was sentenced to death and executed by firing squad in February 1929. His last words were 'Viva Cristo Rey!' (Long Live Christ the King!), the battle cry of the Cristeros."
After the assassination, Calles named himself 'Jefe Maximo,' (the 'political chieftain of Mexico') and appointed a series of puppet presidents between 1928 and 1934 who did his bidding. Wikipedia notes "Officially, after 1929, he served as minister of war, as he continued to suppress the rebellion of the Cristero War, but a few months later, after intervention of the United States ambassador Dwight Morrow, the Mexican government and the Cristeros signed a peace treaty. During the Maximato, Calles became increasingly authoritarian and would also serve as Minister of Industry and Commerce. In the early 1930s he appears to have flirted with the idea of implementing aspects of fascism in the government, and the ideology clearly had an influence on him..."
Historicaltextarchive notes "Historians generally refer to the 1928-1936 as the Maximato, a period when Calles ruled behind the scenes... Calles had become so corrupt, conservative, and anti-worker that the PNR ran Lazaro Cardenas, a liberal governor of Michoacan and a Revolutionary general for president. Cardenas exiled Calles in 1936."
Dr. Carlos M. Larralde, in Roberto Galvan: A Latino Leader of the 1940s, notes Calles dealings with labor union organizer Roberto Galvan (1911-1958) in San Diego:
"Galvan failed to get support from exiled Mexican President Plutarco Elías Calles who spent five years in San Diego beginning in 1936. Observers found him to be "not always a strong leader and totally lacking in charisma." While Calles listened to Galvan's crusade against the Klan, he expressed strongly anti-Communist and even Fascist sympathies. For example, Calles read Adolf Hitler's Mein Kampf with admiration. In September 1940 an exasperated Galvan had lunch with Calles to discuss the Klan's atrocities along the Mexican border. After hearing him with interest, Calles suggested that they try communicating with the deceased victims through a certain spiritualist in Chula Vista. A flabbergasted Galvan later telephoned McWilliams to tell him about the meeting. Calles' fascination with spiritualists remained with him long after he returned to Mexico in the spring of 1941."
Incidently, Dr. Larralde's essay on Galvin includes a great deal of additional interesting information about that period in California's history, such as the following excerpts:
"Senator Jack B. Tenney's California Un-American Activities Committee investigated the Ku Klux Klan between 1941 and 1947. George H. Weiner of the Subversive Activities Detail of the Los Angeles County Sheriff's Office testified that the Klan was basically harmless and that people like Roberto Galvan who complained about the Klan "have sought to gain their own purposes and make it appear like it [crimes against Mexicans] was [an] organized Klan activity." C. B. Horrall, Chief of the Los Angeles Police Department, supported Weiner's statements... The Klan also tried to undermine the political clout of Latinos in San Diego. San Diego's Masonic lodge Anahuar supported Latino civil rights and invited Galvan to join their organization on December 27, 1951. However, Cardinal Francis Spellman, a fierce anti-Communist, prohibited Catholics from joining the Freemasons. It was thought that Klan members had drawn his attention to the rising Latino membership in Anahuar... The San Diego Masonic Anahuac Lodge certificate issued to Roberto Galvan on December 27, 1951. Senator Tenney believed that such organizations harbored Communists. Author's collection."
Jennie Purnell's 1999 book Popular Movements and State Formation in Revolutionary Mexico: The Agraristas and Cristeros of Michoacan presents a detailed account of "why thousands of peasants sided with the Church against the state" and "why so many peasants who considered themselves devout Catholics took up arms against the Church." Some excerpts of the book available online also note the surprised reaction of various military and government officials to the resistance:
"By mid January, the U.S. military attache had reported that there were "very active" centers of rebellion with an estimated 3,000 rebels in arms, excluding the Yaquis of Sonora. At the end of the month, U.S. consul general Alexander Weddell somewhat more dramatically announced that the "Specter of Revolution is to be observed in all directions, seemingly hydra-headed, despite savage repression by the government."
U.S. consul Dudley Dwyre, prone to some exaggeration, reported that the entire population of Jalisco supported the rebels, except for the "federal and state governments, police, and radical labor and agrarian groups."
By the end of the summer, the U.S. military attache reported that "conditions were growing steadily worse" in the northwest, there being an estimated "1200 to 1500 malcontents, well-armed but poorly supplied with ammunition, and readily disposed to break out in open rebellion at any moment."
Although federal troops were sometimes able to occupy the major towns for short periods of time, General Rodrigues Escobar, chief of military operations in Colima, confided to U.S. vice-consul E.W. Eaton in October that southwestern Michoacan was "in the complete control of the rebels." Eaton by this point, finally used the word rebel himself, rather than bandit, and, with uncharacteristic political astuteness, noted the anti-state character of the rebellion: "All of the rebels in this section claim to be in rebelllion against the enforcement of the religious laws of the country, but it is suspected that some of them are rebels because they have always been against the constituted government, and have accepted this as an excuse to rise up again."
...Poorly armed and lacking coordinated leadership, most Cristero rebels stayed close to home, engaging in sporadic guerilla warfare rather than attacks on federal garrisons or larger towns. In many cases, this was thepreferred mode of operation, because the peasant rebels were not always concerned with...
...Guerilla warfare did not accomplish much in military terms, but it proved quite difficult to eradicate. As the British charge d affaires put it:
"I hear of good authority that these movement are mostly the work of small roving bands, whose mobility and local knowledge make them dificult for the trained troops to catch, while they draw reinforcements as required from among local sympathizers. The latter, when their particular enterprise has been attempted or contact is made by Federal columns, simply disperse and endeavor to regain their homes. For this reason, the authorities themselves probably cannot estimate the real numbers of their armed opponents, while generally well-informed people offer the most diberse estimates, varying from 1000 to 20000."
...By late 1927, the Cristeros had the capacity to coordinate and carry out large-scale attacks that nvolved the participation of groups from different regions and states. With reference to Zacatecas, Jalisco and Michoacan, the U.S. charge d'affaires noted, in some confusion, that "rebel groups pass so frequently from one to the other State that it is very difficult to determine whether they are actually operating in one State or another."
"... Who were these new crusaders? They were the people. As one Federale wrote: "We run no risk of making a mistake (by massacring one and all): they all resist." They were 95% rural folk: peasants, artisans, miners, muleteers, or rural landholders. There was, for instance, Luis Navarro Origel, with a degree in philosophy and a third-order Franciscan: in 1926, he took the lead of the men of the village where he was mayor. He declared: "I am going to kill for Christ those who kill Christ, and perhaps die for Him if need be; I am going to offer the blood of redemption." He fell at the head of his troops on August 10, 1928, at the age of 30. The city folk who joined them were especially students and the women involved in the St. Joan of Arc Brigades. Some of these 25,000 heroines were only 14 years old. They acted as liaison agents or scouts, nurses, collectors of money or munitions in the arsenals where they infiltrated as workers! Woe to those who fell into the clutches of the Federates' hardened soldiers....But they never betrayed any information.
Beautiful youth of Mexico. José Sanchez was 13. In February 1928 he was surrounded by the Federales. He gave up his horse to the group leader who was wounded and covered his retreat. Running out of ammunition, he was captured. "Know it well," he said, "I am not surrendering, I have merely run out of ammo." He was slaughtered. A note was found in his pocket: "My dearest Mom: Here I am a captive, and they are going to kill me. I am happy. The only thing that troubles me is that you are going to cry. Don't cry. We shall meet again." Signed, Jose, killed for Christ the King.
Tomasino was a member of the executive committee of the ACJM (Mexican Catholic Youth Association) and prefect of the congregation of Mary. Arrested, he was offered his freedom if he talked. "Really, you would be making a mistake: free, I would continue to fight for Christ the King. For us, the fight for our freedom of worship is not optional." In August 1927, he was hanged. He was 17.
... The Mystery of Iniquity The year 1928 was terrible: the infernal columns had received the order to deport the rural population to "concentration camps"26 where famine and epidemics decimated them. At the least show of resistance, the Federates would massacre them. Harvests and flocks were seized, grazing land burned, and villages destroyed by the thousands. Despite this scorched earth policy, the Cristeros stood fast like latter-day Machabees. In 1929, the government renounced its policy of governing the countryside. Three-fourths of inhabitable Mexico was in the hands of the troops of Christ the King, victory was in reach especially as the riffraff in Mexico were fighting each other, and in the United States Hoover, who was not a Mason, was elected! Then they learned that the secret negotiations between the Mexican government and the Vatican had resulted in an accord. On June 21, the Mexican episcopate (except for one of its members, His Excellency Jose de Jesus Manriquez y Zarate) signed a "resolution" of the conflict with the ruling power on bases "negotiated" by a US Jesuit, a Fr. Walsh. The accord provided for: (1) immediate, unconditional cease fire; (2) the resumption of public worship beginning the next day (June 22).
That was all. It restored them to the same situation that prevailed in 1926 with all the anti-Catholic laws then in effect, including the registration of priests! In the text, the Cristeros are called fanatics directed by a few third-rate priests; their revolt was an error, an imprudence, even a sin: they must lay down their arms under pain of excommunication...
"His Holiness the Pope, by the intermediary of the most excellent Apostolic Nuncio, has decided, for reasons which are unknown to us but which, as Catholics, we accept, that public worship will be resumed tomorrow without the law being changed...This arrangement...has wrested from us that which is most noble and most holy on our flag, at the moment when the Church has declared that she will resign herself to what she has obtained...Consequently, the National Guard assumes responsibility for the conflict....As for ourselves as men, we have a satisfaction that no one can take from us: the National Guard does not disappear defeated by its enemies, but rather abandoned by the very ones who were to be the first to receive the fruit of our sacrifices and abnegation! Ave, Christ! Those who for You are going to humiliation, to exile, and, perhaps, to an unglorious death,...with the most fervent love salute You, and once more proclaim You as King of our country."Six thousand Cristeros obeyed, and were immediately massacred. In three years, they had only lost 5,000 men in combat! The Mexican episcopate decreed the excommunication of the Cristero priests, but those who had not been killed during the war (180) had already been martyred...All was lost.
The new president, the Masonic lawyer Fortes Gil, rejoiced. At the summer solstice banquet, he acknowledged his astonishment at the unconditional capitulation of a victorious army, and his intention to continue the fight: "The fight did not begin yesterday. The fight is eternal. The fight began 20 centuries ago." Indeed, but the novelty was that the Vatican was not on the right side. Freemasonry, condemned by all the popes from the 18th century (Clement XII, in 1738) to the end of the 19th (in 1892, Leo XIII equated Freemasonry with Satanism), had infiltrated the Church at the highest levels of the hierarchy: Were not G. della Chiesa (the future Benedict XV) and A. Ratti (the future Pius XI) the "proteges" of Cardinal Rampolla? In 1926, was it not Pius XI who condemned Action Frangaise in accordance with the sect's desires. In 1928, was not Fr. Vallet expelled from Spain and his work suppressed by a hierarchy that preferred to favor the Opus Dei."
Note that Luis Farell, the Mexican pilot praised for killing Cristeros, was given awards and commedations by President Gil: "Because of his actions in battle, on April 5 of 1929, Farell he was promoted to Major and the President Emilio Portes Gil awarded him with the Cruz de Guerra medal for having flown hundreds of missions and for having engaged the enemy in battle at least 50 times. In addition, the President appointed him as 'Jefe del Estado Mayor Presidencial', a prominent presidential guard staff. A few days after leaving the hospital, on June 21. 1929, Luis Farell got married to Miss Ana Samaniego Castillo, and on August 12, the President presented him with a Waco model 10 biplane."
Martin Hill is a Catholic paleoconservative and civil rights advocate. His work has been featured in the Los Angeles Daily News, San Gabriel Valley Tribune, The Orange County Register, KNBC4 TV Los Angeles, The Press Enterprise, LewRockwell.com, WhatReallyHappened.com, Infowars.com, PrisonPlanet.com, Economic Policy Journal, FreedomsPhoenix, Haaretz, TMZ, Veterans Today, Jonathan Turley blog, The Dr. Katherine Albrecht Show, National Motorists Association, RomanCatholicReport.com, WorldNetDaily, OverdriveOnline.com, Educate-Yourself.org, Dr. Kevin Barrett's Truth Jihad radio show, Strike-The-Root.com, ActivistPost.com, Los Angeles Catholic Lay Mission Newspaper, KFI AM 640, IamtheWitness.com, Redlands Daily Facts, BlackBoxVoting, The Michael Badnarik Show, The Wayne Madsen Report, Devvy.com, Rense.com, The Contra Costa Times, Pasadena Star News, Silicon Valley Mercury News, Long Beach Press Telegram, Inland Valley Daily Bulletin, L.A. Harbor Daily Breeze, CopBlock.org, DavidIcke.com, Whittier Daily News, KCLA FM Hollywood, The Fullerton Observer, Antiwar.com, From The Trenches World Report, and many others. Archives can be found at LibertyFight.com and DontWakeMeUp.Org.
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page 2 of free ideas for team exercises and activities - for team-building, training, employee motivation, learning and development, recruitment, and other group activities
If you don't need the introduction - go straight to the games and activities.
Here are lots of free and team building games, activities and exercises ideas for team development, employee motivation, personal devepment, ice-breakers, energisers, learning and fun.
These activities extend the first section of team building games and activities on this website, which also offers a quick summary listing of exercises.
The way you run group activities is crucial for their effectiveness. So please read the tips for planning and running team building activities.
Also helpful are the tips on planning and running workshops.
Use and adapt these group games and exercises ideas to suit your situation. These free team building activities, games and exercises are great ice breakers for training sessions, recruitment group selections, meetings, workshops, seminars, conferences, organisational development, teaching and lecturing for young people and students.
Team building games and activities are useful also in serious business project meetings, where games and activities help delegates to see things differently and use different thinking styles.
Games and exercises help with stimulating the brain, improving retention of ideas, and increasing fun and enjoyment.
Many activities and games can be used or adapted for children's development and education, or even for kids party games.
We cannot accept responsibility for any liability which arises from the use of any of these free team building exercises ideas or games - please see the disclaimer notice below. Always ensure that you have proper insurance in place for all team building games activities, and take extra care when working with younger people, children and if organising children's party games.
team building games - are the exercises or games appropriate?
Before you decide to use any team building games with a group of people, think about whether the activities are appropriate for the team members and the situation. See the notes on checking that games or team activities are appropriate for your situation.
The subjects on this website increasingly feature ideas for developing the whole person.
Think beyond providing traditional work skills development. Explore everything, and show your people that you have a broader view about development - they'll have lots of ideas of their own if you let them see it's okay to think that way. Team building games are just a part of a very wide mix of learning and and development experiences that you can explore and facilitate for your people - try anything. If it helps your people to feel good and be good, then it will help your organisation be good too.
Ensure that team-building activities comply with equality policy and law in respect of gender, race, disability, age, etc. Notably, team-building facilitators should be familiar with the Employment Equality and Age Regulations, (UK and Europe, and increasingly elsewhere too). For example, a demanding physical activity might be great fun for fit young people, but if any of the team members are old or in any way disabled, then think again, because it wouldn't be fair, and it might even be unlawful. The same applies to any activities that discriminate against people on grounds of gender, race, etc.
Team-building games and activities have to agreeable and acceptable to team members, and the exercises have to be fair.
free team building games - warm-ups, quick games and exercises, ice-breakers, exercises and activities
These free team building games and exercises generally last less than one hour, and can be adjusted to create longer team building activities, depending on the sort of team building, ice-breakers, training development activities required. Review and discussion are often useful and helpful after exercises which have raised relationship issues, or changed people's perceptions. Plan and practise all unknown aspects of the activities before using them. Logistics, facilitation and especially how you split the group into the numbers of team members per team are factors which have a big effect on how the exercises work and the experience for all. See the team building activities guidelines for tips and techniques.
See also the activities and exercises on the team building ideas page 1 on this website, and the quizballs quizzes, especially the management and business quiz for aspiring managers and trainers, and anyone interested in managing people and organizations.
company quiz game (icebreaker, discussion-starter, inter-departmental relations, company/product-knowledge, induction training, policy review, staff awareness, etc)
This simple exercise format is adaptable for a wide variety of training and development situations.
Cut the questions from the grid below, or create your own.
Fold each question and put them into a box, or the middle of a table.
Members of the group must then in turn take a question, read it aloud, and offer an answer.
Before moving to the next question, the group should discuss, refine and agree the correct answer.
You can expand the exercise by splitting the group into teams and giving points and offering incorrect answers as bonus questions.
Tips and variations:
- Keep the exercise flowing - don't become stalled for a long time on discussion or disagreement which cannot be resolved correctly and quickly.
- Make notes of issues which cannot be agreed correctly/satisfactorily, especially those with potentially serious implications, or which highlight a serious development/awareness need.
- Optionally allocate responsibility for delegates to check and report back to the group later in the day/course about unresolved questions.
- Ideally the facilitator should know/research the answers to all questions before running the exercise.
- Optionally ask the group to create the questions - for example, one question to be contributed per delegate, which works well where inter-departmental awareness is a development need. (If anyone draws out their own question they should pick another.)
Question grid (devise your own as appropriate):
|Our top-selling product by value?||Our top-selling product by profitability?||Our biggest customer by value?||Our biggest supplier by value?|
|Our staff grievance procedure first point of contact?||Our receptionist name(s)?||Our company ownership is public / private / partnership / social enterprise /other?||Our CEO / MD is?|
|Our company head of legal department is?||Our customer services telephone number is?||Our health and safety information is held where exactly?||Our COSHH (or equivalent) information is held where exactly?|
|Where can customers / staff park bicycles?||How many days holiday are new starters entitled to in the first year?||What is our policy on trade union membership?||What is our policy on the minimum / living wage?|
|What are our opening hours?||Where is the outside rallying point for fire evacuation?||Who is our PR agency?||What is our main industry trade association?|
|Who is responsible for on-site first aid?||Where is our corporate governance policy?||When was our company founded?||Who founded our company?|
These questions are just examples. Create your own, and ensure you clarify questions where ambiguity could exist.
one small change, one big effect (time management change, commitment, productivity improvement, self-development, personal empowerment)
Here's a really simple easy quick activity to use with any group.
The exercise is especially relevant for a group after a break, for example after holidays, or when a boost or intervention is required to help people shift habits or assumptions.
Our personal time management is usually greatly influenced by:
- and assumptions
Time management is largely within our personal control, although our routines, habits and assumptions can make us feel/believe/behave otherwise.
This activity has two parts:
- Explore (perhaps discuss, given activity duration) preferably 'high yield' possibilities for changing individually how we manage our time. (As the group leader, see the time management tips and time management tools for ideas and theory - 'high yield' means a big result from a relatively small change.)
- Then each person should commit (optionally, publicly - to the group) to changing just one aspect of our time management.
- Focus on 'high yield' changes: i.e., the small changes that will produce the biggest results. This will help avoid the discussion becoming distracted by the inevitable obstacles which make big changes difficult. Get people thinking about little things that are easy to change (like when to check emails, and understanding the difference between urgent and important).
- Ask people to state some sort of measure and timescale by which they can check that their individual change has been implemented.
- Ask people to check with each other that the change has been made.
- Emphasize that this is about commitment, as much as it is about the change itself. Commitment is the key to overcoming obstacles.
- Emphasize the need to communicate and explain the change to people affected by it.
- Look at 'Nudge Theory' for additional ideas to make change easier.
'how to tie a shoelace' instructions exercise (warm-up, clear instructions, process design, effective writing, how to write training notes and user instructions, etc)
This is a very simple exercise for any group of people, any age and ability.
The task suggested is 'how to tie a shoelace', but you can substitute any other easy instinctive skill (e.g., 'make a paper aeroplane' or 'play a game of noughts and crosses') if you prefer. Ideally something that people can actually do for real in the review.
The purpose of the activity is to start people thinking and working, and particularly to assist thinking and learning about:
- what we know unconsciously ourselves is not always simple to explain to others
- conscious competence in a skill can produce complacency when teaching/managing/coaching others in that skill (just because it's easy for us does not mean it's easy and second nature to someone else)
- how to write clearly - instructions, manuals, teaching notes, public information, advertising, etc
- process design
- and generally: effective communications/instruction/direction
The task for the group - individually, or in pairs or teams or as a whole (depending on your situation and aims) - is to write some instructions as to how to tie a shoelace.
Of course nearly everyone aged 4+ probably knows how to tie a shoelace, but that's not the point - the point is how to write a simple process and an instructional guide.
You may add extra dimensions to the exercise by suggesting/agreeing:
- a type of audience/footwear for the instructions (for example, people for whom English is not their native language, young people, people with learning difficulties, people with disabilities, etc)
- a specification for a correctly tied shoelace (or leave this flexible - up to you, depending on the emphasis you want to apply in the task)
- scenario(s) - (e.g., sports shoe, fell-walker's boot, workman's heavy boot, etc)
The time allowed for the task and review is flexible according to your situation.
Obviously avoid arrangements that will be unnecessarily time-consuming and tedious, for example do not ask a group of twenty people to do the task individually and to present their results individually, or the exercise will take til lunchtime..
Ideally review the group's work so that at least some of the resulting instructions can be viewed by the whole group.
You should also encourage people to try to follow - in practice - at least some of the resulting instructions (which is often overlooked by writers of manuals and instructions).
- process - is there one? - numbered steps are usually best
- clarity of writing/words/language - is it clear and unambiguous?
- did anyone think to add some diagrams? - a picture tells a thousand words..
- did anyone think to be even more creative and make a video?... (as facilitator you can decide if this negates the need for written instructions.. what if the audience can't access the video?..)
- are elements defined helpfully - did anyone use the word 'aglet'?..(it's the thin tube at the lace ends - it's not a necessary part of the exercise but is a point of trivial interest)
- ease of reading
- relevance for given scenario(s)/learner audience
The activity offers a very neat association with the concept and principles of empathy, and the metaphor of 'putting yourself in the other person's shoes' when communicating to others.
toilet paper icebreaker/introductions exercise
This is a very simple and amusing introductions activity, and a super icebreaker and energizer, for groups of 5-12 people, any age and level, or bigger groups subject to splitting people into smaller sub-groups and giving guidance to self-facilitate as required.
Equipment: just a roll of toilet paper per group.
Give a toilet roll to a group member and instruct the group to:
- Stand up and form a circle (standing is far more energizing than sitting around a table, although sitting around a table is okay if space is limited).
- Chant a repeating: "One, two, three - One, two, three.." timed at about two seconds for each repetition. Hand-clapping in rhythm is optional depending on how energizing you require the activity to be.
- When the chanting is established and consistent, each group member must take as many sheets as they wish from the roll, and then pass the roll to the next person, within the time of a single 'one, two, three' chant.
Then, after everyone has taken their sheets (do not issue these instructions until everyone has taken their sheets):
- Stop chanting (and clapping), thank you.
- Each person must now take it in turn to tell the group a number of facts about themselves: and the number of facts must equal the number of sheets of paper that the person holds.
- Facts must be new information to the group (easier for groups meeting for the first time - not so easy in groups who already know each other).
- Facts must be one very short sentence each (so that the most competitive paper-grabbers, who might now be regretting holding 15 or 20 sheets, do not have to talk for too long..)
Aside from the obvious values of the activity (energizing, ice-breaking, quickly introducing people to each other in an interesting way), the exercise cleverly makes the points that:
- competitiveness can backfire, unless you know what you are competing for, and
- making assumptions carries risks
There are also many ways to vary the exercise and to focus it towards a particular learning subject or workshop purpose, for example (and you will think of better orientations given your own situations/groups):
- Facts given must be related to (for example) past career, work ambitions, strengths, weaknesses, dreans, passions, hobbies, under-utilized capabilities and interests, things I want to to do before I die/next year/next tuesday/whenever, etc.
- Facts must not include.. (puppies, kittens, children, motorbikes, fishing, whatever)
- Facts must include.. (each group member can name a category, and only facts related to these subjects can be given).
- Facts must be the sort of information, and conveyed in a way, that would hugely impress a job interviewer/potential customer/date.
- Group members will vote at the end of the session for the most amazing/surprising/inspirational/whatever fact or fact-giving presentation.
- Facts must be conveyed enthusiastically and inspirationally, etc, etc.
- Facts can only be mimed, played out like 'charades' - optional points awarded for correct guesses.
- Facts must relate to learning/subjects/theories, such as Erikson's Life Stage Theory, Maslow's Hierarchy of Needs, The Psychological Contract, etc)
The exercise naturally relates to various learning subjects notably (among others):
(Thanks to N Kent)
christmas and new year ideas for team activities
BIG YEAR 2013 QUIZ - 100 questions and answers - international events, sports, entertainment, business, trivia -
Christmas Quizzes -
Christmas party/social event ideas - lots of suggestions for creatively providing food, drink, venue and entertainment
a simple group exercise - with a new year theme
seasonal bundle of ideas - various ideas, quizzes, Xmas curiosities, etc
seasonal team games - activities for groups for xmas and new year
personality [self-image] exercise (self-awareness, personality, interviewing and selection)
For groups of any size and virtually any ability/age/discipline, subject to organizing the group numbers, facilitation and review, etc.
The basic activity is:
Instruct delegates to (individually) consider and describe the personality of a well known admired person (which you can suggest, or assist the group in deciding who to describe). The descriptions must be very concise and ideally according to a personality theory that the delegates all know (or which can be explained to the group quickly and easily). Ask delegates to reveal their descriptions, record/share them visibly, and then discuss/review the differences between the delegates' views. A common cause of differences between delegates' views - and a fascinating aspect of the exercise - is that delegates' descriptions of a greatly admired person commonly match their own self-image. This is obviously a useful realization for anyone whose work entails assessing/evaluating other people, for example in management, interviewing and selection, etc.
(N.B. For obvious reasons it can be preferable to omit 'self-image' from the name of the activity before you run it with a group.)
In more detail..
First review the personality theories section.
Select a personality theory which suits the group's needs/interests.
Select a well known admired person. Involve the group in this if you wish (but avoid being distracted by other discussions about the selection, unless you welcome such discussion). You may select more than one well known person to repeat the exercise, but of course the point of the exercise is for the group to describe the same person at one time.
If the group has expertise in personality theories and psychometric systems, then for extra focus on the technical aspects of personality theories you may select more than one theory for delegates to work with (which means delegates give more than one view - i.e., a view for each theory).
Importantly you must be able to explain the basic workings of the chosen personality theory to the group, or the group must already understand the chosen theory to a very basic level.
If working with young people or others who have no appreciation of personality theory then begin the activity by helping the group to establish and agree 10-15 key describing words of personality, which can then be used for the exercise. If using this method do not disclose/agree the famous person before establishing the 10-15 key describing words of personality, or the choice of person will influence the choice of words.
Encourage delegates to use only 2-4 words to describe the dominant features of the personality. (Ideally for delegates who understand a psychometric system they can use the personality code/terminology of the system concerned.)
Some suggestions of well known generally admired famous people: Jesus Christ, Mother Teresa, Queen Elizabeth II, Nelson Mandela.. (You and the group will perhaps think of more appropriate examples for your local situation and the group's interests.)
Points for review:
Why do we see the same people in different ways?
To what extent does our view of ourselves influence our views of others?
If to some extent, then why?
What do we dislike about others, which might be an unreasonably harsh reaction?
What do we tolerate in others, which might be an unreasonably generous reaction?
Where do these biases come from?
What is subjectivity/objectivity? What is discrimination?
Is discrimination always against the law? If not is it always okay?..
What problems can result from judging people subjectively rather than objectively?
How can we develop more objectivity in judging others?
In organizations what safeguards can be introduced to reduce risks of unfair assessment/treatment of others?
You will think of other review points, and others will arise anyway.
Some useful reference materials:
alternative christmas party/office party/staff social event ideas
These ideas are for an alternative Christmas office party, or other workplace social event.
Commonly staff social events, especially at Christmas time, involve eating and drinking in a pub or restaurant somewhere. The format tends to be: drink, eat, more drink, maybe dance a bit, maybe fall over in the car-park, and for many, have a hangover the next day. The organization, and more likely these days the staff too, spend a lot of money and have little to show for it, let alone a sense of fulfilment or spiritual uplift.
Many organizations now seek more wholesome and responsible ways for team members to socialize, celebrate and bond at Christmas parties and other social events.
Here are some ideas for alternative workplace social events which can be very enjoyable, very uplifting, very good for teambuilding, and very cost-effective too.
1. self-catering - DIY food and drink
Instead of spending (or asking people to spend) a big amount per head on a meal out - instead do it yourselves 'in-house'.
Organize your own buffet, or another type of catering.
Perhaps ask every staff member of staff to bring in some interesting food. This can be especially rewarding for groups of varying ethnicity. Food reflects culture, and so offers a helpful basis for improving mutual awareness.
And/or - you can keep things very simple if you give the event a theme, and make the food fit the theme.
If you have a kitchen (most workplaces do), then you can handle a certain amount of hot food. If you don't have a kitchen, then be creative with some camping stoves or an outside barbecue. That's assuming you want to serve hot food. Otherwise keep it to a cold buffet, which depending on the weather and time of year, can be perfectly acceptable.
Here's a quick organizer's checklist:
- Tables (to put food on, not necessarily to sit at)
- Paper plates and dishes
- Serving plates and utensils
- Disposable cutlery
- Disposable cups and glasses
- Jugs (for water and juices, etc)
- Bowls (for salads, punch, etc)
- Condiments (salt, pepper, etc)
- Rubbish bags, wipes, cloths - cleaning-up materials as required
- Some sort of food list/guidelines so people know what to make/bring - quantities and varieties - savoury, sweet, and vegetarian, or starters, main and puddings.
- Is there a staff-member with very good catering experience/skills who can help you plan and manage the event? Enlist his or her help.
Appoint a team (seek volunteers) to cook a couple of massive pots of something (inc. vegetarian option).
If you really don't want to do it yourselves, then bring in some outside caterers - something interesting like a hog-roast, or Indian or Chinese, whatever - be imaginative and talk to local restaurants/providers - they will want your business and will usually be very helpful.
N.B. When you feed people in-house, on a biggish scale, it is very cost-effective and can produce excellent quality and quantities of food, for a fraction of eating-out costs.
Many groups will expect an alcoholic drink of some sort. Often alcohol is appropriate. Again be creative and imaginative.
It is very cost-effective to provide drinks of all sorts in-house - alcoholic and non-alcoholic.
Again seek help and involvement from staff members with experience and skills in making and providing drinks for large groups.
Punch, sangria and Pimms are easy and inexpensive to make in large quantities - especially when compared to bar/restaurant prices. Recipes are available on the web.
Consider the strength of drinks that you provide and consider implications of people's health, proper behaviour, transport, driving, etc.
Ensure there are adequate soft drinks for staff members who do not want to drink alcohol.
It's always good to provide jugs of water anyway.
As with the food, you can keep things very simple if you give the event a theme, and make the drinks fit the theme.
Perhaps delegate the bar/drinks responsibility to a department.
2. venue - find a room
Most offices have a big space somewhere which can be quickly reorganized to produce a good-sized area for setting up a buffet and eating.
Maybe offer starters, mains, and deserts in different departmental rooms, so people circulate and get to know each other better.
Maybe ask each department to create its own 'restaurant' or buffet theme.
Maybe organize it so the executives/bosses serve the staff, and wait on their every need..
If you don't have a room or rooms then go out and find the space you need. Again be imaginative and creative. There are interesting spaces everywhere. Find some space and make it work.
Ideas for venue hire:
- Function rooms (obviously)
- Social clubs
- Theatres and music venues
- Pubs, bars and restaurants (many have rooms for hire, even if they don't supply serve the food/drink)
- Community halls
- Sports clubs
- Meeting rooms and rooms (of local institutes, groups, etc)
- Boats and barges
- Warehouses, barns, sheds
- Schools, colleges, universities
- Customers' and suppliers' premises
Decorate the venue. Appoint a team to do this - and to dismantle and tidy up too. The executives/bosses can perhaps be nominated for these duties..
A consistent problem affecting traditional workplace parties and social events is that people tend to drink a lot when nothing else entertains them. People engage relatively little, with the event, and with each other. Organized activities instead get people involved and mixing and having fun together, which develops mutual understanding, builds relationships and teams, and diffuses tensions.
So think of some activities on which to build your event - to give people some entertainment apart from eating and drinking.
Here are some ideas:
- Organize and 'X-Factor-type Talent Show' or a 'Your Company's Got Talent' show - and/or an 'Open Mic' session - you will be surprised how many instrumentalists and singers you have among your staff members
- Active computer team games on a big screen
- Bring in some participative musical entertainment - there are perhaps some entertainers among your staff, or certainly your staff will know entertainers
- Quizzes - there are lots of quizzes in this website, and also on the new Quizballs.com website
- (Externally provided) Casino or horse-racing activities (not real money, and just for fun, although prizes are usually offered)
- And think of your own ideas - invite suggestions from your staff - be imaginative and creative in involving and engaging people.
Think about activities which will be different and participative, so that people will be active and entertained, rather than sat down drinking and chatting about work and office politics, etc.
As already suggested, a really useful tone-setting idea is to have the bosses and executives take a leading role in serving and waiting on the staff.
The tone of the event is important. Staff will be positive if the tone is right. If the bosses stand aloof and refuse to help and get involved, then the tone will be unfair and wrong, and staff will not put effort and commitment into the event. If the tone is right and good and fair, then staff will respond positively.
Consider that in very many organizations throughout the year, staff see senior managers and bosses enjoy longer lunch-breaks, expenses-paid-for trips and meals, big company cars, reserved car-park spaces, better salaries, bonuses and perks, and all sorts of other privileges. So wouldn't it make a refreshing change for once if the bosses served the staff? You bet it would.
A workplace social event is an opportunity for the organization to say thank you to its people. A sit down meal with drinks in a restaurant will achieve this to a degree, and of course in many cases is entirely appropriate, but for many other situations, a social event can achieve a lot more.
day colours/colors exercise (individual perspectives, emotional triggers, empathy, johari window, respecting personal differences)
This is a very simple quick and fascinating exercise to illustrate how people often have different views of the same thing, which is central to understanding empathy and many related concepts.
The activity may be used as an icebreaker or larger discussion exercise, for groups of any size and age/seniority, subject to appropriate facilitation for your situation.
Example explanation and instruction to a group:
Emotions and feelings within each of us are 'triggered' in different ways. We think differently and therefore see things differently. We often do not imagine that other people may see something quite differently to how we see the 'same' thing. Management and relationships, in work and outside of work too, depend heavily on our being able to understand the other person's view, and what causes it to be different to our own.
To illustrate this, and to explore how mental associations can 'colour' (US-English 'color') our worlds differently:
- Close your eyes and imagine the days of the week
- What colour is each day?
- Write down the colour of each day
Review and compare people's different colour associations, and - where people consciously know and are willing to share their reasons/associations - review these differences too.
Note: If anyone sees all the days as the same color, or sees no colour association at all, or perhaps sees or senses a more powerful alternative association, then this is another equally worthy personal viewpoint and difference.
The days of the week are a simple fixed pattern. Yet we see them in different ways. It is easy to imagine the potential for far greater differences in the way we see more complex situations - like our work, our responsibilities and our relationships, etc. Human beings will never see things in exactly the same way - this is not the aim or work or life - instead the aim should be to understand each other's views far better, so that we can minimise conflict and maximise cooperation.
Useful reference materials:
psychological contract 'iceberg' exercises (the psychological contract, work/life alignment, organizational development, motivational understanding, employer/employee relationships, leadership)
The Psychological Contract is increasingly significant in organizational management and development.
The Psychological Contract 'Iceberg' model diagram assists explanation and exploration of the subject.
Ask group members to create their own version of the Psychological Contract 'Iceberg' diagram - individually, in pairs or teams, and review/discuss as appropriate for your situation.
Versions of the 'Iceberg' may be mapped according to different perspectives, for example - how people see it currently; how they'd prefer it to be; from a personal, departmental or workforce standpoints.
The exercise can be used as a basis for all sorts of learning and development activities, for example relating to:
- motivation and attitude
- work/life balance and wellbeing
- organizational structure and purpose
- alignment of people with organizational aims
- work/management/leadership relationships with employees
- mutual awareness (employee/employer) and organizational transparency - and especially in identifying hidden or confused perceptions which may be obstacles to improving employee/employer relationships
Refer to the Psychological Contract theory and within it whatever related learning concepts might be helpful to your situation.
Johari Window is particularly relevant.
lifestyle acronyms game (social demographics, creativity and invention, lifestyle types and choices, compact communications, generational theory)
A simple exercise to encourage thinking about demographics, generational ideas, language, and communications.
For groups of any size. Split into pairs, threes, or work teams and review as appropriate, or run the activity as a quick ice-breaker.
Instruction to the group:
Acronyms are powerful in communicating a lot of information very succinctly, and also in illustrating this principle, which relates to generational issues in management and life.
We have probably all heard of amusing lifestyle aconyms such as DINKY (Double Income, No Kids Yet); GOFER (Genial Old Farts Enjoying Retirement); ORCHID (One Recent Child, Heavily In Debt); and the more formal term NEET (Not in Employment, Education or Training).
What acronym can you devise (or suggest one you know already) that is particularly appropriate for modern times?
Where groups devise their own acronyms you may optionally award a point for each letter in the acronym and bonus points for:
- true acronyms (which either seem like a word or make a real word, using the first letter from each word in the full expression)
- a meaningful 'bacronym' (in which the word spelled by the acronym relates cleverly to the expression)
You can alternatively/additionally ask the group to devise new portmanteau words, which by itself would enable a quicker activity.
Review/discuss results as appropriate for your situation.
Optional equipment - dictionary and thesaurus.
guessing game (ice-breaker, assumptions, multiple intelligences, hidden abilities, risks in judgment )
This is a simple and adaptable exercise which can be used to explore various themes. You could run a version on a table-top, or use it to get people moving around quite a lot.
As facilitator you need just a tape measure and a pad of small sticky notes. You can change the scale targets (in scale or metric/imperial) according to your situation. You can treat the activities as a competition by awarding scores, and/or run the activity for teams, which adds an interesting extra perspective.
Here is the basis of the exercise. Adapt it and use different exercises to suit your own situations.
Instruction to group:
This is an experiment to explore the brain's capability to estimate scale. Your guesses will be measured and results given. The exercises involve simple guessing, but provide a basis for understanding more about how reliably (or unreliably) our brains can estimate scale, etc., without measuring tools or precise references. This relates to risks of making assumptions, and the merits/risks/surprises associated with guessing, short-cuts, working from habit/instinct, etc. Sometimes guessing and instinctive assumptions are effective; often they are not.
(Additionally/separately the activity prompts appreciation and exploration of multiple intelligences theory - specifically how some people are naturally better at some of these tasks than others.)
Using sticky notes (to be personalised for identification) mark the following:
- a distance of ten feet on the floor
- a height of three feet on a wall
- a distance of one metre on a table
Note: As facilitator it will take you a while to measure and note scores for lots of guesses, so think how best to do this. If using the exercise as a quick icebreaker, or if time is tight, especially if group is large, think carefully about how many measuring exercises to include. Just one is fine for an icebreaker. With big groups and treams issue people with tape measures and have them score each other. Or see the examples for simplifying the activities below.
Review the activities as appropriate for your purposes, points for example:
- What surprises did we find?
- What clues are there to people's different abilities?
- What differences are there in guessing different types of scale?
- What creative methods were used in 'measuring'.
- How does the brain guess something?
- In work/life how do we decide when to guess and when to measure, and are these the best criteria?
- How can we make our guessing more reliable?
- (If exercises are performed in teams) are team guesses more reliable than individual guesses?
- What merit is there in the 'Wisdom of Crowds' in guessing and making intuitive judgments?
Depending on time and how you want to use the activities, other materials and measuring devices can be used for different exercises, for example:
- an angle of 30 degrees (ask people to draw two straight lines on a sheet of paper, like two sides of a triangle - facilitator needs a protractor for measuring)
- a square sheet of paper equal to one square metre (newspaper and sticky tape - a square metre is for some people a surprisingly large area - each side must measure one metre)
- or, for more adventure, which might appeal to children, explore volume and weight with water and sand, etc, for which basically you only need the water, sand, some plastic foodbags or balloons, and a measuring jug (and some cleaning-up cloths...)
For a smaller table-top activity you can give target distances in centimetres and/or inches rather than feet and metres, and use a ruler of greater precision, (and be prepared for some innuendo among certain groups).
To simplify and speed up the activities, and to reduce preparations and measuring, have people guess weight/volume/height/distance/etc of a pre-prepared example (for each exercise), rather than have each person produce their own, for example:
- Show the group a loosely coiled length of string, on a table or the floor, and invite estimates as to the length of the string.
- For an exercise requiring people to guess a large quantity of units, you can show a bucket of marbles, or simply cut or tear a sheet of paper into lots of pieces (unseen to the group members, too many to count at a glance) and scatter them on a table.
- Show the group a page of printed words and invite guesses as to how many words.
- Show the group a pile of coins and ask them to estimate the total value.
Team guessing enables additional exploration, for example linkage to ideas about the 'Wisdom of Crowds', and also benefits/disadvantages of working in isolation versus working in cooperation, especially where intuitive or subjective judgment is required.
Adapt the exercises depending on how active and logistically involved you wish the activities to be.
Reference materials, for example:
Multiple Intelligences and MI test - correlations between natural strengths and task expertise
VAK learning styles test - a simple three-way view of learning/thinking style
Kolb learning styles theory - different thinking styles suit different tasks
Conscious Competence learning model - how well do we know and trust our own judgment
Johari Window - specifically knowing our own and others strengths/weaknesses
early bird/second mouse exercise (ice-breaker, creative thinking, presentation skills, debating, analysis, teamworking, group decision dynamics)
This is a simple exercise for groups between 8 and 30 people, and involves many different learning elements: understanding strategies, teamwork, presentations, argument, debate, analysis and group decision-making.
The activity is based on the funny one-liner (often attributed to comedian Stephen Wright), which is deeper than first seems:
"The early bird may get the worm, but the second mouse gets the cheese."
Split the group into two teams.
Nominate one team to be 'early bird' and the other team to be 'second mouse' (or allow the group to decide this themselves, which can be an interesting mini-exercise in its own right).
Give the teams 5-10 minutes, each to develop a 60-second presentation (or longer for bigger groups and more learning depth) as to why their strategy ('early bird' or 'second mouse') is best for business (or work or life, depending on your situation).
Encourage the teams to make use of the knowledge and abilities and views of all team members in creating their presentations.
After the two presentations chair a 5-10 minute debate between the teams of the question:
"Early bird or second mouse: Which is the most effective strategy for business (or work or life)?"
(Optionally, ask the teams if in light of the presentations they would prefer to frame the question in a different way. People might now see a more constructive approach to the question. Again this can be a useful mini-exercise in its own right.)
After the debate hold a 'free' vote to see what the combined group now believes about the question. Allow but do not encourage abstentions ('don't knows'). Encourage group members to vote as individuals, putting their team loyalty to one side.
There are many possible learning areas to review after this exercise, depending on your situation and development purposes, for example:
- different strategies for different situations - adaptability versus consistency
- different strategies for different types of people and personalities or organizational cultures
- assembling an argument/case/presentation in a team against a tight deadline
- presenting a concise and convincing argument/presentation
- constructive debate and discussion - using evidence, examples, structure, passion, etc
- (with regard to the optional re-framing of the debate question) the significance of question wording when a group is asked a question, and the potential to distort unhelpfully or focus helpfully on the main issue
- how groups consider and decide
- responsibility of those in authority to assist and enable clear understanding, debate and decision-making
- dilemma of personal views versus 'team' views ('real life' examples: parliamentary voting - keeping to the party-line, or personal convictions/local constituency; also management dilemma in implementing corporate policy with which a manager may personally disagree - what are the important reference points in making these judgements?
- and other aspects applicable or arising.
Some reference materials:
Clean Language - an interesting type of neutral enabling questioning, used in therapy
touchy feely exercises (sensory perception, self-awareness, non-verbal communications, body language, relationships in teamwork and personal support)
Here are some ideas and exercises to explore human physical contact and touching; the types, benefits, risks, associated feelings and reactions, in relation to self others.
Touching people is understandably a neglected aspect of relationships and communications, especially in management and education relating to sexual harassment and child protection. Nevertheless touch is a highly significant part of body language, and crucial to human interaction. We therefore benefit by improving our understanding of touch and using it appropriately, rather than avoiding it altogether.
A 2010 New York Times article by Benedict Carey reported some interesting findings on human touching:
- Research suggests that we may be able to detect at least eight different emotions using only a simple touching contact from person to person (M Hertenstein, DePauw University, Indiana US).
- Separate studies found touch and physical contact among teams to be linked to success in sport (Kraus, Huang and Keltner, Berkeley US).
- And the amount of physical contact between romantic or married couples when simply sitting side by side has found to correlate with relationship satisfaction (C Oveis, Harvard US), which while not hugely surprising, is perhaps often overlooked or forgotten with the passing of years.
Many and various other studies have reported the positive powers of human touch. For example see Leo Buscaglia on hugging and love. As with physical exercise, human touch triggers the release of chemicals in the brain. These are basic primitive human responses, not easily understood, and even now only beginning to be researched and analysed in reliable scientific terms. In time we will know what it all means and how it all works. Meanwhile a little practical experimentation can be helpful and enlightening. Here are some ideas:
- Based on the Hertenstien research referenced above, ask people to work in pairs or threes and with eyes closed, to experiment in giving their reactions to different types of touches - to the hand, by another person's hand or fingers. Be careful and seek the entire group's agreement before encouraging/allowing any more adventurous touching than this. Hand touching (including handshakes) alone should be ample to demonstrate emotions such as confidence, aggression, timidity, reassurance, curiosity, etc., and any other reactions generated. A third person can act as a toucher and also to observe facial expressions and give external reaction.
- Hugging: Subject to the group's agreement, get people hugging each other and noting their reactions and feelings. As Buscaglia discovered, and many since then, hugging is potentially powerful medicine. Explore implications and issues.
- Group-hug: Try it and see how it makes people feel. As a variation split the group into two teams. Ask one team to group-hug. Then give both teams an identical task, competing against each other (for example sorting a pack of cards, or making ten big newspaper balls and throwing them into a bin at the other end of the room). Ask the second team if they want a group-hug before starting. Maybe ask the first team if they want another group-hug. Maybe allow group-hugging at will (if the group likes it go with it..) After the task, discuss relevance of hugging and physical contact to teamworking and bonding, enthusiasm, etc. Were the biggest huggers the most motivated? Is a hugging team generally a winning team?
- Discuss with the group: what are people's own views and feelings about what sorts of touching are acceptable, unacceptable, positive, reassuring, supportive, etc., according to different situations. Is a gentle pat on the back always okay? What cultural differences exist? What are the real practical no-go areas? Shoulders? Arms? Hands? What's the difference between a light touch and a caress? Different rules for different genders? How do observers (other team members, customers, etc) view touching when they see it? How do we improve our use of this sort of body-language at work, mindful of the risks? Etc., etc.
- See also the Silent Touch exercise on Teambuilding Games page 1.
Reference materials, for example:
Maslow - (basic needs - love, belongingness, etc)
Tuckman's theory - (from a team-bonding view)
And your own policy material on harassment and child protection as appropriate.
the outdoors tea-break exercise (different perspectives, context, relativity, perception vs 'reality', and how most things change according to situation)
The nature of anything - especially feelings, relationships and communications - changes according to situation and context.
This is vitally important in understanding ourselves, others, and the way that human systems operate, in which subjective views are commonly more dominant than objective facts, figures and evidence.
Perceptions among people, especially given group effects, has a huge effect on systemic and organizational behaviour.
Here is a simple and pleasing demonstration of how something can change when experienced in a new context, particularly when the warmer spring season approaches (in the northern hemisphere):
When next facilitating or teaching a group, take your tea/coffee break outside, and ask people if their tea/coffee tastes different, compared to how it normally tastes indoors.
The demonstration is clearest if first people pour the drink and take a few sips indoors, and then walk outside, so as to compare the indoor and outdoor taste.
Strangely the taste is quite different, sometimes remarkably different. This is probably due to the fresh air being smelled and tasted along with the drink. I am open to better explanations. The effect also works with cold drinks. And picnic lunches, if you've time.
In some situations the exercise will work better by not warning people of the reason for going outside, other than to get some fresh air and a leg-stretch, both of which are good for groups anyway.
Taste is not the only characteristic altered, for example, in cold weather the drink cools far quicker. Small and insignificant though it is, the drink experience and memory is altered by the different outside environment. The indoor cup of tea or coffee is perceived to be different because of the outdoor context and situation.
Everything in life - especially concerning human attitude - alters according to context.
The analogy can be used in many subjects which benefit from interpreting differences and implications within relative positions, for example:
- Self-awareness and mutual awareness - see Johari Window
- Group dynamics - see Tuckman's group theory
- Different learning and thinking styles - see VAK and Kolb
- Levels of competence and personal development - see Conscious Competence and Kirkpatrick
- Age and generational issues - see Erikson's Life-Stage Theory
- Systems of people and organizations - see Cybernetics
- Personality - see personality styles models
- Therapy and counselling - see Emergent Knowledge and Clean Language
- Management and motivation - see Maslow and Adams Equity Theory and Action Centred Leadership
Very many theories and models for learning, management, development, etc., contain some sort of relative framework. Understanding relativity is not merely for theoretical explanation - it's a real practical tool for interpreting and acting with more appropriate meaning - rather than a 'one size fits all' mentality - especially concerning the widely different perceptions among people in different situations.
newspaper story interpretation exercise (understanding and applying motivational theories, or other principles and models of management)
For groups of any size, subject to splitting into working teams and managing the review of the team work.
The exercise will take 5-10 minutes plus whatever review your think is appropriate for your situation.
Equipment: Some daily national or local newspapers. Enough for every person to have at least 2-3 sheets.
Issue the newspapers to the group or team(s).
Instruction to team(s):
Each person must find a news story in the newspaper to which he/she can apply a motivational theory, by way of interpreting the story and being able to explain the story in terms of the chosen theory.
Example theories, which can be illustrated in news stories:
- Maslow's Hierarchy of Needs
- McGregor's XY Theory
- Erikson's Life Stage Theory
- Mehrabian's communications theory
- Johari Window model of mutual awareness
- Conscious Competence learning model
- Herzberg's Motivators and Hygiene Factors
- Ethics and Social Responsibility
You may of course direct group members to any management/motivational theories or models that fit your purposes.
You may nominate specific models, or seek examples of models from the group, then write these on pieces of paper, fold, and have people pick them 'blind'.
To focus people's attention on key points in their analysis, and to ensure that reviews are kept compact and fast-moving, you can instruct people to present their interpretations in a very concise verbal summary, optionally using a flip chart or white-board, of no more than 30 seconds.
Allow discussion and debate of matters arising as appropriate, according to the needs and timings of your session.
To save review time - ask people to work in pairs, or in teams - requiring each pair or team to present an interpretation of only one story, being the most powerful example that the pair or team can find in the time allowed.
If the group has access to computers, internet and group display this enables the use of online news websites rather than newspapers.
the three describers exercise (introductions, icebreaker, johari mutual awareness, team dynamics, team development)
This is a long explanation for actually a very simple activity.
The game is for groups of up to twenty people, or more provided they know each other.
Equipment and set up:
- Split the group into equal teams of three or four people.
- Teams of five or six are okay although will require firm time control. Teams of seven or more are not recommended.
- Issue each person a pen/pencil and four note-sized pieces of paper, or four sticky-notes - 3-5 inches wide.
- Each team should be sat around their own table, or around ends/corners of a big table, or alternatively on the floor, or around a wall-space if using sticky notes.
Instruction to both teams (to each person):
- Write your own name on one of the notes (in plain handwriting which cannot be identified to you - or ask someone else to do this if you have a distinctive writing style).
- Write clearly three positive words - one on each note - which strongly describe or represent you. Do this hidden from others, and again in a plain style of handwriting which will not identify you as the writer. (N.B. For the purposes of this exercise only positive describing words are permitted. This activity is not suitable for exposing and discussing individual weaknesses, and negative describing words can be unhelpful given the nature of this exercise. This is important to clarify at the outset, because there's no easy way to remove or substitute unhelpful words once they've been exposed.)
- Move all describer notes and name notes to the centre of your team's table (or wall-space) and mix them up.
- (Optionally before this, turn/fold the notes face down. There is benefit where people do not reveal their descriptions to their own team, so that discovery and surprise as to who 'owns' the describers is experienced by everyone and not just the guessing team.)
- Ask the teams to move to the/an other team's table/wall-space so that they are working with another team's describers.
- The task for each team is to re-arrange the describers in sets of three beneath the appropriate name note, correctly allocating the describers to the 'owners'. (Obviously negative or controversial words would at this stage become potentially upsetting and problematical.)
- The winning team is the one which achieves the most correctly allocated describers.
- N.B. Where more than two teams play the game, the initial review stage (when correct answers are given) becomes complex logistically and so teams should be instructed to show the correct answers on a separate sheet of paper when returning to their tables/walls, rather than disturbing the original suggested answers. This enables everyone in the group, (if warranted - notably for groups which work together), to review all the guesses and the correct answers - which works best using sticky notes and wall-space.
Additional guidance notes:
- Where groups do not already know each other ask them to make brief personal introductions to the group before the exercise. Do not give warning of the exercise to come - but do ask for people to introduce themselves with a little more information than merely name and job.
- When explaining the exercise - describing words ('describers') can be personality characteristics, such as determined, diplomatic, reserved, confident, friendly, etc., and/or more symbolic words such as music, football, mountain, adventure, family, etc., which represent a very significant personal characteristic.
- Some people will relate readily to the idea of using symbolic words; others will prefer to use only words which conventionally describe a personality.
- Emphasise that people should try to use words which genuinely and honestly represent themselves in a positive way.
- The facilitator reserves the right to withdraw any negative or controversial describing words, and to deduct penalty points from the offending team. The facilitator can explain that exposing personal weaknesses is important, but not in this exercise (so this is not a matter of denial or rose-tinted spectacles - it's a matter of what's appropriate for the exercise, given how it works).
- The facilitator reserves the right to deduct points from any team where a word is considered to be too obscure and not strongly representative of the person, and to award bonus points where a particularly difficult describing word is correctly allocated.
- Where several teams play the game, the initial review of correct/incorrect answers - as teams move from one table to another - needs to be planned and controlled appropriately. Ensure teams are instructed not to move the describers arranged by the guessing team, instead to show the correct answers on a separate sheet of paper, which can be used to manage the awarding of points.
- Where it is not possible to form equal team sizes (for example with groups of 7, 11, 13, 17, etc) the facilitator is advised to to rule beforehand (that either): team totals will be adjusted pro-rate to take account of the imbalance; or that since there is both advantage and disadvantage in having a larger/smaller team, no points adjustment is warranted. The important thing is to decide beforehand rather than be caught out mid-exercise without a firm rule.
- It is perfectly possible to play this game using ordinary pens/pencils and paper (rather than thicker marker pens), although visibility is reduced and so is less effective, especially for larger groups.
Review and reference materials:
The Johari Window Model is central to mutual awareness.
Explore what alternative words people would use to describe each other? What words surprised us and why?What can we say about the differences between: how we see ourselves, how others see us, and how we imagine others see us?
What obstacles tend to exist when we don't know each other? (And when other aspects of mutual awareness are not good?)
Why is it that lack of mutual awareness tends to cause difficulties, whereas good mutual awareness tends to produce benefits?
How does good mutual awareness in a team enable greater delegation of responsibility, and generally better and easier performance?
Discuss mutual awareness from a team leadership view, for example Adair's Action-Centred Leadership model.
Many other views of personality and differences in people can be explored via Personality Models and Theory.
N. B. Where the exercise is used as more of an ice-breaker for a group which has only recently been introduced to each other, a separate learning illustration is how much (or little) we seek, observe and absorb about new people we meet, and whether we can be more attentive at such times, since this reflects on perceived levels of empathy, and can influence people's self-esteem and confidence, and readiness to cooperate, etc.
quick plan exercise (new year planning, aims, planning, change)
A quick icebreaker and kick-start activity with a helpful underlying purpose. For groups of any size.
Introduction/scene-setting: The beginning of a new year prompts many of us to consider new aims and plans, or to renew a commitment towards a change or improvement of some sort. Commitments tend to succeed where there is a plan, especially for aims which contain steps leading towards the final result. Without a plan, little can change.
This process can help:
1. Think of a commitment or change you want to make.
2. (Write it down) - describe it as a clear, realistic and measurable outcome.
3. Work backwards, identifying the steps necessary for achieving it, back to the starting point: i.e., now.
4. Attach timescales and resources as necessary.
You now have a simple plan. Take it away and refine it as necessary.
Useful reference materials:
multiple intelligences theory and learning/thinking styles - including free self-assessment tests
SMART principles within task delegation - the rules apply to 'delegating' a task to yourself just as to delegating to another person.
Agree review/feedback expectations with the group before the activity, as appropriate for your situation. Note that review/feedback are not always necessary, especially if the activity seeks to help people to think about personal priorities and plans which they may prefer to keep private. In this situation it is particularly helpful to clarify that people do not need to reveal or discuss their aims with the group unless they want to, since for some people this enables more relaxed and creative thinking.
party games bundle (party games for grown-ups and kids)
Here is a selection of quick easy fun party games, including some already on these team games webpages.
The Map Game - simple fun game for pairs or teams of threes to draw a map of the world from memory. Very funny.
Who Am I? Game - simple and easy to make party game.
The Smartie Hunt Game - teams make animal noises to direct their leader to collect hidden sweets.
PIT - it's easy to make your own cards for this noisy trading game.
Helium Stick Game - very strange effect game - play it in teams for parties.
Charades - easy, amusing, popular party game.
Baking Foil Animals - quick, funny, easy - all you need is a roll of baking foil.
You will find other ideas on these pages which can be adapted for party games.
Other quick party game ideas (for parties, not for work situations):
The After Eight Game - (as featured on a TV advert) the winner is the first person who can move an After Eight mint chocolate from forehead into mouth using only head/face movements.
Key-String Game - split the group into teams of at least five people in each and arrange boy-girl-boy-girl-etc. Issue each with a heavy key or spanner similar cold metal tool, tied to about fifty feet of string. The winning team is the first to thread the string through the whole team, passing underneath each team-member's clothing from top to bottom.
Orange Game - split the team into teams of at least five people in each and arrange boy-girl-boy-girl-etc. Issue each with an orange (or potato or other similar sized fruit or vegetable). The winning team is the first to pass the orange from person to person and back to the beginning by holding the orange between chin and chest (no hands). Dropping the orange incurs a two-person-stage penalty (move it back two people in the chain).
Egg Game - for outside (or indoors if you live in a mansion with a banqueting hall at least fifty feet long). Play in pairs. Give each pair a raw egg (still unbroken in its shell). Pairs face each other in two lines, five paces apart. The egg must be thrown and caught twice between each pair. Move the lines three paces further apart. Again, throw and catch twice. Etc, etc. The winners are the last with their egg intact. (If you are disturbed by the wastefulness of this game don't play it.)
Upside-down Drinking Game - not recommended after a heavy meal or drinking session. Can be played in teams of three - one upside-down (standing on head) being supported by a team-mate, being fed a half-pint of a suitable drink from a suitable receptacle. Drinking straws are optional at the discretion of the party games organiser. The winning team is the first to consume the drink. For additional challenge make the drink a pint and require each team member to take a turn in each of the three positions - holding, feeding and drinking.
Be careful when planning games to ensure that they are appropriate for your situation. I accept no liability for any untoward issues arising.
breakfast project planning exercise (project planning, task planning, preparation, structure and organisation, scheduling, budgeting)
The activity is a simple introduction to project planning, and helps develop awareness of structure, scheduling, etc., and the basic process of organising and coordinating time, activities and resources, and optionally finances.
For groups of any size and any age. Split the group into pairs or teams appropriate for your situation.
The task is to produce a simple project plan for making a cooked breakfast. Issue pens, rulers and paper, or arrange other presentation media as you wish.
As the facilitator you may substitute or offer alternative tasks. Cooking a breakfast is merely an example; see other examples below. Specify a task/tasks which the group will find interesting, amusing, enjoyable, etc.
For variation you can issue each pair/team with a different task. You can optionally allow pairs/teams to choose a different task of their own liking, provided it is workable for the activity (i.e., it's reasonably simple, requires a schedule, and contains various inter-dependent activities and resources).
Using simple non-work-related tasks such as cooking a breakfast enables good focus on the project management method, and an enjoyable quick activity, rather than using real work issues, which can become overly detailed, distracting and/or tedious.
Introduce the group to a project management tool(s) as appropriate, for example a Gantt chart, critical path analysis flow chart, or a 'fishbone' diagram. Examples are on the project management page.
To extend the activity you can add the requirement that teams must indicate where training or preparation needs are most likely required for any of the process elements. Similar instruction can be given to indicate or comment on obvious needs for knowledge, experience, skills, which can be related to VAK learning styles and/or Bloom's Taxonomy perspectives.
Additionally you can introduce a financial element, so that plans must show a breakdown of costs, and a structure to monitor the budget for the project by each separate item. Note that this financial aspect can be a big extra challenge for some learners and is best excluded if the main development need is to learn the basic structure and process of building a project plan.
Examples of other tasks you can use for this activity:
- Cook a roast dinner.
- Change the wheel on a car.
- Host a children's birthday party.
- Teach someone to swim.
- Grow tomatoes.
- Set up a fish aquarium.
- Create a personal page on a social networking website.
You can use any task that group members basically understand and relate to, and importantly which breaks down into a sequence of inter-dependent activities and/or parts whose timing and coordination are necessary to produce a successful result.
Project plans can be presented, discussed and reviewed according to your own situation and timings.
See project management for lots of supporting materials.
Brainstorming is a useful way to begin any planning task.
Delegation is a useful reference area because in many real work-based projects involve delegating responsibilities to others, for which clarity and effectiveness of plans are vital.
Other potentially useful reference materials, depending on the expertise and interests of the group are:
sheet of paper step-through game (icebreaker, teambuilding, problem-solving, togetherness, kids' scissor-skills)
A novel paper-cutting icebreaker exercise, played in pairs, or threes, or as a group. The activity can be used as a bigger group problem-solving and team-working task.
Equipment: Scissors and sheets of paper, A4 size or similar.
Instruction to group: You have five minutes to devise a way of cutting the sheet of paper so that it creates a ring - without any breaks or joins - large enough to fit over both people, and then to step through the ring (in your pair/three/as a group).
A cutting solution and diagram are below, and also explained in smaller scale in the business card trick.
Depending on your purposes, situation and group, you can change this exercise in various ways, for example:
- Issue the cutting diagram to all participants. This should ensure that the activity produces at least one successful demonstration of the task.
- Do not issue the cutting diagram, but instead demonstrate the solution, and instruct the participants to remember it. This tests people's concentration and retention.
- Issue the cutting diagram half-way through the exercise when (as is likely) participants fail to discover a cutting solution - which highlights the importance of having instructions and knowledge for challenging tasks which might initially seem quite easy.
- Ask people to do the exercise in teams of three rather than pairs, which increases the brain-power available, but also the potential for confusion, and also the size of the paper ring necessary to fit over three people rather than two.
- Issue sticky tape, allow joins to be made, and add a two-minute time penalty for each join in the ring.
- Change the task so that the group creates a paper ring large enough to fit over the entire group - allowing for only one sticky-tape join per pair of delegates. This opens the possibility for many different cutting solutions, because each pair is effectively then required merely to convert their sheet into a long length of paper rather than an unbroken ring.
As facilitator it is recommended you practice the suggested cutting solution so that if necessary you can demonstrate it (before or afterwards, depending on your adaptation) to the group.
Beware of using this activity in any situation that could cause embarrassment to overweight people or where delegates would be uncomfortable with the inter-personal proximity required.
The qualification of putting the ring of paper over a given number of people is that while standing (necessarily very close) together they are able to pass the paper ring over their heads and down to the floor, enabling them to step over and thereby through the ring without breaking it.
Fold the sheet of paper in half, and cut it through both sides of the paper, as shown in the diagram, in the following sequence:
Cut 8-12 slits (8 are adequate - the diagram shows 12), from the folded edge up to about 1-2cm of the open edge, each slit being about 1.5-2cm apart.
Cut a slit between each of the above slits, from the open edge to about 1-2cm of the folded edge.
Cut along the folded edge, but not the ends marked with blue circles.
You should then be able to open the paper into a ring which comfortably fits over two people.
Cutting more slits increases the size of the ring, as would using a larger sheet of paper. Slit dimensions can be increased for larger sheets.
A further adaptation of the exercise is to issue one large sheet of paper (for example from a broadsheet newspaper) to a group of people (up to ten or even twenty people) and task them to work out how to cut (or tear, for added difficulty) the paper into a seamless ring which will fit over the entire group. This creates lots of problem-solving activity in the planning stage, and much physicality and togetherness when the ring is being passed over the group. You can avoid inactivity for group members during the cutting/tearing by instructing that all group members must take a turn at cutting/tearing. Team members can also plan the step-through strategy and other logistical aspects of the exercise.
You will be surprised how large a ring can be created. An A4 sheet easily makes a ring circumference of 3m. A big newspaper sheet easily produces a ring circumference of 7m.
Here is an alternative solution (thanks E Roddick and one of his workgroups in San Gabriel Valley, US). Cutting lines are shown in red and blue. The diameter of the ring produced would increase by lengthening the parallel spiral pattern, requiring cuts closer together. I understand from another contributor (thanks Brian) that in 1970s London this method was used by young lads with bus tickets, to ease the boredom of the daily school commute..
The technique entails cutting or tearing the red line first, and then the blue.
Here is another alternative solution (thanks A How).
The cutting lines are shown in red. The solution is similar to the first folded solution, but without the fold.
The blue line is the outside edge of the paper or card.
If you have another solution please send it.
truth and lies introductions game (ice-breaker, johari mutual awareness, interaction, amusement and fun)
Inspired by a sketch on Armstrong and Miller's TV comedy show in October 2009, this is an amusing variation of the usual around-the-table introductions at the start of courses and other gatherings.
Instruction to group:
Introduce yourself in turn by stating your name (and role if relevant) plus:
- one true statement about yourself, and
- one false statement about yourself
so as to make it difficult for the group to determine which is the true fact and which is the lie.
You have 30 seconds to think of your statements, after which (according to the order decided by the facilitator) each person makes their statements, pausing after each truth and lie for the group to decide which is which.
While producing some amusement, the exercise can reveal surprising and impressive information about people (hidden talents and claims to fame, etc). The activity can therefore be useful for team-building from a Johari awareness viewpoint, and it also stimulates creative thinking and group interaction. The exercise also requires group analysis and decision-making in deciding which are the true statements and which are the lies.
Gardner's Multiple Intelligences model is a useful reference if using the exercise to illustrate the nature of individual natural or hidden capabilities.
(This exercise is adapted from the Armstrong and Miller comedy sketch. Adapt it further to suit your own purposes.)
egg balance game (concentration, positive thinking, discovery, breaking down barriers, wonderment and fascination)
For groups of any size. Each person must have an egg and a table-top surface.
According to myth, due to planetary gravitational effects or similar nonsense, it is possible to stand an egg on its end during the vernal (Spring) equinox, which is on or close to 21 March, when night and day are equal.
In fact it is possible with a little patience and a steady hand to balance an egg on its end on a flat level surface, any time. The big end is much easier.
Here's one on my kitchen table. This interesting feat of manual dexterity and myth-busting provides the basis for an enjoyable and fascinating group exercise. The temptation to pun is almost irresistible.
A raw egg is perhaps easier to balance than a hard-boiled egg because the weight sinks to the bottom and creates a sort of 'googly-man' effect. The science is not especially clear about this and if there are any professors of egg balancing out there I'd welcome your input.
You can use this activity in various ways, to demonstrate or emphasise patience, discovery, positive thinking, questioning assumptions, breaking barriers, stress avoidance; and for team contests.
Incidentally you can tell the difference between a hard-boiled egg and a raw egg by spinning the egg. A raw egg spins slowly and speeds up, and continues spinning after you stop it; a hard egg spins faster and stays stopped. These differences are due to the independent motion of the liquid in the raw egg, whereas a hard egg behaves as a single mass.
An additional point of interest is that a few grains of salt enables a very quick balancing 'trick', which is of course cheating.
Facilitators are recommended to practice the task before asking others to try it. The balancing is easier on slightly textured surfaces and a lot more difficult on very smooth surfaces. Eggs with slightly pimply shells are much easier to balance than eggs with very smooth shells. Some eggs are easier to balance than others so have a few spare for any that simply will not balance.
A mop and bucket is recommended if using this exercise with children.
(Thanks to N Mehdi for the suggestion.)
fancy dress exercise (ice-breaker, self-expression, mutual awareness)
A very quick and easy ice-breaker, requiring no equipment or preparation.
The game can be used to make introductions a little more interesting than usual, or as a separate ice-breaker activity.
For groups of any size. Split large groups into teams small enough to review answers among themselves.
Instruction to group:
- You are invited to a fancy dress party which requires that your costume says something about you.
- What costume would you wear and why?
- Take two minutes to think of your answer.
Simply by asking people to explain their answers briefly to the group/team.
The exercise can be varied and expanded for groups in which people know each other:
- Ask people to write their answers on a slip of paper (in handwriting that cannot easily be identified), and to fold the slips and put them in the middle of the table.
- In turn group members must each pick a slip of paper from the pile and read the answer aloud.
- On hearing all the answers, group members must then try to match the answers to the people present.
drawing game (teamworking, change, communications, creativity, ice-breakers)
A quick flexible exercise for groups of all sizes and ages. It's based on a simple drawing game we have all played as children.
Equipment required: Pens/pencils and paper.
Split the group into teams of three.
Instruction to group:
One person in each team starts by drawing a shape or outline.
The drawing is then passed to the next team member who must add to the drawing.
And so on.
Time spent by each person in turn on the drawing is limited to 5 seconds. (The facilitator can shout 'change' when appropriate.)
No discussion is permitted during the drawing, nor any agreement before the drawing of what the team will draw.
The drawing must be completed in one minute.
Optional review (short version of exercise), for example:
- Did the team draw anything recognizable?
- How easy was the understanding between team members?
- How did team members work differently on this task?
- What was the effect of time pressure?
- Was there a natural tendency to draw supportively and harmoniously, or were there more conflicting ideas?
Continue without the above review for a longer activity, involving scoring and a winning team:
After one minute of drawing each team must agree privately a description (maximum three words) of what they have drawn, and pass this to the facilitator, to be referred to later. Teams must identify their drawing with a team name.
The drawings are then passed around the group for each team to guess and write on the reverse of other team's drawings what they believe the drawing is or represents.
Teams are not permitted to look at the reverse of the drawings (at other descriptions guessed) until they have decided on a description.
Drawings are awarded two points for each exact correct description achieved, or a point for a partly correct description.
Teams are awarded two points for each correct description guessed, or a point for a partly correct description guessed.
(Drawings/teams can be scored by the teams themselves, which is much quicker than the facilitator doing the scoring.)
If you score the exercise, ensure teams are instructed to put their team name on their drawing, and alongside their guessed descriptions on the reverse of all other drawings.
Final review, examples:
- What factors enabled teams to produce recognizable drawings?
- What factors led to drawings being unrecognizable?
- Are 'drawing' skills especially helpful in this exercise, or are other capabilities more significant?
- What does this exercise demonstrate about mutual understanding and how to achieve it?
- What obstacles to understanding and teamwork does this activity illustrate?
Teams can be told to agree what they are to draw at the beginning of the exercise.
Deduct ten points for teams drawing any of the following 'obvious' subjects: cat, house, car, man, woman, spacecraft, etc.
Award bonus points for teams drawing anything highly obscure and yet recognizable, especially if resulting from no prior discussion.
When the facilitator calls out 'team change', one person and the drawing must move to a different team, (which can be likened to certain changes that happen in real organizational work teams). It produces complete chaos of course.
group connections activity (icebreaker, mutual awareness, introductions, networking, team-building)
Split groups into teams of between three and six people.
No equipment or preparation is required.
Instruction to group/teams:
You have five minutes to discover an interesting, surprising and separate connection you share with each person in your team. (A different connection with each person, not a single connection that every team member shares.)
'Interesting and surprising' does not include working for the same company, living in the same town or country or having the same colour hair. Try to find a connection or something in common that surprises both of you.
The purpose of the exercise is to ensure that each person of the team ask some questions and gives some answers about themselves and all other team members, and so gets to know each other better.
Discussions can be in pairs or threes. The team can decide how best to enable each person to speak to every other team member in the time allowed. This requires more care in larger teams.
No review is necessary if the purpose is merely to enable quick introductions.
Group review of individual connections is unnecessary although particularly interesting connections can be volunteered and highlighted as examples if people are keen to do so.
More general review aspects include for example, (optional depending on your own situation and wider aims for the group):
- What sort of questions helped discover most information?
- How does mutual awareness (knowing each other better) help team-work, cooperation, communications, etc?
- What normally prevents people from getting to know each other better?
You will think of many other review points depending on the situation.
Larger teams need more time to ensure everyone learns something new and ideally establishes an interesting connection with each other team member.
Examples of questions people can ask each other, if they need prompting:
- What is your passion in life?
- Where would you most like to visit/travel?
- What would you change if you could?
- What music/food/weather do you most enjoy?
- What do you like best: words, numbers, pictures or sounds?
- What is your most under-used strength?
Younger people might be happier with questions about less deep subjects, which is fine. Guide the group as you consider appropriate.
Some related reference materials:
paper bowls game (icebreaker, competition, energizer, teamwork, tactics)
For groups of six to thirty people.
Play as a team game in pairs, threes, fours or fives, which keeps everyone involved all the time, and introduces teamwork and tactics.
The game is essentially team bowls (played like beach bowls or green bowls) using balls of newspaper.
Scoring is one point for each ball closest to the 'jack' ball. If a team gets say three or four of its balls closer than the balls of any other team then three or four points would be scored accordingly. The potential to score high - notably for big groups split into big teams - means a winning team can emerge surprisingly late, which sustains full involvement of all players.
- A floor or corridor giving at least 5'x15' playing area.
- A sheet of newspaper for each player.
- A different coloured roll of electricians insulating tape for each team (to differentiate their balls from other teams).
- Tape measure for the facilitator.
The larger the floor area then the more energetic the game will tend to be. The game can also be played outside provided there is no strong wind. (For a more messy game outside for kids, supply a bucket of water and instruct that the balls should be wet..)
Instruction: The winner is the player/team who rolls or throws their ball(s) to stop nearest the 'jack' (a smaller ball, suitably different, rolled by the facilitator or a contestant to the far end of the playing area).
Decide order of play, which should be a player from each team in turn.
- Play a specified number of 'ends' (rounds), totalling the points to produce the eventual overall winning team.
- Or play 'ends' until a team reaches say five points. Or more points for a longer game. (Decide a points target mindful of total maximum score per round per team - for example teams of five can potentially score five points in one round.)
- A player may roll or throw his/her ball at another player's/team's ball to dislodge it or achieve a position nearer the jack.
- You'll need a clearly understood rule in the event of the jack being hit out of the playing area, if this can happen. (For example replace the jack to its starting position, which should therefore be marked by the facilitator; or mark the position at which the jack left the playing area as the target.)
- If you are running this as a reasonably big activity, offer a trial game first for players to practise, develop tactics, and to clarify rules.
- In any event, you can offer players the chance to practise rolling their balls a few times before the start of the game (they'll probably do this anyway..).
The game is very adaptable. Consider and decide your own rules and scoring for your own situation.
If playing the game with individuals (for example in a small group of five), allow players two balls each. This makes the game more interesting for individuals, in which the order of throwing can be reversed for the second ball, making it fairer for all, assuming playing only one 'end'.
Or play big 'marbles' instead - best on a square playing area - in which players eliminate other players by rolling their ball to hit another player's balls. Players take turns to roll their balls. The winner is the last player remaining whose ball has not been hit by another ball. Players have to decide how close to risk leaving their balls to other balls, so it becomes quite a tactical exercise. Simplest rule here is to eliminate only the first ball hit with each roll, not rebounds.
Review points, optional, chiefly for team play, for example:
- Would you use different tactics, knowing now how the game is played?
- Was the teamwork good or could it have been better, if so how?
- Did the construction (of the balls) affect the quality of play/performance?
- How competitive did the exercise feel? Why?
- What advantages arise from playing in a team?
- How would you change/develop the game to improve it?
life highlights game (ice-breaker, introductions, life priorities, self-awareness, johari awareness, motivation and personality)
This is a quick adaptable exercise for small groups, or for large groups if split into self-facilitating teams, or alternatively pairs.
It's also a longer discussion game for pubs, dinner-parties, etc., especially in couples..
No equipment is required.
Instruction to group:
Take a minute to consider - What thirty seconds of your life would you most want to re-live, if you only had thirty seconds left?
For the purposes of the exercise participants can choose several different life experiences, provided the total time is no more than thirty seconds.
Review (various options depending on your situation):
- Ask people to keep their thoughts private - and then consider the review points below.
- Or ask people to explain to the group briefly their chosen thirty seconds and why.
- Or - if review time is limited or if it suits your purposes better - ask people to review/discuss in pairs
- Or if working with a large group arrange the group into small self-leading/facilitating teams.
Review points (examples):
- What do our chosen highlights tell us about the type of person we are - what we love most in life, and what sort of things we should pursue to be happy and fulfilled?
- How does your current life and likely outcomes compare with your chosen past life highlights?
- Are you working towards or away from what really makes you happy and fulfilled? If away from, how might you regain and redirect your focus?
- Do your chosen highlights provide clues for passions and talents which you are currently under-utilizing or neglecting?
- Did your highlights come by planning or accident?
- How significant is money in enabling life's best times?
- What do our best moments tell us about making the most of what time we have?
Exclude sex from highlights if there is a risk that it will unhelpfully distract, embarrass or be too dominant.
Shorten and concentrate the exercise by reducing the highlights time period from thirty to ten seconds, or lengthen and deepen the exercise by increasing the time period to ten minutes or an hour.
Note: To make the exercise more dynamic and forward-looking you can encourage people to consider especially life highlights which can be repeated or extended in some way. (Childbirth is for many people a highlight which is not likely to be repeatable, although this can of course prompt thoughts and discussions about the importance of family compared to other life issues.)
Useful reference models:
Johari Window (self/mutual awareness)
Maslow (motivation and Hierarchy of Needs)
Passion to Profit (career/new business start-up process/template)
This website accepts no liability for any marital or romantic strife arising if you play this game socially in couples, especially under the influence of drink or other inhibition-reducing substance.
coin logo ice-breaker (ice-breaker, creativity, self-expression, johari awareness)
Here's a really quick exercise, ideal for ice-breakers - 5-10 minutes - for groups any age or size.
Equipment: Lots of coins, in case participants need extra. (At last a use for all the shrapnel in your piggy bank..)
Instruction to group:
Take all the coins out of your pockets/purses and put them on the table in front of you.
(Lend coins to participants who have none or very few.)
You have one minute to make a personal logo - representing yourself - from the coins.
Large groups can be spilt into teams (of 3-6 people). Combine team coins. Produce a single team logo, themed according to the situation. Optionally ask teams to guess the meaning of other teams logos, before the explanations.
Allow other pocket/purse/handbag items to be included in the logos, for example pens, phones, diaries, etc.
Ask the whole group to combine all coins and produce a logo for the organization/group/department, etc.
Split the group into two. Half leave the room while remaining half make their personal coin logos. Half return to room and try to match logos to people. Repeat the process enabling the guessers to make, and the makers to guess.
Ask participants to explain their logos to the group, or if pressed for time and for large groups - split the group and have the logos explained among teams of threes.
If running the exercise in teams - review the discussions and feelings leading to the design of the logo, and the team theme if appropriate.
To enlarge the exercise and offer material about self-and mutual awareness see the Johari Window model.
See the other coin exercises on this page, for example:
See the money slang and history page for lots of interesting facts about coins and money.
coded team communications game (non-verbal communications, communications systems, body language, team understanding, creativity)
This game can be played by one group, or between two or more teams competitively.
The activity is more dynamic if played in competitive teams, minimum three players per team, ideally 5-10 per team.
This game can be played by very large groups, in teams, for example at conferences.
The exercise involves devising and using a simple coded non-verbal (unspoken) communications system.
The game may be played just once as a quick activity or ice-breaker, or in several rounds, optionally enabling the group/teams to review and refine their coding systems, at the discretion of the facilitator.
This is a very flexible game concept, and can be adapted in many ways to suit your situation and purposes.
These instructions are for competitive teams playing the game. Adapt it accordingly for a single group.
A pen/pencil and paper for each team member.
Instruction to teams:
- Devise a secret coded (non-spoken, non-written) communication system for your team which enables a very simple piece of information - a single digit number between 0-9 - to be passed throughout the whole group/team - person to person ideally - so that everyone knows the number.
- The winning team is the first to successfully convey the number to all team members. (If playing as a single group then the task is simply to successfully communicate the number throughout the group.)
- The number must be conveyed using non-verbal and secret signals - it cannot be spoken, mouthed, written, signalled by holding up a number of fingers, or 'tapped' using fingers or feet, etc.
- Facial expressions and eye contact are likely to be significant in non-verbal code systems developed, although teams will devise other methods, which is part of the fun.
- Whether to allow or mention touching - for example secret hand-squeezing, which teams might think to try - is at the discretion of the facilitator.
- The secret code aspect is important if the game is played competitively and teams are given the same number to convey, or awarded bonus points for identifying an opposing an team's number.
- When receiving the number each player must privately record the number on a piece of paper, as proof of successful communication. Alternatively to avoid risk of cheating or accidentally revealing numbers, instruct people to write down the number after all teams have completed the round.
- The team leader must raise his/her hand to signal to the facilitator when group/team members have received the number correctly. This potentially requires another team coded signal - to confirm successful understanding - which is a matter for the teams to decide.
- No speaking is allowed while the game is in progress.
- Teams can be given between 5-10 minutes to devise and test their codes. Large teams may require longer.
- The facilitator begins each round of the game by showing the number (a single digit between 0-9) to the team leaders.
- The team leaders then take their seats or starting positions and await the facilitator's signal to start the game, at which the number must be communicated to all team members - using the non-verbal secret code - and ideally person to person (which introduces greater risk of errors and is a sterner test of the code system devised, and also of teamworking).
- (At facilitator's discretion) teams may stand, sit around the same table, or on separate tables, although separate tables makes cheating less easy to detect.
- Standing and mingling makes the activity more dynamic and energising, and increases the need for competing teams to devise a clever code to avoid it being 'cracked' or interpreted by members of competing teams.
Variations to the game:
- A way to enforce the conveying of the instruction person-to-person is to have the teams stand in a line, so that each person sees the conveyed signal individually, then turns about-face to convey it down the line to the next person. Such an arrangement increases the need for teams to consider having a signal for confirming to the leader that all members have correctly received the number.
- (At facilitator's discretion) teams may or may not make written notes of their coding system (so that each person has a code key). The facilitator can decide whether using a code key, or working purely from memory, will be most enjoyable/beneficial. Allowing written code keys enables more complex codes to be developed, which is appropriate for bigger exercises, whereas not allowing written code keys encourages quicker simpler codes and is more appropriate for a quick game or ice-breaker. Alternatively the facilitator may choose not to mention the possibility of teams making written code keys, and leave it open for teams to use the option or not.
- Where the game is played between competing teams, the facilitator can choose to give a different number to each team (rather than require teams to communicate the same number). This offers the option to award bonus points for a team which manages to identify the number of an opposing team.
- Isn't it amazing how many signals can be conveyed without spoken or written words?..
- The section on body language provides useful background theory about non-verbal communications.
- It's one thing to devise a communications system or set of communications rules - it's quite another challenge to ensure everyone understands it and uses it properly.
- Vital parts of communications systems/rules work best when people can remember them, without having to refer to complicated instructions.
- Complex communications systems/rules are often very good in theory, but difficult to apply in practice because they entail an additional dimension - represented in this game by the code key - equating to a reference or instruction manual, which in real work situations people often fail to use, understand, keep updated, etc.
- Written instructions and reference guides are obviously important for quality management and training, etc., and for the operation of all complex/vital functions, but the fundamental rules of communications (and other critical organisational activities) are best kept as simple, intuitive and memorable as possible, so that core performance is not hindered or made unnecessarily complicated.
- In terms of this exercise, conveying the communication is only half the communications process - the other half is checking the communication has been received and correctly understood.
- In terms of wider organisational communications other subsequent steps are required, notably ensuring that the communication is agreed and acted upon, which involves management areas such as: motivation (within which models such as Adams' Equity Theory, and Maslow's Hierarchy of Needs are helpful); delegation, especially follow up; and project management, within which reporting and monitoring are vital.
tubes strings balls game (teamwork, planning, creativity, icebreaker)
For groups of four people or more, best with six people or more. Teams of more than ten become chaotic (which is okay if that's what you are seeking to demonstrate).
- A ball of string or very thin rope.
- Two empty cardboard tubes of Pringles, or similar cardboard tubes (for example postal tubes for rolled papers).
- Some marbles or golf-balls or other small balls which fit into the tubes. (The exercise works fine with one ball; more and different balls increase the interest.)
The group must work together to achieve the task:
- Place one tube in the centre of the room or table, open-end upwards. This is the 'receptor' tube.
- Optionally (facilitator decision) secure the receptor tube to the table or floor using sticky putty (e.g., Blu-Tack) - don't put sticky putty on carpet..
- Using the string and the other cardboard tube (one end open, other end closed - called the 'transporter' tube), transport a specified number of balls - one at a time - into the receptor tube standing at the centre of room/table.
- Each group member must hold at least one length of string connected to the transporter tube.
- No group member may handle a ball within six feet (two metres) of the receptor tube.
- No group member may move from their position once a ball has been placed into the transporter tube and the transporting commenced.
- (Strings need to be tied to the transporter tube not only to move the tube, but also to tip it, in order to deposit the ball into the receptor. The facilitator does not need to tell the team(s) this unless failing to realise this becomes counter-productive.)
Variations and preparation ideas:
- Large groups can be split into competing teams - each with their own equipment and floor-space/table.
- Optionally give groups planning/preparation time.
- Introduce penalties for dropped balls, dislodging/upsetting the receptor tube, team members moving illegally, etc.
- Introduce more awkward items for transporting, e.g., coins, pens, chocolate snack bars, etc.
- At its simplest the game is to transport just one ball. Increase balls and complexity as you wish.
Given the variation and interesting dynamics within this exercise you are especially recommended to test it first with a group so you can understand how it works and the sort of controls and guidance or freedoms that you would like to apply for your own situation. It's a very flexible concept; adapt it to suit your needs.
This exercise is subject to a lot of variation, including the solutions that people devise. If you are a facilitator trying to imagine how it works, this might help..
At least three strings need to be connected to the top (open end) or near the top of the transporter tube, which keeps the tube upright and hanging from the connected strings being pulled tight by team members, and enables the tube potentially to be suspended and moved anywhere by and between the stringholders. Given that people cannot move their positions once the ball is loaded into the transporter tube, the method of 'playing out' string, as well as pulling it, is crucial. Strings that are too short become a problem. At least one team member needs a string connected to the bottom of the tube to enable the tipping. If just one string is connected to the bottom of the tube then the tube can be tipped from just one direction, which means the team needs to have good control over the positioning of the tube. Having more than one string connected to the bottom of the tube (from more than one position) increases the options for the direction of the tipping, but the downside is that (beyond a certain point, depending on the coordination capability of the team) the difficulty tends to increase with more people having more strings connected. Any bottom-connected string that crosses with a top-connected string will encounter a problem when it comes to tipping, because logically the bottom-connected string must get higher than the top-connected strings, hence the example solution which follows.
At its simplest, imagine the receptor tube (the target into which the ball must be tipped) being in the centre of a clock face. Three team members are positioned at, say, 12, 4 and 8 o'clock, each of whom has a string connected to the top of the transporter tube, and a fourth team member, say, at 6 o'clock, has a string connected to the bottom of the transporter tube to enable the tipping. The ball is placed in the transporter tube, say by the team member at 12 o'clock. At this time no one can move from their position. The people at 4 and 8 take up the slack while 12 string is kept tight enabling the tube to be lifted. While 4 and 8 pull the tube towards the clockface centre, 12 plays out, keeping a tight string. When the tube is in the correct position for tipping, 6 can pull, while the other three strings stay tight to keep the tube's position, or adjust as necessary.
As you can perhaps now imagine, putting six people into a team, compared to four, tends to increase the difficulty because of the risks of top/bottom strings crossing, the complexity of gauging who needs to pull and who needs to play out or slacken off, and the general confusion resulting from a bigger team making more inputs.
You will see various creative solutions, often by bigger teams, involving for example:
- the construction of a sort of cable-car solution, in which the tube can be pulled, suspended from strings acting as 'cables' threaded through the top of the tube
- teams which discover that they can pass strings/control from one team member to another (which you may choose to allow or disallow - disallowing makes the task more difficult)
paper and straws game variation
A quicker simpler version of this game can be played using drinking straws, a ball of rolled-up paper and a (very thin) dinner-table place mat:
- Team members sit around the table.
- Put the place-mat in the centre of the table. Alternatively stick a suitably sized/shaped piece of paper flat to the table to act as the target area. Alternatively mark a circular target on the table surface - optionally with concentric scoring rings - using chalk or coloured sticky tape (e.g., electrician's insulating tape).
- The task is for team members to use the drinking straws (one each) to blow the ball of paper onto the place-mat, and optionally (facilitator decision) additional paper balls afterwards (very difficult without dislodging any balls already in place).
- Facilitator decides how many paper balls are involved in the game, and where the balls are placed to begin (not crucial, provided some way from target). More balls = more complexity/difficulty/time.
- No team member may be within one yard (one metre) of the paper ball. (You might need to reduce this distance for weak blowers and big balls..)
- Split large groups into competing teams with their own equipment and table.
- Optionally require all team members to remain in their seated positions once the blowing commences (this makes the task more difficult than enabling team members to move around the table).
- A very flat target is required so that 'overblow' happens, which tends then to involve all team members in the blowing, especially if static around the table. (If the target mat is too thick it will stop the ball rolling over it).
- Warning: Blowing can cause dizziness. Ensure all players are advised not to blow to the point of hyper-ventilation and collapse; it's just a game.
Review points (especially for string/tubes game version):
- Did we work as a team?
- Leadership - did it happen, what was the style and the reactions?
- Planning - did it happen? Was it required?
- Did the activity energise us? How and why?
- (If competing teams were involved) What were the competitive effects?
- Lots more review points will arise, and you will think of your own depending on your own situation and purposes.
the one question ice-breaker exercise (questioning skills, empathy, self-awareness, needs analysis, cooperation and partnerships)
A quick simple ice-breaker or bigger exercise related to questioning, and working together, here is the instruction, for groups of any size and any ages:
If you could ask just one question to discover a person's/provider's suitability for .......X....... (insert situation, see examples below), what would your question be?
Examples of situations to use for the activity and insert in the instruction:
- supplying you a vital component/service
- baby-sitting or child-minding
- marriage to you
- running a business together
- arranging your charity bungee jump/parachute leap/sky-dive
- being your personal assistant/bodyguard
- being your boss/employer/leader
- being the leader of your country/company
You can devise your own situations besides these to suit your purposes. There are countless other possible situations.
Issue one situation for the whole group, or allocate a different situation to each team member or pair/team to work on. (Increasing the variety of situations allocated will tend to increase the time of the activity and especially its review).
Ask people to work individually or in small teams to devise their questions.
Ask people to work in pairs or threes to test and reflect and refine (and maybe role-play) the questions.
Give a time limit for questions preparation, and a separate time limit for testing/role-playing.
There are no absolute 'right' or best questions - there are many effective questions, depending on the situation and people's needs, but there are certainly questions which do not work well and which should be avoided.
Review informally via discussion:
- Are there advantages in preparing important questions, rather than relying on instinct or invention at the time?
- What else happens while we ask questions, aside from the words between us? (Explore body language and non-verbal communications.)
- What sort of questions are least effective and should be avoided? (Try to identify characteristics of ineffective questions.)
- What sort of questions are most effective? (Try to identify characteristics of effective questions.)
- How do we feel when being asked effective/ineffective questions?
- To what extent and how should questions be tailored for the particular listener, and for the questioner's needs?
- What crucial questions do we ask (at work/in life) which we could prepare more carefully?
Refer to relevant topics, for example:
- Body Language
- Questioning - (widely relevant after initial selling emphasis)
- Clean Language
- Buying Facilitation - (widely relevant aside from obvious selling application)
N.B. This exercise does not suggest that we can or should use merely one question to identify solutions for anything, especially crucial partnerships. The purpose of the exercise is to focus attention on quality, relevance, style and preparation of questioning, according to the situation and people involved.
Questioning is powerful and helpful when prepared well, but wastes everyone's time and creates problems when it is not.
The activity can of course be expanded by allowing/instructing people to devise more than one question, or potentially to devise an entire questioning strategy for a given situation.
Whatever you do in the review, ensure people understand the nature and purposes of open and closed questions, which is explained in the Questioning section of the sales training page.
classification game - (ice-breaker, introductions, discrimination, mutual perspectives)
This is a simple exercise requiring no equipment or materials preparation, for groups of any size and age.
Split large groups into teams of six to ten people.
The activity is quickest when teams are smallest. Minimum team size is four.
Instruction to group/teams:
We all tend to classify and stereotype each other - 'pigeon-holing' is a common expression for this.
Usually this sort of classification is subjective, unhelpfully judgemental, and sometimes of course it's unfair to the point of being illegal discrimination.
Discuss/introduce yourselves in your team(s).
Discover a way to divide or classify yourselves evenly into two/three/four subgroups within your team(s) by using criteria (ways of classifiying/describing people) which contain no negative or prejudicial or good/bad discriminatory judgements.
Examples of criteria to evenly divide/classify the team according to -
- late-night people and early-morning people, or
- what sort of weather we like, or
- what sort of food we like, or
- what we like to do for fun, or
- our fears, or
- what we would change in the world..
If as a facilitator you use these examples feel free to instruct the group to think of their own ideas, and not merely to use one of the examples.
More complexity and/or specific focus on a subject can be suggested, for example:
- what we know/imagine our personality profiles to be, or
- our own body language, or
- our strongest capability or learning style
The purpose of the exercise is to encourage people to get to know each other better, to collectively consider the nature of all individuals within the team, and to think of each other in ways that are quite different to how people tend usually to classify others.
- Share and discuss the team'(s') decisions, making notes where helpful on a flipchart (or equivalent hi-tech system).
- How easy was it to find out and think about each other in different ways?
- How does this thinking differ from potentially negative or subjective judgements?
- What sort of classifications can be negative?
- What makes a classification positive/helpful rather than negative/prejudicial?
As a facilitator/teacher, you can approach the exercise as a quick ice-breaker, or a more complex longer-lasting learning activity.
You can stipulate how many subgroups should be classified within the team(s), and how many different classifications are required (one 50:50 split using a single classification is simplest and quickest), or you can offer wider more open flexibility, and see what the teams develop for themselves.
The Johari Window is a useful reference model, as is (up to a point) employment background on discrimination, minorities, bullying, etc. Approach the activity with a broader view than reminding people about employment law and discrimination:
The way we understand and regard each other is a big subject, offering far more helpful outcomes than merely applying a legal code.
face game (body language, non-verbal communications, ice-breakers)
For groups of four to ten people. Split larger groups into teams with leaders who can facilitate the exercise.
Equipment required: paper and pens/pencils.
Time: 5-20 minutes depending on group size and review discussion.
Introduction: Facial expressions are an important part of communications. There are many different emotions and corresponding facial expressions. Some are easier to interpret than others. This exercise helps illustrate different expressions and how some are more obvious and easy to 'read' than others.
Each team member must think of one emotion (or two or three emotions, for a longer exercise), which they should then write separately on a slip of paper. Fold the slips of paper and put it into a cup or glass in the centre of the table, to enable 'blind' selection.
Each person must then in turn take one of the folded slips and show the emotion on their face to the team, who must guess the emotion.
Review points, for example:
- How significant are facial expressions in conveying feelings?
- In what situations are facial expressions especially crucial to communications and understanding?
- What emotions are easiest to 'read' and why?
- What emotions are less easy to interpret?
- What facial expressions are easiest to misread or fake?
- What effect do facial expressions have on us?
- What emotions are probably universal across all cultures?
- To what extent are we aware of our own facial expressions?
- To what extent do we 'read' facial expressions and respond to them unconsciously?
- And importantly - how can we manage our communications methods given the significance facial expressions in certain types of communications?
picture pieces game (teamwork, departmental/individual inputs towards a common goal)
This exercise is a simple team-working idea, adaptable for any group size, and any ages.
Duration is half an hour, or longer if you increase the complexity for big groups, and/or increase the size of the work.
Choose a well known picture (or diagram or cartoon) - ideally one well-known and full of detail.
Cut the picture (retaining a copy) into as many pieces - ideally equal squares or oblongs - as as there are participants for the exercise.
Issue each person a piece of the picture. (The exercise is more challenging and fascinating if the group does not see the whole original picture until the end of the activity, although this question is entirely a matter for local judgement.)
Instruct people to create a copy of their piece of the picture exactly (for example) ten times bigger, according to length and width dimension. Size increase (ten-times, five-times, twenty-times, etc) is up to you - the more then the longer the activity takes, and the bigger the final result.
You should clarify what 'ten-times bigger, according to length and width dimension' actually means, or different interpretations of this could spoil the result (which is a lesson in itself about consistency of planning and communications, etc).
(Multiplying width and length dimensions by ten produces an area which is actually a hundred-times bigger in area. This seems a lot, but it's very reasonable if seeking to produce a good sized result to stick onto a wall. For example, if individual pieces are say 2 inches square, i.e., 2 x 2 = 4 square inches, the instruction of ten-times width and length would produce individual pieces of 20 x 20 = 400 square inches, which when all assembled can produce quite a big wall-display. Technically 'ten times bigger' refers to area, but this isn't very easy to imagine - it's easier to plan and explain the exercise in terms of width and length dimensions.)
Issue pencils/drawing/colouring equipment and paper (big enough sheets) and make rulers available for measuring.
Give a time limit (5-20 minutes depending on complexity of the work and the magnification level you specify).
When all the enlargements are completed ask people to assemble them into a giant copy of the original picture - on the table, or onto a wall using sticky putty, (be careful not to use a wall whose surface could be damaged when removing the sticky putty..).
- How would the group have responded to and met the task if the task leader simply asked the whole group to 'Create a copy of the picture ten-times original size'?
- If the assembled big version is not right in any area, where did the task fail and for what reasons?
- If anyone has embellished their particular piece (which almost certainly will happen) how does this augment or threaten the final result, and what does this teach us about local interpretation and freedom? Does it depend on the task and the aims (and customer needs) as to whether the result is improved or weakened? (Probably)
- The activity demonstrates divisionalized 'departmental' working - each person (represents a team or department) working on their own part (representing specialisms), all of which contribute to an overall group aim and result. What are the main factors determining success for working like this?
- Does each individual person (which represents a team or department) necessarily need to know what other people are doing, in order for the overall task to be achieved? (Probably not in detail.)
- Does each individual person (which represents a team or department) necessarily need to know what the end aim is in order to achieve the overall task? (Not necessarily, but arguably it's helpful if they do - it depends very much on how well the individual activities are managed and how accurately they represent the part of the whole.) The review of this point can reflect on whether the original whole picture was shown at the start of the activity or not. (Often in work situations communicating the overall aim or vision is difficult or not viable, especially in large complex projects - so how should we approach this challenge and what are its implications, especially if a vision or aim changes half-way through a project?)
- What level of mutual understanding and checking (while the task is in progress) is useful for this sort of 'departmental' or divisionalized working? Is there a fixed rule for checking in progress, or more likely, does it depend on the task and the performance of it?
Here are some suggestions of well-known pictures to use for this exercise:
The Bayeux Tapestry (lots of work there..)
These are just examples - choose a picture (or diagram or map, etc) that appeals to your group, and which when cut into pieces gives sufficient detail to work on.
Other ideas for pictures: geographical maps and weather maps, biological diagrams, well-known posters and cartoons.
You can adapt the exercise by altering the 'ten-times widthand length dimensions' enlargement factor, for instance five-times would make the task easier and quicker; twenty or a hundred-times would make it more difficult and longer, (and also more impactful, if you have time and space, and enough paper drawing materials...)
The task can be made more complex for large groups by:
- splitting the group into teams, so that teams work on individual pieces (of suitably large size),
- either clearly instructing, or enabling the opportunity for, each team to cut its piece of the picture into smaller pieces, giving one smaller piece to each team member
The resulting assembled whole picture will indicate how well each team communicated and managed its own divisionalization of the task.
the takeaway game (planning, analysis, number skills, ice-breaker, energiser for the brain)
Based on an old numbers game this activity can be adapted in many different ways for groups and teams of all sizes.
It takes a minute to explain and set up, and as little as a minute to play.
You can easily expand the game, add complexity, and turn it into a much longer planning and tactics exercise.
The basic game (for two teams, or people in pairs, playing each other):
Put fifteen coins (or cards, or keys, or anything) between the contestants.
Explain the rules:
- Toss a coin to decide who goes first.
- Each side may remove one or two or three coins in turn.
- The winner is the person/team removing the last coin(s).
- Start with a greater number of coins.
- Allow more than three coins to be removed.
- Allow coins to be put back (with a limit because otherwise the game might never end).
- Play the game between three or more teams or individuals/pairs (for example playing a number of rounds with several pairs/threes against each other will lead to tactical collaboration between teams, so as to prevent a strong leader emerging, which can be fascinating).
- Play the game according to coin values, stating maximum value that can be removed/put back each turn.
- Play the game with playing cards, using the values of the cards (pictures counting as 10, or Jack=11, Queen=12, King=13, and Ace =1), and stating a number of points which can be removed at each turn. Again, additional challenge can be added by allowing a limited number of cards/points to be put back.
With increased complexity the activity becomes increasingly suitable for teams and allowing a strategic planning stage.
Mathematically-minded people will realise soon that the simpler versions of the takeaway game can be planned and controlled quite easily by the team/person playing first. Complex versions of the game are far less easy to plan and control.Increase the fun element fun by playing the game with (readily identifiable and returnable) items from the pockets/handbags/cases of the players (for example keys, pens, phones, etc). Different items can be given different values, for example, key=1, pen=2, phone=3.
The game obviously allows mathematically-minded people (who are often quiet and understated in the background) to demonstrate their value to the group, which can be an additional benefit of the exercise.
Points to review, for example:
- What is the method to ensure victory when playing the basic 15 coin game? (Leave your opponent with four coins, achieved by leaving them with eight at the previous turn, and twelve at the previous turn, meaning that the player starting must first remove three coins.)
- What does this teach us about achieving successful results?
- What does this teach us about the importance of planning and strategy?
- How could the method be adapted for greater numbers of coins (to start with, and the maximum removable each time)?
- What does this teach us about being able to transfer/adapt a winning formula from one situation to the next?
- At what point does a task become too complex to predict a guaranteed result? (This is illustrated in the game by adding complexities such as more participants, different item values, and option to put back as well as removal.)
- What can we do to maximise our chances of achieving a successful result in complex unpredictable circumstances? (In the game and in work/business/life generally?)
the obvious team building game for snowy weather (teambuilding, exercise, fun)
Obviously, given snowy weather, take everyone outside and build a snowman. Or several of them. Or snowperson/snowpeople if you work in a particularly politically correct organisation.
Have the team brainstorm the rules and aims of the exercise, mindful of group size, teams, and proximity of the activity to the managing director's office window. N.B. Throwing snowballs can be harmful to your team-mates' health and to the managing director's office windows. You have been warned.
If the MD or other senior executive sees what is happening and asks you to explain the purpose of the activity, here are some suggested answers (delete as appropriate):
1. Given all the training budget cut-backs it would have been daft not to make use of so much free material.
2. It was a positive thinking exercise and motivational analogy to illustrate how even in seemingly negative circumstances (credit crunch, recession, snow, etc) it's perfectly possible to innovate new things and to be constructive in some way.
3. Having fun and building things is very good for the soul, and great for team morale. We are all now thoroughly energised and will never again see the snow as a problem, only an opportunity to be special and different compared to everyone else who sits on their backsides complaining.
3. Being out in the cold for so long meant that we could turn down the heating when we all came back in to save further costs.
4. It was an experiment in stress management, and it worked for us. Go try it yourself.
5. It was cultural conditioning exercise in preparation for a forthcoming sales visit to Moscow.
6. When we find out who built the ten foot snow-willy the culprit will be given a serious ticking off (that's not a sexual pun in case you are wondering).
WARNING: SNOW IS COLD, FREEZING IN FACT, AND CAN BE WET TOO. PARTICIPANTS ARE THEREFORE AT RISK OF BECOMING COLD AND WET. FOR THIS REASON PARTICIPANTS SHOULD BE SENSIBLY EQUIPPED FOR THIS ACTIVITY, FOR EXAMPLE, COATS, HATS, SCARVES, GLOVES AND BOOTS ARE A GOOD IDEA. THE BUILDING OF SNOWMEN/OTHER SNOW STRUCTURES IN DRIFTING SNOW OF A DEPTH EXCEEDING THE HEIGHT OF THE SHORTEST PARTICIPANT IS NOT RECOMMENDED.
Businessballs accepts no liability for damages
arising from inappropriate use of this activity. If in doubt, make some
newspaper towers instead. Indoors.
project team exercise (graduate recruitment assessment and selection, internal promotion assessment centres, business development and project teams)
This exercise can be used for any/all of the following:
- graduate recruitment assessment days
- internal promotion assessment centres
- development of business and commercial management skills
- identifying and developing new business initiatives
Activities and exercises for group selection days and assessment centres can be designed to stretch the participants more if the task is issued several days before the day of the assessment. This allows more preparation and team-working among the candidates, which in turn enables a fuller deeper test and demonstration of people's capabilities.
The exercise can be used if issued on the day of the assessment, but obviously due allowance must be made for the resulting time pressure in meeting such a big challenge. Accordingly the exercise is suited to training courses lasting two days or more when delegates can work evenings in their team on the activities.
Here broadly is the exercise, adapt it to suit your situation:
The project team must research, identify, develop and present a proposition for a new product/service/business to fit into the employer's organisation.
1. Research the market, brainstorm options, and decide on a new product/service/business.
2. Conceptualise new product/service/business.
3. Design and specify key attributes of new business:
- description and executive summary
- specification and scale
- SWOT and/or PEST analysis, or similar
4. Create presentation (to sell proposition to the 'board of directors' or an investor - a part which can be played by the recruitment team).
5. Deliver presentation (to include activities and experiences of the project group).
6. An additional angle would be to enable/encourage teamworking on the project between team members prior to the assessment day, via a facebook group (or suitable VLE - virtual learning environment - or employer intranet forum). N.B. If using the exercise for external recruitment and teamworking among candidates prior to the assessment day you would need to ensure data-protection/permission is satisfied regarding the releasing of candidates' names and contact details to each other.
stress exercise (stress demonstration, ice-breaker, teambuilding)
This is a helpful and non-threatening way to show the effects of stress and confusion, especially in teams, and by implication the effects of stress on productivity, organisational performance and healthy working.
Ideally for teams of eight to ten people. Split larger groups into teams of 8-10 and establish facilitation and review as appropriate, appointing and briefing facilitators since each team requires facilitation.
You will need for each team about five balls of various sizes, compositions, weights, shapes, etc., depending on team size and the team's ball-handling skills. Five balls is probably adequate for most teams of eight people.
Using very different balls makes the exercise work better (for example a tennis ball, a beach ball, a rugby ball, a ping-pong ball, etc - use your imagination).
Form each team into a circle.
The aim is to throw and catch the ball (each ball represents a work task/objective) between team members - any order or direction.
The ball must be kept moving (the facilitator can equate this to the processing of a task within the work situation).
Allow the team to develop their own methods/pattern for throwing the ball between members if they find this helpful.
A dropped ball equates to a failed task (which the facilitator can equate to a specific relevant objective). A held ball equates to a delayed task.
When the team can satisfactorily manage the first ball, the facilitator should then introduce a second ball to be thrown and caught while the first ball remains in circulation.
Equate the second ball to an additional task, or a typical work complication, like a holiday, or an extra customer requirement.
Continue to introduce more balls one by one - not too fast - each time equating them to work situations and complications.
Obviously before not too long the team is unable to manage all the balls, and chaos ensues.
Avoid creating chaos too early by introducing too many balls too soon.
Allow the sense of increasing stress and confusion to build, according to the ball-handling capability of the team. Introducing balls too quickly will not allow the stress to build.
Points for review:
- Relate the experiences of the game to the work situation, especially effective team working and communications.
- What does too much pressure and failure feel like?
- Are these feelings the same for everyone?
- Do we know how others are feeling and can best deal with stress and confusion, unless we ask?
- How can we anticipate, manage and avoid these effects at work? (Not easy, especially if the pressure is from above, which often it will be - nevertheless understanding the causes and effects of stressful confusion is the first step to resolving them).
- What helps us handle these pressures and what makes things worse?
- Relate this learning to work situations, and then to possible improvements and changes.
Use relevant reference materials if helpful, for example:
Johari Window model (mutual and self-awareness)
Assertiveness (especially for junior people managing stress caused from above)
(Thanks to Karen Wright of wrightminded.com for the contribution of this excellent exercise.)
learning and thinking styles exercise (learning styles, brain type preferences, self-awareness, johari awareness)
This is a quick simple activity for groups of any size. For large groups spilt into teams of about six people and organise the appointment of team leaders for self-facilitation and review.
Questions form the basis of this exercise:
- If you could have only one sense (sight, touch, hearing, taste, etc), what would you want it to be?
- If you had to lose one sense, what would it be?
- Rank your senses, in order of importance to you.
You will perhaps think of other questions on similar lines. Use one or a number of questions to prompt discussion and thereafter a review of the issues.
The purpose of the game is to encourage people to think about how they use their brains and their thinking/working/learning style preferences and strengths.
Most people (unsurprisingly) tend to favour their sense of sight. You will find plenty of variation aside from this however, and generally the activity and discussion provides a quick and interesting way to explore personal strengths and preferences without the aid of a testing instrument.
The 'five senses' are typically regarded as:
Intuition is a way of explaining the 'sixth sense'.
Touch, smell and taste are all closely connected with the 'touchy-feely' (Kinesthetic in VAK) aspect within the VAK model, the other two aspects being sight (Visual in VAK) and hearing (Audio in VAK).
Your group might have additional ideas about other 'senses' which you can include in the considerations, for example speech, movement, etc. If so then the exercise relates more strongly to Multiple Intelligences theory.
- What does this teach us about the different ways we prefer to work/learn/communicate/think/solve problems/conduct relationships/etc?
- What surprises you about other people's preferences?
- What surprises you about your own preferences?
- If you augment the exercise with the VAK test and/or MI test (see VAK and Multiple Intelligence below) do the test results confirm or conflict with your sense preferences?
Reference models and information:
- VAK learning styles - and VAK test
- Kolb's theory
- Multiple Intelligence theory - and various versions of MI test, including young people's version
- Personality theory
- Benziger brain-type theory
- Johari Window model
- Wikipedia senses page
alternative christmas and new year exercise (new year ice-breaker, creative thinking, social values and true life priorities)
An exercise for any group size.
Arrange appropriate timings and presentation or discussion of the ideas arising.
Here's the question. You can adapt various exercises from it to suit your situation and aims:
"Imagine you are leader of the western world. Everyone would prefer Christmas and New Year celebrations to more suitably address the needs and issues of the modern age. What changes would you make?"
You can add a context if you wish, for example, changes for business, changes for society, changes for kids, changes for the planet, changes for global cooperation, etc.
Email me suggestions and I'll publish the best ones on this page.
mobile phone/cellphone game (time management, use tools rather than allow tools to use you, manage your environment, communications, addictions to technology and gadgets)
This is a simple and funny activity/warm-up/icebreaker for large groups.
The exercise especially demonstrates the influencial power of mobile phones (and by inference other communications methods such as emails) to disrupt effective working, time management and organisational efficiency.
Normally groups at conferences and training sessions are asked to switch off their mobile phones/cellphones.
Try a different twist:
Ask all delegates to switch on their phones (or blackberries - or is it blackberrys?..)
Say that this is a demonstration of the disruptive and negative effects of technology controlling people rather than vice-versa.
You can of course introduce and position the activity to suit other purposes which fit.
Ask delegates to select the loudest most annoying message alert tone.
Ask everyone to text a friend (or two or several friends each) whom they know to be keen in responding to text messages.
Then continue with the training or conference session, and wait for the chaotic interruptions to begin.
The chaos is a very audible demonstration of what typically happens in organisations where people are not managing their incoming communications (which according to most research is the vast majority of folk).
When your point is made you can (you'll need to) ask everyone to switch off their phones again.
Other points of interest:
- Compulsive checking of emails and being continuously available to incoming text messages, etc., is considered by some experts to be driven by the same impulses that are experienced by gamblers, i.e., following the principle of unpredictable occasional reward, and similar descriptions of such behaviour.
- Surveys regularly find vast amounts of wasted time spent by workers dealing with emails and email interruptions. A 2008 report in the Guardian newspaper staggeringly calculated that a worker who checks/responds to email interruptions every five minutes wastes 8.5 hours a week, given the recovery time required after each interruption.
- Inappropriate use of emails prevents people communicating and resolving issues by phone.
- Inappropriate use of phones/texting prevents people communicating and resolving issues face to face.
You'll think of many more points arising from this subject.
The Mehrabian research is a useful reference area.
seasonal suggestions bundle (christmas activities and ideas for teams and office year-end fun and learning)
Some seasonal ideas from this website:
See the 'Smile' words and Chaplin story for inspiring positive outlook and triumph through adversity. Charlie Chaplin died on Christmas Day 1977.
BLACPU - Back Later After Christmas P***-up. Seasonal acronym for when work and customers must necessarily fit in around the festivities and holidays.
DUTCHIE - Defer Until The Christmas Holiday Is Ended. Seasonal acronym explaining why most business comes to a grinding stop for two whole weeks at the end of the year.
LUCID - Leave Until Christmas Is Done. Yuletide acronym, when procrastinators everywhere are joined by most of the western world in deferring anything other than a life-threatening emergency until the Christmas blow-out is properly organized and maximum enjoyment extracted.
SHOT IT - Should Have Ordered This In Time. Customer services and despatch expression, especially appropriate approaching department close-down for weekends, holidays, Christmas, etc., and a personal reminder not to leave things until the last moment.
NACTAC - Not A Chance Til After Christmas. Understandable response from overworked despatch departments and customer services staff when attempting to explain quite reasonably that it's not possible to process urgent last-minute orders received at lunchtime on the day before holiday shut-down. Variations include NACTAE (Easter), NACTAT (Thanksgiving), etc.
Expression origin - "Boxing day" - the day after Christmas - from the custom in seventeenth and eighteenth centuries of servants receiving gratuities from their masters, collected in boxes in Christmas day, sometimes in churches, and distributed the day after.
Real Family Fortunes answer: Something that Father Christmas does when he comes to your house: "Feeds your pets.." (More funnies)
Team games ideal for year-end fun:
Many more activities on this page below can be used or adapted to give a seasonal twist.
Fantisticat is an interesting way to look at fresh starts and the New Year, especially for young people or those facing or desiring change.
Lots of quizzes - see the Quizballs index page.
the CRITWATNF game (warm-ups, icebreakers, and for demonstrating that things are rarely as crucial as they seem)
See the acronym CRITWATNF (Currently Residing In The Where Are They Now File).
Explain it to the group.
Ask the group to think of an example - any example, from their own personal life (not too personal) or from work or the world of media, politics, economy, anything.
Discuss the examples.
Discuss how and why things can seem crucial one day, yet often can soon become completely insignificant, given a little time.
Discuss the influences of emotions, peer pressure, zietgeist, the media, daft unquestioning management, personal mood, etc., on relationships, strategy, decisions, work, life, etc.
Would life/work/society be better if we could all be more objective and critical, and less led by our emotions and by others?
passion to profit exercise (life change, self-employment, business start-up and development, outplacement and redundancy support, career change, self-determination and independence)
See the Career/New Business Planner page for the full process and detailed template.
This is a creative planning process and template for individuals and for groups facing or desiring career change, especially a move into self-employment or starting up their own new business.
It can be helpful for people facing decisions about new work or business direction, especially to encourage thinking outside of habits and conditioning, at any stage of a person's working life.
This process/template - and the exercises and discussion and thinking enabled by them - seek to:
- Suggest a more satisfying idea of what work is and can be - for employment, self-employment, business start-up, career change, part-time work - any sort of work.
- Reduce or eliminate dependence upon an employer for work and financial security.
- Offer a path - in achievable stages - away from unsatisfying employment, especially if required due to redundancy or an unacceptable work situation (stress, travel, life-balance, or the simple need to be happier, etc).
- Encourage and enable self-determination, self-reliance, and independence.
It's a simple formula. The numbers are linked to the full template sections on the Career/New Business Planner page.
|your passion or passions||+||your strengths and your preferred working style||+||some research||+||shape it all into something that people want||+||time to grow and develop||=||your new career or business, your independence and security|
In group situations the process and template can be used in many different ways.
For example, subject to time available, encourage people to think through the stages of the process:
- consider the meaning of the model for themselves
- think about their passions (1)
- consider their strengths (2)
- imagine the possibilities of combining these things into a job or service or business
- consider how to check their thinking (3 - research)
- consider how these things could be planned into a real job or business activity (4)
The Career/New Business Planner page contains guidance notes within a template tool.
quick paper tower icebreaker (warm-up, creative thinking, and/or teamwork, skills and process analysis)
A quick table-top exercise for individuals or teams, and a quick version of the bigger newspaper tower activity.
Issue a single sheet of paper (A4 or international equivalent) to each group member (or one sheet per team if the exercise is to be played as a team game).
Using the sheet of paper only - no other materials - construct the tallest free-standing structure - in 5 minutes.
Points to review:
- Planning and timing - who planned and who ran out of time?
- Pressure - what were the effects on people and performance from the pressure of time?
- Innovation - what innovative ideas were devised?
- Risk - what observations could be made about high-risk and low-risk methods/approaches?
- Learning - would each team/individual be able to improve their result at a second attempt? (Almost certainly.) Discuss how and why, and the value of experience.
- Best practice - if the whole group were to be given the task to build a single tower what ideas would be combined, and what does this tell us about the power of collective ideas?
- Skills - what skills were found to be crucial for best performance of the task, and could you have guessed what these vital skills would be before the exercise, or did they only become apparent after actually attempting the task? And what does this tell us about the identification of skills (to be developed/taught) for a given task?
- (If played as a team game) what were the opportunities and challenges in enabling the team to perform the task effectively? Consider and suggest a process which would enable an effective team approach to the task: What elements and principles from this are transferable to normal operations and team-working?
- Process improvement - what single tool or additional material (no larger than the width of the paper sheet) would achieve the greatest improvement to the result?
Incidentally the best technical approach to this task almost certainly requires the construction and use of connectable tubular rolled or triangular telescopic sections, made from lengthways strips of the sheet. Using this technique it is possible to make a tower at least three times higher than the length of the sheet. If you know better and/or have pictorial evidence of a better solution please send it to share with others on this webpage.
The exercise can be adapted to suit your situation, for example giving group members 15 minutes for the task and issuing an extra practice sheet of paper will increase the depth and complexity of the task and the review.
tree swing games (awareness and cooperation between teams, departments, divisions, corporations, nations, planets, etc)
In conjunction with the new collection of Businessballs tree swing cartoons, ask your people to draw tree swings to illustrate their own particular departmental culture/issues/challenges/priorities/relationships.
Or focus the exercise on illustrating the culture/style of competitors, suppliers, and any other significant internal or external group.
Focus especially on the differences in expectations between mutually depending groups. Ask people - what does each tree swing look like?
What does their own tree swing look like, and what tree swing do they expect of others? What sort of tree swing is expected of your team/department? And what can you best provide?
When you understand the differences it's easier to work on bridging them, so the differences have to be considered and shared first, or the gaps persist indefinitely.
Drawing - especially given an unusual perspective like the tree swing - is good for creativity and for exploring and sharing feelings and opinions - especially about gaps and matching expectations - which otherwise might not surface in normal discussions.
Rather like the poetry activities below, artistic tasks get people thinking in new ways.
Split the group into relevant teams - threes usually work well, although the exercise is adaptable for any numbers provided the team split reflects the development aims, and the exercises are facilitated to keep everyone involved.
Prompt ideas by showing the treeswing pictures, and then asking questions like:
- What would your department's tree swing look like?
- What would the (xyz) department's tree swing look like?
- What do our own customers want their tree swings to look like?
- What does head office expect your tree swing to look like?
- What would your own personal tree swing look like if you could make it any way you want (for the market, or for any other perspective that's relevant to the group - subject to guidance from the facilitator)?
- What does the boss's/teacher's tree swing look like? And what does your own tree swing look like?
The exercise does not aim to produce brilliant artwork - instead it aims to produce fresh thinking and simple visual ideas about the issues which cause outcomes to differ from expectations.
Successful work, business and organizations largely depend on matching needs and delivery in one way or another.
The tree swing provides a simple way to consider the differences between what's asked for, and what's provided, and then to explore which qualities in each are actually fair and valid, with a view to bridging the understanding and expectations gaps.
The activity is adaptable for young people in schools, as well as for grown-ups in any sort of work situation.
For everyone of course, there is also the opportunity to work with different media - even if it's just a few boxes of cheap coloured pencils from the pound shop.
As with so many of these self/mutual awareness activities, Johari Window is an excellent reference model.
poetry activities (poems exercises, creativity, icebreakers, johari awareness, thinking outside of the box, fresh perspectives)
Thursday 9 October is National Poetry Day in the UK, although you can be anywhere in the world to enjoy poetry.
Helpfully in 2008 the theme of National Poetry Day is WORK.
Poetry is great for creativity, fresh perspectives, and improving self/mutual awareness - (refer to Johari model).
Here are some ideas for bringing poetry into your workplace or school, whether for development activities or for the pure fun of it:
Icebreaker ideas/group discussion questions -
- Define the word 'poem'.
- Why is poetry appealing to us? It's just words, isn't it?...
- What is your favourite poem/extract/line and why? (Everybody can think of at least a line from a song..)
- Are all song lyrics poetry? Is rapping poetry?
- Could Desiderata be adapted to be a corporate/societal values statement? If so, how?
- Does Rudyard Kipling's poem If serve as a modern set of personal values? If not how would you change it?
- Can you suggest how the bereavement poem Do not Stand at My Grave and Weep has become so hugely popular around the world, and relate this popularity to the way society behaves?
- Is Philip Larkin's poem 'This Be The Verse' a valid perspective on society? And how do these notions relate to the responsibilities of developing others, to parenting, teaching, especially of young people? (Warning - the poem contains language that could offend - which gives rise to another discussion question about how the context of words and language determine the actual meaning and sense, far beyond the words themselves).
Other group ideas -
- Create a short poem for the purpose of promoting a product / service / department / initiative / educating / informing / memorising something / your team.
- Write a limerick about yourself/the organisation (agree the structure/rules of a limerick first).
- Write a haiku verse for a lesson/value/significant point in life or work (agree structure/rules of a haiku verse first).
- Issue a page of a newspaper to people working in pairs - ask them to re-structure any chosen paragraph of news into poetry, with or without changing the words.
- Same as above - changing the words into the style of Shakespeare/Chaucer/Byron, etc.
Individual ideas -
- Put a poem on your notice board or intranet, and see what happens.
- Send me a poem you've written about any aspect of work or personal development, etc., and I'll publish it on this website.
- Send me a poem about charisma - and enter the charisma definition competition.
- Next time you meet someone for the first time, ask them what they think about poetry, and see where the discussion takes you.
You will think of many more ideas for using poetry to add fresh perspective to work and play. Send your own ideas, and I'll add them here.
Incidentally the word poem is derived ultimately from the Greek word 'poema' (precisely 'póēma'), meaning 'thing made or created'. The word poet comes from Greek - poētēs - meaning 'maker'.
the 'what did you learn yesterday' exercise (icebreaker, self-development, life attitude, self-awareness, discussions about what learning and development means)
This is a powerful activity. Simple idea, and so potent.
Ask any group (to consider individually): What did you learn yesterday?
Review answers through discussion, brief statements, or presentations.
Optionally you can first establish what sort of learning qualifies to be mentioned, or leave that aspect open because it's obviously an interesting debate in itself which tends naturally to arise from the discussions prompted by the question.
- If you can't think of anything you learned yesterday, how far back do you need to go to find something?
- Was it learning for work, or life, or both - and what's the difference anyway?
- How did you learn it?
- How could you measure/quantify/apply it?
- How might you transfer it/teach it to someone else?
- What will change now you've learned it?
- What further learning does it prompt or enable?
- Can you analyse the learning in terms of the Kirkpatrick model?
- Can you analyse the learning in terms of Johari Window model?
- Can you analyse the learning in terms of Multiple Intelligences and/or VAK learning/thinking styles?
- What level of Maslow's theory does it impact?
- What aspect of Erikson's theory does it impact?
- What value would you put on it?
- What would you have paid to have learned it some while ago?
- What could you do to maximise the learning that naturally comes to you every day, for free?
You will think of lots more angles, and plenty more suggestions will arise in discussions.
- What is the most useful thing you learned in the last week/month/year/previous life?
- What did you learn at the watercooler/pub after work/party at the weekend/on holiday?
- What did you learn on your social networking website when you should have been 'working'?
- What's the most valuable learning you've obtained in the past month/year and how did you get it?
- What's the most you've learned for the least cost/effort and the least you've learned from the most cost/effort?
- List an example of your own recent learning for each of the categories: skill, attitude, knowledge, experience. (See Bloom's Taxonomy of Learning Domains for useful reference relating to this aspect, and the exercise as a whole.)
Larger groups can be split into smaller work teams to explore what teams have learned and the extent to which learning is shared and assimilated and applied.
(This exercise was inspired by a brief story in Leo Buscaglia's wonderful 1972 book 'Love', in which Buscaglia recalls his father asking his children at the end of each day, "What did you learn today?". This expectation encouraged them to seek facts and knowledge - about anything - and the habit was very significant in forming Buscaglia's positive approach to life and lifelong learning. See more about Leo Buscaglia's ideas. I'm grateful to Kiran for reminding me of the source of this, and that Buscaglia's book 'Living, Loving and Learning' contains the same story.)
tactical team shove ha'penny (icebreakers, teamworking, tactics, strategy, problem-solving, assessing and countering competitor threats)
Equipment: a table (at least four feet diameter) with a smooth surface, some coins, and (optionally) blu-tack, paper, colouring pens and scissors.
The activity also adapts as a larger-scale ball game on ground-level, explained at the end of this item.
Split the group to make at least two teams - maximum three people per team. Five teams of three per team is fine, so is four pairs or other similar splits. Size of teams, number of teams, and number of coins can all be adjusted to suit the situation. Increase the number of coins to increase the complexity and duration of the game, and to enable more players per team.
Issue each team at least six coins - ideally different sorts of coins, and ensure each team has the same number of similar coins. Different size coins create more tactical options.
Then, (optionally) instruct the team to create a team logo or emblem and to cut out and colour the shape and fix to their coins using the blu-tack, like a little sail. This is to make it easy to tell the difference between the teams when the coins are in play.
Otherwise, ensure that (when the coins are placed flat on the table) each team somehow differentiates their coins from the other teams. (For example if two teams are playing, one team can be heads and the other tails. Or you can issue coloured sticky spots or stars, etc.)
The object of the game is to shove the coins, one coin at a time, from the table edge, to create the closest grouping of coins on the table compared to the efforts of the other team(s).
Each coin should be moved once only by pushing it 'shove ha'penny'-style, using the pad of the hand at the base of the thumb: Place the coin (about a third of it) off the table edge, and strike it from the side against the edge of the table, using the pad of the hand.
The facilitator must be able to demonstrate this, and allow some practice for the teams to get used to the method and speed of the table, and for the teams to decide who in the team will do the shoving.
- The winning team is the team to achieve the most (of their own) coins grouped into a specified area, which can be designated and measured by the facilitator before play commences by cutting or tearing a hole in the middle of a sheet of paper, to use as a template. The smaller the area, the more difficult the game is made. Around 12 inches diameter is a reasonable target area. (Do not put the paper on the table; use the paper to measure how many coins are in the groupings at the end of the game. Groupings can be anywhere on the table provided no coin is closer than 12 inches from the table edge.)
- Coin groupings must be at least 12 inches (30 cms) from the edge of the table (i.e., any coin closer to the edge of the table than 12 inches does not count towards the grouping).
- Each coin can be shoved once only.
- Coins may be shoved so as to move coins of own team, or teams may shove their coins to disrupt the groupings of other teams (which makes the game very tactical, and is reason for each team having similar coins since big heavy coins are generally advantageous and easier to use than small coins).
- Teams take turns to shove and only one team may shove a coin at a time (although for icebreakers and big quick games a time limit can be given instead within which teams can shove their coins freely, which creates different tactical implications).
- Toss a coin or draw lots to decide the order of play (which can be offered as a tactical option in its own right).
- State a time limit for tactical discussions between shoves.
- Choice between disrupting competitor and building own position.
- Strategy at beginning, and how it changed during the game.
- Different approach next time in light of experience?
- Strategic advantage in order of play?
- Were the types of coins used at the best times? (Larger coins can be more disruptive, which is useful at the end of the game, but they also help in the early stages to crate stopping points and positions of strength at the early parts of the game.)
- Effectiveness of team in considering strategic options and making decisions.
- Extent to which other teams' strategy was observed or anticipated.
- Fairness of result - element of luck versus skill.
- Name the 3-5 key capabilities that a winning team would need to perform consistently well at this game.
- Relative importance of strategy, tactical adjustment, decision-making, and skill - any other major factors?
- If you were the national coach for this game how would you coach a winning team?
N.B. Before the game the facilitator should consider especially the timing of this game. It can take a long time if you have lots of teams and lots of coins. To speed up the game and/or create a quick icebreaker exercise, split the group into pairs, issue three coins per person, and change the rules so that all coins must be shoved in no order (a free-for-all basically) and the game completed within 30 seconds. This format has different tactical implications.
Bigger groups, more teams, and more coins, all require a bigger table.
Bigger scale indoor or outdoor versions of this game are possible using coloured tennis balls on a playground or a suitably marked floor or grass area, in which case a hula-hoop serves as an ideal measuring template.
ageing society exercise (icebreaker, creative analytical thinking, trends, forecasting, ageism, demographics)
The aim of the exercise is to get people thinking creatively and analytically.
The subject is how the increasing proportion of older people in society will change the world, but actually the subject can be about any large-scale trend.
The activity will prompt the use of visioning and imagination, and the consideration of big system changes, consequences, causes and effects.
In the case of an ageing society these changes are already upon us, so it's not a hypothetical exercise. The activity obviously also encourages people to think about ageism and age equality issues.
Specifically ask group members to consider and decide what they believe will be the single greatest effect in the next 1/2/3/5 years of the ageing population on their area of activity/responsibility/market-place - or on society generally - (years and area of impact decided by the facilitator, depending on the interests/responsibilities of the group).
The views of the group members can be discussed or presented or debated depending on the facilitator's aims and constraints of the session.
Review points can include:
- collective group decision as to the most perceptive suggestion
- what suggestions are the most visionary and forward-seeing
- how different suggestions might impact on each other
- the extent to which group members suggestions and views differ according to age of the group members
- early evidence or indicators of the reliability of each/any of the predictions
- what information is lacking for more reliable predictions
- where information might be found if required
- what differs about this type of thinking compared to day-to-day decisions (proactive deeper thinking compared to reactive shallow)
- whether drawing diagrams and/or discussing and/or any other methods assist this sort of thinking (for example, is this sort of deeper complex proactive thinking easier when more senses are stimulated, or when more people consider and share ideas?)
- does this exercise teach us anything about the power of thought as a way to anticipate and develop solutions/responses to situations rather than simply waiting for things to happen?
- do the collective views of the group seem to support (or not) the notion of 'the wisdom of crowds'.
- is effective forecasting and predicting of far-reaching effects chiefly based on creative imagination or analytical logic, or equally both?
- to what or particularly relevant or local trends could we usefully apply the same thinking?
Exercise variables at the discretion of the facilitator:
- thinking/preparation time (icebreaker requires 2-3 mins - bigger exercises could extent to 30 mins or more preparation time)
- group members to work individually, in pairs or threes, or as two debating teams
- people could be asked to suggest two or three effects, not just a single effect
- method of presenting suggestions - discussion, presentation, debate, diagrams, role-play?... anything else? use your imagination
- the main subject can be varied to focus on any other significant trend - for example: increasing world population, increasing power of new economies (China, India, Brazil, etc), advancing technology (in any market), energy costs and demand, gender or ethnic trends, etc.
political qualification game (job skills, training, competence - and many other issues relating to competence and suitability)
Appreciating fundamental issues of competence and job profiling necessary for determining suitability, training and qualifications is quite a dry subject.
It can be brought to life by applying the thinking to a different situation - different from normal work.
Here's the exercise (in pairs or threes, or a discussion group):
Imagine you are responsible establishing a professional qualification or NVQ for a politician.
A parliamentary MP, or a government minister, or perhaps the prime minister.
Agree/nominate parliamentary role(s) as appropriate for the exercise.
- What competencies would the job require?
If helpful structure your answer in terms of skills, knowledge, attitude/behaviour/personality style, experience.
- How might these be defined, measured and tested?
- How might a professional qualification be structured and accredited?
And a couple of bigger questions of a more philosophical nature if you have time for them:
- Why in actual fact does the job of a politician escape all normal requirements of professional accreditation?
- And might this explain why politicians are arguably so incompetent compared to their counterparts in industry?
The facilitator can adapt this basic idea for group size, timings, and the precise training aspects of job profiling and candidate selection, development, qualification, etc., as will fit the group's needs and interests.
(Incidentally if anyone comes up with constructive and enlightened answers to the last two questions I'd love to see them..)
positive behaviour exercise (understanding positive behaviour/behavior concepts, karma, law of attraction, etc)
This exercise seeks to enable clearer understanding of positive behaviour and positive thinking, extending to the notion that positive behaviour produces positive effect or reward for the person (or group) acting positively.
Instead of trying to unravel the secrets of the karmic universe or the meaning of religious and spiritual life, we can perhaps understand better the effects of our own positive behaviour (or that of a group or entire corporation) by considering how we personally respond to the positive behaviour of others.
Ask group members to consider how they personally feel and respond towards someone who behaves in the following ways:
|1. smiles a lot and is generally happy|
|2. gives to others and wants nothing in return|
|3. thanks others|
|4. helps others|
|5. listens to others without judging|
|6. takes the blame or responsibility for faults|
|7. gives others credit for successes|
|8. absorbs negative behaviour from others with tolerance and understanding|
Points to review:
Extend some of the examples above to imagine long-term relationships and issues of trust, reputation, recommendation, willingness to do business with such a person, etc.
Extend the examples to the responses of many thousands of customers, to many positive behaviours of a corporation, (and then consider the opposite effects: i.e., responses of thousands of customers, and the knock-on consequences, arising from many negative behaviours of a corporation).
Positive behaviour of one person is sometimes immediately rewarded or acknowledged by others, but often the effects are not immediate.
Cause and effect can be separated by many years, and can be connected by many links in different chains of events.
However, positive behaviour in an organisation of many employees and actions inevitably multiplies and accelerates all these effects. The cause and effect cycle - good or bad - is dramatically shortened because there are so many interactions.
Positive behaviour is sometimes described using the analogy of ripples from a pebble thrown into a pond - the effects radiate far and wide, and one day reflect back helpfully in ways that are difficult to predict beforehand, or to measure afterwards. Positive behaviour in an organisation could be compared to hundreds of pebbles in a pond every day. Consider your own organisation - are they good ripples or bad ripples?
The term 'pseudo-scientific' rightly applies to most concepts linked with positive behaviour, because they cannot be measured and substantiated in conventional scientific ways. Yet millions of people believe strongly that goodness and positivity are more likely to be rewarded in life than selfishness and negativity. And almost without exception successful happy people seem to exhibit and aspire to positive behaviours.
The exercise should confirm how positively we each respond to positive behaviour (and negatively to negative behaviour). It's far simpler than karma.
Rather than try to find vast universal explanations for the way positive behaviour works, the cause/effect of positive behaviour is perhaps more easily explained by the general tendency for positive/giving behaviour simply and inevitably to attract and to generate positive responses, somehow, somewhere, sometime.
Concepts of positive behaviour are difficult to define and explain.
Vague terminology such as karma and religious or spiritual associations create further obstacles to exploring the subject.
Positive behaviour concepts are confused by lots of vague and emotive terminology and theories, e.g:
- 'what goes round comes around'
- the law of attraction
- the law of cause and effect
- universal cause and effect
- religious and spiritual linkage
- 'do as you would be done by'
- cosmic ordering
- commercial packaging
- 'positician' (one who acts positively, apparently..)
- other mumbo-jumbo
This exercise offers a way to explore the essential meaning and benefits of positive behaviour, without reference or need to buy in to any of the above.
Intangible concepts like positive behaviour can often be better explored from a personal viewpoint, instead of using fixed definitions or rules.
Deep complex concepts like positive behaviour are a matter of personal interpretation.
N.B. In US-English the word is 'behavior'. In UK-English it is 'behaviour'.
'moneygram' activity/icebreaker (expressing and sharing perceptions about organizations, structures, systems, etc - and creativity sessions and teamworking)
This flexible activity is based on using coins to create a 'picture' or diagram of an organizational system or structure which is relevant to the group's work or learning.
The subject(s) chosen for the 'moneygrams' (coin pictures) are at the facilitator's discretion, and/or can be suggested by groups, depending on the situation.
For example, a subject could be a team, department, division, or an entire corporation, or a market including suppliers, customers, competitors, etc. Or a school, college, a community or an industry sector, or even a region or country, or view of the world.
If the main aim is to express/share perceptions of a work or business structure, then the choice of structure is obviously is significant, and the facilitator should ensure a suitable choice. If the main aim is instead to get people working creatively together (for instance young people in school, or a creative workshop session) then the choice of structure is not significant, aside from something that the group will find interesting, and the facilitator can allow the group to choose a structure for their 'moneygram'.
The room layout must enable people to make a display on a table or floor and for others to see the display clearly, or for the whole group to work around on a single large display on a table.
Coins are of course various values, sizes, colours, years and designs - both sides - and can be stacked, and some stood on their edges. As such coins are potentially a really interesting medium for creating pictures/patterns/diagrams which express ideas and themes of all sorts. The exercise provides a completely different way (unlike normal words, discussion, diagrams, etc) for people to interpret and present their own view of a particular situation. This enables a tactile, fresh, liberating and more objective way for people to express and share their perceptions.
The facilitator obviously needs to consider and decide the best way to equip the group with sufficient 'materials' (coins) for the activities. For example a mature adult group could be asked to use the coins from their own pockets and purses. A less mature group should ideally have the coins provided by the facilitator.
Complex themes and big require lots of coins. Happily 1p and 2p copper coins very inexpensive materials - in fact probably cheaper than plastic counters and play-money nowadays - and it's useful to have a plentiful supply of coppers, or whatever is your currency equivalent. Foreign coins add international interest and diversity if you have some. If the situation allows, you can ask group members to bring in their piggy banks. The creative use of banknotes, cheques and credit cards is not recommended for obvious reasons. Messing around with loose change carries few risks; bigger values are not appropriate for play materials.
If you have any doubts about using real money in the exercise then playing cards can be used instead, which offers another perspective and different interpretations.
Be mindful of the time available for the activity and limit the complexity of the subjects accordingly. You cannot expect anyone to map out the global commodities market or the future of the world wide web in a five minute icebreaker with a pocketful of change.
The Johari Window is a useful reference model by which to explain and review the benefits and issues surrounding mutual awareness and perceptions.
The money slang and history page offers some entertaining facts and trivia on the subject.
As with any exercise much of the value comes from reviewing and discussing the issues arising from the learning experience, and where relevant encouraging people to determine their own preferred reactions. See the notes on experiential learning for additional guidance in this regard. An activity of this nature will tend to highlight various opportunities for future clarification and follow-up actions, especially for work-team leaders.
new world exercise (ice-breaker, or bigger exercise for leadership/team roles, multiple intelligences, life skills, analysis and reaction)
This is a flexible and fascinating scenario-based activity for groups up to 12 people and all ages. Split larger groups into teams and adapt presentations and reviews accordingly. Schools could potentially develop various extensions to this activity.
Ask the delegates to discuss in a group and answer the following question:
Scenario: Imagine the world suffered a catastrophic event like a meteor strike, plague or nuclear war, which destroyed most human life and all of the developments of the past century. A mixed group (age, gender, ethnicity, religion) of a few hundred lucky people has survived (it's helpful to agree where - anywhere - because location will influence some aspects of the approach to the question).
Question: If this group is to thrive and develop, what initial leadership structure would you suggest, stating 6-12 key roles? (Optionally and ideally ask delegates to justify their suggestions.)
Agree timings and presentation/review in whatever ways are useful to the delegates. The number of roles can be the same as the number of delegates, especially if you choose to extend the activity.
The exercise can be extended by adding any of the following supplementary questions, which can (optionally) be approached as if the delegates are the survivors leadership team, allocated the key roles identified.
Roles can be allocated via volunteering or some other group process, at the facilitator's discretion.
Optional supplementary questions:
- What basic laws would you introduce for the group of survivors?
- As the leadership team, what would be your ten immediate main aims?
- What 3-5 main difficulties would you expect in leading the group and how would you try to handle these challenges?
- What lessons from the modern world would you find most valuable in rebuilding the new world?
- What would be your five main medium-long term aims?
You - and/or the delegates - will be able to devise further questions relevant to your own training/learning situation.
There are potentially thousands of useful reference sources which can be incorporated within an exercise like this, really anything you are currently seeking to bring to life and provide context for application. Here are a few examples:
- Tuckman's team/group development model
- Multiple Intelligences theory
- Erikson's life stages model
- Fisher's change model
- Kubler-Ross's grief/bereavement model
- Maslow's Hierarchy of Needs
- SWOT analysis
The activity is very flexible. It can be shortened to a two-minute icebreaker, simply to agree the 6-10 roles, or expanded to incorporate all sorts of issues and reference models and tools, depending on the development aims and needs of the delegates.
To shorten the exercise into a quick icebreaker simply state the scenario and ask delegates to take 1-2 minutes to think of 3-6 leadership roles. Then quickly gather and count the suggestions on a flip chart or wipeboard, and close with a quick review of the most popularly suggested team roles. Relate to Multiple Intelligence theory or Belbin's team roles theory or another suitably relevant team roles/skills reference model.
helium stick games (team building, assumptions, organising tasks, problem-solving)
This is a classic teambuilding game, and an amusing exercise around which to design icebreakers.
For teams of three upwards, subject to the type and length of 'stick' used in the activity.
This explanation includes games variations, and very easily improvised ideas for the stick equipment - as the facilitator you do not need to buy anything.
The basic exercise requires all team members to:
- support a long stick or tube - each person using one finger
- lower the stick to the ground
- with no fingers losing contact with the tube.
The tendency is for the stick to rise, hence the name of the exercise, because the collective force used to keep fingers in contact with the stick is greater than the gravitational force (weight) of the stick. For this reason use a stick for the exercise that is light enough for this effect to occur, given the number of people in the team. For example a broomstick is too heavy for a team of three people, but would be fine for a team of ten. See the suggestions for stick types per team size below.
Other rules and guidelines:
- The stick (or any alternative item being lifted) must be rigid and not too heavy to outweigh the initial 'lift' tendency of the team size. If it's not rigid it makes it easy for team members to maintain finger-contact.
- Start with the stick at about chest height.
- Team members can be positioned either on one or both sides of the stick - depending on stick length and team numbers.
- The team must return the stick to the starting position if any finger loses contact with the stick.
- The stick must rest on fingers - the stick cannot be grasped or pinched or held in any way.
- Typically teams are instructed to rest the stick on the outside (nail-side or 'backs') of fingers, however specifying a side of the finger is not critical to the activity.
- Optionally you can instruct that a finger from each hand is used, which increases the lifting effect and the difficulty of the task. The length of the stick and the number of team members are also factors in this, i.e., two fingers per person requires a longer stick.
- Clarify the point at which the stick is considered 'lowered to the ground' - underside of fingers or hands touching the ground is easier to monitor than actually depositing the stick onto the ground, which depending on the ground surface can be very tricky.
- There are many ways of improvising sticks. Some people use inter-connecting tent-poles, but these are too heavy for very small teams (the gravitational force is greater than the collective lift, which makes the task too easy). Use your imagination - any rigid lightweight stick or tube will do, and if you can't improvise a stick then other materials and shapes can be used instead, as described below.
- Team size of just three people is not ideal - the activity works best with six to a dozen per team, or even more subject to having a stick long enough. Teams of three would be used mainly for splitting a group of six or nine when a competitive element is required.
- The bigger the team, the longer the activity will take to complete successfully. This is an important point - for example given a limited time you'd be better splitting a group of twenty into two or three teams rather than run the risk of failing to complete the task, which is not great for teambuilding or for creating a successful mood.
- Two fingers per person (one finger each hand) creates more lifting effect and challenge but requires a longer stick than one finger per team member.
- Positioning team members on both sides of the stick enables bigger teams, but can make it more difficult for the facilitator to monitor finger-contact.
- Split large groups into teams, each team with their own stick, and have a race between the teams for the first to lower the stick to the ground. Watch for cheating. If appropriate appoint and rotate observers for say three rounds or a knockout contest.
- Use a suitably sized square or other shape of cardboard instead of a stick. This achieves a closer team grouping for large teams and adds a different element to the activity if team members already know the stick activity. Cut a big hole in the shape ideally so you can monitor finger-contact.
- Use a hoopla hoop instead of a stick - a hoop also offers better visibility than a sheet of cardboard.
- Start with the stick (or whatever else is used) at ground height, raise it to shoulder height and lower it back to the ground. The challenge is stopping it rising beyond shoulder height when it gets there.
- Issue two sticks per team - one finger for each stick - very challenging.
- Mix up the teams for different rounds to explore the dynamics of working in a new team even after all members understand the challenge and the solution.
- Just before starting the exercise ask team members to press down hard with their outstretched fingers onto the edge of a table for 30 or 60 seconds. This confuses the brain still further and increases the tendency for the stick to rise.
Ideas for sticks and team sizes (rough guides):
- joined-together drinking straws (3-6 people)
- houseplant sticks (3-6)
- kite struts (3-6)
- rolled sheet(s) of newspaper (3-10)
- straightened-out wire coat-hangers (6-10)
- wooden dowel rods (6-12 - cheap from most hardware stores)
- bamboo poles (5-20 people)
- telescopic or interconnecting fishing rods (6-20 people or more)
- inter-connecting tent poles or gazebo poles (6-20 people or more)
- drain clearer/chimney-sweeping rods (10-30 people)
Review points examples:
- Why did the stick rise when we wanted it to go down?
- Did we anticipate the problem?
- How did we fix the problem?
- Having achieved the task with this team was it/would it be easier/as difficult with a different team?
- How did we feel when fingers lost contact?
- What are the effects of time pressures and competition?
- How might we coach or prepare others to do this task?
- And countless other possibilities, many of which you'll see while running the exercises.
As a facilitator use your imagination. The 'helium stick' exercise is amusing and effective its basic format, and can be adapted in many ways to support many different themes related to team-working and problem-solving.
david davis resignation speech
The remarkable 12 June 2008 David Davis resignation speech provides a wonderful unfolding case study for all sorts of teaching and training areas.
See the discussion examples, tips and clip on the training clips page.
secrets of success exercises (ice-breakers, demonstration and discussion of what enables business success)
This activity takes about three minutes in its basic form and requires just a flip chart or equivalent.
Ask the group to take a few seconds to think (silently and individually) of someone they know who is successful in business. Tell the group that they do not need to name the person they are thinking of.
Then ask the group to think (again silently and individually) :
"What is it about that person that enables them to be successful?"
After ten or twenty seconds, ask the group to call out the words they are thinking of.
Write the words on the flip chart.
When you have about eight or more words on the flip chart, ask the group for their comments and observations about the words.
"What type of characteristics are (most of) these words?"
The answer every time is that the words will mostly or entirely describe attitudinal characteristics. Not skills, not knowledge, and not experience. The words will always largely represent attitudinal factors.
Develop the discussion in whatever way suits your purposes and session.
With positive attitude we can do anything. Attitude also governs how we develop skills, knowledge and experience. Attitude - in whatever way works best for each of us, because we are all different - is the singlemost important factor for success in anything.
The exercise most obviously relates to demonstrating the enabling factors for business success, but the factors and exercise can be applied to any other success in life too.
This basic activity is a simple quick controlled exercise led by a facilitator using a flip chart, but the idea can be developed in many ways to add extra interest, group interaction, and depth, for example:
- For large groups split into teams of three. Ask each person to identify three success factors. Ask each team of three to produce a list of the top three factors identified within their team. Display and compare the top three results across all teams.
- Ask half of the group to think of a successful man, and the other half to think of a successful woman. Compare the identified characteristics for men and women. Link the findings to style and personal strengths and effectiveness, and potentially to discussion about gender and equality.
- Take similar approach to illustrate and compare characteristics of successful people in different age brackets. This can be linked to discussions and issues concerning ageism and age discrimination.
- Take a similar approach for illustrating characteristics of successful people according to any other relevant way of categorising people (to your situation or session aims).
- Apply the exercise to identify success characteristics of teams or companies.
Useful reference models and materials are Blooms Taxonomy (to appreciate the difference between different types of personal development), Erikson's Life Stages Theory and Personality Models (to help understand what influences our attitudes). Also NLP and Transactional Analysis are useful models to help understand how it is possible to change our attitudes.
change exercises (illustrating and experiencing dealing with change)
Here are some simple quick ideas to help demonstrate the brain's reaction to change. They are based on having to accomplish a simple everyday task in a different way:
- do left-handed a simple task normally done right-handed (or vice-versa)
- blindfolded or with eyes shut (be mindful of safety issues)
- outside (instead of indoors - maybe even in the rain/wind - which tends to create radically different circumstances)
- in pairs (when normally the task is one person's - like using a pair of scissors - which highlights pressures resulting from team changes)
- by someone other than oneself, to oneself (which highlights fears around personal control and trust)
- upside-down against a wall being supported by a colleague (task and trust pressures)
- turn the task upside-down (for example a keyboard - strangeness, unfamiliarity and re-learning pressures)
Examples of simple tasks to which the above alternative methods might be applied (where safety and practicability allows):
- cutting paper shapes with scissors
- tossing a ball of paper into a bin
- typing on a keyboard
- cracking an egg into a bowl
- making a cup of tea or coffee or a sandwich
- writing or drawing
- using mobile phone
- putting a wristwatch onto the opposite arm
- applying make-up or tying a neck-tie
- tasks involving counting, sorting or building things (playing cards are ideal for all of these)
Not all tasks can be matched with all methods, for example making a cup of tea blindfolded is not very safe. Using a keyboard outside in the rain is neither safe nor practicable. Use your imagination and common sense to devise interesting and memorable combinations.
Different methods (types of change) create different pressures - on different parts of the brain - and these effects vary according to the individual.
It does not matter that the methods are mostly ridiculous - the point is to demonstrate and experience the different pressures of different types of change.
Observe and review how different people react in different ways to different methods. We do not react to change in the same ways. Empathy for other people's feelings is therefore crucial in managing change affecting other people. Motivational and attitudinal models such as those developed by Maslow and Erikson help explain why people react differently to change. One person might feel terribly threatened by a certain change which another person can take in their stride. Personality has a big affect too, for example, steady dependable people can find change more challenging than spontaneous intuitive people.
Change of any sort is difficult ultimately when:
- change requires the brain to overcome fear (of failure and self-doubt, etc) and uncertainty of the change itself (which can be extreme for certain people/personalities), and
- change requires the brain (and often the body too) to learn something new, or to re-learn or accept something in a different way.
Change can be especially frustrating if it involves re-learning something which under a previous method or system was achievable competently (see conscious competence model) - because the brain can imagine and remember being competent, which can cause a sense of loss or failure relative to past experience.
The tasks and different methods above a just a few examples. You will think of many others more suitable to your own situation.
There are many more activities on this website which address change from more of a mental perspective instead of the physical examples above. Johari Window activities address a particularly useful aspect of change, i.e., self-awareness and exposure to other people's impressions of self.
charades icebreaker (session warm-ups, icebreakers, creativity, alternative sources of ideas and inspiration)
This icebreaker or exercise combines the traditional charades party game with thinking about work/management (or any other) principles, the central themes and meanings within them, and the value of using non-verbal themes ('vehicles') in conveying an idea, concept, etc.
The activity is relevant for any group with roles or interests in training, teaching, team-leading, coaching, presenting, advertising, marketing, design, and communications generally.
Basically the exercise is for group members individually to think of and then silently 'act out' a song, a film, a book or a play, etc., which illustrates a particular aspect of work, business or management, or any other key message relevant to the group.
The exercise teaches and practises the method of using a vehicle (in this case a book/play/song/film - or other categories if you wish) to convey (and illustrate and emphasize) a message (or a concept or any other important communication).
It's for young people as well as grown-ups, and encompasses many of the 'multiple intelligences' - potentially connecting bodily/artistic/musical with logical/language/interpersonal capabilities.
The task concentrates people's minds on the central message and meaning within their chosen principle, and also prompts thought and discussion about using themes and different media and senses to reinforce or deliver an important message, as distinct from using words alone, which are often not the most powerful or memorable way to convey an important point.
The sequence of the activity is:
- Think of a simple message or rule or principle of management/business/or other relevant function.
- Now think of a book or a play or a film or a song which represents this principle - the 'vehicle' which carries the message.
- Next think how you can act this book/play/song/film silently to the group, using only gestures (as in the party game charades).
- Finally each member is given a minute to perform their charade to the group in turn, while the group has to guess the book/play/song/film, and (not so easy) the principle that the 'vehicle' represents.
The task also demonstrates the value of using simple clear themes and communications - especially non-verbal signals - that an audience (staff, customers, or any other target audience) can readily relate to and recognize, without the need for lots of explanation and description.
If necessary brainstorm and agree the rules for charades, or prepare a rules sheet and issue it, so that everyone has an equal chance for the charades stage of the activity. Here is wikipedia's charades rules. You can use a much shorter set of rules to speed up the exercise, since the point of the activity is to think about themes and messages rather than become experts at charades.
You can also award points to group members and to performers for correct guesses of book/play/song/film, and for close and correct guesses of the principles represented.
The activity can be run as a much quicker icebreaker by removing the charades element, and simply asking group members for their suggested themes and vehicles rather than acting them out.
seasonal icebreaker (session warm-up, icebreaker, discussion-starter for virtually any work-related subject)
For groups of between four and twenty people - minimum eight ideally.
Duration of activity is between five and fifteen minutes, although the exercise can be extended if further discussion is warranted, for example if exploring implications of issues arising.
Split the group into four teams.
Draw lots to allocate a season to each team: Spring, Summer, Autumn (Fall), Winter.
The task for each team to identify as many seasonal factors related to and influential upon work/business/sales/customer-service/HR/recruitment/training (or any other function relevant to the group, at the discretion of the facilitator) for their allocated season.
Give a time limit for the task - anything between a minute and five minutes will be okay. Of course you can give longer if you want to make the exercise more challenging and strategic, rather than seeking quick headline points as would apply for a speedy icebreaker.
Organise/facilitate presentations and discussion accordingly.
This extremely flexible exercise encourages and enables thinking and subsequent discussion about how situations, demands, needs, priorities, etc., change according to circumstances (predictable events, trends, etc).
Discussion can be extended to the implications of the identified effects and how to deal with them.
The principle - using seasonal perspectives - obviously focuses on seasonal factors, but can be used to emphasise the need for awareness and adaptability in management, planning, self-motivation and awareness, etc., in relation to all types of changes in causal and influential factors.
The more we think about what is likely to happen, then the easier we can plan, and the fewer surprises we have.
dice exercise (sales planning, marketing, sales strategy, selling effectiveness, time management, maximising your productivity)
This is a quick simple activity for a meeting or training session. The activity illustrates some important lessons.
Approach a salesperson (or person with similar responsibilities) with a handful of dice. Hold out the dice, handing just one to the person. Avoid encouraging them to take the other dice.
Then ask them to throw six 'sixes' in thirty seconds to achieve success or win a small prize, while you (as the facilitator) continue holding the remaining dice in your open hand.
Expect the thrower to build up to frenzied activity as you count down the seconds aloud.
Some succeed, some don't. The lessons of the exercise are in the review.
The learning points are:
- The chances of hitting sixes increase with the number of throws - a big part of selling is a numbers game, in which percentages and ratios are significant. So why not throw quickly from the start to increase your chances? Why wait for the deadline to increase energy levels?
- The thrower could have asked for more dice. (As the facilitator explain in the review that you would have given them more if asked.) Obviously the more dice being thrown, the more sixes are likely to appear. We can expand our range or opportunities by simply thinking how to maximise our effectiveness at the outset of a task. We can ask ourselves (and others) when we approach a new project - What other ways and potential exist? For example, working together in a business to look for cross sales for other departments. And looking for additional distribution methods and market sectors, which can also dramatically increase potential.
- Also, (prior to the exercise) the facilitator can doctor some of the dice to have an extra six. The facilitator keeps the doctored dice among those retained in the hand. Use correction fluid to make extra dots - fours and twos easily convert to sixes. These doctored dice represent the availability and neglect of methods which offer better returns than the initial assumption, or 'received wisdom'. This demonstrates the value of research, and perhaps testing, of methods and targets which produce a better rate of success.
You will uncover more examples related to your own situation which will arise from this powerful yet simple little exercise.
Chiefly the exercise is for sales people, but can be used for anyone with responsibility to plan how to use their time, and especially how best to direct their efforts in order to maximise results and rewards.
Anyone with average skills can easily out-perform the most skilful operator if they target their effort more strongly and effectively.
Success does not only depend on what you do. Success depends mostly on where and how determinedly you do it.
Note: Technically 'die' is the singular for dice, and dice is the plural, as in the famous expression 'The die is cast', which is an interesting item of trivia, not least because it is also connected to the expression 'crossing the Rubicon', if people are likely to be interested.
Thanks to R Chapman (no relation), for the contribution of this excellent exercise. Incidentally die is singular for dice not plural, as I ridiculously stated when I first posted this item, (thanks M Burgess).
shoe-wear and foot wear (icebreaker exercise, discussion about self-awareness, different people-types, johari-type development)
Mind and body are connected.
Here are some simple quick questions to prompt thought and discussion about that notion. The activity is useful as an icebreaker especially because it is active and usually humorous.
Look at the backs of the heels of your shoes. Do you wear your heels down on the inside or the outside, or in the middle? Is the wear the same for each foot?
To what extent is there a relationship between our personality and the way we walk? And additionally (or alternatively), how does our footwear reflect us as individuals?
Discuss with other people your and their reactions to these questions.
The facilitator can organize the groups, feedback, discussion, etc., to suit the situation. The Johari Window model is helpful in explaining the value of self- and mutual-awareness.
Discussion can be developed in various ways. 'Nature versus Nurture' (genes v upbringing) is often an interesting perspective when considering what makes us the way that we are. Also, the subject of our feet has several strong emotional and cultural connections, which can raise interesting questions about human behaviour and feelings from various angles.
Other ways to develop ideas about mind-body connections, for self-awareness and awareness of other people; types, personalities, styles, attitudes, needs, etc:
- graphology (handwriting analysis) - including self-assessment instrument
- multiple intelligence theory and learning styles - also including self-assessment instruments
- personality theories - within which the four temperaments is a great introduction which everyone can relate to
- self-hypnosis/visualisation exercise - adapt the format to suit your purposes
- stress management - many mind-body aspects
- and for young people especially - fantasticat
N.B. Given the nature of this subject, the facilitator should consider any potential discrimination implications.
how many 'f's?... (icebreakers, assumptions, checking details, the mind plays tricks, seeing is not always a basis for believing)
A quick puzzle with various uses.
See "How Many Fs?" on the puzzles page.
'a senseable friend' cards activities (icebreakers, problem-solving, creative thinking, hidden issues, johari, etc)
I rarely pick out a product on these pages but this one warrants inclusion because it's so different and appealing.
Developed by Peter Middleton, 'A SenseAble Friend' is a pack of 81 triangular cards, each carrying words or phrases designed to provoke and enable reactions, thoughts or discussion.
The cards can be used alone, or by a facilitator with a group, and as with other activities teams of three work well.
The cards can be used in a quick free-flowing and spontaneous way for activities such as:
- uncovering hidden issues
- johari window-type development, e.g., developing mutual awareness among teams
- exploring needs and priorities not revealed in normal discussion
- a basis for observation of people - for facilitator, team-leader, or among team-members
- exploring and developing relationships
- personal reflection, thinking outside of the box, breaking free, etc.
The approach, explained via simple and flexible instructions, is highly intuitive, and yet is effective with process-oriented folk as well as with intuitive types. From personal experience I can vouch for the strange power of the cards, which definitely seem to tap into the unconscious in ways that conventional development systems and methods do not.
The product would be an excellent addition to a facilitator's toolkit, or simply keep a set on your desk. Trust your unconscious - ideas will echo and return in ways you might not expect.
See Peter Middleton's A SenseAble Friend.
(My thanks to Soleira Green for drawing my attention to Peter and his concept.)
Why 81 cards?...
The design evolved from study of scientific, psychological, theosophical and spiritual teachings.
In our lives, contrast, or 'natural paradox' is always present. The opposites in us exist comfortably at the same time. They do not need 'fixing'; they exist to provide clarity. Some relate this to 'duality'. Jung's theory, for example, offers some explanation, among other ideas like yin and yang.
To give meaning to these opposites and decide who we, we need a third element: consciousness.
Aside from this three sided model, our lives can also be represented in terms of four perspectives: physical, psychological, spiritual and divine.
The 81 cards evolved to reflect this structure of three to the power of four (3 x 3 x 3 x 3 = 81).
There is more to the design, but this essentially explains
why there are 81 cards.
'sell a region' diversity game (diversity awareness, teambuilding, presentations, research, understanding other cultures)
For group sizes of nine and upwards ideally. A group of eight split into four pairs is probably the minimum. Whatever, split the group into the teams you'd like to work together. Team sizes can be between two and five people. Teams of three generally work well. For larger events bigger teams will work well, subject to finding roles for everyone. Consider the total presentation time available and the total group size to arrive at optimum size of teams.
For example - three teams of three would be fine for a small group event, or ten groups of five would be okay for a conference. For groups of more than 50 you can devise supporting roles (coordinator, props, equipment, MC, scheduler, creative, etc) within teams to enable bigger team sizes.
This activity requires that people are given time before the event to research and prepare. It is possible to run the exercise in a 'lite' version by offering research facilities at the event, but the benefits of the activity are much increased if people and teams have the opportunity to discover information.
The exercise can also be adapted for individuals to work alone, and could potentially be used in a group selection recruitment event, in which case group members people should be given time for research and preparation before the presentation day. A smaller group size, say four or five people, is viable for the exercise if based on individual presentations.
Having determined the teams, allocate a part of the world to each team (logically relating to the regions/countries that chiefly feature in your diversity issues) - or invite the the teams to choose their own countries/regions, subject to your guidelines and situation.
Each team's task is to prepare and then deliver a team presentation 'selling' their region to the group or conference, imagining the audience to be seeking a holiday home or the holiday of a lifetime.
Team members are responsible for researching and preparing the following aspects for their presentation. The number of aspects is variable and at the facilitator's discretion, and should ensure there is sufficient for each team member to be involved:
- leisure and sport
- history and culture
- food and drink
- places to visit
- language and custom
- industry and commerce
- transport and travel
- people and places
- connections with other parts of the world
- amazing facts you never knew about (the region/country)
During the presentations, for which you should issue appropriate timescales, the members of the conference or group vote on the best presentations according to pre-announced criteria (examples below), and as an additional incentive you can ask each team to buy a prize (representing their region up to a stipulated value, depending on your budget.
The winners of each category can choose their prize from the pool.
Awards categories examples:
- overall Wow! factor
- presentation style and quality
- star presenter
- specialist categories according to above presentation criteria, e.g., best historical item, best entertainment item, best amazing fact, etc.
The activity offers lots of flexibility for adaptation to suit your particular circumstances and development aims. It challenges people to discover new positive things about other parts of the world, to work in teams, and then to share their discoveries with the group.
A neat addition to the exercise, if the situation allows, is to appoint some team members as roving 'cultural advisors' to other teams if among the group you have people with background or knowledge in the allocated regions, and if you are very clever you could actually select and allocate the regions with this in mind. To achieve a competitive balance each team should be able both to offer an adviser and to benefit from the help of an advisor from another team.
This exercise can also be adapted to provide a more modern and meaningful interpretation of the desert island or plane crash stranded survival exercise, which essentially encourages group members to identify resources and to formulate a plan of action.
To do this, adapt the presentation instructions thus:
Purpose of the presentation: to identify a plan for surviving and thriving on a personal or business level (in your allocated region/country).
This obviously does not carry the aspect of desperation present in the traditional 'stranded' exercise - instead it gets people focusing on real issues of diversity and personal challenge in a more useful sense.
animal perceptions exercise (self-awareness, team discussions and mutual awareness, johari-type development)
This is a simple, enjoyable and thought-provoking activity for workshops and team-building. This exercise should be positioned as mostly fun and to prompt reflection, discussion, etc. It is not to be presented or used as a scientific assessment of personality or attitude, and certainly not as an assessment of good or poor skills or temperament.
I am grateful for its contribution by Shwetha Singh, a post-graduate in psychology, Punjab University, India.
Ideally start the activity with some discussion about how other people affect one's own self-perceptions - for example:
"How do significant people in our lives affect the way we perceive ourselves?"
This discussion should prompt people to think about their own self-perceptions.
Next, ask group members individually to rank the animals below in order of their personal preference.
|Lion Dog Parrot Elephant||Rank these animals 1, 2, 3, 4 in order of your
preference or liking for them.
Write down the order.
You can keep your list private if you wish to.
There are no right or wrong answers.
Group members do not need to reveal their chosen order, but may do so if happy to in the subsequent discussion.
When group members have decided and written their list of the four animals in order of preference, you can then reveal the key for interpreting the results.
You must emphasise that this is mostly for fun and to stimulate reflection and discussion. People may keep their preferences and interpretations private if they wish.
|Key to Order and Animals||Dog||Lion||Elephant||Parrot|
|1||How you want others (significant people in your life) to perceive you today.||friendly, faithful, loyal, supportive, protective, dependable, reliable, trustful, trusting, solid, keen, hard- working, loving||dominant, fearsome, independent, decisive, proactive, isolated, aloof, leading, critical, objective, detached, focused, fearless||tolerant, passive, cooperative, respected, big, strong, controlled, calm, indomitable, revered, wise||lively, fun, free- spirited, sociable, amenable, popular, attractive, cheerful, passionate, spontaneous|
|2||How you believe you are actually perceived today by others.|
|3||How you'd like to be perceived by others in the future.|
|4||How you actually truly want to be - without influence of what other significant people in your life feel and think about you.|
Some discussion points:
- To what extent do we shape our self-image and aims according to the influence and opinions of other people?
- To what extent do we understand how we are actually regarded by others?
- To what extent does what other people think of us matter?
- Should the influence of other people today affect what we seek to be in the future?
- If you could list different animals - or substitute people/role-models instead - what would the list be and what might it tell you about yourself?
- Whether the exercise produces accurate results is not the point - the point is to encourage thinking about who we are and who we want to be, in more depth than we normally consider these things.
- The Johari Window model is a useful reference for this exercise and surrounding discussions.
Underpinning theory and further reading if desired: Carl Rogers' ideas about Ideal Self and Real Self, and Sigmund Freud's theories, notably relating to animal personalization and influences of significant others (people in our lives).
I am grateful to Shwetha Singh for the contribution of this exercise and assistance with its adaptation. This exercise is not presented as a validated or scientific instrument. Please use it carefully.
listening games (listening, interpretation, understanding, speaking, creativity)
Exercise 1. First here is a quick self-contained ready-made listening exercise (ack Claire Leach) which focuses on listening only.
Exercise 2. The activity which follows is different to the ready-made game above - it enables a group to devise their own exercises and therefore includes aspects of creativity and team working in addition to listening.
This second exercise is an activity idea chiefly for demonstrating and developing listening, understanding and interpretation abilities, but also for general communications and creative and competitive team working.
Split the group into two or more teams of up to five people per team. Split larger groups into more teams and adapt the exercise accordingly - it's very flexible.
Each team member (or a given number of people per team) must read out a passage from a newspaper or other suitably detailed text to the opposing team or teams.
Rotate the reading around the teams in turn rather than have each team perform all its readings one after the other.
Teams must listen to the readings so as to answer questions later, posed by the team asking the questions. Taking written notes while listening is optional at the discretion of the facilitator. If useful and relevant to the skills required then include this aspect.
When all the passages have been read, each team must then devise and ask the other team 5/10/20 questions in turn about the passages they've read.
Optionally the questions can be devised before the readings, which makes the listening challenge easier since there is no interruption or distraction between the readings and the questions.
The winning team is the one to answer most answers correctly. The facilitator can award bonus points for answers which demonstrate particularly good interpretation of the subject matter included in the readings.
Adjust the many variables of this activity to suit your situation, notably: structure teams number and size, number of readers, length of passages, number of questions, etc., according to time and group size, and level of difficulty required.
Here's an example:
- group of 10
- two teams of 5 people
- 3 readers per team (self-appointed by teams)
- passages to be max 100 words or 30 seconds
- 5 mins allowed for teams to decide passages (newspapers contain ideal content)
- 3 mins total time for reading the six passages
- 5 mins for teams to construct 5 questions based on their passages
- 5 mins to ask and answer 10 questions, 5 questions each team, asked/answered alternately one from each team
- winning team is team with most correct answers/points including bonuses
- total time including set up, excluding review and discussion, about 30 mins
The activity format can be varied too, for example breaking the questioning and answering into two different sections, so that teams have a chance to work on their answers, which adds the extra difficulty of noting or remembering the questions properly too.
Introduce more fun or additional technical aspects by issuing amusing or obscure or very specific reading material.
money exercise (ice-breaker, talking point, focus on observation, taking things for granted, noticing things right in front of us)
This is a quick and very easy ice-breaker or scene-setter.
Everyone uses money - notes and coins - most days of their lives. Coins and banknotes are a part of our lives, and yet like other vital and ever-present aspects of our lives, their familiarity and constant presence cause us to ignore their details.
The same can be said of our friends, our families, colleagues, our own bodies, the world around us. We go through life taking it all for granted, and only miss something when it is gone.
To illustrate the point ask people (individually to write down) how many designs they are aware of on a pound coin. In countries other than the UK choose a suitable equivalent coin or banknote which has many variations.
Then ask people to look in their pockets and purses (manbags?... the world is changing, another story..), and show and tell as a group how many actual different pound coin designs exist. You will be surprised.
Arguably no harm comes from failing to appreciate the detail, variety and subtlety and purpose of all the designs of our coins or banknotes, but could we pay (pun intended) more attention to the detail, variety and subtlety that exists in other aspects of our world - people especially?
The world opens to us when we become more open ourselves to what and who are in it - then we see more clearly the opportunities and bigger priorities we might have been ignoring.
Ask the person next to you: "Tell me something important about you that I don't know." Again you will be surprised.
With a little effort we can see and enable more to happen, or we merely continue (quite understandably) to focus on our own very narrow priorities and view of the world, which when we take a wider view often don't seem to be so important after all.
The picture shows nine of the pound coin designs. How many others can you find? What do they denote? There are fourteen in circulation (as at 2007). See the Royal Mint pound coin page for full details.
For more supporting trivia and information about (mainly British) money see the money history and slang page.
conkers and acorns activities (various themes for discussions and exploration)
A seasonal activity if ever there was one. These ideas are more for young people than for grown-up work environments, although for some there will be connections with work issues. Usefulness and effectiveness will partly depend on openness to intuitive learning and exploration. Various exercises and opportunities arise from these fascinating fruits, for example:
- Take the group outside to the local park and have them collect conkers and/or acorns. Fresh air and a nostalgic revisiting of simple childhood fun is good for the soul. Be careful if the (big) boys want to throw big sticks up into the trees.
- Trees are very spiritual and symbolic of many modern issues and challenges, and can be used to prompt all sorts of discussions and ideas. Time, maturity, age, seasons, growth and rest, converting energy and fuel (sun, rain, soil minerals) into life and beauty, design, balance, quality, etc.
- Ask people to close their eyes, think and then explain their associations and feelings triggered by (physically holding, handling) conkers or acorns. The real thing is far more sensory and emotive than a picture. This illustrates the power of the subconcious and unconcious mind, which is very relevant to our behaviour, as featured in personality, NLP, and Transactional Analysis, for example. For many grown-ups it demonstrates the deep-rooted feelings anchored in our childhood.
- A good old-fashioned conkers competition. You need a drill and string. Goggles and health & safety disclaimer as appropriate. Have the group design the structure of the competition so that all stay involved from start to end.
- Explore/develop the selection and preparation of the most competitive conkers. Old conkers are the best. Drilling produces a stronger hole than forcing through a nail or an awl, which creates weaknesses liable to split. Does vinegar really work? Apparently softening with moisturiser works better..
- Write the rules of playing conkers so that an eight-year-old would understand them.
- The pros and cons of regulations in proper competitions which forbid the use of personal conkers. How do rules affect the nature of the competition and the appeal to potential contestants and audiences, in turn affecting the 'market' development?
- Cultural/diversity discussion - Conkers and acorns have strong British associations. What are the equivalents in other regions/cultures?
- Acorns symbolise growth and potential: "Parvis e glandibus quercus" - Tall oaks from little acorns grow, is the old anonymous Latin saying. What other imagery and analogies are associated with trees?
- What are the origins of the words? - chestnut (from Greek 'kastanon' - not the modern English words chest or nut), conker (probably from conch, meaning shell, because apparently early versions of the game were played using snail shells, and/or associated with the word conquer) and acorn (Old English different spelling 'aecern' evolving into modern form by combination of 'ac' meaning oak and 'corn' meaning kernel as in nut - sources Chambers and Cassells).
- The design of the conker and its prickly casing are a marvel of evolution. Why is it like it is? Why is the acorn like it is? How did that funny little cup arrangement evolve? When we think about the function of fruits we can imagine how they evolved their amazing designs. What can we learn from nature's evolution and design that might be transferable to organizations and society? To what extent should we encourage and enable design and evolution of organizations and policies and systems via external influences (customers especially) rather than internal arrogance and guesswork?
- Conkers (horse chestnuts) are not to be eaten by people, yet they are safe for certain animals, including horses. The North American Indians used a lot of acorns in their diet, yet acorns are poisonous to horses. How did that happen?
- Extend the exploration to sweet chestnuts, which of course are very tasty roasted or toasted under a grill and rather easier to prepare than acorns.
- Or find the best propellors from the sycamore/maple trees. You'll discover a lot more in the park. Maybe combine with a visit to the swings. (See the quickies below). Or just go feed the ducks and the squirrels. Beats spending your lunch-break at your desk any day.
competitor-partner exercise (competitor intelligence, competitor research, different perspectives, seeking and finding positives and opportunities instead of difficulties and threats - choice over instinct - collaboration rather than conflict)
The assumption is normally that a 'competing' organization or person can only ever be a competitor and a threat, to be attacked, defended, undercut, or beaten or fended off in some way.
Such tendencies commonly stem from instincts which give rise to basic human survival behaviours like: tit-for-tat, retaliate before being attacked, to see threats rather than opportunities, and to defend rather than expose our own vulnerabilities, etc.
There are good reasons however for taking a more modern rounded collaborative view of people and organizations that operate in our personal or business space or field or market.
The first law of cybernetics explains a crucial benefit resulting from considering and choosing our responses rather than defaulting to instinct (or worse still defaulting to the assumed or inherited instinct of others, or convention, tradition, status quo, expectation, etc).
Much energy is wasted developing and implementing competitive strategies, which often can either be avoided altogether (because the threat is vastly lower than believed) and/or which can better be channelled into collaborative partnership strategies (which can produce far better outcomes for all concerned).
This exercise (which can be simplified or extended) encourages a more sophisticated approach when responding to organizations in markets (or people within work teams) normally viewed as competitors or threats.
Split the group into teams or pairs or individuals as appropriate for your situation.
Allocate or ask the participants to identify an organization (or group, but can be a trend or a development) that they consider to be a competitor or threat. In certain situations choices can be kept private, for example where the exercise deals with people and relationships.
Validate the selections (in light of the remainder of this exercise, so that the subjects are relevant and helpful). Obviously this is more appropriate for commercial competitor situations. Where the exercise is used for private personal relationships just ask people to double-check themselves that they have chosen a suitable subject.
Ask people to think carefully about their chosen person/organization, according to the factors in the appropriate grid below (the grids are different for organizations and people), and particularly to cast aside all assumptions and historical beliefs and practices.
The factors can be adapted according to the circumstances, and for more complex situations (notably commercial competitor and market analysis) can entail quite detailed research (separate from the session, or part of the session, depending on the time available and local situation).
Essentially the exercise weighs the pros and cons of each factor from the perspective of competitor and partner.
Emphasise to participants when making the assessment to look continually for a fit between the other organization and their own situation and capabilities and needs.
You will often be surprised that there are far more reasons to collaborate than to persist with habitual aggressive or defensive competition strategies and responses.
This is the age of collaboration. We can all benefit by checking old assumptions.
market competitor/partner grid
|as competitor?||as partner?|
|offering (products, services, added values, people, strategic, philosophy, ethics, culture, range, USP's, price, quality, approvals, licences, reputation, gaps and needs, innovation, brands - others..)|
|territory (markets, countries, cultures, demographics, penetration, share, coverage, franchise, geography, area, dominance, trends - others..)|
|connections (distribution, routes to market, communications, comms technology, ITC, inbound and outbound, advertising and promotions, PR, lobbying, export import, partners, suppliers, regulatory, international,|
|scale and size (resources, expanding, declining, size strengths and weaknesses, growth aims, ownership and funding, debts and gearing, cash and liquidity, acquisitive, divesting, adaptability, speed - others..)|
|totals/summary or overview - various ways to score/summarise - for example a point for each significant issue noted, or simply assess the weight and amount of comments in each column|
- Using colour can make the exercise more intuitive and the results easier to see, for example use green for pros and red for cons.
- If developing strategy in relation to a single major 'competitor' you can have the whole group work on one big grid, using post-it notes or similarly ingenious display method - in which case allocate parts of the grid to teams or pairs to work on. Or have two teams - one work on the pros and the other the cons; or four teams or pairs, each working on one of the four factors.
people and team relationships grid
The competitor-partner grid can also be adapted to help people or a group explore team and group relationships and ways to work together rather than to compete and conflict.
Again the emphasis should be on finding a fit between oneself and the other person - in terms of strengths and weaknesses, personality and styles, mutually supporting aims, experience and aspiration, etc.
If running an open shared exercise ensure anyone subject to the analysis is present and agreeable, and ideally participating constructing their own grid featuring another member of the team.
The tool can of course also be used as a private personal reflective instrument, in which case the findings are to be kept private and personal. It is not appropriate for a group to discuss and analyse a person who is not present and agreeable to the exercise.
Add other lines as appropriate. Allow and encourage people to adapt and develop the format to suit their situations. The aim is to find points of mutual support and compensation. Everyone is good at some things and not so good at other things. We do best in life when we help people where they are not strong, and this enables them where possible to help us where we are not strong.
Other relevant concepts:
prisoner's dilemma (related to collaboration v aggression, game theory and win-win strategies)
personality perceptions relationships matrix (based on the Four Temperaments/DISC model)
© competitor-partner grid concept alan chapman 2007
questioning games (to demonstrate, teach and practise the difference between open and closed questions)
Many people habitually ask closed questions when they want to gather information and encourage the other person to talk, instead of using open questions.
Here are some scenarios to use with groups in demonstrating the effectiveness of open questions, and the ineffectiveness of closed questions, for gathering information efficiently. Use your own alternative scenarios if more appropriate to your situation.
In each case state the scenario to the group, and then role-play or ask for closed questions by which the group must gather all the facts or solve the puzzle. This is neither easy nor efficient of course. Then ask for suggestions of open questions which will reveal the information or answer most efficiently.
Scenarios (numbers 2 and 3 are lateral thinking puzzles suitable for questioning exercises):
1. You are seeking to rent a holiday cottage in a particular area (say Cornwall, or whatever). The newspaper has one advert in the Cornwall section, stating merely: 'Holiday Cottage For Rent' and a phone number. Role-play your phone call to discover if the cottage is what you want, using closed questions only. (If helpful, brainstorm a long list of typical requirements beforehand.) Similar exercises are possible using other sale/hire/services scenarios, e.g., cars, houses, party/wedding venues, coaching, clubs, etc.
2. A class of twenty-five children is invited by their teacher to share a bag of exactly twenty-five sweets. After the share-out all the children have a sweet but one sweet remains in the bag. How is this? Instruct the group to ask closed questions to solve the puzzle. (The answer is that last sweet was taken away in the bag.)
3. Two electric trains were mistakenly routed onto the same track in opposite directions into a tunnel. One travelling at 200 mph, the other at 220 mph. Each train passed successfully through the tunnel and was able to continue its journey without stopping or colliding. How so? Instruct the group to ask closed questions to solve the puzzle. (The answer is that the second train entered the tunnel several minutes after the first one had left it.)
Use or adapt your own puzzles and scenarios as appropriate for the audience.
You can also vary the way that the group asks questions - in turn, one-to-one with observers, in pairs, etc.
Here is some explanation of the use of questioning in a sales training context, as typically found in a traditional selling process. Questioning of course features importantly within coaching, counselling, interviewing, investigating, and many other disciplines, so adapt the explanation to suit your needs.
Use the poster of Rudyard Kipling's 'six serving men' verse to help explain and reinforce the best way to ask open questions.
You can also extend this activity to develop the way that questions are structured and asked (style, emotion, tone, body language, use of words, etc), in which the Mehrabian theory is a helpful reference.
For help with enabling powerful facilitative questioning see Sharon Drew Morgen's Facilitative Methodology.
(My thanks to Sarah Phillips for this activity idea.)
diversity quiz game (for diverse groups, mutual understanding, empathy, diversity training)
Here is an easy exercise which makes use of the quiz format to teach and improve people's response to diversity issues.
The activity is for diverse groups (mixed age, race, gender, religion, and/or other types of people), but the exercise will be useful for groups of apparently less diverse nature too. Diversity is not just about race and religion - diversity entails all aspects of what makes people different, which can be found in any group of people, even if initially the group seems not very diverse at all.
The exercise is basically for the group members to create a diversity quiz by contributing questions individually (or working in pairs or threes depending on overall group size), and then for the group as a whole to take the quiz (or in the same teams).
This process enables discovery of real practical local diversity issues, instead of assuming and announcing what they might be.
If appropriate first brainstorm and/or discuss and agree/explain what diversity means.
Here is a suggested description. Adapt it or use your own explanation to suit the situation.
"In a social or work context diversity means difference and variation among people. This difference and variation can be characterised by race, gender, age, religion, physical shape and ability, social class and background, personality and ability: any, some, or all of these. Organizations which make the most of the natural diversity in their staff, customers, suppliers and other partners, have a huge advantage over organizations which fail to do so. Making the most of diversity in staff and other people - often called inclusiveness - increases the depth and range of behaviours and capabilities (also skills, knowledge and styles) that the organization can call upon in meeting the needs of the increasingly diverse market place. Recognising diversity in the market place effectively increases the size of the market. Failing to acknowledge diversity within and outside the organization reduces capabilities, causing the organization to be less appealing, and to fewer people, and in some cases creates organizational liabilities for litigation under discrimination laws. Failure to recognise and respond to diversity often equates to discrimination and is regarded by fair-minded people as unethical."
Here is the instruction to group members to create the quiz:
1. You have five (or 10 or 15) minutes to formulate one (or two or three) quiz question(s) and answer(s) for a diversity quiz. You must do this individually/in pairs/in threes.
N.B. Timings, numbers of questions and team size depends on the size of the group, for example: work as individuals for group sizes up to 9 people; in pairs for groups of 8-24 people; or in threes for groups of 15 and above. Very large groups should be spilt into sub-groups with appointed facilitators. Consider time available and number of questions needed when deciding your parameters for the activity.
2. Tell the group: when formulating your questions and answers think about subjects that are significant in reflecting or influencing how you, and people like you act, think, behave, decide, etc. Questions can be about anything - history, lifestyle, culture, media, travel, geography, finance, food and drink, language, politics, leisure and entertainment.
3. For the effective running of the quiz, questions must be clear and easy to understand, and have clear short answers - facts, figures, etc., not subjective personal opinions that might be subject to wide interpretation.
4. One of the ironies of diversity is that we all tend to assume that people who are different to us understand how and why we think and behave the way we do. We take for granted the way we are, and expect others to sympathise with us, and to see things from our viewpoint. This starts with the simplest aspects of our lives. Therefore in formulating helpful diversity quiz questions and answers, do not strive for complex concepts. Keep it simple, and you will be surprised how revealing and helpful this can be.
5. Hand the formulated questions and answers to the facilitator, who can then run the quiz for the whole group using all questions. The quiz can be run for people competing as individuals or in the same pairs or threes which formulated the questions.
A useful reference model for this activity is the Johari Window. The diversity quiz exercise seeks to enable people to increase what others know about each other, which is at the root of inclusiveness and making the most of diversity.
The Multiple Intelligence model is also a useful reference model for considering people's different strengths (to avoid assuming that there is only one type of intellectual capability), and the Erikson life stages model is also helpful in considering age and upbringing issues.
questions examples, and adapting exercise into survey
The questions and answers should be simple - everyday things that we all take for granted, except when it comes to other people, which is the point. Most obvious examples relate to geographical/cultural facts relevant to people's own native/place of birth/parents' country.
- national holidays
- capital city
- ruling party/government/leaders/opposition parties
- national sports/hobbies/pastimes/music/dance
- beautiful regions/scenery weather/seasons/climate
- wild animals/birds/trees/plants
- national flag design/national anthem/national history/independence.
Other diversity issues questions/areas to explore:
- disabilities and personal physical/mental differences
- age/generational factors and lifestyle/behaviours/preferences
- gender/sexuality differences
- multiple intelligence issues (see Gardner model and test for useful context) - respecting each other's strengths and weaknesses, preferences and aversions, fears, etc
- home life attitudes and received/conditioned/inherited views/attitudes - exploring cultural aspects of parental influences.
Developing quiz questions need not be the most important aspect - it's the discussion and exploration on the way that also holds great potential for mutual understanding, especially in a diverse group.
The outcome or ostensible 'aim' of the activity can therefore be altered accordingly - maybe not a quiz - maybe 'ten amazing things I never knew about my group', or 'ten amazing things my team partner(s) and I never knew about each other'..
The concept can also be adapted into/started with a survey - when the group goes out into a busy public area to ask people: "Could you tell me a simple fact about your culture/country that could make a good question and answer for a diversity quiz? (Explain if required: Diversity is understanding and appreciating the differences between people)..."
If you run the exercise and produce some questions do let me have them to share on the website.
Please send me quizzes created using the above exercise to share with others, or post them onto the Businessballs free publishing Space.
causes and solutions exercises (discussion or illustration of problem-solving, dispute resolution, crisis management and avoidance, solutions-focused thinking)
Quick and easy to set up, and very adaptable for all sorts of training and development purposes, this exercise is based on the following simple principle:
Ask individuals or pairs or threes (or a larger team with guidance as to team for leadership) to identify an example in a newspaper of some sort of dispute or conflict, and then to analyse the causes and solutions.
Ask people to adopt the view of a mediator. Suggest or brainstorm some pointers to help people approach the task, for example:
- What helpful facilitative questions could be asked of the parties involved to work towards a solution?
- What might be changed in the methods or attitudes or structures of the situations in order to prevent a recurrence of the problems?
- How does each side feel and what are their main complaints, feelings, needs and motivators?
- To what extent could the problem have been averted or predicted, and if so how?
- How can others learn from the situation?
Discussion and presentation format and timings are flexible and at the discretion of the facilitator.
Save time if needs be by highlighting suggested articles in the newspapers.
Refer delegates to relevant management or behavioural theories and models, and/or ask that delegates do this when they present/discuss their views/analysis.
quiz public survey game (research, communications skills, appreciating the knowledge other people possess, human engagement, fun)
This is a simple twist to bring any quiz or question to life, and add a wonderful dimension for developing and demonstrating the power of successfully communicating and engaging with other people.
Split the group to suit you (teams, pairs, or threes probably best). Decide rules, timing, presentation, discussion, review, etc., to fit your situation. All this is flexible.
Take any quiz or series of questions, or one big difficult question. Issue it to the teams (or pairs, or individuals, etc).
The task is to go out and engage with the general public to find the answers.
Introduce variations to suit your situation.
For example if working with competing teams you can arrange that each team has a 'shadow' or observer from another team to ensure no cheating, and also to give observer feedback in any reviews that happen afterwards. (If appropriate brainstorm the review points prior to the exercise with the group - it's easier and better than you doing this by yourself.)
You can also define certain areas or places for the teams to go (shopping centre, pubs, library, old folks home for example), although take care to ensure no nuisance is caused.
State clear rules for the use of phones. Purists might argue that they are not allowed at all, which is fine, but there is no problem allowing an element of phone research if it fits the group roles/preferences and development situation.
There are lots of quizzes in the quizballs section, including many with interesting varied content that would suit this exercise.
Or make up your own questions or subjects for the teams to research among the general public, for example:
- List the last 20 prime ministers/presidents in correct order.
- List all the county towns/state capitals.
- Name all the Big Brother winners in order.
- What's the history of the local town?
- Who are the most famous people born locally?
- What are the five most liked corporations, and what are the five least liked corporations?
- Who would win an election if one were called now?
You'll think of lots more ideas.
bin toss game (warm-up, tea-break activity, competitive exercise, exploring competitiveness and motivation)
Adapt this simple idea any way you want. There are lots of potential variations. A horse-shoe table layout (U-shape) or a ring of tables or a square with a gap in the centre are well-suited to this idea. 'Cabaret'-style layout will also work provided the position of the waste bin target(s) is arranged fairly.
You can probably guess already...
Position a waste bin or basket on the floor or on a table centrally between the delegates.
The winner or winning team is the one to throw the most balls of paper (or any other suitable objects that the facilitator decides) into the bin.
Obviously specify a method of identifying who threw what.
Variations on the theme are for example:
- Design a personalised or team brand or logo for each sheet rolled and tossed.
- Different coloured paper.
- Paper rockets.
- Only one sheet allowed - how many tiny balls can you get in the bin.
- Time limits. Limits on amount of projectile materials.
- All throw at once, or take it in turns.
- Business cards - float or spin.
- Coins, coloured rubber bands.
- Pairs, threes, teams.
- More than one bin with different point values.
- Ice buckets and dustbins.
- One bin per team with point deductions for opposing team missiles successfully deposited.
- Write a letter on each sheet before tossing - words must be spelled from bin contents.
- Pairs, or threes or teams to devise a party game based around the bin toss idea - then demonstrate and sell it to the group.
You'll think of lots more..
When you have why not publish them on the new Businessballs Space?...
bricks in the wall exercise (aims, goals, objectives, steps - for new years, new beginnings, changes and planning, making dreams into reality)
This is a simple exercise for goal-setting and making changes. The ideas are relevant for calendar new years, new trading years, new roles, teams and projects, and for personal development.
The activity is based on the simple concept that even small aims actually comprise a series of elements which need to be identified, planned, and implemented in correct order.
Achieving aims, goals and changes is like building houses - they need to be understood and assembled bit by bit - like bricks in a wall.
You might start with a vision or dream or objective, but this cannot be achieved in one single move.
A house is not built from the top down or all at once. It starts with a plan - or maybe a vision if the type of house has never been built before - and is then constructed from the foundations upwards, section by section, brick by brick.
Like building a house, any aim or change or objective must be analysed and planned, and then built in a sensible order:
- what will it look like? - describe the vision or end-aim so we will recognise it and be sure it has been achieved correctly
- what are the components? - the causal factors and circumstances? - what needs to be put in place? - physical resources and materials, maybe people too, and intangibles like agreements, permissions, understanding, etc.
- and what is the process for assembling it all? - the steps, sequence, timings, etc.
Using this concept, ask the group, split into whatever teams or individuals that makes sense for your situation, to visualise and then map out - in very simple terms - one of their own main aims for the coming year/period, quarter/lifetime, whatever.
Keep it simple. Resist getting into a lot of detail. Merely seek to explain/reinforce the need for basic structure and sequence and the relationship between cause and effect. This is the extent of the exercise.
The framework is:
- Describe the end-aim - what does the completed change/objective/aim/dream look like? What will it/you be like, feel like, behave like, and what difference will the change make? Is the end aim worth the investment? Is the end aim actually a good and right one? How will you know when it's been achieved, and everyone else too?
- What are the components of this change? The physical things you can see and touch and put a cost to, and the other factors that are less easy to see and to measure? What are the cause-and-effect relationships - start at the end and work backwards - what needs to happen before this, and this, and this, etc.
- What is the sequence and timings of assembling the components, and for more complex changes, what is the inter-relatedness (and inter-dependence) of the components? Certain elements are part of sub-sets or sub-structures that need to be built at the same time alongside eachother, converging at a suitable point. Understanding these connections is very important where a project comprises a number of separate inter-dependent structures. (Imagine how long it would take to build a house if only one trade or activity could be on site at any one time, and imagine how chaotic things would be if these different activities were not planned and joined together at the right time.)
- Finally, having identified the above - in outline terms only - ask people to bring them together as a rough plan for their own particular aim/objective/change, in whatever format people find easiest. (Some people prefer to map out a flow diagram, others prefer a pictorial representation like a house; other people prefer a list; any format is fine as long as it's clear and structured.)
The purpose of this exercise is not to produce a heavily detailed project management plan - that can happen afterwards if required (see the notes on project management for examples of traditional planning formats) - the aim of this activity is to explain the importance of cause and effect, and compenents and process, in achieving aims.
the ampersand game (ice-breakers, warm-ups, demonstrations of learning, thinking, and brain-types, knowledge versus skill)
This simple exercise is a quick icebreaker, or can be extended into something more meaningful. Fundamentally the activity demonstrates that knowing something is very different to doing something. Knowledge is different to skill. The exercise also illustrates certain learning and brain processes, notably relating to retention, practise and repetition, as steps to perfection. Useful reference models would include Bloom's Taxonomy and the Conscious Competence model.
The basic activity idea is very simple: It's basically to draw the ampersand symbol (the 'and sign'). The exercise however can be adapted and developed significantly.
Everyone has seen the ampersand symbol. Most people call it the 'and sign'. It looks like this, in two common fonts, (Tahoma and Times New Roman):
In fact the ampersand appears in a wide variety of wonderful designs; it has provided designers through the centuries with more scope for artistic interpretation than any other character.
The activity is simply to ask people to draw the ampersand symbol - serif or sans serif - or a more stylised version - at the discretion of the facilitator. (Interesting background about sans serif and serif fonts is on the presentations page.)
It's actually not at all easy to draw a good-looking ampersand, especially if team members are not able to see the symbol to copy it.
Knowing and recognising the ampersand equates to 'knowledge'. Being able to draw it - to reliably produce one - equates to 'skill'. Different things. Knowledge we can learn by observation and other sensory input. Skill is generally only acquired from experience, practice, trial and error. This is the heart of the activity.
Where people should draw and present their artwork attempts - and how large and how long is permitted for the effort - is all flexible and at the discretion of the facilitator. People can use a blank sheet of paper where they sit, or alternatively can practise (or not), and then take turns to draw the symbol on a flip chart. Or ask people to work in pairs or threes or even teams, to design their definitive ampersand. Or encourage branding and styling of people's artwork according to a particular theme, which extends the activity beyond the basic purpose described here.
At its simplest the exercise is a two-minute icebreaker. With a bit of imagination it can be adapted into a much bigger activity, if the idea appeals and fits the situation.
The exercise emphasises that we can know something very simply intimately but be incapable of reproducing it properly and expertly - whether a printed symbol, or something more significant. The principle extends to behaviour, style, techniques, etc.
The activity also demonstrates the significance of practice in becoming good at something. The brain must learn how to do it, which is very different from the brain simply recognising and being able to describe it.
Incidentally while the symbol is about 2,000 years old, the word ampersand first appeared in the English language in around 1835. It is a corrupted (confused) derivation of the term 'And per se', which was the original formal name of the & symbol in glossaries and official reference works. More about the origins of the ampersand. Explaining the history can help position the exercise - it took 2,000 years to arrive at today's ampersand designs - hence why it takes a bit of practice to reproduce a good one by hand.
seasonal team games (exercises and activities linked to christmas and other celebrations)
These activities ideas are not only for Christmas. They'll adapt for other seasons and celebrations. Use these activities sensitively. If there's a risk of causing offence then adapt them or avoid them. The ideas are meant to be fun, underpinned by some useful questions and learning. Split the group however suits you (teams, pairs, or threes probably best). Arrange presentation, discussion, review, etc., to fit your situation. The Roman/Greek god theme below has absolutely nothing to do with the activities, but if it helps add an additional creative perspective by all means go with it.
1. Christmas Community Party - You are a think-tank appointed by Bacchus, god of wine, merriment and debauchery. Bacchus has tasked you to devise a plan for staging a free local community Christmas party or event, to include ideas for the type of event, target audience and guests, funding, staffing, venue, marketing, publicity and ideally on-going benefit for the community, and reasons for the funders and event managers to stay involved and supportive. (Specify a community as appropriate, or leave the teams to decide this themselves.)
2. Brussel Sprout Relaunch - You are marketing advisor to Saturn, not only Roman god of the sky, but also with a secondary portfolio responsibility for agriculture (never knew that did you..) Anyway Saturn is very concerned that one of the greatest vegetables ever - the brussel sprout - has struggled to achieve the popularity it deserves, especially among children, most of whom would apparently prefer to eat a bogie or a big mac instead of a good helping of brussels. Your task, should you decide to accept it, is to devise a product relaunch plan for the brussel sprout, including whatever you think would elevate the vegetable to its rightful place as king/queen of all vegetables. Consider the marketing staples: Product, Price, Promotion, Place, and anything else you can bring into play, e.g., endorsement by Ramsos and Olivos, the two-headed god of culinary evangualisation. The world is no longer your oyster, it's your sprout. (Incidentally sprouts smell bad when they are cooked for too long, so education is worth including in your ideas.)
3. 2020 Retail Visioning - You sit on the advisory panel in the service of Argos, Asdos, Morros, Sainsbos, Tescos, and Waitros, the six musketeer gods of retailing, who have been assembled by Zeus and tasked to redefine the developed world's retail distribution model for the year 2020. Consider how, where, what, when and why consumers will be buying, and from whom. Your 2020 vision for retailing does not necessarily have to include the six musketeers, and in some ways it might be more fun if it does not. For instance, Co-opos, god of mutuality has some interesting ideas, as do Amazos, Ebos and Googlos, the gods of change and basically ripping up the rule book.
4. Seasonal Rebrands - You are marketing assistant to Richus Bransos, the emperor of branding, and he's hungry for a sleeping giant of a product to rebrand and relaunch. Your task is to identify a product or service or a proposition of some sort - anything from a chocolate bar to a whole country - which can be rebranded and relaunched for the Christmas season (or any other season as appropriate) to generate bucketloads of wonga for the Bransos Empire and its shareholders. Consider product/service, price, promotion, place, uniqueness and differentiation, distribution, plenty of photo-opportunities for Richus Bransos to dress up as a banana or a silly girl. (Forget brussel sprouts because Saturn is already working on it, and forget ITV because that other lesser god of the sky Rupertos Murderos has already bollocksed that one up right good and proper).
5. Christmas Diversity Project - You are doing a spot of work-experience for Gallupos, god of questioning. Zeus has raised the matter of the Christmas tree in the foyer and the 'Secret Santa' planned for next Friday lunchtime. Gallupos wants you to go forth into the local high street and canvass the populace (or look on the internet) to discover all the different ways that people celebrate Christmas around the world, and for those who don't celebrate Christmas find out what they do instead and when and how and why. Then (optionally) if you've time, try to roll them all together to conceptualise some sort of celebratory extravaganza for all of humanity that will please everyone, and that we might be able to fit into the foyer.
6. Monetary Exchange project - You are special advisor to Soros, god of money, who has been tasked to devise an improved design of coinage and banknotes, which better reflects people's preferences and practical needs. Your responsibility is to suggest design, size, shape, material, monetary values, and any other innovative ideas for a new system of coins and banknotes.
See Quizballs 29 - twenty questions and answers for parties and team games.
cartoon and celebrity role-plays (case-studies, character profiles and scenarios for role-playing appraisals, interviews, counselling, disciplinary meetings, and coaching reviews, etc)
Creating or compiling case-studies, character profiles, and scenarios for role-play training exercises can be time-consuming and difficult for trainers.
This is especially applicable when planning role-plays in training for appraisals, job interviewing, counselling, disciplinary meetings, coaching, etc., when it's important to get people practising and observing techniques and learned skills.
Role-plays produce significant benefits for the participants and observers - and provide evidence of learning retention and comprehension - but giving people suitably interesting parts to play usually requires a lot of preparation. Even given good preparation, case-studies which are too mundane or too close to real work situations can hinder enjoyment and the necessary detachment and focus on techniques.
Here's a way to generate easily and quickly lots of interesting case-study character profiles and scenarios for role-play exercises, which will also be great fun and very enjoyable to use.
Instead of spending ages searching for and developing work-based case-studies, consider using well known characters and situations from the world of news, entertainment and celebrity.
You can also get the group involved in thinking of suitable characters or situations they'd like to incorporate into their role-plays, for whatever work skills you are teaching or seeking to demonstrate.
Certain characters are useful for different sorts of skills development role-plays. Where helpful or necessary also stipulate a situation that relates to the character. Situations related to characters are especially useful in roles-plays for disciplinary or counselling meetings, and for performance reviews, etc. Here are some character examples. You'll be able to think of many more:
- Superman, Lex Luthor, Batman, Catwoman, other comic book heroes and anti-heroes (for mediation roles-plays too..)
- George Bush, Tony Blair, Nelson Mandela, Hillary and Bill Clinton, other politicians
- Characters from Thunderbirds, Wacky Races, X-Men, Star Trek, etc
- Characters from TV Soaps; Eastenders, Coronation Street, Friends, Sex in the City, etc
- Characters from Sci-Fi and fantasy adventure: Dr Who, James Bond, Harry Potter, Bilbo Baggins, etc
- Rupert Murdoch, Clive Thompson, Richard Branson, and other notable corporate leaders in the news
- Cruella Deville, Snow White, Homer Simpson, other cartoon characters
- Tom and Jerry, Roadrunner and Wile E Coyote, (for arbitration role-plays..)
- Madonna, Naomi Campbell, Paul Gascoigne, OJ Simpson, and other controversial celebrity figures
The world of news and entertainment is full of well-known characters and interesting situations that provide unlimited fascinating raw material for role-plays.
Using iconic and famous characters enables participants to relate quickly to the personalities and broad issues. Characters and situations are instantly recognisable and instantly available for all sorts of role-play situations.
Importantly, not having extensive case-study details encourages people to focus on helpful facilitative questioning and listening, and on clear expression and presentation, all of which is central to successful one-to-one communications. Using very broad and powerful characters and situations enables a strong focus on the development of communications style and techniques for both/all participants, rather than getting bogged down in technical work-based content. (If you want to work with bit more detail you can always use biographies or obituaries of famous people, which are readily available on the web.)
It's also a lot more fun role-playing larger-than-life iconic characters than using detailed (and for many, boring) management case-studies.
Fully detailed work-based role-plays of course have a place in the learning and development spectrum, but there are times when something quicker and more stimulating will work better. Not forgetting also the benefit for the facilitator, for whom these ideas enable role-playing activities to be organised without having to spend ages compiling and writing case-study profiles.
obituaries (personal goals, visualising personal aims and potential, identifying personal potential, life values, purpose and meaning)
A simple exercise to lift people out of habitual thought patterns, and to encourage deep evaluation of personal aims, values, purpose and meaning.
For groups of any size. Encourage post-activity feedback, review, sharing and discussion (or not), as appropriate, depending group/teams size, facilitators and time available. Encourage and enable follow-up actions as appropriate, dependent also on the situation and people's needs.
The activity is based simply on posing the question(s) to team members:
"Imagine you are dead - you've lived a long and happy life - what would your obituary say?"
Alternatively/additionally ask the question:
"How will you want people - your family and other good folk particularly - to remember you when you've gone?"
Modern day-to-day life and work for many people becomes a chaotic fog, in which personal destiny is commonly left in the hands of employers and other external factors.
It is all too easy to forget that we are only on this earth once. We do not have our time again.
So it is worth thinking about making the most of ourselves and what we can do, while we have the chance.
Focusing on how we would want to be remembered (who and what we want to be, and what difference we have made) helps develop a fundamental aim or idea from which people can then 'work back' and begin to think about how they will get there and what needs to change in order for them to do so.
Follow-up exercises can therefore focus on 'in-filling' the changes and decisions steps necessary to achieve one's ultimate personal aims.
Most things are possible if we know where we want to be and then plan and do the things necessary to get there.
See the various quotes posters related to life purpose and values, which can be used in support of this activity, for example:
"The great use of life is to spend it for something that will outlast it." (William James, 1842-1910, US psychologist and philosopher)
telephone chatting activities (team-building for home-based staff, telephone skills exercises, remote teams relationships)
Home-based staff and remote teams miss out on the valuable social contact normally available to office-based teams.
Personal interaction between staff (typically chatting and engaging in the canteen, elevator, lounge areas, etc) is crucial for developing relationships and mutual awareness among teams, so if teams do not meet frequently then the leader must devise ways to enable this personal interaction to happen.
Traditional autocratic management discourages chatting between workers because it considers chatting to be a waste of time, but this misses the point.
"You are paid to work not to chat or socialise in the corridor - get back to work.." is actually a very unhelpful management tactic.
The truth is the better team members know each other the better the team performs.
See the Johari Window model - it is a powerful explanation of the value of increasing mutual awareness, and why mutual awareness is central to effective teams and team building.
Within reason, people need to be given every opportunity to get to know each other, and chatting achieves this very well. Chatting develops mutual awareness, and it also helps people feel included and valued. Conversely, if you deny people the chance to engage personally with their colleagues you starve them of interaction that is essential for well-being and life balance.
The internet increasingly enables people to connect through 'groups' and 'social networking' websites, but for many remote or home-based work teams a simple telephone-based alternative can provide an easier more natural process, moreover using the telephone - even for chatting - helps improve telephone skills, especially listening.
A simple way to achieve this double benefit of team development and skills improvement among remote teams is to encourage telephone chatting (within reason of course) between team members.
Here are some ideas for doing this:
- Introduce a compulsory 15 minutes telephone chat-time which each team member must have with every other team member every week. Give no subject or aim other than having a good chat and getting to know the other person.
- Introduce a rota or matrix for inter-team chat telephone appointments - timings to suit workloads - again with no aims other than to have a chat and learn something about each other.
- Introduce a virtual team tea-break or virtual visit to the pub - everyone is in fact by their phone in their own homes or offices (with a cup of tea or a tumbler of what does you good) connected a suitable via telephone conference call - and the tone and spirit of the discussion must be as if the team were gathered around a table in the canteen or at the local pub. There are no aims or intended outcomes aside from having a good chat and getting to know each other better.
- When people are connecting more regularly and the telephone chats are up and running, maybe try introducing a few discussion subjects - not necessarily about work - anything to get people talking and understanding each other better. Maybe ask the team to suggest topics too, and then see where the team wants to take things.
Encouraging and enabling chatting between team members improves telephone communications skills since it involves using the telephone to develop understanding, mutual awareness, empathy and relationships between people. Skills development becomes sharper still if activities are adapted for 'conference' calls connecting several people. Communications skills are placed under greater pressure when the voice is the only medium, which obviously tends to develop people's listening abilities.
businessballs quickies (ice-breakers, thought-provokers, ideas you can develop into all sorts of activities)
These are quickies in the sense that they are quick for me to explain and for you to understand the basic ideas. What you do with them is up to you. Of course the development of these ideas could also be team exercises in their own right. Have fun.
quickie 1 - marbles
Take a few bags of marbles into the session. They are inexpensive, extremely evocative and nostalgic, beautiful and can be used for all sorts of exercises, aside from simply organising a quick knock-out competition (in which case be sure to brainstorm and agree the rules first with everyone..)
quickie 2 - ultimate sandwiches
Provide various loaves of bread, butter, margarine, and various (adventurous) fillings, plus bread-knives and wipes. Competition to make the ultimate sandwich. Variations extend to sending delegates out at lunchtime to buy their own ingredients for the ultimate sandwich challenge. Group tasting and voting as appropriate. Be adventurous with fillings and if appropriate enforce penalties and forfeits for anything you could buy in a sandwich bar. Bonus points for anything including anchovies, capers, etc. Could you patent a sandwich? What sandwich would be most or least profitable? Consider production, packaging and distribution too. Correlations between sandwiches and types of people (makers and eaters)? Brand your ultimate sandwich. How would you market and promote your sandwich? How would you extend your successful sandwich business?.. Fancy rolls/cobs/batches/baps? (any other names incidentally for a bread roll?), pot noodles? restaurants, delivery? Market sectors? Range diversification? Pies, pasties, soup in the basket?..
quickie 3 - papier mache
Papier mache, for those who never paid attention at infant school, is newspaper strips and flour paste glue, which is a wonderful modelling material, for small and large constructions, especially with a few tubs of Vaseline (petroleum jelly) as a release agent (if using moulds) and maybe some chicken wire from the local DIY store for making base structures. Painting is optional if you have time for constructions to dry and work on another day. For ideas see papiermache.co.uk. Revisit all the construction exercises you know and consider how they might work with papier mache. Aprons are advisable.
quickie 4 - conkers
Beyond September/October you might have some left over in drawers that the kids aren't interested in any more. A knock-out championship is the obvious activity, but like marbles they are beautiful and will prompt lots of thoughts, memories, feelings etc., which can be used to address all sorts of issues - environment, cultural diversity, technique, quality, ageism, etc. (Conkers of course get better with age, not vinegar, which just makes them smelly and soggy..)
quickie 5 - sweeties
Buy a few chocolate bars and tubes of sweets - one or two of the main varieties - and see how the groups responds to them. Why do we each have our favourites? What correlation is there between favourite chocolate bar and personality? Is there a class thing going on? Is there a gender thing? Cultural diversity and team correlations or analogies? What are the brilliant marketing and packaging successes and abject failures? Does anyone in the world like the new Smarties packaging? Bring back the tube I say. The possibilities are endless.
quickie 6 - breakfast cereals
Another visit to the supermarket, or task the delegates to go shopping at lunch-time for the cereals (according to whatever rules you state) and report back on their service and marketing experiences and observations. Same sort of activities and discussions as above basically. Milk, sugar, spoons and bowls are optional. Who prefers it straight out of the box dry? Anyone prefer water on their cornflakes? Salt and sugar debate, linked to marketing and social responsibility issues? How old is Tony the Tiger? What's the best thing you ever had free from a cereal box? What's the greatest example of added value? Which actually tastes the best and can we predict what your team members will like and dislike? Are the adverts grreeeeaaat or are they a load of rubbish? Can we see similarities in the style and feel of products from the same organisation? Which brands are more likely to succeed globally and which will need re-branding?
quickie 7 - groups
Essentially this is an activity for the group to organise itself into sub-groups according to the categories you state. People should have space to move around, and materials to create simple signs (for sub-group names). It's up to the group to establish the sub-group sections, which many people will find very challenging - they have to create the structure from nothing and then fit themselves into it. The facilitator can stipulate minimum and maximum sub-group sizes, which obviously increases or reduces challenge of deciding the sub-group structures. Here are some examples of subject categories. These are daft, but daft is thought-provoking, fun, and a great leveller, which makes the topics helpful for relating to each other in ways that are completely removed from usual work or social groupings:
- preferred washing-up or vacuuming or decorating or gardening methods
- favourite type of TV or show or entertainment
- leader role model
- random words, eg., 'pets/money/sport/wow', or 'table/tree/nut/leave' (obviously the random words are effectively the sub-group structure)
- holiday destinations
- favourite music
- dream car
- preferred retirement age
Points to review after several group organisation phases would be for example: what did you think when you saw different people in different sub-groups? Who surprised you in their choices? Who was predictable and unpredictable? How did people's behaviour change in according to the different group categories? Who has knowledge or expertise or passion about something that we didn't realise before?
quickie 8 - playground visit
Take people to a local kids playground and mess around on the swings and roundabouts, etc. Try not to get into trouble with the local authority. Find a location without an upper age limit ideally. Preferable go when the kids are at school. Playgrounds help people get in touch with feelings and imagination that gets buried and hidden at work. And it's fun.
visualisation exercises (identifying unique personal potential, careers and direction, lifting limits)
A simple exercise with deep meaning, for any group size subject to appointing discussion leaders if appropriate. Review is optional. Thoughts can be shared and discussed or kept private; the type of review and follow-up depends on the situation.
The purpose of the exercise is to encourage and enable people to think creatively and imaginatively about their direction and potential. As such it is particularly appropriate for people who are in a routine that is not of their choosing, or who lack confidence, or who need help visualising who they can be and what they can do.
Ask people to imagine they are 18 years old and have just received a great set of exam results that gives them a free choice to study for a degree or qualification at any university or college, anywhere in the world. They also have a grant which will pay for all their fees. No loans, no debts, no pre-conditions.
So the question is, given such a free choice, what would you study?
Put another way, what would you love to spend a year or two or three years becoming brilliant at?
For older people emphasise that they can keep all the benefit of all their accumulated knowledge and experience.
They can even create their own degree course to fit exactly what they want to do.
The important thing is for people to visualise and consider what they would do if they have a free choice.
And then either during the review discussion and sharing of ideas, or in closing the exercise, make the following point:
You have just visualised something that is hugely important to you.
You are (depending on your religious standpoint) only here on this earth once. You will not come back again and have another go.
So what's actually stopping you from pursuing your dreams?
In almost all cases the obstacles will be self-imposed.
Of course it's not always easy to do the things we want to do. But most things are possible - and you don't need to go to university for three years to start to become who you want to be and to follow a new direction. It starts with a realisation that our future is in our own hands.
We ourselves - not anyone or anything else - determine whether we follow and achieve our passions and potential, or instead regret never trying.
(Additional stimulus and ideas can be provided for the group in the form of university and college course listings or examples, although people should be encouraged to imagine their own subjects. Anything is possible. See also the Fantasticat concept.)
team skipping (teamwork, team-building, warm-ups, outdoor activities)
These team skipping activities are for groups of ten people or more, ideally twenty or larger, up to very large groups of a hundred or two hundred people.
Split the group into teams of five to ten team members - 8-10 is ideal - or bigger teams if you fancy being more adventurous.
Issue each team with a length of rope six metres long, or longer if you want to work with larger teams. The rope should be suitable for skipping, about 1cm wide, typically available from DIY and hardware stores. As ever practise and test any untried elements before selecting activities and materials for the actual event or session.
The task for the teams is to perform a routine or series of skipping exercises in teams (like children's playground games, with two team members holding the rope, one at each end obviously).
Instruct and demonstrate the rope twirling correctly, so that the skipping rope just touches the floor on each downward part of the twirl. Twirling too fast or too high can be dangerous and is punishable by detention or a visit to the head-teacher's office..
The rope holders will create a safer wider higher area of clearance for their team's jumpers by using their arms, not just wrists, to create big circles when twirling the rope.
Ensure everyone in the teams has a chance to practise the rope twirling if the intention is to rotate this responsibility during the routines, which will add useful variety and change.
Teams can perform simultaneously or one after the other depending on the situation, as planned by the session facilitator, although activities like this are far more dynamic and exciting if everyone is involved at the same time. If you wish you can arrange individual team displays or 'jump-offs' at the end of the activity, which will enable voting and judging by all participants.
As implied, voting or judging the best teams and team members can be included in the activity depending on the situation. You can create different prize categories to ensure there are a number of different opportunities for teams and participants to excel in their own way (style, technique, duration, most spectacular rope tangle, most awkward director, overall best skipper, most reliable steady twirlers, best team rhythm, etc, etc.)
Music can also be used to add to the atmosphere, in which case be aware of the effect of the music beat on the skipping speed.
Encourage team members when not skipping themselves to coach and support those skipping at the time.
It is the responsibility of the facilitator(s) to oversee the skipping speeds to ensure teams keep to sensible and safe rhythms.
Be mindful of age and health issues, and structure the activities accordingly, for example allowing those who prefer not to skip to be twirlers or coaches or judges.
Be mindful also of general health and safety and insurance issues, and where appropriate (especially if you are external provider) ask participants to sign a disclaimer. If using the activities indoors ensure the floor is carpeted or that sponge gym mats are used to cover the skipping areas. If using the exercise outside use a grassed area rather than a car-park.
Under no circumstances force anyone to take part. This sort of physical activity must always be voluntary, and also must be appropriate for the group.
Warn participants not to jump in high heels (not just the men, the ladies too..)
If you really want to use this exercise but are unable or unwilling to risk the rope then consider running the exercise without the rope. Instruct the teams to use an imaginary rope. It might sound a daft idea, but it will get people thinking, moving and jumping about, and working in teams. And it's completely safe.
Here are some examples of skipping instructions, which can be issued in advance, or called out during the activity by the facilitator. Plan instructions that are appropriate for the type of group. Variation to instructions can be increased by asking the teams to give a number to each team member. You should clarify the instruction terminology before the exercise begins.
Terminology suggestions (adapt according to preferences):
- skipping zone = the floor area above which the rope is twirling, between the two rope holders
- step in = enter the skipping zone and start jumping, preferably over the rope at each revolution
- step out = exit the skipping zone, preferably without getting caught by the rope
- twirler = a rope-holding team member responsible for twirling the skipping rope
These skipping instructions examples are based on a team size of 8-10 people but in principle they'll work with larger or smaller teams. Be creative and imaginative. There are no bounds to the silliness, subject to safety and the group's sense of humour and fun:
- step in/out boys/girls/all/bosses/directors/team-member1/2/3/whatever
- change one/both twirlers (while skipping continues)
- clap/chant/count/sing along to the music/whatever in time with skipping rhythm
- boys remove ties while skipping
- girls put make-up on the boys while all skipping
- make a mobile phone call to a loved one/colleague while skipping
- you get the idea..
More chaotically challenging variation and team inter-action can be introduced by instructing team members to join or swap team members with other teams. This obviously changes the competitive team dynamic into one of whole group interaction and cooperation. To do this you will need to clearly identify each team. Again, using humour and imagination makes more fun.
Examples of a 'whole group' instructions:
- All teams to synchronise their skipping rhythm so the whole group is skipping 'as one'.
- All teams maintain at least one/two/three jumpers, while the whole group re-organises into (balanced) teams according to categories specified by the facilitator, for example: boys/girls; job type; length of service; personality type; favourite food; etc, etc. (The facilitator must prepare and list the categories within these broad category headings, for example personality type could offer the categories of reliable-dependable, intuitive-creative, critical-thinking, warm-friendly.)
- Each team develop into their own actual or virtual team by swapping team members with other teams and then develop their own distinct skipping pattern/sequence/style/performance which reflects their actual or virtual team role in the whole group/organisation (which can be performed and judged at the end of the activity).
isolation and intuition team exercises (relationships, bullying and harassment, diversity, intuitive demonstrations)
Here are two simple ideas for groups which can each be developed and adapted to suit local situations.
Split very large groups into teams of ten to twenty people.
exercise 1 - isolation
The task demonstrates the feelings that a person experiences when isolated or subject to victimisation, group rejection, etc. As such it supports the teaching of positive human interaction principles, and laws relating to equality, diversity and harassment.
Ask the team(s) to nominate a person among each team to be the 'victim', who must then stand away from the rest of the team, while the team members stare and sneer at the unfortunate isolated 'victim'. For very grown-up people you can allow mild criticism directed at the 'victim' (nothing too upsetting or personal please). In any event be careful, and do you best to ensure that the first 'victim' is not the most vulnerable member of the team. Preferably it should be the most confident or senior member, and better still the team's boss. Ensure every team member that wishes to is able to experience being the victim. The review should focus on how 'victims' felt while isolated and being subjected to the staring or worse by the rest of the team. The exercise demonstrates the power of group animosity towards isolated individuals. If appropriate and helpful you can of course end the activity with a big group hug to show that everyone is actually still friends. (Hugging incidentally demonstrates well the power of relationships at the positive end of the scale of human interaction and behaviour. See the Love and Spirituality at Work section for more supporting background to this subject.)
exercise 2 - intuition
Aside from the lessons from exercise 1 relating to victimisation, the above activity also highlights the significance of intuitive feelings, which although difficult to measure and articulate, are extremely significant in relationships, teams and organisations. This next exercise augments the first one to further illustrate the power of intuition and feelings that resides in each of us.
Using the same or similar team(s) in terms of size, then split the team(s) into two halves. One half of the team (called 'the watched') should stand facing a wall unable to see the other half of the team (called 'the watchers') which should stand together, several or many yards away from 'the watched'.
The watchers then decide among themselves which person to stare at in 'the watched' half of the team (for say 30 seconds per 'target' person). The watchers can change whom they stare at and if so should make rough notes about timings for the review. After an initial review you can change the sides to ensure everyone experiences watching and being watched.
Of course 'the watched' half of the team won't know which one is being stared at... or will they?
In the reviews you will find out if any of 'the watched' people were able to tell intuitively who was being stared at, even though 'the watchers' were out of sight. Also discuss generally how 'the watched' and 'the watchers' felt, such as sensations of discomfort or disadvantage among 'the watched', and perhaps opposite feelings among the watchers, all of which can support learning about relationships and human interaction. For review also is the possibility that some people in the teams are more receptive and interested in the activity than others, which invites debate about whether some people are more naturally intuitive than others, which is generally believed to be so, and the implications of preferences either way.
Experiments (and many people's own experience) indicate that many people have an instinctive or intuitive sense of being watched, and although there is no guarantee that your own activities will produce clear and remarkable scientific results, the exercise will prompt interesting feelings, discussion and an unusual diversion into the subject of intuitive powers.
age diversity exercises for teams (age discrimination training, ageism awareness, diversity development)
With the introduction of Age Discrimination legislation (UK 2006, superceded 2010, and consistent with European law), there is an increased need to raise awareness and to train people about ageism and age discrimination. Here are some ideas for activities and exercises which will highlight the issues. See the related notes about Age Discrimination and Equality including rules explaining certain allowable discrimination subject to robust evidence that it is proportionate, reasonable and legitimate.
Organise teams and discussions according to your situation. Here are four separate ideas which can be used for exercises and team games.
1. Under age discrimination legislation many customary expressions in written and spoken communications are potentially unlawful if they refer to a person's age (any age - not only older people) in a negative way, and/or which could cause a person to feel they are being harassed or discriminated against. Under the law, individuals are liable (for harassment claims) as well as employers' wider responsibilities regarding discrimination, harassment and retirement. Some very common expressions are potentially discriminatory or harassing if directed at someone at work. Ask people to think of examples - there are lots of them, such as:
- Teach an old dog new tricks
- An old head on young shoulders
- Mature beyond his/her years
- Respect your elders
- It's a young man's game
- Too old
- Past it
- Over the hill
- Put out to grass or pasture
- Dead man's shoes
- Too young/Not old enough/Not mature enough
2. Direct age discrimination means treating a person at work less favourably because of their age. Indirect discrimination is more difficult to identify and guard against than direct discrimination, and it is equally unlawful. Indirect discrimination is where policies, criteria, processes, activities, practices, rules or systems create a disadvantage for someone because of their age. These pitfalls can be less easy to identify and eliminate than directly discriminatory behaviour.
Ask delegates to think of examples of potential indirect discrimination with your own organisation or within other (real or hypothetical) organisations, and/or based on past experience. Here are some examples - there are lots more:
- job or person profiles or adverts (and advertising media) which stipulate or imply an age requirement
- application or assessment documentation which includes reference to age or date of birth
- training or job selection criteria, attitudes, expectations which differentiate according to age
- job promotion decisions and attitudes
- pay and grades and benefits policies
- holiday entitlement and freedoms
- social activities and clubs which have or imply age restrictions
- office and work-place traditions of who should do the tea-making, errands and menial tasks
- organisational and departmental culture, extending to jokes and banter
3. Age diversity (as other sorts of diversity) offers advantages and benefits to all organisations and employers, especially where a diverse range of people-related capabilities is a clear organisational and/or competitive strength. This is particularly so in all service businesses. In all organisations, age diversity (as other sorts of diversity) is very helpful for management teams, which benefit from having a range and depth of skills, and a broad mix of experience, maturity, and different perspectives, from youngest to oldest. Diversity in organisations relates strongly to the immensely powerful 1st Law of Cybernetics.
Ask people to suggest specific benefits which age (or any other) diversity brings to organisations. This helps focus on the advantages of encouraging diversity, aside from simply complying with the legislation. Here are some examples - there are lots more:
- Diverse organisations can engage well with diverse customer groups, markets, suppliers, etc
- Diversity in management teams can more easily engage with a diverse workforce
- A diverse workforce has a fuller appreciation of market needs and trends
- Diverse organisations have more answers to more questions than those which lack diversity
- Diversity enables flexibility and adaptability - diversity has more responses available to it than narrowly defined systems (Cybernetics again..)
- Age Diversity in an organisation collectively understands the past, the present and the future
- Age diversity naturally enables succession and mentoring
- Age diversity in management helps executives stay in touch with the whole organisation; helps keep feet on the ground (as opposed to heads in the clouds or up somewhere unmentionable)
- Full diversity in an organisation collectively understands the world, whereas a non-diverse system by its own nature only has a limited view.
N.B. Beware of promoting age diversity by suggesting particular correlations between age and capability, which can in itself be discriminatory. For example it is not right to say that only older people have maturity and wisdom, nor that only younger people have energy and vitality. Instead make the point that by having a mixture of people and ages, an organisation is far more likely to be able to meet the diverse demands of managing itself, and engaging successfully with the outside world, compared to an organisation which lacks diversity.
4. If you do not already have an equality policy (stating the organisation's position relating to all aspects of equality and discrimination) why not start the creative process with a brainstorm session about what it should contain. Incidentally the term 'brainstorming' is not normally considered to be a discriminatory or disrespectful term, just in case anyone asks...
Ask the team(s) or group to list your own or other typical major organisational processes (inwardly and outwardly directed, for instance recruitment, training and development, customer and supplier relationships, etc) and how each might be described so as to ensure equality and to avoid wrongful discrimination.
Alternatively ask people individually or the team(s) to prepare or research (in advance of the session, or during it if you have sufficient internet connections) examples of other organisations' equality policies, with a view then to suggesting and discussing as a group all of the relevant aspects which could for used for your own situation.
We all, irrespective of age, race, religion, gender, disability, etc., have our own special capabilities and strengths, and it is these capabilities and strengths that good organisations must seek to identify, assess, encourage and utilise, regardless of age or other potentially discriminatory factors.
shot at dawn discussion (organisational morality, leadership styles and integrity, decision-making, humanity versus efficiency)
This is a big emotional subject which enables a variety of discussions about morality, ethics, integrity, leadership styles, policies and decision-making in institutions and organisations, and the wider world. It also provides a stimulating basis for exploring ethics versus autocracy, and for examining the balance in organisations and cultures between humanity and efficiency.
Organise the team(s) and debating activities to suit the audience and context. This can include debating, presenting, role-playing, brainstorming, listing and mapping key factors - anything that fits your aims and will be of interest and value to people. The subject also provides a thought-provoking warm-up discussion for any session dealing with ethics, morality, compassion, leadership, decision-making, and organisational culture, etc.
Read and/or issue the notes about the Shot At Dawn pardons, which were announced by the British government on 16 August 2006, relating to British soldiers shot by firing squad for 'cowardice' and 'desertion' in the 1st World War.
The 'Shot At Dawn' story represents a 90 year campaign to secure posthumous pardons for over 300 soldiers shot by firing squad in 1914-18 when it was known then, and certainly in recent decades, that most of these men were suffering from shell-shock and mental illness. The human perspective is obviously considerable, including the institutional position up to the August 2006 announcement.
The story of the Shot At Dawn campaign and its historical background prompts discussion about some fundamental modern issues relating to organisational management, ethical leadership, and wider issues of cultural behaviour, for example (see the organisational perspectives below too):
- leadership styles - morality-centred versus results-centred (and any other leadership styles models people care to explore)
- leadership integrity and ethics
- policy-making methods, purposes and reviews
- decision-making influences and reference points
- decision-making pressures which cloud judgement
- morality and compassion in institutions and organisations - versus the need to maintain controls and systems
- the growing responsibility and opportunity for ordinary people to hold leaders to account for humanitarian and ethical conduct
- why did it take successive UK governments much longer than any other nation to begin to reconcile this issue?
- why is this issue being resolved now and not twenty or fifty years ago?
The different organisational perspectives together provide a stimulating way to look at organisational dynamics, systems, and relationships, etc:
- the army and leaders of the time who saw the need to implement the policy to execute soldiers
- the politicians and institutional system which until recently refused to acknowledge the injustice of the executions and the avoidance of the truth
- the campaign dimensions, and how the modern world enables increasing transparency of ethical issues
When looking at the issues people will also see meanings and relevance in their own terms, and as such discussion can help personal and mutual discovery and awareness. There are also many parallels with modern issues of organisational ethics and social responsibility, because at the heart of the issue lie the forces of humanity and efficiency, which to a lesser or greater extent we all constantly strive to reconcile.
N.B. People will not necessarily all agree a similar interpretation of the First World War pardons. This makes it a particularly interesting subject for debate, especially in transferring the issues and principles and lessons to modern challenges in organisations, and the world beyond.
corporate globalization debate exercise ideas (exploring: corporate globalization issues, corporate response to the debate, and the internet as a powerful force for awareness, challenge and change)
Whether you agree with the sentiments or not, this performance by Lizzie West is an immensely powerful comment about corporate globalisation. The nature of its availability and potential 'reach' (an advertising expression for exposure) also illustrates the awesome potency of the internet. Maybe start your next meeting or training session with this and discuss or arrange an organised debate about the issues involved, whatever your perspective.
Free live music download: - Lizzie West performing 'Little Boxes' at The Cutting Room in NYC 27 July 2006
Please ensure that when you use this you credit Lizzie West and mention her website as the source: www.lizziewestlife.com.
Here are some ideas for exercises to use with this for developing good awareness and outcomes related to globalisation, and particularly corporate globlisation issues:
- Define 'globalisation' (or 'globalization' - either is correct) - there is no single answer, eg: www.globalisationguide.org
- What is corporate globalisation? Is it a feature of globalisation or a driver of it?
- What are the other drivers of globalisation and/or corporate globalisation?
- Is globalisation and/or corporate globalisation a good thing or a bad thing? Give examples of each.
- Is our company or organisation an example of good globalisation or not so good globalisation?
- Name some examples of good organisations on the context of globalisation, and some not so good ones, and say why.
- What can individual employees and teams do to ensure that the organisation is regarded as a positive effect on globalisation and not a negative one?
- How does globalisation relate to ethical business, the 'Triple Bottom Line', Fairtrade, etc?
- How do customers perceive globalisation - what's good about it and what's not good about it?
- How does globalisation relate to customer service and retention?
- What are the environmental impacts and potential advantages in globalisation?
- Which are the subjective (matter of opinion) aspects of globalisation, and which are the clear indisputable good and bad points?
- What would be a good three or five-point plan for an organisation to use globalisation for good, rather than risk damage and harm?
inspirational speech exercises (public speaking, presentation skills, motivation, inspirational leadership)
This is a simple idea for a group of between five and around a dozen delegates. Split larger groups into teams and appoint team-leaders.
Ask people to select in advance a great speech, verse, piece of poetry, news report, etc., to deliver to the team or group. The chosen piece can be anything that each delegate finds inspiring and powerful, for example Nelson Mandela's inauguration speech, Martin Luther King's speeches about civil rights, The St Crispin's speech from Shakespeare's Henry V, or maybe lyrics from a pop song - really anything that the delegates find personally exciting and interesting.
Ask the team members to give their speeches in turn to the group, injecting as much personal style and passion as they can.
Then review with the team the notable aspects of each performance, the effect on the speaker, the audience, etc.
Preparation in advance by the delegates is optional and in some situations recommended for presentation skills and public speaking courses. Facilitate accordingly. Obviously where delegates are not able to prepare then the facilitator instead needs to prepare several suitable pieces for team members to choose from or select at random. Or to keep matters very simple the facilitator can select just one speech or other literary work for all of the delegates to deliver, in which case encourage and review the different interpretations.
A different twist to the exercise is to select a piece or pieces that would not normally be delivered passionately to an audience, such as the instructions from the packaging of a household cleaner or a boil-in-the-bag meal.
Encourage people to team members to stretch and project themselves through their performances.
If helpful, brainstorm with the group before hand the various elements of an effective speech.
If appropriate and helpful organise lectern or suitable stand for the speaker to place their notes on while speaking.
Interestingly this exercise works well with several speeches being given to their respective teams in the same room at the same time, which actually adds to general atmosphere and the need for speakers to concentrate and take command of their performance and their own audience.
This is a flexible activity - adapt it to suit your situation.
For young people particularly give a lot of freedom as to their chosen pieces - the point of the exercise is the speaking and the passion; the actual content in most cases is a secondary issue.
See also the presentations page, and bear in mind that many people will find this activity quite challenging. A way to introduce a nervous group to the activity is to have them practise their speeches in pairs (all at the same time - it aids concentration and focus and relieves the pressure) before exposing delegates to the challenge of speaking to the whole team or group.
corporation life-cycle exercise (understanding organisational dynamics, corporate maturity and development; market development, organisational systems)
This is a simple and flexible activity for groups and teams of any size. Split the group into working teams or pairs and decide the presentation or discussion format, which can be anything to suit your situation. Alternatively run the exercise as one big brainstorming session.
First introduce to the delegates the Adizes Corporate Life Cycle model.
Then ask the delegates or teams for real company examples of each stage, from team members' own experiences, or their knowledge of their market place, or the general economic landscape, or from a few business pages of newspapers or trade journals (which you can provide as reference materials for the activity).
This exercise prompts a lot of thinking and useful debate about the differing 'organisational maturity' found across different types of organisations. This is helpful for understanding how to deal with corporations from a selling viewpoint, and is also useful in providing a perspective of organisational culture for management and supervisory training.
The exercise can be extended into (for example):
- exploring different selling strategies required for different life-cycle stage corporate prospects, or
- examining different management styles and behavioural issues and challenges within corporations of different life-cycle stage
- interpreting the delegates' own organisation and divisions in terms of the life-cycle stages, and discussing the implications for working styles, attitudes, need for change, etc.
The theme overlaps with the Tuckman model of team and group development, which is a further useful reference point, especially for management development and training, and particularly if extending the discussion to the maturity of departments and teams.
world cup/major event 'learning parallels' exercises (strategy skills and understanding global marketing, debating, presentation, and for ice-breakers and warm-up sessions)
This sort of activity is handy following any major popular event, such as a sport tournament of entertainment. When people are preoccupied and discussing a popular news story of the moment, harness the interest for development ideas. 'Learning parallels' exist everywhere - use them for explaining and developing understanding about work and organisations.
For example, many people will probably be fed up with the World Cup by now, but for delegates at meetings and training sessions who still want to pick over the bones of what happened in Germany, and/or the wider effects of football on life in general, here are some suggested activities which might reap a few positive learning outcomes. There are many parallels between football and business, management, strategy, life, etc., after all football is arguably more of a business than a sport (which might be the subject of a team debate, aside from these other ideas):
Activity 1 - Split the group into pairs and give each pair five minutes to prepare a list of five strategic changes for the improvement of football as a sport and business, as if it were a product development or business development project. For example how about changing the rules, because they've essentially not been altered since the game was invented. What about increasing the size of the goal, or reducing the number of players on the pitch? You'll get no agreement of course, but it will get people talking.
Activity 2 - Split the group into teams of three and ask each team to prepare and present a critique of the management style and methods of the FA and head coach (Sven) in the last four years, with suggestions as to how things might have been done differently and better by the FA and the head coach. What lessons of management and strategy might we draw from this?
Activity 3 - For an open debate or as a team presentation exercise, ask the question: What cultural/social/economic factors influence the success of a nation's football team, and what do these things tell us about fundamental trends of national economic and business performance on a global level?
Activity 4 - Split the group into two teams. One side must prepare and argue the motion for and the other the motion against. The facilitator must chair proceedings or appoint a responsible person. Each side has five minutes to prepare, and five minutes to present its case. Then allow five minutes for debate, and then have a vote. The motion is: "Football would be a better game and globally would be more sustainable and appealing if FIFA were run by women rather than men." (Alternative motion: "England would have done better at the World Cup if the FA was run by women rather than men.")
See also the football quiz questions and answers.
The concepts above are not restricted to football - they are transferable to any popular events that enthuse and interest people - it just takes a little imagination to translate the themes and names for the event concerned and relate them to 'learning parallels' found in work and organisations.
newsdesk broadcast exercise (team building, global team building, inter-departmental development, cultural diversity and understanding, video conferencing)
This is a simple activity for developing global teams. The activity requires video conferencing facilities. For groups of any size, and any number of teams, although the more teams, the less time should be allowed for broadcasts, so as to avoid people having to sit watching for long periods.
The exercise simply requires the teams to use the video conferencing equipment to create and 'broadcast' their own 'newsdesk report/magazine TV program, to be 'broadcast' to the other office(s). The teams' newsdesk broadcasts can be given to each other in rotation during the same session, or at different times, depending on staff availability and logistics issues.
Broadcasts can include guest interviews, update reports, personalities and highlights, plans and forecasts, profiles, etc, even adverts and sponsor slots - anything that might be included in a newsletter/company magazine.
Teams need to be given suitable time for planning and preparation and rehearsal. The teams' aims are to impress the other viewing departments or locations with the quality, content, professionalism and entertainment contained in the newsdesk broadcast. The them can be decided by the teams or facilitator(s) as appropriate. Timings for preparation and delivery are also flexible.
Each team can appoint presenters, producer, directors, make-up staff, technical staff (camera, props, etc), researchers, special correspondents, advertisers and sponsors, etc.
Broadcasts can also be recorded for other staff to enjoy at later times. Consideration can also be given to broadcasting to other staff via personal computers using more advanced communications technology if available.
In some respects this concept extends the traditional ideas of team-briefing, and can easily be tailored to incorporate team-briefing principles.
The 'Newsdesk Exercise' also adapts easily for conferences, particularly for international and global teams who seek to develop mutual understanding and awareness of each others issues, aims, personalities, etc.
baking foil modelling games (team-building, warm-ups, mutual understanding, expression of ideas, johari window development, and fun for kids activities)
This is not so much a game but a concept that can be used and adapted for all sorts of activities and exercises, ice-breakers, warm-ups. the ideas are also great for young people and school children.
Aluminium baking foil is a wonderful material for model-making. A horse is quite easy. Here's one we made earlier...
Baking foil is clean, looks great when put on display, and is very easy to clear up.
Most people will never have tried using it before, so it's very new and interesting and stimulating.
Aside from the ideas below, you can use baking foil for any exercise that you might use newspapers for, especially construction exercise like towers and bridges, etc. Baking foil is also very inexpensive and easy to prepare in advance and to issue to teams and groups.
See how to make a baking foil horse.
A 10-metre roll of the stuff only costs less than 50p (say 30 cents), a lot less than a big newspaper, and it provides a lot of material for table-top modelling and construction exercises.
People of all ages have fantastic fun making models - it's a chance for people to discover talents they never knew they had, and for lots of laughter from one's own efforts and seeing other people's efforts too.
Today people in organisations need to be more aware and expressive about concepts that are intangible and not easy to write down or talk about. Culture, diversity, attitude, belief, integrity, relationships, etc - these are all quite tricky things to articulate and discuss using conventional media and communications tools. Making models helps the process of expression and realisation, because these less tangible concepts are more related to 'feel' and 'intuition' than logic and typical left-side-brain business and organisational processes.
Here are some simple ideas for baking foil exercises. Structure the group to suit the situation and the timings and the outcomes you'd like to prompt and discuss. Obviously not all individuals or teams need to be given the same task. You can determine who does what by any method that suits your aims and the preferences of the group. Some of these ideas are mainly for fun; others are more potent in terms of addressing and visualising people's own selves, and organisational challenges and solutions:
- make a baking foil horse (you can use the same method for making any four-legged animal)
- make an animal that represents yourself
- make a tree
- make a tree with fruit and things hanging from the branches that represent you as a person
- make a garden with plants and tools that represent your family or work-group
- build a set of farmyard animals
- build a farmyard
- build a farmyard that represents your family or your work-group, or the department or the organisation
- create a set of African safari animals
- build a famous bridge or building
- build a village
- build a village that represents the organisation, in whatever way the organisation is defined
- build models of vehicles, tools, company products, new product ideas
- build anything that represents you
- build the highest tower or strongest bridge (see the various newspaper construction exercises and tips on the other teambuilding page for more ideas)
- make a baking foil plane - one that flies for a few feet when you launch it from standing on a chair
- design a range of cars that represent the company car policy as it is and as it should be
- create a model to represent the organisation's communications system - how it is and how it should be
- design a new workplace layout model
- design a new reception area model
- design a new production layout
- create a model to represent the organisation - whatever parts of it that are relevant to the session
- a model to represent the CRM process
- a representation of a particular management concept, eg., Tuckman, Maslow, 'conscious-competence', etc
- an inter-departmental communications model
- a (or your organisation's) management hierarchy model - how it is and/or what it could be
- a global teams model
- a virtual teams model
- a cultural diversity model
- a symbolic model representing the organisation and its values and aims - how it is and/or how it could or should be
- a symbolic interpretation of a SWOT analysis or PEST analysis
Using a clean flexible new material like baking foil to express ideas is extremely liberating in today's world when people are so restricted and confined by PC's and computer screens. God help us all when flip-charts disappear, or when we have to work on tiny little hand-held devices to create and express new ideas and solutions.
The world is becoming more complex and more challenging. The concepts that people need to grasp and address are multi-faceted and multi-dimensional. It helps therefore to work sometimes with an exciting medium, daft as it sounds, like baking foil, to free-up people's thinking and imagination.
See also the organisational modelling exercise on the other team-building page for more ideas about using models to express ideas about organisational shape and structure and culture, etc.
triple bottom line game (understanding TBL - profit people planet - implications, developing ethical teams and organisations)
With the obvious rising interest in and awareness of modern 'ethical' organisations issues (at last), it's helpful for all organisations to bring TBL-type thinking to life in team activities. Here's a simple exercise to do it:
The activity (which can also be used for more structured workshops) is for groups of any size although large groups of more than twenty people will need splitting into several teams with facilitators/spokes-people/presenters appointed, and extra thought needs to be given to the review/presentation stage to review and collect all the ideas and agree follow-up actions.
Split the group into debating teams of 3-7 people. (The larger the whole group, the larger the debating teams should be.) Each team's task is to identify three great new team or department initiatives - one for each of the Triple Bottom Line areas, namely, Profit, People, Planet. Give some thought to team mix - if helpful refer to the Belbin model or Gardner's Multiple Intelligences inventory - it's useful for all teams to have a balance of people who collectively can reconcile ideals with practicalities.
If necessary set the scene with a brainstorm or group discussion about what ethics and the Triple Bottom Line (profit people planet) actually means to people, staff, customers, and its significance for the organisation/industry sector concerned.
Initiatives must be SMART (in this case SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound). Each of the initiatives must focus on one of the Triple Bottom Line areas (profit, people, planet), and at the same time must support the other two TBL areas.
For example, a profit initiative must not undermine people or planet. A planet initiative must not undermine profit or people. And most certainly a profit initiative must not undermine people or planet.
When we say 'not undermine profit', let's be clear that many ethical intitiatves can reduce profit, especially if the profit was being achieved by doing harm or damage somewhere, and the initiative seeks to correct this. The extent to which profit is affected by ethical initiatives is a matter for discussion and consideration of the wider and long-term view. Within this view are the wider benefits achieved by improving the ethical behaviour of the organisation, which ultimately will improve profits far more than ignoring ethical issues.
Instead of looking at loss of profit, think about the risks associated with ignoring the ethical issues, which generally dwarf short-term costs of ethical initiatives. For example, what's the point in sticking with exploitative third-world manufacturing if the consequence of doing so means in the future there'll be no customers prepared to buy the manufactured product?
Teams have between 20 and 40 minutes (facilitator decides beforehand) to develop their ideas, and presentations, depending on time available. Presentations can be in any format to suit the timescales, numbers of teams and delegates, and the emphasis given to the TBL theme. Allocate time for presentations to suit the situation, numbers and timescales.
David Cameron is entirely correct (and very clever) in identifying that the 'zeitgeist' (feeling of the times) is for more meaning, humanity and corporate responsibility in work and organisations; the question is how to make it happen. This exercise begins to address the practicalities. Otherwise it's all talk.
As with any ideas session or activities always ensure that there is follow-up, and seek agreement for this with the relevant powers before raising hopes and seeking input of people and teams. Follow-up can be for a limited number of initiatives that all delegates vote on at the end of the presentations, or you can agree follow-up actions on a team-by-team basis, depending on levels of enthusiasm, quality of ideas, workload, and perceived organisational benefit.
This activity links with the spirit of the development forum gameshow activity, which particularly addresses the people and well-being aspect of the triple bottom line philosophy.
jigsaw puzzle game/team puzzle race exercises (team-building, illustrating teamwork, team problem-solving, lateral thinking, etc)
For groups of 8-100 people, even more with suitable adaptation - this is a very adaptable game.
Divide the group into a number of teams. Give each team some pieces of a jigsaw puzzle and instruct them to assemble the puzzle as quickly as possible. Ensure each team's pieces appear initially as though they could be an entire puzzle in their own right.
Say, "The task of each team is to assemble the puzzle as quickly as possible. Each team has the same puzzle. No further instructions will be given," (other than options explained below; the point is for teams to resolve the exercise for themselves working together in teams, not by asking the facilitator).
The teams will assume they are competing against each other, but in fact there is only one jigsaw puzzle, and the pieces are shared out among the teams. If the teams are in the same room they soon find out, and begin to cooperate. If they are in different rooms the realisation takes a little longer, but eventually the teams understand that the pieces are held by all the teams and the only way to do the puzzle is to work together.
The facilitator's preparation for this exercise is there therefore to obtain or create a jigsaw puzzle whose complexity and number of pieces are appropriate for the group numbers and time available for the activity. Ensure there are sufficient pieces to occupy the total number of team members, and obviously each team needs a suitably sizes table or floorspace to work on, so that all team members can be involved. Larger teams (upwards of five people) will be additionally challenged in areas of team organisation and 'work allocation' to ensure everyone is involved.
The exercise can be made easier and quicker for the teams by describing or giving clues as to the shape or image on the puzzle, for example, (if using the template below) "It's a square," or "It's a geometric shape," etc., as appropriate.
Offering a prize in the event that the puzzle is completed within a timescale of say 10 minutes (or during the session, day, whatever, depending on the situation), adds extra interest. The prize is obviously given to the whole group, so be mindful of the budget... Use these words or similar: "In the event that the puzzle is completed (within...) a prize will be awarded," rather than referring to 'the winning team," which is not technically correct, because the activity is one of cooperation not competition.
Exercises based on this theme demonstrate that all the people and all the teams make up the whole, and no team or individual can do it alone.
Ideally you need to have a space somewhere that the puzzle can be kept and worked on during tea-breaks, should the activity over-run the initial time-slot. This is not a problem - people will continue to work on it during the day/session, and the ongoing activity and assembled puzzle serve as a constant reminder to team members of the theme of cooperation and teamwork, so don't worry (and explain this to the group once they've started cooperating) if the puzzle is not completed in the time initially allotted.
Here is a jigsaw puzzle pattern (in MSWord) and separately as a pdf. This puzzle is for groups of, for example, twenty people split into five teams of four. The puzzle needs to be significantly enlarged - at least five to ten times bigger - for best effect, so that it's visible and usable for lots of people, and makes a big impact. The more teams and players, the bigger the enlargement is required (and the more pieces - achieved by drawing and cutting more lines). The jigsaw pattern artwork needs to be taken to a decent print/copy bureau, enlarged, printed, laminated onto card or foam and cut by hand. If you possess basic craft skills and the necessary equipment you can do it yourself - it's quite straightforward really. The dashed lines are thick so as to be cut through the centre (along the lines), which helps the puzzle assembly. You can adapt the puzzle for more players by drawing more drawing more lines to increase the number of pieces. The design of the puzzle is currently the businessballs logo although you can substitute it with your own (if using the MSWord version, via box 'fill' pattern). Someone who knows MSWord well will know how to adapt/develop it. Use and adapt the puzzle artwork, or source your own jigsaw puzzle, to suit your own situation.
values-led team-driven change activities (team-building, goal-setting, values, philosophy, planning and change management)
This is a simple themed activity which can be adapted to suit your situation.
It concerns fundamental aims and values - making work more real and meaningful.
For groups any size although groups of more than ten or so will need to be sub-divided and facilitators/leaders appointed, and then a forum arranged to share and review ideas and actions afterwards.
The activity focuses on reconciling personal dreams/values/philosophies/passions with the organisational aims and methods.
Ask: What can we all do to change and improve how our organisation acts?
Pick the easy gains. Leave the tough ones for later/ever.
Refer people to the Serenity Prayer.
Refer (especially if the teams have idealistic compassionate roles/tendencies) to the 'zeitgeist' of our times: organisational ethics, 'Fairtrade', sustainability, corporate integrity, 'Triple Bottom Line' ('Profit People Planet'), etc., and have people visualise what successful organisations will be like in the future, given increasing awareness and expectations of employees, customers and general public opinion in relation to humanistic values.
How can the individuals and the team help to develop/influence/behave within the organisation so as to make it (the organisation) fit our personal perspectives and these modern values?
You'll need to provide strong support and follow-up afterwards, and ideally get some buy-in from the top. This is a brave initiative, although most organisations are now beginning to understand that the concepts are real and will eventually be irresistible.
See the Fantasticat page - ideas for motivating, teaching and developing young people - grown-ups too..
transactional analysis activities ideas (understanding transactional analysis, undersanding self, improving tolerance and communications, diffusing conflict)
There are many exercises and activities that can be used to illustrate and develop understanding of Transactional Analysis.
Many of the exercises in the team-building activities pages on this site will adapt for a TA perspective, especially the activities which relate to the Johari Window theory.
When selecting activities and ideas to use, much depends how knowledgeable your audience is. If teams know the basics of TA then a lot of fun and learning can be had from acting out scenarios, reviewing and discussing emotional communications and behaviours (for example in newspapers), and watching films - and particularly TV soaps and sitcoms - with the purpose of looking for different types of transactions between the characters. This invites also the opportunity to critique certain on-screen transactions which are poorly scripted and acted, where behaviours can be seen to be unnatural, and reasons explained and discussed from a TA perspective.
At a more fundamental level, people can work in pairs to identify their own personal triggers for parent and child responses:
Behaviours which can be traced back to a root cause or emotional trigger are typically for example: losing one's temper, especially with children and subordinates; feeling stressed and upset; exhibiting 'sour grapes' attitudes; messing around; being judgmental or critical; blaming things and people; being too compliant and submissive, etc.
Analysis and discussion benefits from using the 'Parent, Adult, Child' model, and also by referring to the 'I'm OK, You're OK' (OK Corral) model. See the modern Transactional Analysis theory pages for more TA guidance and materials.
Identifying behaviours and their causes are important steps towards addressing the causes of emotional responses, and changing the behaviours resulting.
Transactional Analysis is an excellent model for teaching and developing these concepts.
obstacles exercise (team-building, communications, giving or writing clear instructions, teamworking strategies)
A team activity for groups of four to twenty people to promote team-building, communications and understanding about clarity of instructions. Much larger groups can be accommodated with suitable space, adaptation and planning. For indoors or outdoors. The exercise can be organised for a single team although normally it will be more effective and enjoyable for a number of teams competing against each other.
The activity is simple. Nominated members of teams must guide their blind-folded fellow team-members, using spoken instructions, through an obstacle course made with chairs or other items.
In preparing for this activity remember to source sufficient blindfolds for team members.
Alternatively instructions can be written, in which case team members (not blind-folded) must negotiate the obstacle course walking backwards (obviously so as not to see the obstacles but to be able to read hand-held instructions).
Where two or more teams compete against each other a nominated observer from each team acts as adjudicator, to count the number of times that the walkers make contact with obstacles, resulting in penalty points. Clear adjudication rules must be stipulated so that the integrity of the scoring is protected, for example, after completing the course each walker signs their name against the written score marked by the adjudicator. An example score sheet is shown at the end of this item.
The winning team is the one to complete the course as quickly as possible, after deduction of penalty points, for example ten seconds per obstacle contacted.
Given a group of just four or six people it is generally better to split this into two competing teams rather than run the exercise as a single group activity, unless you have a particular reason for running a single group exercise.
Room set-up is quickest achieved by simply asking the delegates to place their chairs somewhere in the 'playing area', which immediately creates the obstacle course. The facilitator can make any necessary adjustments in case any straight-line routes exist.
Teams then have five to ten minutes (at the facilitator's discretion, depending on time available, team size and complexity of the obstacle course) to plan and agree a start point and a finish point through the obstacles - in any direction - and to plan a strategy for guiding blind-folded members through the route planned, (or for the backwards-walking version of the exercise, to write instructions sheets for walkers to use).
So that everyone experiences being a guide and a walker you can stipulate that every team member must negotiate the course, which means that team members must swap roles (the guided become the guides having completed the course). This would also require adjudicators to swap roles with guides or walkers of their own teams.
This is a flexible exercise that allows the facilitator to decide how difficult to make the obstacle course, how specific to be regarding start and finish points (all teams starting at one side of the room, or leave it up to the teams to plan their routes in any direction from one side to the other), and the strategic complexity of the challenge (determined by team size and number of obstacles - large teams of more than four or five people will also require a strategy for who performs what role and when roles are exchanged).
Additionally the facilitator can decide to stipulate whether all instructions are spoken, (blind-folds), written (walking backwards), or a mixture of the two methods (for example stipulate how many team members must use either method).
Review points afterwards:
- Why did the winning team win?
- What were good strategies?
- What were good instructions and what were unhelpful ones?
- What were the unforeseen problems? (One unforeseen problem, especially where competing teams are permitted to decide their own start and finish points and therefore are likely to cross the routes of other teams, is the fact that walkers of other teams will become obstacles during the exercise)
- What adjustments to strategies and instructions were made along the way?
- Discuss the merits of practical trials before having to decide strategies and instructions.
- And lots more points arising from the activities.
Here's a simple example of the adjudicator's score sheet:
|walker's name|| obstacles
portmanteau words games (creativity, ideas and concepts, a vehicle for developing and highlighting issues and initiatives)
For groups of any size. This is a basis for various activities. Adapt and use it to suit your purposes and situation. If you need help deciding on format, teams sizes, timings etc., refer to the tips on working with teams and groups and exercises.
First see the explanation about portmanteau words - aside from anything else it's very interesting as a perspective on the development of language and communications.
Portmanteau words are new words that are made from the combination of (typically) two other words. Common examples are 'Pictionary' (the board game), the Chunnel (the channel tunnel), 'infomercial' (information and commercial advertising); avionics (aviation and electronics), and 'webinar' (web and seminar) The grammatical effect enables the quick and stimulating creation of new ideas and themes, for any purpose.
First explain to people about portmanteau words. Then, depending on your theme or purpose for the meeting or session, ask people (can be individually or in teams - pairs or threes ideally unless you ask for lots of work and ideas), to devise their own portmanteau word or words for a particular purpose. Here are some examples of purposes:
- a new brand name for a product or service (for the people's organisation or any another organisation, depending on the situation and participants)
- a name for a new company/organisation initiative (perhaps addressing customer service, quality, communications, inter-departmental relationships, training and development - anything that is a challenge or opportunity that would benefit from a fresh and inventive perspective)
- a new name for the company or organisation to replace the existing one, that will effectively communicate purpose and values, etc.
- a name to describe a particular problem or challenge within the organisation (agree or state specifics or a range as appropriate), and then a name or names for remedial action(s)
- a name (or names) to describe the most important skill(s) or attribute(s) for given roles within the organisation (this is a useful way to look at job skills, which are commonly not described or stated very well, and which of course are under pressure to change and develop all the time)
- a name to describe a particularly challenging customer behaviour, and then name(s) to describe appropriate responsive behaviour from staff
- a special combination of abilities I'd love to develop for myself
- a special combination of abilities I'd be really good at coaching and developing in others
- the name of a conference to improve/develop/raise profile of... (whatever - sport in schools; diversity tolerance; media responsibility; ethics in business; etc)
Exercises in creating portmanteau words involve a lot of thinking about meanings, interpretations, communications, and the efficient, effective, creative use of language and ideas.
As such this is a potent and flexible activity, for all ages, roles and levels.
kitchen top drawer game (introductions and ice-breakers, and for children's activities too)
This exercise is a very simple quick activity for ice-breakers and introductions, and for expressing and revealing feelings of personality. Also for exploring team roles. For groups of any size although is best to split large groups into teams of a dozen or less, with appointed team-leaders to facilitate.
The task is simply for each team member to liken themselves to a utensil or piece of cutlery commonly found in a kitchen top drawer, and say why they think they are like the chosen item, ideally focusing on strengths and styles. Give delegates thirty seconds to think and decide before asking people to reveal their choices and reasoning in turn.
If it helps (especially for young people), start the exercise with a quick brainstorm session with a flipchart or wipeboard of all the sorts of items that people have in their kitchen top drawers at home, which should produce a long list of ideas.
For very large groups you can vary the exercise by asking people to think and decide and then circulate around the room finding other people who have chosen the same utensil to represent themselves, and to form into sub-groupings of the same types. Fun and noise can be injected - especially for young people or lively conferences - by asking people to identify themselves by shouting the name of their utensil, and/or by trying physically to look or act like the utensil.
Be prepared and on the look-out to instruct potentially large sub-groups of 'knives' into different types of knives, so that no category sub-grouping amounts to more than 20% of the whole group.
Extend the activity by asking each group to develop a proposition as to why their particular utensil is the best in the drawer - or 'top drawer' - which they can present in turn to the whole group.
Further extend the activity by asking teams or players to vote (secret ballot on slips of paper given to the facilitator) as to the utensil with most and least value to the kitchen, thereby being able to decide the 'winners', should the activity warrant it.
Alternatively, so as to emphasise the value of all team members and roles, ask each team to identify a particular typical 'project' (Sunday Roast dinner for instance) for the kitchen which demands the involvement (and in what way) of all of the selected utensils.
Add greater depth and interest to the activities by referring to the Johari Window and discussing mutual and self-awareness issues resulting; also refer to personality types and styles to discuss and explore comparisons between 'utensils' and people associating with them, and various personality types from whatever personality models are of interest and relevance to the group. For example, are knives most like Jung's and Myers Briggs 'thinking' types and why? Does the meat-thermometer or the egg-timer most equate to Belbin's 'monitor-evaluator'? What personality types might be represented by the whisk and why? Is it possible to identify a Belbin role with every utensil, and on what basis? Whish are the extravert utensils and which are the introvert ones and why, and what are their relative strengths? Etc, etc.
The exercises can of course be adapted for other types of tools instead of those found in the top drawer of the kitchen, for example the garden shed, or the tools associated with a particular industry, perhaps the industry in which the delegates operate. If you stay with the kitchen drawer theme it's probably best to avoid any reference to the 'sharpest knife in the drawer' expression so as not to sway attitudes in this direction - rest assured you will see plenty of people aspiring to be 'knives' as it is without encouraging any more..
employee relations and communications exercise (team briefing role-plays, speaking to groups, handling difficult communications and questions, written communications)
This is a simple quick role-play or written communications exercise. For groups of up to a dozen. Split larger groups into smaller teams and appoint team leaders to chair and facilitate.
Ask the participants to draft (and then deliver as if in a meeting) a 2 minute employee 'team brief' item or a verbal instruction (or for participants who are not comfortable standing up and speaking to the group a written employee notice or email) relating to a contentious subject. There are some examples below, but you can define different scenarios depending on your situation and the needs of the delegates.
- Car-park spaces in the front of the reception are now reserved for directors only.
- Canteen is being closed in order to make room for more office space.
- Access to site is restricted to employees only - no family or friends permitted unless on company business in which case formal pass and security procedures to be followed.
- The site is now a non-smoking area everywhere.
- (Add your own scenarios as appropriate.)
You can run the exercise for individuals or in pairs. If in pairs encourage both people to have a go at speaking. More variety is created if you offer different scenarios - for instance by having people pick blind which one they must handle. Alternatively for complex scenarios you might prefer to see how people take different approaches to the same situation.
You can additionally/alternatively ask delegates to describe their own particular scenarios for use in the role-playing activities.
You can extend and increase the challenge within the activities by asking the team to role-play some 'questions from the audience' at the end of each spoken exercise, which the speaker(s) must then handle appropriately.
Review use of language, tone, clarity, effective transfer of key points and reasons, technical and legal correctness, and the actual reaction of other participants to the verbal delivery/written notice.
people picture interpretations (relationships, communications, attitudes, body language)
The activity is a simple discussion of the group's interpretations of different pictures (photographs of people) - anything between one and six different pictures, depending on how long you'd like the activity to last - each picture/photo featuring people engaged in some sort of activity or interaction.
Show a picture to the group and ask them to consider and comment on how they interpret what's happening in the picture - what's being said, how people feel, what the moods are, what the personalities and motivations are, what might have caused the situation and what the outcomes might be - as much as people can read into and interpret from each photograph. Additionally ask the group or teams what questions they would want to ask anyone in the picture to understand and interpret the situation.
You can organise the group's response to each picture in different ways - in open discussion, or split the group into pairs or threes and give them a couple of minutes to prepare their interpretation for presentation and discussion in turn, or split the group into two teams and see which team can develop the best interpretation, and optionally, questions.
It's helpful, but not essential, for you to know the true situation and outcomes in each picture (perhaps you've read the news story or the photo is from your own collection), which will enable you to give the actual interpretation after each picture is discussed. However one of the main points of these exercises is appreciating the variety of interpretations that can be derived from observing people's behaviour, facial expressions and body language, which means that many situations can quite reasonably be interpreted in several different ways. So knowing and being able to give a definitive 'correct answer' is not crucial - the main purpose of the activities is the quality of the ideas and discussion.
To prepare for the exercise, find and enlarge, or create slides of several pictures of people in various situations. These photographs and pictures are everywhere - on the internet, newspapers and magazines, in your own snapshot collections and photo albums. Select photographs of people showing facial expressions, body language, especially interacting with other people. In addition to communications, motivation, relationships, etc., you can link the exercise to Johari Window (the exercise will develop people's awareness about themselves and each other from listening to the different interpretations of the pictures) and personality (different personalities see the same things in different ways).
'christmas is/holidays are brilliant' vs 'christmas is/holidays are a pain in the arse' exercise (team debate activity, warm-up, ice-breaker, group presentations preparation and delivery)
A simple warm up after the festive season or the holidays (whenever), for grown-ups or young people, for two teams, (or at a stretch three teams).
One team must prepare and present the motion: "Christmas is Brilliant" (or "Holidays are Brilliant" - whatever is appropriate).
The opposing team prepares and presents the case against the motion, which is logically: "Christmas is a Pain in the Arse" (or Holidays are a Pain in the Arse").
Begin the exercise by asking the group to organise itself into two separate teams according to their individual views: ie., "Christmas is Brilliant" or "Christmas is a Pain in the Arse" (or "Holidays") . Alternatively split the group into two teams and allot the motions by flipping a coin or similar random method.
Teams of five or six are fine provided full participation is stipulated. Teams of more than six will be fine provided team leaders are appointed and instructed to organise their teams into smaller work-groups to focus on different aspects of the presentation, which can be brought together at the end of the preparation time. For groups of more than about twenty you can introduce a third motion, "Christmas is both Brilliant and a Pain in the Arse, depending on your standpoint", and structure the activity for three teams.
Timings are flexible to suit the situation, as are use of materials, presentation devices, and number of speakers required from each team, etc.
For preparation, as a guide, allow 5 minutes minimum, or up to 15 minutes maximum if more sophisticated presentations are appropriate. Allow 5 minutes minimum for each presentation although you can extend this if warranted and worthwhile.
Optionally you can allow each team to ask a stipulated number of questions of the other team(s) at the end of the presentations.
The winning team can be decided at the end by a secret ballot, which will tend to produce a more satisfying conclusion (even if there's no outright winner) than a decision by the facilitator, who can vote or not, or have casting vote in the event of a tie - it's up to you.
The facilitator should advise the teams before commencing their preparation that the winning team will most likely be the one which prepares and presents the clearest and fullest and most appealing case, and if applicable asks the best questions and gives the best answers.
Obviously deciding the winner will not be a perfect science and if using the exercise as a development activity it's important to review structure, logical presentation, and other relevant aspects of learning as might be appropriate. In reviewing the presentations the facilitator can award a point for each logically presented item within the presentation, with a bonus point for any item that is supported by credible evidence or facts or statistics. Award bonus points for good questions and answers if applicable, and award bonus points for particularly innovative and striking aspects or ideas within the presentation. If using the activity as a learning and development exercise it's helpful to explain the review criteria to the teams at the start.
Encourage participants, particularly young people in large teams, to use their imagination to create interesting and memorable methods of making their points, for example play-acting scenarios, and injecting movement and lots of activity within their presentations.
For more sensitive groups or situations you can of course substitute the word 'nuisance' for 'pain in the arse'.
Obviously the activity can be used for any debate exercise - work-related or otherwise - and serves to get people working and cooperating in teams, developing skills in preparing and presenting arguments and propositions, and can also provide much revealing and helpful mutual awareness among team members, and useful insights for the facilitator/group manager.
Examples of other motions, which for group selection recruitment exercises can be extended far beyond normal work issues, examples of which appear later in the list below:
- "The Smoking Policy is..."
- Team Briefing is..."
- "The Car-Parking Policy is..."
- "The (XYZ) Initiative is..."
- "The Monthly Meeting is..."
- "The CEO is..."
- "The Weather in our Country is..."
- "The Sport of Football (Soccer) as a sustainable business model is..."
- "Reality TV is..."
- "The Monarchy is..."
- "Supermarket Domination of the Retail Industry is..."
- "Mobile Phones are..."
- "The Internet is..."
- "This Recruitment Process is.."
The exercise can also be used or adapted for a group selection recruitment activity, to provide useful indications of candidates' skills and capabilities in a variety of areas.
rotating line introductions icebreaker (warm-ups, icebreakers, communications, communicating styles)
This icebreaker or communications activity is for groups of six people or more. Ideal team size is ten or twelve. Larger groups can be split into teams of ten or a dozen people. For large groups where time is limited you can split the group into teams of less than ten, which obviously makes the exercise quicker. Split the (or each) team into two standing lines of people facing each other, two or three feet apart. For example:
Ask the team to introduce themselves to the person facing them, optionally (up to you) by asking and answering questions, such as:
- Who are you and what do you do?
- Tell me what interests you and why.
- What special thing do you want to achieve (at the event, or in life generally - depending on the situation and group)
You can design other questions to suit the theme or purpose of the event.
You can provide strict instructions relating to questions and answers or (for a simple icebreaker) just ask the people to engage in general introductory conversation as they see fit.
You can stipulate that the facing pairs each have a turn at questioning and answering, or that one is the questioner and the other the answerer. Whatever, ensure that everyone has a chance to ask questions and to give answers. If appropriate nominate one line as the questioners and the other line as the answerers.
After a minute ask the lines to rotate as follows (one person from each line joins the other line and both lines shuffle to face the next person:
If using the exercise as a simple icebreaker continue the process using the same questions or general introductions. If you are using the activity develop communication skills you can increase the sophistication of the exercise by introducing new questions after the initial introductions, for example:
- What worked well in the last conversation?
- What could have been improved in the last conversation?
- What type of questioning and listening works best in this exercise?
Continue rotating the line every minute until everyone has conversed (questioning or answering) with every other person. Logically this takes as many minutes as there are people in the team. Twelve people will take twelve minutes to complete the exercise.
If using the exercise to develop or demonstrate communications skills it's worth thinking more carefully before the exercise and explaining more about the questions and points to review. For example, points to review can include:
- Aside from the words spoken what else was significant in these communications?
- What aspects were most memorable and why?
- What aspects or information were most impressive and why?
- What happens to communications when time is limited?
Obviously where team members already know each other there is no need to needlessly go through name and position introductions, although check beforehand as to how well people know each other rather than make assumptions.
Where a team has an odd number of members, then you (the facilitator) can become one of the team members in the line.
Where the purpose includes developing mutual awareness it can be useful to refer to the Johari Window model.
(Ack C Mack)
'straw poll' exercises (identifying and getting buy-in for individual and group learning and training)
These team development activities quickly identify team and individual learning needs and wishes, and importantly helps builds 'buy-in' and commitment among the team members to pursue the identified learning or training.
The activity can also be extended to explore, encourage and enable more innovative approaches to personal development, and particularly to pursuing 'life-learning' or 'unique personal potential' if such a concept fits with the organisational philosophy. If so, the organisation (or department or at a team level) must first decide how and to what extent it can support people's 'non-work' and 'life learning' aspirations. There are very many ways to do this. Progressive modern organisations have been doing this for several years. Use your imagination. You will find that as far as the people are concerned, you'll be pushing on an open door. The provision of 'non-work' personal development must be defined within a formal organisational process and framework, by which identified individual 'life-learning' ideas can be acted upon. Such process and framework are obviously vital to discussing people's personal needs and wishes in these non-work areas.
The exercise is for groups of any size, although large groups should be sub-divided into teams of between five and ten people representing single functions. The bigger the teams the more requirement there will be for good facilitation by a team leader within each team.
The level of guarantee for ideas to be acted upon is a matter for the facilitator and the organisation. Promise only what you can deliver to people. Embark on these activities only if you can reliably implement the outcomes, to whatever extent that you promise to the team members.
The facilitator should ideally run the session with a flip-chart or wipe-board because the sharing of ideas and discussion is a valuable part of these exercises. Refer to the guidelines for running brainstorm sessions, since the activity uses a team brainstorming process.
The aim of the exercise is to gather, list and prioritise collective and individual training and learning needs and wishes for work and non-work learning and development. Involving the team in doing this in an 'immediate' and 'free' informal situation generally exposes many more ideas and opportunities than normally arise from formal appraisal, surveys and training needs audits, or personal development review discussions. Sharing ideas and personal views also helps build teams and mutual awareness (see Johari Window theory). The exercises enable the team leader or facilitator to work with the people to arrive at ideas for learning and development, which can then - according to organisational processes and framework - be fed or built into proposals or plans for implementation.
The process of hearing and sharing other people's ideas also greatly assists people in imagining what might be helpful and relevant to their own situations - far better than thinking in isolation.
First ask team members individually (allow five minutes) to make one or two short lists:
- Three things they'd like to be able to do better for their jobs, (and if the organisation supports and enables 'non-work' and 'life learning'):
- Three things they'd love to learn or do better for their life in general - anything goes.
Then ask the team members to call out in turn their top-listed work or job learning personal development item. Write these on the flip-chart.
This immediately identifies collective training priorities. Ask for reaction and comment.
Then ask for people to call out in turn their second-listed work/job learning item and write the answers on the flip-chart.
Then gather the third-listed job/work learning items.
Use different coloured marker pens so as to be able to group common elements and to identify patterns and consensus priorities.
Ask the group to comment on what they consider to be the 'high-yield' items - ie., the development items that will make the biggest difference to productivity, enjoyment, stress-reduction, service quality, business development, etc., and discuss this issues.
Ask the group what type of learning they'd enjoy and best and find most helpful.
Using these activities and exercises will enable you to identify development opportunities that are high priority according to need and organisational effect, and you can now conclude this part of the session with an agreement with people to investigate or proceed with implementation depending on personal wishes, learning styles and preferences, organisational processes, budgets, etc. The investigation/implementation can involve the people or not, depending on the circumstances.
Now, provided the organisation/department/team endorses and supports 'non-work and 'life learning' development, turn to the non-work 'life learning' items featured in the second list.
These can be anything: hobbies, pastimes, personal loves and passions, natural abilities stifled or ignored at school, anything. The aim is to explore personal potential and enthusiasm in whatever areas that might be relevant to people and what they want from their lives.
It is important to open your own mind and the minds of the team members to the fact that all learning and development is useful. All learning and experience in life benefits people in their work. Everything learned and experienced in life is transferable one way or another to people's work. People commonly don't realise this, because nobody tells them or gives them the confidence to see it. When you see it and talk about it, people begin to see too that there can be more alignment and congruence between their lives and their work. Moreover, organisations are now seeing that when people are supported and encouraged to follow their own life interests and natural potential, so the organisation benefits from their development.
When people learn and experience new 'non-work' and 'life learning' capabilities and development, they achieve and grow as people, and this gives them many new skills for their work (especially the behavioural capabilities normally so difficult to develop via conventional work-based training), and a greater sense of value, purpose, self-esteem and maturity. All these benefits and more result from non-work learning and experience.
What matters most is that people are given the encouragement and opportunity to pursue experiences and learning and development that they want to. People are vastly more committed to pursuing their own life learning and experiences than anything else. So, the more that organisations can help and enable this to happen for their people the better. People develop quicker and more fully, and they obviously become more aligned with the organisation because it is helping them to grow in their own personal direction - far beyond the conventional provision of work-only skills training and development.
Ask people to think about and discuss the skills, knowledge, behaviour, maturity, experience, etc., from personal 'non-work' activities and learning that are transferable to their work. Many people will be able to give specific examples of where they are performing outside work in some activity or other that is way, way, way above their status and responsibility at work. This is the principle that we are seeking to recognise and extend.
For example (these examples of experiences and learning and benefits are certainly not exhaustive - they are simply a few examples):
- Sports and physical pursuits - develop fitness and determination, leadership, discipline, commitment, teamwork, stress-management, goal-setting, excellence, perfection, etc.
- Travel - develops cultural awareness, maturity, languages, etc.
- The Arts (art, music, writing, etc) - develops creativity, communications, empathy, interpretation.
- History - develops cultural and political and philosophical awareness, analytical and interpretation abilities.
- Voluntary and Care work - develops humanity, team-working, management, leadership, decision-making, etc.
- Environmental, Animals, Natural World - develop humanity, social responsibility and awareness, team-working, organisational and political understanding.
- Clubs and Societies - management, planning, organisation, communications, knowledge and information management, etc.
- Own 'sideline' business - entrepreneurialism, decision-making, management, marketing, customer service.
I once knew a wonderful receptionist. She worked part-time. Most people only ever knew she was a receptionist. She never received any training or development. Nor much respect. In her spare time she ran an international market-leading business, supplying high performance components to a specialised sector of the industrial engineering sector. She could have taught the MD a thing or two but they never asked..
Every organisation contains several people like this, and many more people with the potential to be the same. But nobody bothers to ask.
When an individual pursues personal learning and development and experience, whether through a hobby or some voluntary work, or any outside-work activity, they always develop as people, and also learn lots of new skills, which are increasingly transferable and valuable to their work situations. The tragedy is that organisations mostly fail to recognise this, and this is a major reason why most people continue to perform at work considerably below their full potential.
Non-work experiences, responsibilities, learning and development provide wonderful opportunities for people to grow in capability, maturity, experience, and in specific knowledge and skills areas, that are immensely valuable to employers.
Opening people's minds to these possibilities then enables discussion and identification of personal learning aims and wishes, perhaps some consensus, which then naturally enables planning and implementation and support of some new exciting non-work and life-learning activities for people, as individuals and as teams, depending on what people want and will commit to, and how far the organisation is prepared to assist and encourage.
playing card bingo (warm-up, icebreaker, exercises to demonstrate competitive effects, team-building, team-working and cooperation - also a great way to teach numbers to small children)
This is a bit of fun which can be used as a simple icebreaker or warm-up. The game also adapts to provide a simple yet novel team-working exercise. The game and games variations demonstrate the heightened concentration and focus which results from contest and competition, and as an adapted exercise it prompts teams to work together to approach a complex statistical challenge. For groups of any size.
Materials required are simply two packs of playing cards (or more packs, depending on group size).
Shuffle the packs keeping them separate. Retain one pack. Deal from one pack between three and ten cards to each team member. The more cards then the longer the exercise takes. If there are more team members than can be supplied from one pack then use additional packs. It is not necessary to remove the jokers, but be mindful of the effect of leaving them in the packs.
Team members must arrange the cards dealt to them face up on the table in front of them.
The dealer (facilitator) then 'calls' cards (like a bingo caller) one by one from the top of the dealer's own (shuffled) pack, at which the players match their own cards (by turning them over face down). The winner is the first to turn over all cards. Suits are irrelevant - only the numbers matter. Aces count as one. Picture cards as 11 (Jack), 12 (Queen), 13 (King), or simply call them by their normal picture names - again the suits are irrelevant. Jokers (optional) treat as jokers. Players can only turn over one card at a time, in other words, if a player has two 4's they must wait for two fours to be 'called'.
Interesting variations can be made to the game to add team-building and cooperation to the activity, for example:
Have people play in pairs or threes. Deal cards to each person as normal, but then teams can sort and swap cards between themselves so as to give the team of two or three the best chance of one (or two - it's up to the facilitator) of the sorted sets winning. (This is pure guesswork obviously, but it will test people's approach to the challenge of statistical anticipation.)
Have the group play in two or three teams (each team size ideally no bigger six people). Deal each team twenty cards and ask them to pick the fifteen that they wish to play with as a team. Again this is pure guesswork, but it will challenge the teams to think about statistics, and to agree the best tactical approach.
Other variations include prohibiting or enabling competing teams to see the other team's cards while they are deciding which to select.
To make the games last longer and to alter the statistical perspective you can require that suits are matched as well as numbers/picture cards.
Practise your ideas first if possible.
'spice of life' exercise (personal development, goals, true motivation and purpose, visualisation, life balance)
A quick simple powerful activity for groups and teams of any size. The exercise can also be used for yourself, and when working with individuals in counselling, coaching and performance reviews and appraisals.
Optional preparation for a group activity: buy some green cardamom pods - they are a highly aromatic spice used in Asian cooking and curries - the Latin name incidentally, for interest, is Eletteria Cardamomum. Star Anise - aniseed seed pods - and cloves also work well for this sort of exercise - they reinforce the point and add additional sensory stimulation to the activity. Distribute a pod or clove or several of each spice to each team member. Alternatively you can give different spices to different people if you have them. This will prompt discussion and expectation. You can mention that spices like these are symbolic - they are small and natural, of relatively little monetary value, and yet have a remarkably powerful effect. They also have healing qualities, and being seeds they represent new life and beginnings.
Also optionally at this point in the exercise you can ask people do this calculation in their head to further concentrate the mind: Subtract your age from 90 and add two zeros to the answer. Divide that number in two. This is roughly how many weeks you have left on this Earth, assuming you live to a very ripe old age. If you smoke and don't look after yourself properly subtract 1,200 weeks (if you are very lucky). How quickly does a week pass by? Almost the blink of an eye...
Then ask the group to close their eyes, take a few slow deep breaths, and visualise.... (it's a bit morbid but it does concentrate the mind somewhat): You are very close to the end your life - perhaps 'on your deathbed'. You have a few minutes of consciousness remaining, to peacefully look back over what you achieved, and what difference you made in the world. And especially how you will be remembered.
So how do you want to be remembered? What did you do that mattered? What spice did you add to people's lives? What was the spice in your life? What will you have done that will give you a truly good feeling at the end of your life? And so, how can you best fulfil your own unique potential?
We rarely think about our lives this way: that we are only here for a short time, and that what really matters is beyond money, possessions, holidays, cars, and the bloody lottery.
Thinking deeply about our own real life purpose and fulfilment helps us to align what we do in our work with what we want to do with the rest of our life.
This in turn creates a platform for raising expectations and possibilities about direction and development - pursuing personal potential rather than simply 'working' - and finding ways to do so within our work and our life outside it.
(As facilitator do not ask people to reveal or talk about their dreams unless they want to. The exercise is still a powerful one when people keep their dreams and personal aims to themselves.)
This type of visualisation exercise is also important in helping people to take more control of their lives and decisions - becoming more self-reliant and more pro-active towards pursuing personal dreams and potential, instead of habitually reacting to work demands and assumptions.
'starter keys' icebreakers and activities (warm-up exercises, introductions, getting people talking, potentially leading to deeper discussions)
An easy and flexible exercise (using people's bunches of keys) for ice-breakers and introductions for groups of any size (very large groups need to be split into smaller teams with appointed team leaders). Also a quick fun method for deciding order (who goes first - for introductions, speaking, presenting, etc) and also for splitting a group into smaller teams, threes or pairs. The idea can also extend into various activities for self- and mutual awareness, story-telling, understanding life 'partitions', time management and prioritising, life balance, responsibility, even delegation and management. Keys are of course very personal items with significant personal connections and representations, and so provide opportunities to create lots of interesting, enjoyable and helpful activities around them.
1. For deciding order- 'Who goes first' - Ask each person to put their bunch of keys on the table in front of them. Order is decided according to most keys on the bunch. Tie-breaker(s) can be decided according to the key(s) with most notches.
2. For splitting group into teams or threes or pairs - Ask the group to sort themselves into the required number (which you would normally stipulate, unless your purpose allows/prefers them to sort into teams of their own choosing) of teams or threes or pairings according to shared features (in common with others) of their key bunches, for example number of keys on bunch; type of key-ring fobs (sensible, daft, tatty, glitzy, unmanageably large, uselessly small, broken, holiday mementoes, promotional giveaways, etc), size of keys, type of keys, colours of keys, purpose of keys.
3. For starting and framing personal introductions and profiles - Ask group members to put their keys on the table. Each person then takes turns (you can use the order-deciding method above) to introduce and describe themselves according to their keys, from the perspective of each key's purpose and the meaning in their life represented by what each key unlocks.
4. For addressing time management, life balance and personal change, etc - Split the group into threes and ask each person to discuss in turn, among their teams of three, what their own keys represent in terms of stuff they're happy with and stuff they'd like to change (where they live, what they drive, what they value, their responsibilities, their obligations, personal baggage and habits, etc).
5. For addressing personal responsibilities and delegation, from others and to others, and responsibilities people aspire to - Ask the group to split into pairs or threes, and as individuals, to discuss with their partners what they'd like their bunch of keys to be like instead of how it is at the moment - what responsibilities (keys) would they like to lose or change or give to others - what new keys would they like to add? How else would they like to change their bunch of keys? If anyone is entirely happy with their bunch of keys ask them to think ahead five years. If they're still happy with their keys ask them to help facilitate...
You will no doubt think of your own ideas and variations to these exercises. Let me know anything different and interesting that works for your team.
See also the 'letting go' de-cluttering exercise on the team building games page 1, which might give you more ideas for extending and varying these activities.
See also the Johari Window model, which helps explain to people the benefits of feedback and developing self- and mutual awareness.
'where in the world' exercise (personal development, icebreaker, warm-up exercise, questions for recruitment group selection or interviews , student presentations)
This exercise and the activities that can be developed around this idea provide very simple quick ice-breakers or presentation ideas for all sorts of situations. The activity is for any group size. (For large groups: split group into teams of 5-7 people and appoint team facilitators to ensure full participation by all. Presentations can be given within teams, not to whole group. Teams can then reconvene as a whole group to review the exercise and experience after completing the activities in teams.)
Ask the group as individuals to take a couple of minutes to close their eyes and imagine running their own ideal business or enterprise (not necessarily profit-making in a conventional business sense - it can be a service of any sort; some people for example seek to be carers, or writers, or gardeners, or cooks, to have a shop or a cafe, or to teach others. It is important to emphasise that everyone - not just entrepreneurs - can follow their dreams. Visualising and stating one's dreams helps greatly to make them happen).
Then ask the group as individuals to close their eyes and think where in the world would they locate their business/service activity and why? Give the team members or delegates anything between two and five minutes to think of their answers and to structure a brief explanation or presentation (again stipulate timing for their presentation or answer), depending on the purpose and depth of the activity.
N.B. Giving a presentation is not an essential part of this activity. It might be more appropriate for the participants and/or the situation for people to simply keep their thoughts to themselves, or to write them down privately, perhaps to refer to and consider in the future.
In explaining their choice of location team members will be encouraged to think about and express personal dreams and passions relating to their ideal business or service activity or enterprise (which involves exploring their fulfilment of personal potential and strengths), and also where in the world and why they would locate their enterprise or service activity, (which involves each person in considering the environment and context to which they see their dreams relating). Some people will not imagine locations very far away; others will imagine locations on the other side of the world. There are no right or wrong answers - the activity is an opportunity for people to think and imagine possibilities for themselves beyond the constraints that often limit us and our fulfilment.
The exercise relates also to Johari Window development, to goals, personal and self-development, and (if ideas are expressed or presented) also provides helpful insight for team leaders, facilitators, trainers, or recruitment selection observers in understanding more about the people performing the exercise.
'one word' exercise (exploring deep values and purpose, and behaviour towards others, which relates to all sorts of development needs and opportunities)
Again - this is a simple activity - which contributes to many and various positive outcomes. The exercise is for any group size, although if presentation is required split large groups into smaller teams which can self-facilitate to enable full participation and discussion. If splitting into teams you can reconvene as a whole group for review of the experiences after the team activities.
Ask people as individuals to clear their minds, close their eyes, and to think of one word - just one word - which they feel best describes or encapsulates living a good life. A one-word maxim for life.
The facilitator might be required to explain what is meant by 'living a good life'. Use your imagination so as to relate the concept to the situation and the participants. Think about: force for good; civilised society; leaving the world a better place than when you entered it.
Of course words mean different things to different people, and many people will find it quite difficult to pick just one word, but this is the point: One word concentrates the mind in a way that five or six words, or a longer sentence tends not to. For participants who find it impossible to decide on one word, encourage them to use as few words as possible - but still aiming to focus on the essence, or a central concept, rather than a catch-all or list. It's easy for people to think of a list - one word is a lot more thought-provoking.
Ask people to write down their chosen one word (or words if necessary), plus some brief explanation as to what they mean.
Then in turn ask people to tell or present their answers to the group or team.
It is interesting to hear people's ideas. They will be quite different to how people actually normally behave in organisations - to each other, to customers, to suppliers, etc. And quite different to how people behave in societies in local, national, religious and global communities. Why is this? Where does individual responsibility begin and end? Are we part of the problem - or part of the solution? Do we want to be part of the solution? What actually stops each of us trying to live and behave more often as we know to be right? Are the pressures and habits and expectations that distract us from more often following a right path really immovable and so strong that we cannot rise above them? What personal resolutions and changes might we want to make?
The exercise relates also to Johari Window development, to personal life philosophy and values, personal and self-development, and (if ideas are expressed or presented) also provides helpful insight for team leaders, facilitators, trainers, or recruitment selection observers in understanding more about the people performing the exercise.
Transactional Analysis and the blame model within the TA section can be a helpful reference to assist people in understanding more about the forces that cause us to behave differently to what we know to be right.
See also the articles section about love and spirituality in organisations which helps explain about bringing compassion and humanity to teams and work.
This is page 2 of the free team building activities and games ideas on this website.
- quizballs quizzes
- business dictionary
- amusing and fascinating origins of words, expressions and cliches
- word-play puzzles and games for quizzes and exercises
- stories and analogies for training, public-speaking and writing
- difficult puzzles for teams | <urn:uuid:8cd669d8-93c6-4a7e-b259-5b001aea6a94> | CC-MAIN-2017-04 | http://www.businessballs.com/freeteambuildingactivities.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281649.59/warc/CC-MAIN-20170116095121-00439-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.941023 | 77,787 | 1.859375 | 2 |
Aisteach is a repository and archive for historical documents, recordings, materials and ephemera relating to avant-garde artistic projects in Ireland since the 19th Century. Established in 1974 by composer Frank Ó Conchubhair and poet Síle Ní Maoldaomnhaigh, the centre has operated variously at Parnell Square Dublin, An Rinn and finally its current home in Joshua Lane, Dublin 2.
Access to the archive is available for student research by appointment – if you would like to get in touch, fill in the contact form here.
Following the receipt of a generous grant from the Arts Council of Ireland, we are currently digitising a considerable portion of our archive. Please call back to the site periodically to find more of our archive digitally available for all.
If you would like to use any of our recordings or images, or perform any of the pieces mentioned on the site, please email email@example.com for information on copyright and score access. | <urn:uuid:940f8dc7-0c38-4baf-b7b8-1a963fe7ef29> | CC-MAIN-2022-33 | http://www.aisteach.org/?page_id=6 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573876.92/warc/CC-MAIN-20220820012448-20220820042448-00076.warc.gz | en | 0.936881 | 213 | 1.625 | 2 |
As well as being a showpiece for everything Chinese, the Beijing Olympics has also been an opportunity to promote the very best in chemical engineering ranging from personal protection to food safety.
For example, many of the Beijing police are wearing bullet-resistant vests and helmets made from Dyneema unidirectional (UD) fiber supplied by DSM, Urmond, the Netherlands.
Dyneema, marketed by DSM as “the world’s strongest fiber,” is a polyethylene fiber produced by a patented gel spinning process. It’s up to 15 times stronger than steel and, weight-for-weight, is 40% stronger than competing aramid fibers.
The 3,000 vest and helmets were designed and manufactured by Zhong Tian Feng Protection Products Technology Company (ZTF), Beijing, after it won a contract from the Beijing Bureau of Public Security.
“The exceptional properties of Dyneema UD were a critical factor in our successful bid to provide them with bullet-resistant vests,” says Yang Zhi Dong, ZTF general manager.
Meanwhile, the $2.2 billion of new stadiums built over the last five years have provided numerous opportunities for the use of novel durable materials.
One such example is Makrolon, the high-tech polycarbonate from Bayer Material Science, Leverkusen, Germany. Like the athletes themselves, it had to meet exceptional criteria to qualify for Beijing. The combination of excellent light transmission, flexural strength, low weight and durability ensured that more than 36,000 square meters of the material has been used in the Olympic stadiums at Shenyang and Tianjin and at the sailing center in Quingdao.
Ease of assembly was another critical issue, so to cope with the strict construction deadlines set by the Chinese, Bayer had to develop a special form of Makrolon in a very short time. The resulting sheets are 25 millimeters thick, 1.5 meter wide and can bear loads of more than three kilonewtons per square meter — remaining safe and secure even in heavy snowfalls and strong winds.
The Shenyang stadium alone used 21,530 square meters of Makrolon for its roof and facade. Another 13,000 square meters forms a transparent inner ring in the Tianjin Olympic stadium. Because of its 85% light transmission level through the 6-mm sheets, it was possible to build the stands close to the edge of the soccer playing field without impairing grass growth.
Dupont, Wilmington, Del., has played a critical role in both the sustainable construction of the Beichen National Convention Center — the hub of the international broadcast media during the Olympics — and food safety.
DuPont innovations are helping to protect the Center’s envelope and improve indoor comfort, as well as significantly save on energy costs by reducing heat transfer. According to the company, its Tyvek, ThermaWrap and Tyvek SD2 Vapor Control Layer offer superior strength and durability — a further benefit in the drive toward reducing the carbon footprint of buildings.
DuPont is very excited to see its products being used in the project not only for energy efficiency benefits to the remarkable building, but more importantly to contribute to the city’s and China’s sustainability efforts, according to Douglas Muzyka, president of DuPont Greater China.
DuPont also supplied its BAX detection technology to the Beijing Municipal Center for Food Safety Monitoring (BFSM). BAX offers advanced, DNA-based detection of microbes in food and has already been adopted by various food inspection services around the world.
Dow Water Solutions, Edina, Minn., installed reverse osmosis membranes at three wastewater reclamation and reuse facilities around Beijing to help treat 45,000 cubic meters of water per day.
“Dow implemented a similar water reclamation project for the Sydney Olympic Games, and we are excited to bring our expertise and proven membrane technology to another world showcase event,” explains Niann-Tsyr Yuen, Asia Pacific FILMTEC membranes product marketing manager, Dow Water Solutions.
In the run up to the Olympics, much was made of traffic pollution in Beijing. Without BASF’s involvement, the problem might have been very much worse. For years, the company has been working with the State Environmental Protection Administration (SEPA) of China and late last year the organizations extended their bilateral strategic cooperation on clean fuels with the inauguration of the country’s first independent diesel engine testing laboratory. Jointly sponsored by BASF and the Chinese Research Academy of Environmental Sciences (CRAES), the project focuses on advanced diesel technologies and R&D expertise, both in the run up into the Olympics and beyond as China strives to boost its eco-efficiency and sustainable development. | <urn:uuid:472924d4-3aea-4866-a5a9-e3410fc899cb> | CC-MAIN-2017-04 | http://www.chemicalprocessing.com/articles/2008/157/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280504.74/warc/CC-MAIN-20170116095120-00146-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.944717 | 976 | 2.1875 | 2 |
The issue of student loans has been in the news lately as authorities ponder on way to manage growing debt. According to Federal Reserve statistics, student loans stand at $1,115.3 billion an increase of 13.9% from 2013.
To avoid being in this category, it is time to listen to expert advice from independent financial credit platforms. Armed with the right information, you will be able to decide the best approach to handle your loan, of which loan consolidation is cited as the best.
Overview of Student Loan Consolidation
Loan consolidation means combining of several student loans leading to a single monthly repayment as opposed to multiple ones. In financial speak, you are simply refinancing your loan and all other loans are considered paid once the plan starts working.
The reason most students find themselves in multiple debt is because federal loans come in different varieties including direct subsidized, direct unsubsidized, subsidized federal Stafford, direct PLUS and PLUS loans from the Federal Family Education Loan (FFEL) Program.
On the surface, student loan consolidation looks like a deal made in heaven.However, financial experts advise you to get a broader enquiry before making any financial move.
Pros of Student Loan Consolidation
Here are some advantages you will enjoy:
- Streamlined bill repayment:With one loan to handle, you will not have the pressure of remembering all repayment dates while still handling your first job. Simply speaking it gives you peace of mind.
- Longer repayment period:You can consolidate several loans in order to ease pressure on your current or future expected finances.
- Lower interest rates:It is possible to lock in a lower fixed interest rate over the life of the new loan and again this helps you to manage your finances better.
- Alternative repayment plans:Loan consolidation will give you more repayment plans including income-based repayment among others dependent on your financial situation. What’s more, you will be able to switch your variable interest rate to a fixed rate.
- Switch lenders for more discounts:Student loan consolidation allows you to switch from a lender who does not offer certain benefits to one who does. Such benefits include discounts on interest rates paid on time among many others.
Other benefitsinclude resetting of the clock on deferments and forbearances and restarting of the loan terms even if the loan was already under repayment.
Potential Downsides of Student Loan Consolidation
While this program seems perfect it still has weak points including:
- Higher eventual payment due to the elongated period and more in total interest.
- Loss of individual loan perks:If your loan has perks such as interest rates discounts, principal rebates, or loan cancelation benefits you risk losing them once you consolidate.
- Loss of grace period:In case you consolidate the loans during their initial grace period then you have to start repaying immediately for the refinanced loan.
- Prepayment penalties:Some financiers have penalties to avoid cancelation of the agreement and you might have to suffer these.
In essence, student loan consolidation is a decision you take based on your financial situation. With this insight fromhttps://www.trustpilot.com/review/www.nationaldebtrelief.com, you can now sit back and think about whether this plan really suits you. Why not visit this platform and learn more about your debt relief? | <urn:uuid:818fabfc-4d1d-4220-abf9-766c2d2ea860> | CC-MAIN-2022-33 | https://hirharang.com/should-you-consolidate-your-student-loan-debt.html?amp=1 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572161.46/warc/CC-MAIN-20220815054743-20220815084743-00476.warc.gz | en | 0.957195 | 682 | 1.75 | 2 |
I wish I knew a lot more about the Muslim religion than I do. I've never read the Quran. I've never attended a Muslim service. Heck . . . I've never sat down with a Muslim and had an in-depth conversation about their religion. So I may well have a lot of incorrect ideas and "facts." All I've done is research using the internet . . . not the most reliable source of information.
I have been told many times, by many sources that the Muslim religion is a religion of peace and tolerance. I've heard this through news media and religious leaders from other religions. So I believe this is true.
I have also been told many times, by many sources that the Quran does, in fact, have numerous passages that seems to urge followers to kill nonbelievers. Additionally, I understand that for a Muslim there is no separation between church and state. There's only one law and that is sharia law. And that all Muslims must follow sharia law.
So in my mind there is a contradiction here that I don't fully understand. In Christianity there are contradictions to but as I understand it they are separated from each other as the Old Testament and the New Testament. But honestly even this doesn't make total sense to me as the 10 Commandments are in the Old Testament not the New Testament.
Nevertheless, I'm left with a question of how does a mainstream Muslim believer know which passages of the Quran to believe in and which passages they should ignore and not follow. Maybe someone can help me understand this. But in some ways that's not really all that important.
What is important is that mainstream Muslims comprise the vast, vast majority of of all Muslims and they are peace-loving and ignore certain parts of the Quran. It is only a small fringe of Muslims that choose to believe every word of the Quran and want to follow all teachings. And only a small portion that want to kill us.
Let's be clear . . . I have no problem whatsoever with the mainstream Muslims. Quite the contrary! I honestly see mainstream Muslims as the key to a peaceful world in the future.
But I have a lot of deep anger and passion against those radical Muslims that believe in waging war against the United States and other countries that do not believe as they believe.
Unfortunately I can't personally tell a mainstream Muslim from a radical Muslim. And neither can most any non-Muslim. To do that the only way is to look deep into some one's heart. And as an outsider to the Muslim religion I simply cannot do that. And if I tried, the radicalized Muslim could simply lie and I would never be able to tell the difference. The truth would escape me. And it would escape most any American . . . Muslim or non-Muslim!
My next-door neighbor and his wife appear to be of some middle Eastern descent. I don't know . . . maybe Iranian. Maybe Syrian, maybe Saudi, Honestly it doesn't matter. And while I have talked with them numerous times, the subject of religion has never come up. I've been curious but I have never asked. Ahmed's wife does not wear a burka, so I'm guessing that may mean they are not Muslim. But I could be wrong!
But if I ask Ahmed if he is a Muslim, he could answer either truthfully or untruthfully and I would never know the difference. But let's say he answered that he was, in fact, a Muslim. How would I know if he was part of the vast majority of moderate Muslims or if he was in fact one of the radicalized Muslims? There is no way that I could know!
My guess is the only people that might know would be his family (perhaps), close Muslim friends or fellow Muslims he attends services with. But the chance of me knowing would be virtually zero!
So this is why I think the key to everything is for moderate Muslims to aggressively try to identify radicalized Muslims. Honestly, it's these radicalized Muslims that are making life difficult for mainstream Muslims. And it's in everyone's best interest to "ferret out" these radical Muslims so they can be dealt with appropriately.
I'm sure a normal Muslim can easily understand the situation that we non-Muslims find ourselves in. There is an enemy that has vowed to kill us all . . . and we cannot identify them until such time as they show their heart by trying to kill us!! At that time, we know and we can protect ourselves hopefully. But until that time, we are forced to be somewhat suspicious of anyone that we think might possibly be a radical Muslim. And we can't even identify a Muslim with certainty! I guess if a Muslim woman is wearing a Burka we would know. But Muslims can and are of every race and nationality. They can be white Americans, black Americans, Chinese-Americans or any other nationality or race!
But the demographics of people from the Middle East tends to suggest that more of them are Muslim so we can't help but profile to some extent. And I believe we should.
And it's important to note that not all terrorists are Muslim! Quite the contrary! Religion is not the only thing that leads someone to become a terrorist! But right now these radical Muslims are embracing terrorism in the United States and the world and they have our attention.
It sure would be easier if there was a simple way to identify a radical Muslim who believes in terror but that is impossible. So in the meantime, our mainstream Muslim friends need to help us ferret out out these evil doers! And they need to understand why there is currently an unfair negative sentiment against Muslims. It's not right. It's not fair. But it's understandable.
Bikram Hot Yoga. My one year Anniversary
1 week ago | <urn:uuid:93f7ff17-0b96-4cf2-909b-b25cdeb352b3> | CC-MAIN-2017-04 | http://hurryslowlybuthurry.blogspot.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280292.50/warc/CC-MAIN-20170116095120-00342-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.976537 | 1,184 | 1.554688 | 2 |
French butchers scored a regulatory win recently when the government ruled that vegan products could no longer be labeled “sausage,” “steak” or other such meaty words. But France’s butchers aren’t feeling victorious. They say they’re increasingly under attack from militant vegan activists, who have been defacing stores and spraying shops with fake blood. The French Federation Of Butchers voiced its concern with a vehement letter calling on the government to protect butchers from what they say is “a form of terrorism.”
The BBC reports the letter, written by Federation chief Jean-François Guihard, cites 15 recent attacks in which fake blood was sprayed on butcher shops. Shops have also been covered with anti-meat stickers and graffiti, he says.
“It’s terror that these people are seeking to sow, in their aim of making a whole section of French culture disappear,” he writes. He describes the attacks on butchers and charcuterie makers as “in essence, a form of terrorism.” “Facing this escalation of violence, what will be the next step?”
Guihard has strong words not just for militant vegans, but for the media, who he claims has overexposed and over-reported-on the vegan lifestyle. According to a report from the French agriculture ministry cited by The New York Times, per-capita consumption of meat has fallen in that country more than 10 percent between 2000 and 2012.
While they await a governmental response, butchers could always take a page from this chef’s book and see what happens. | <urn:uuid:057f6a16-b594-4ac2-910b-c24bd6e77641> | CC-MAIN-2022-33 | https://thetakeout.com/french-butchers-demand-protection-from-terrorism-of-v-1827172456 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573623.4/warc/CC-MAIN-20220819035957-20220819065957-00675.warc.gz | en | 0.9555 | 345 | 1.617188 | 2 |
Sometimes we have to discuss the not-so friendly problems curly girls may have to deal with from time to time. Not every curly will have to deal with it but if you do, you want to know what to do. I’m talking about head lice.
“Head lice, called pediculus capitis by scientists, are small parasitic insects. They live only in human hair, grasping the shaft and feeding once a day by sucking tiny amounts of blood from the scalp. The female louse, about the size of a sesame seed, lays approximately ten eggs, called nits, a day and glues them to the hair shaft. They hatch in 10 to 14 days, grow for nine to 12 days, then mate and the cycle begins again. Lice can live for three to four weeks.” -USA Today
In my experience there is a widespread belief held in the black community that we cannot get lice. While lice do prefer fine, straight hair strands over coarse, curly hair so it is indeed less likely, but lice can still affect every person regardless of race or hair type. One reason is the variety of ways for lice to spread from sharing hair brushes and accessories to touching other people’s hair.
Unfortunately most popular methods for removing lice are conducive to dealing with straight hair with tools like nit ridding combs. Those combs have very tight, small teeth that can wreak havoc on a curly so the following methods are a better option.
If you feel you must use a lice shampoo and remove the nits with that special comb, then do so while the hair is wet. Wet hair is much easier to comb through. Keep a water bottle handy in order to re-wet the hair as it may dry during this lengthy process.
Smothering lice with an agent such as olive oil, mayonnaise, or Vaseline is the best method for a curly because it smothers the lice and makes it easier to comb through the curly hair. Olive oil has been lab tested and found to be effective in killing head lice. Allowing the oil to sit in the hair overnight is messy but very effective. Comb through the hair prior to shampooing to get rid of the dead lice and the nits.
A blow dryer using direct heat can get rid of nearly 98% of nits and 55% of lice but you should not combine the shampoo method with this one since many have flammable ingredients. This needs to be performed on clean hair and could be paired with the smothering method. High heat is not necessary but it needs to be warm. A bonnet dryer is less effective so use a hand-held blow dryer.
I suggest saturating your hair with olive oil overnight and combing out the lice and nits before washing your hair. Finish by drying with a blow dryer to best eradicate them. | <urn:uuid:5c169f85-241a-4df8-8756-b8e664e02ca6> | CC-MAIN-2017-04 | http://www.naturallycurly.com/curlreading/wavy-hair-type-2/treating-lice-on-curly-hair/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279189.36/warc/CC-MAIN-20170116095119-00055-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.960799 | 603 | 2.25 | 2 |
The uncertain future for many Scientists and the non-profit organization as a link between public and private sector research
The Plant Physiology Department at the RWTH Aachen and the events that led to the foundation of GENAWIF
Who we are
We are scientists with many years of experience in the field of natural products and the elucidation of the mechanism of action of substances. In order to bundle this knowledge and experience and to make it usable in practice, we have founded GENAWIF on the basis of our expertise.
What is our mission?
We are convinced that the research of natural and active substances, especially with regard to their effects on cells and organisms, needs a deeper attention from both the public and the scientific community. Both possible hazards posed by chemical compounds that may not yet have been clarified and novel and surprising applications of natural and active substances require a competent and innovative perspective. Based on the understanding of biological effectiveness and the knowledge of chemical properties, we can research new applications and bring them to fruition together with partners, thus contributing to sustainable economic activity, new jobs, security of supply through agriculture and new approaches to treating diseases in human and veternary medicine.
How do we tackle these challenges?
Through our organisation as a non-profit association, it is clear that our goal is not to work in a profit-oriented way, but rather to work in a solution-oriented way. For this purpose, networking and information of the public as well as of experts, scientists and political decision-makers is important. In addition, we would like to make our experience and expertise available through consulting and contract research in order to prepare and carry out a basis for the implementation of our own research projects in cooperation with local, national and international actors. Due to our corporate tax-exempt organisational form we have access to private and public research funding, but due to the economic part of our work (consulting, training, events, etc.) we ourselves can make a fundamental contribution to the financing of our vision.
After her master’s thesis on a proteome analysis of the allicin-resistant bacterium Pseudomonas (2014), she continued her work in Prof. Slusarenko’s research group at RWTH Aachen University as a doctoral student, researching the antimicrobial effect of allicin from garlic on lung pathogenic bacteria and investigating whether the medical treatment of lung infections with allicin is possible in principle using a newly developed lung model.
Since her doctorate (2020), she has taken part in various training courses, project and quality management and clinical data management.
Jan Borlinghaus, born 1985, started studying biology at RWTH Aachen University in 2005. He completed his diploma thesis (2012) at the Department of Plant Physiology in the field of plant sciences, where he developed a passion for molecular biology.
This was followed by a PhD in the same institute with a molecular biology question on the resistance mechanisms of an allicin-resistant bacterium Pseudomonas.
Since 2019, Jan has continued as a postdoc working on open questions related to the natural product allicin, but his interest has also shifted to synthetic biology and bioassays using baker’s yeast (Saccharomyces cerevisiae) as a model organism.
After his B. Sc. degree (2016), Michael moved to RWTH Aachen University, where he gained insight into plant sciences in a research internship under Jan Borlinghaus at the Institute of Plant Physiology. As part of his Master’s thesis at the same institute , he developed a luciferase-based measurement system in baker’s yeast (S. cerevisiae).
After his M. Sc. degree (2020), he then moved to a biotechnology company in Monheim/Rhine to take over marketing there. Due to his successful way of working, he has since been able to recruit three more employees to support him in marketing.
If you have any ideas to collaborate with us or want to join the association just write an E-Mail to email@example.com! | <urn:uuid:ee49adbd-b867-42ec-99e2-1a681de8abfa> | CC-MAIN-2022-33 | https://genawif.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573667.83/warc/CC-MAIN-20220819100644-20220819130644-00073.warc.gz | en | 0.951575 | 850 | 1.710938 | 2 |
Take the Pack back in time to Ancient Greece and compete in events inspired by the first Olympic Games
Old Bed Sheets - belt/string - Broom handles/foam tubes - Heavy disc/metal plate/frisbee - heavy ball - tape measure - stopwatch - paper and pens - sound effects of a time machine - bronze, silver and gold medals
1. Tell the pack that you are going to travel back in time. Get them to close their eyes.
2. While they are doing this, play the time machine sound effects and get out the sheets, belts and string
3. When the sound effects finish, help the Cubs put their togas on (old sheets) and use the belts/string to tie around their waists
4. Now give each six the name of an Ancient Greek City State. eg. Athens, Sparta, Troy, etc. Once you have done this, run some athletic sports such as: Running races, Relay races, Javelin using broom handles or foam tubes, discus using the disc/plate/frisbee, shot put using the ball, long jump.
5. After each event hold an award ceremony and award the relevant medals. Maybe invite a special guest to come and award these medals?
6. To go a step further you could start off with the entry of the teams at Mount Olypus where the Cubs would parade behind the flags that you make at a Pack meeting prior to the event. | <urn:uuid:4dd0300a-4bdc-48ed-b59f-aaf69aa7fe28> | CC-MAIN-2016-44 | https://www.onlinescoutmanager.co.uk/programme.php?action=view&id=4564 | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720737.84/warc/CC-MAIN-20161020183840-00220-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.910416 | 303 | 2.765625 | 3 |
Ener1 is very active in electric cars' batteries systems and with this move into Utility energy systems company is tapping into 1 billion plus market according to some reports. It is very encouraging to see migration in Chemistry choices into Lithium based solutions in utility energy storage systems now as well.
"Lithium-ion batteries became industry standard for energy storage in mobility applications - all advanced Hybrids and all BEV are using lithium batteries. Now we have a glimpse into stationary utility energy storage, where light weight is not as crucial as in electric cars. It is an important confirmation of a general trend and capacity of lithium-ion based technology. This applications are crucial for alternative energy generation with wind and solar power. Batteries become an integral part of energy generation networks and we have first indications of size potential for this very important market for Lithium Demand."
With expanded markets application for Lithium based storage systems, interest in investment world is coming back to Lithium plays and upcoming Copenhagen Climate Change conference could bring a catalyst to the alternative energy sector as a tangible investment theme of 21st century.
"After San Francisco Hard Asset Conference TNR Gold and International Lithium have gained attention of Jay Taylor - "one of the most respected, independent analysts in the North American mining and energy sectors." Company is building credibility and momentum in delivering its story to the market place."
We will refer your attention to Ener1 presentation with interesting observations on energy storage systems and lithium-ion batteries technology.
Proactive Investors Ener1To Develop Utility Scale Lithium-ion Energy Storage For US govt Smart Grid program.
Ener1 Inc (NASDAQ: HEV) lithium-ion battery manufacturing subsidiary EnerDel announced it will participate in the development of a new smart grid program, which was unveiled by the US Department of Energy (DoE). EnerDel will manufacture utility-scale energy storage using its lithium-ion battery technology, for five one-megawatt power systems. Ener1 Inc is based in Indianapolis and has the only lithium-ion battery manufacturing facility of its kind in the US. Ener1 lithium-ion battery technology is also being developed for the automobile industry, military applications and other growth markets. Additionally Ener1 has operations in nanotechnology-based applications through its NanoEner subsidiary. The power systems are being developed by Portland General Electric (NYSE: POR), with the smart grid element planned to manage peak energy demand and smooth variations in power from renewable sources. The project is one of 16 similar projects announced as part of the DoE’s $178 million scheme, which is being funded through the federal stimulus package enacted in February. Each of the five EnerDel battery systems will store enough energy to power roughly 400 average American homes simultaneously for up to an hour at a time. The large scale energy storage utilizes the same core chemistry as the existing EnerDel batteries, which are designed for the new generation of plug-in hybrid electric vehicles. Energy storage technology is considered to be a particularly important issue in the development of renewable energy technologies, as they generally provide intermittent output. EnerDel said the utility scale energy storage would be a ‘crucial tool’ for enhancing the reliability and availability of intermittent energy sources like wind and solar.EnerDel’s Chief Technology Officer, Cyrus Ashtiani commented on the company’s latest development: "We expect this sector to be a major growth area for the battery industry. This program is a breakthrough opportunity for EnerDel to prove the capabilities of our systems in partnership with one of the most innovative electric utilities in the country." | <urn:uuid:eca626dd-8c9a-41c6-bc9c-ad1bf5b6c71f> | CC-MAIN-2017-04 | http://sufiy.blogspot.com/2009/11/lithium-ener1-to-develop-utility-scale.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281649.59/warc/CC-MAIN-20170116095121-00445-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.944578 | 735 | 1.992188 | 2 |
Ransomware authors are not the only cybercriminals who use extortion tactics to make money from users and companies. Data thieves are also increasingly resorting to intimidation.
The FBI's Internet Crime Complaint Center (IC3) has received many reports from users whose data was stolen in various high-profile breaches and then received emails threatening to publicly disclose their personal information, including phone numbers, home addresses and credit card information.
The ransom amount asked by the extortionists ranged from 2 to 5 bitcoins or approximately $250 to $1,200, IC3 said in an advisory Wednesday.
In some cases, the attackers claim to have sensitive information about users' lives stolen from their online accounts and threaten to send it to their friends, employers and family.
“If you would like to prevent me from sharing this information with your friends and family members (and perhaps even your employers too) then you need to send the specified bitcoin payment to the following address,” one email shared by the IC3 reads. “If you think this amount is too high, consider how expensive a divorce lawyer is. If you are already divorced then I suggest you think about how this information may impact any ongoing court proceedings. If you are no longer in a committed relationship then think about how this information may affect your social standing amongst family and friends.”
It's not clear if the attackers actually have the information that they claim to have, but the extortion emails are typically sent shortly after high-profile data breaches.
"The FBI does not condone the payment of extortion demands as the funds will facilitate continued criminal activity, including potential organized crime activity and associated violent crimes," IC3 said.
In a separate report last week, security researchers from IBM warned that companies are also the target of extortion attempts by hackers who exploit vulnerabilities in their systems and steal data.
The attackers try to pass themselves as ethical bug hunters, even though the victim companies don't have bug bounty programs, and ask significant amounts of money to disclose the vulnerabilities that they exploited to obtain the data.
"While the attacker doesn’t explicitly threaten to release the data or attack the organization again, it leaves a lot of questions for the victims," the IBM researchers said.
In addition to ransomware, other forms of online extortion observed over the past year include asking for money under the threat of distributed denial-of-service (DDoS) attacks or stealing nude pictures, typically from women, and then asking them for more under the threat of making those pictures public -- an attack known as sextortion. | <urn:uuid:e0007818-f1ab-411b-980e-c0fe1aa59a43> | CC-MAIN-2016-44 | http://www.itworld.com/article/3078319/extortion-schemes-expand-threatening-consumers-and-businesses-with-data-leaks.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988718285.69/warc/CC-MAIN-20161020183838-00105-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.963969 | 519 | 1.96875 | 2 |
5 Actives focused on comprehensive hair health.
Our portfolio includes hair care actives for protection, to decrease hair loss, and to retain color and improve overall hair health.
Thanks to the enzymatic extraction technology, Novachem reports it can obtain a concentrate of the phytoactive substances provided by each plant to work synergistically to hydrate the hair fiber, reduce frizz and obtain a long-lasting effect through post-straightening treatments.
The active can be incorporated in hair product formats ranging from ampoules to protective colored masks. It may also be included in hydrogen peroxide for later mixing with bleaching powder.
Its components have reportedly been proven as sources of vitamins, polyphenols and antioxidants necessary to promote normal and healthy hair growth, and to prevent the formation of free radicals and cellular stress. The ingredient achieves this by stimulating the hair bulb, revitalizing the hair from the roots and thus reinforcing its structure, activating growth and adding volume to the hair.
In addition to treating oily scalp and keeping it healthy and balanced, the active is said to: inhibit dandruff fungus, help to treat disorders related to high sebum production, and have an astringent action.
This protective active is standardized in quercetin, which provides beneficial effects in hair. According to the company, using 5% of the active in a hydroglycolic solution was shown to impart shine and luminosity to the hair. Additionally, it improved red hair dyes and increased the permanence of the color, and returned hair to a more virgin state and therefore providing improved hair appearance.
- Read the complete article at https://www.cosmeticsandtoiletries.com/formulating/category/haircare/Novachems-5-Hair-Actives-Promote-Growth-Protection-Color-Retention-and-More-574470061.html | <urn:uuid:eeca5108-a70d-45d5-aa7a-6939874a6aa7> | CC-MAIN-2022-33 | https://novachem.com.ar/en/5-actives-focused-on-comprehensive-hair-health/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571190.0/warc/CC-MAIN-20220810131127-20220810161127-00071.warc.gz | en | 0.929906 | 391 | 1.515625 | 2 |
DOM PEDRO II
Rev. Robert Louis Dabney
Robert Louis Dabney was one of the most influential Presbyterian theologians of this day and an admirer of John C. Calhoun. He was an archetype of the 19th-century liberal, a God-fearing man, an ardent advocate of small government and self-rule, and a believer in a market and a polity defined by individual liberty. He was also a descendant of Cornelius Dabney of Virginia and a cousin of George Rockingham Gilmer, in short, a scan of the Virginia and Broad River families. Dabney harbored a profound and deeply antagonistic distrust of Yankees in the antebellum era and beyond. A major during the Civil War, he served as General Stonewall Jackson’s Chief of Staff. Another Broad River scion and possible kinsman, Major Robert Meriwether, was also attached to Jackson's outfit and later was a South Carolina advance aged to Brazil. The two men were friends and stayed in contact for many years after the latter’s permanent removal to São Paulo province. Though Dabney seriously considered leaving the United States after the war, he did not. Instead, he moved to Austin, Texas, in the late 1800s and with Reverend Richmond Kelly Smoot laid the groundwork for founding the Austin School of Theology, (later the Austin Presbyterian Theological Seminary,) Dabney’s ruminations on immigrating are revealing.
Dabney ultimately decided not to migrate to Brazil, he did not lose interest in that country. He maintained contact with Edward Lane who once forwarded a letter from Robert Meriwether that gave an account of his farming experiences in the Santa Barbara area where he recorded crop yields about four times those of similar acreage he had farmed in South Carolina and Georgia. Meriwether was heavily indebted at war’s end, later moved from Santa Barbara to Botucatu( Sao Paulo province where he bought land and slaves, cultivated a hundred thousand coffee trees, built a sawmill, and founded a Presbyterian Church. As late as 1872, Dabney was still wrestling with “the subject of suitable occupation for our farming people, to make their efforts more remunerative” and was considering “Cuban seed leaf tobacco”. Some Confederated around Santa Barbara was already raising that crop. Their homemade cigars were popular in Rio and enjoyed by Emperor Dom Pedro II. Dabney’s ongoing interest in Brazil is also reflected in his nephew, John Watkins Daphne, who became a missionary there in the mid-1880s. By then, his uncle was in Austin working toward founding a new seminary. John's middle name of Watkins, (his mother's maiden name,) is another Broad River surname.
SOURCE: A Confluence of Transatlantic Network Pages 182-187
See also Simonton and Blackford
See Dabney family page
The Times-Argus, 20 Oct. 1869, Wed. Page 1
Mr. James Daniels of Monroe County, Alabama, came to Brazil in 1866. He located on his present farm in the December following. His fazenda contains many acres, about one-third of which is the very best terrs rocha, the balance being red and white lands. The original tract contained 1,900 acres and was purchased by Mr. Danielks and Mr. H. Hall, for which they paid $8,000, including a large and very good dwelling house and ordinary outhouses, 7 negroes, 20 head of cattle, and 50 hogs. Also, the standing crop realized about 2,500 bushels of corn, 15 bushels of rice, and 170 sacks of cotton, of 112 pounds to the sack. These lands will produce 59 bushels of rice to the acre, the usual amount of corn, and 500 pounds of lint cotton. Mr. Daniels bought out Mr. Hall and has made quite extensive improvements on his fazenda. He has fine water power and a very good gin house, with an overshot wheel of upwards of thirty feet diameter. His farm is well stocked, with large pastures and plenty of excellent water. His present crop of cotton was 16 acres, yielding a bale of 500 pounds lint to the acre. (When we use the term bale, we mean 5oo pounds of lint cotton). Mr. Daniels and his family are well pleased and contented with the country and are living in the enjoyment of peace and plenty. He expects to plant about the same in corn and a few acres of rice....
The Monroe Journal (Monroeville, Alabama) 26 Feb. 1870, Sat Page 3
The Mobile Register of the 23d has a letter from Brazil, which mentions a number of Americans in that vicinity, among them we are happy to notice the following names from Alabama: Dr. J.H. Crisp, Mr. Waddell, Mr. James Daniels, of Monroe County; Mr. Wm. Barr, Col. W.H. Norris, Dr. G.G. Matthews, Col. R. Broadnax, Col. J.A. Cole, Mr. E.S. Trigg, Mr. Maston.
See Daniel family page
Charles Davis Daniel was born on March 17, 1856, in Ft. Claiborne. Monroe County, Alabama. On November 11, 1885, he married Lena Anne Kirk, born in Gay Hill, Washington County, Texas on July 22, 1865, in Waco, Texas. He died on September 12, 1929, in Waco, Mclennan County. Texas as did his wife, who died on March 17, 1944. Lena was the daughter of James Leonard Kirk and Emily O. Goodlett.
Charles D. Daniel and his wife were appointed as missionaries of FMB-SBC, on May 14, 1885, to Brazil. Here, they worked until 1892, returning to the USA.
C. D. Daniel's parents were Joseph Stephens Daniel and Anne Hazel -tine Harrison. Daniel, along with Camilla and Drucilla tried to emigrate from the USA to Para, after the Civil War, with the agent, Major · Lansford Warren Hastings. The steamship named 'Margaret” that took them, with other passengers had to return to the port of Mobile, shortly after their departure on 25.03.1866, for having manifested smallpox on board. Eleven passengers died. (EJiJ. The. Confederate Exodus to Latin America, by L. F. Hill, p. 33. The rare specimen at the National Library, Rio de Janeiro). On July 31, 1866, there was the entry into Rio de Janeiro of a "J. Daniel his brother, a son, 2 sisters and a brother-in-law", from New York. Ha 'o register? leaving Rio de Janeiro for Santos, on 07.11.1866, of a "J. Daniel and his family". This information was found in the passenger lists published in the city's daily newspapers. In Santa Barbara, SP, there are three records of Purchase and Sale of a site, according to Book 12, p. 29 and 46; Book 15, p. 37 et seq. On December 11, 1866, Joseph Daniel buys it and on October 8, 1874, sells it, by demand. At the time of this sale, he and his family were already returning to the USA, as the date of the (Title) search was October 1, 1872, in which it is said that he was temporarily withdrawing to the USA. . However, his name was not on passenger lists leaving Rio de Janeiro. It is assumed that he and his family left the port of Santos directly for America, passing through Rio on October 26 or 27, 1872, as passengers in transit.
See Charles Davis Daniel Page
Hercules Dansereau was born in the province of Quebec, May 2, 1832, the son of Joseph Dansereau, merchant, born at Vercheres, Canada, in 1797, died 1888; his wife, Rosalie (Chagnon) Dansereau, also a native of Vercheres (1800), died at Vercheres in 1875. After receiving his primary and grammar school education at home, the subject of this sketch entered Montreal college, where he remained 7 years. Next he studied for three years in the College of Physicians & Surgeons, of Montreal, now Laval university, and then, for one year, studied in the College of Medicine, Albany, N. Y., graduating in 1853. During the latter year, Dr. Dansereau came to New Orleans, followed the clinics and lectures at the Charity hospital for a few months, and went to the town of Pointe-a-la-Hache, in the parish of Plaquemines, where he practiced medicine until 1858 when he moved to Thibodaux. The town was then in its infancy, in the midst of a sparsely-settled region, and surrounded by woods. On account of the limited population of Thibodaux, the doctor extended his practice to all parts of the surrounding country, sometimes traveling many miles in fair and in bad weather to hasten to the relief of his fellow-citizens.
Dansereau believed that such individuals would fail in Brazil because they would never find what they sought, "the recovery of their fortune with all its gratifications Determination was the necessary attitude in order to succeed (and pecuniary assets were of considerable help).
A "sugar man" from New Orleans, unidentified by Mr. Dansereau, had constructed a refining factory using a "sulfuerls" process, about which he had consulted George Lanauxo Although the sugar manufactured was of fine quality, it did not appeal to the Brazilians. Despite this temporary failure, the "sugar man" had purchased a fazienda* on the Machahe River there, at the time of Dansereau's letter, he was full of hope and "confident of success His hopes encouraged Mr. Dansereau.
He mentioned that a steamer, the Guerriere, transported duped Americans back to the United States a few days previous to the writing of his letter. He said that he had seen so many people disappointed that he could no longer encourage anyone to move to Brazil, but for himself, he was satisfied. Dansereau felt that general conditions in Brazil were more favorable for his family than they would have been In Louisiana.
See Dansereau family page
David Davis signed a Communiqué made by PIB / SB, sent to FMB, with a letter dated November 1, 1873. This fact put him on the list of members of the Church. A portrait of a Davis family is published in the book SD, p. 114. and consists of the couple, a young man of about 15 years old and a girl of 7 years old.
In the diary of the young Jeru Keyes, p. 252, there is a reference to a Davis who, together with a Mcintyre, left the colony of Charles G. Gunter, in Rio Doce, ES, and went to Santa Barbara, SP, in 1868. We can risk saying that it was David Davis, but without proof.
On August 11, 1875, the Deed of Purchase and Sale, which is registered in Note Book No. 17, p. 48v, in the Notary's Office, in Santa Barbara, SP, it shows that David Davis and his wife Adeth Davis had acquired from William H. Norris, a site called "Cinco Patentes", dividing with the property of this and Brazilians, in the term Campinas, with an address and some improvements. This property was probably part of the Fazenda Machadinho.
Loosely translated from the original Portuguese
CENTELHA EM RE STOLHO SECO
Uma Contribuiao para a Hist6ria dos Prim6rdios do Trabalho Batista no Brasil 1985
Betty Antunes de Oliveira
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James was a forty-year-old bachelor from Texas and was part of the "NewTexas" group under McMullen. He is listed on the November 1867 census of the colony as sharing a home with Mr. C. A. Crawley, another bachelor.
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Martin Felix Demaret and his family never officially joined the McMullen colony even though made Mrs. Demaret and the children had sailed to Brazil on the same ship as the colonists all the way from Galveston. Demaret, a former resident of Louisiana, lived in Grimes County, Texas, for eleven years prior to his first trip to Brazil in 1866. He traveled all over the empire from the Amazon river to São Paulo province and finally selected land near Santa Barbara, northwest of the city of São Paulo. Convinced that he had made the correct decision in going to Brazil, Demaret proclaimed that he was now engaged in "selecting the best from the best". Demaret, his wife, and his children remained in Rio de Janeiro when the time came for their Texas friends to board the ship for Iguape. George Barnsley had high praise for Demaret, describing him as a "fine gentleman, of the old, courteous, gallant type, and his family well educated and thoroughly refined in manner, which later merits were very much at discount among most of our American immigrants of that epoch."
SOURCE: The Elusive Eden, Page 88
American Civil War veteran, fought for the Confederacy. Private, Co. C, 5th Texas Infantry. He fought in the battles of Seven Pines, Cold Harbor, Gettysburg, Chickamauga and Petersburg. He moved to Brazil and was alive in 1913, aged 73.
See Demaret family page
Return to Alabama – Dissatisfied Emigrants to Brazil
August 10, 1867
There arrived at the Central Hotel last night a party of ladies and gentlemen who left Brazil last month, thoroughly, totally, heartily disgusted with their new homes among the hybrid masses in the overrated, well-flattered country of Brazil. The party is composed entirely of Alabamians, among whom are MESSRS. JOHN. HARRIS, W. J. DeBERRY, G. E. JONES, THOMAS McCANTS, T. A. McELROY, JOHN STANFIELD, D. W. BRAZIELL, and eighteen other gentlemen and their wives and children. They give affecting and pitiful accounts of the sufferings of many hundreds of deluded Southerners who were lured away from their friends by the tempting offers of the Brazilian Government, and the tales of wild and impulsive American adventurers.
They represent that there is no regularly organized Government in Brazil–there is no society–but little cultivation among the inhabitants–no laudable ambition–no ways of making money–the people scarcely know the meaning of the word “kindness”– the American citizens live about in huts, uncared for–there is general dissatisfaction among the emigrants, and the whole Brazil representation is a humbug and a farce. The American Consul is in receipt of numerous and constant applications from helpless American citizens to assist them in getting back to their true, rightful country. CAPT. JACK PHELAN, who is so well known and admired in Montgomery, has, we learn, left with a large number of other young men, to make California their home. The advice of the gentlemen with whom we conversed is to dissipate the idea that Alabama is not still a great country – to cause dreaming over the unhappy past–say nothing that will assist to keep up political troubles, stay at home, but work, work, work, and Alabama will yet be, what she ought to be, and can be, a great and glorious country.
The long-deferred abolition of slavery in Brazil is to be hastened. A recent law releases all slaves after two years, and they are to receive wages during this period. Brazil is the last country laying claim to civilization that still maintains slavery. It is not sixty years since slavery was abolished in the British colonies, and less than half that time since this country rid itself of the evil.
New York Times, Aug. 15, 1867
Reprinted in the The South Alabamian, Jackson, Alabama, October 1, 1887
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Dr. Thomas DeYampert of Marengo County, Alabama brother in law of Willam A. Gunter;
Dr. Thomas Jefferson Lafayette De Yambert was born on Nov. 2, 1833, in Alabama, USA. He was the son of Dr. Thomas Jefferson Lafayette Be Yambert Sr. His grandparents were French Huguenots from the southern part of France.
On 08 Jan 1861 in Marengo County, Alabama, he married Elizabeth "Eliza" Rosalie Poelnitz, the daughter of General Charles Augustus Poelnitz and Mary Lucilla Peay. The Poelnitz family were of Swiss extraction having immigrated to South Carolina.
Thomas Jefferson Lafayette deYampert (2 Nov 1833 - 25 Dec 1867) was the son of Thomas Jefferson deYampert and Aurelia Hale.
It's believed that Thomas deYampert may have perished at sea while returning from Brazil to Alabama, on 25 Dec 1867. Jennie R Keyes, one of the many Confederate women who went down to Brazil noted in her diary that on 3 Oct 1867, Dr. deYampert, Tom Gunter, and Maj. Stores dropped by for a visit at her home at Lake Juparana, in Espirito Santo Province, Brazil, after traveling from nearby Linhares, Brazil. She further notes on an entry dated 6 Dec 1868 that "Dr. deYampert went back [sometime earlier to Alabama] and died"
See De Yambert family page
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"O'Reilly, a young Irishman whose first name has not been found in any accounts of the colony, joined the McMullan party in New York City. He was looking for adventure, and, after arrival in Rio de Janeiro, he and another young man named Dillard joined the Brazilian army to fight against Paraguay in order to collect the bonus offered by the government. At the front, however, both men deserted and joined the Paraguayans to collect another bonus. They were later captured by the Brazilians, court-martialed, and shot." Source Griggs Thesis
Listed as a passenger on The North America 1867 From New York to Rio de Janeiro
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Henry Hill Dodson immigrated from South Carolins, USA. Married with Seawright and Keese families.
Charles Dodson, Husband of Bertie Seawright, went to South America with a group of the Seawrights. When he got there he found that the climate was so much like South Carolina that he sent back home for cotton seeds. He became the first person to introduce cotton to Brazil.
See Dodson family page
Emperor of Brazil
Dom Pedro II (English: Peter II; 2 December 1825 – 5 December 1891), nicknamed "the Magnanimous", was the second and last ruler of the Empire of Brazil, reigning for over 58 years.[A] Born in Rio de Janeiro, he was the seventh child of Emperor Dom Pedro I of Brazil and Empress Dona Maria Leopoldina and thus a member of the Brazilian branch of the House of Braganza. His father's abrupt abdication and departure to Europe in 1831 left a five-year-old Pedro II as Emperor and led to a grim and lonely childhood and adolescence. Obliged to spend his time studying in preparation for rule, he knew only brief moments of happiness and encountered few friends of his age. His experiences with court intrigues and political disputes during this period greatly affected his later character; he grew into a man with a strong sense of duty and devotion toward his country and his people, yet increasingly resentful of his role as monarch.
power in the international arena. The nation grew to be distinguished from its Hispanic neighbors on account of its political stability, zealously guarded freedom of speech, respect for civil rights, vibrant economic growth, and especially for its form of government: a functional, representative parliamentary monarchy. Brazil was also victorious in three international conflicts (the Platine War, the Uruguayan War, and the Paraguayan War) under his rule, as well as prevailing in several other international disputes and domestic tensions. Pedro II steadfastly pushed through the abolition of slavery despite opposition from powerful political and economic interests. A savant in his own right, the Emperor established a reputation as a vigorous sponsor of learning, culture, and the sciences. He won the respect and admiration of scholars such as Charles Darwin, Victor Hugo, and Friedrich Nietzsche, and was a friend to Richard Wagner, Louis Pasteur, and Henry Wadsworth Longfellow, among others.
Although there was no desire for a change in the form of government among most Brazilians, the Emperor was overthrown in a sudden coup d'état that had almost no support outside a clique of military leaders who desired a form of a republic headed by a dictator. Pedro II had become weary of emperorship and despaired over the monarchy's future prospects, despite its overwhelming popular support. He did not allow his ouster to be opposed and did not support any attempt to restore the monarchy. He spent the last two years of his life in exile in Europe, living alone on very little money.
See Dom Pedro II family page
Dietmar and Anna Catharina Siebert Damm immigrated from the village of Nieder-Vellmar in Hessen-Kassel, in what is now known simply as Germany. They left Bremen aboard the Friedrich on 13 August 1846 and arrived at Galveston on 24 October. With them were their five children Anna Gertrude, Johann, Adam, Gertrude Anna, and Christofer.
John Damm, or Domm, his wife Augusta Bohne Damm and their daughter Helen Paulina, and John's brother Frank left Texas for Brazil in 1868.
The Damms settled near Santa Barbara, and their home was a popular gathering place for their fellow immigrants. They had "a great orchard and very well-maintained garden. It had many leafy arbors with swings and seesaws in the shade. It was a favorite place for the Americans to have picnics, being centrally located between the main American settlements. Like many other southerners, John was a member of the Freemasons in Santa Barbara.
"Other work for rainy days was to prepare implements. The blacksmiths had to impro-vise, heating the points of the plows until they were red hot and then beating them at the edges until they were suitably sharp. These chores could be done at home. For bigger jobs such as the construction of plows, etc., there were the brothers Domm, Frank, and John, who had established themselves in the village with a well-equipped blacksmith shop." The Damms were "very good blacksmiths", according to Mrs.
Jones in Soldado Descansa.
See Domm family page
SAMUEL LUNN DOUGHERTY (DOHERTY) was born on June 23, 1832, in West Feliciana, Louisiana, USA and died on April 24, 1916, in Sao Paulo, Sao Paulo Province, Brazil. On May 9, 1853, in Iberville, Louisiana, USA, he married Minerva Ann Hornsby.
He supposedly relocated to the Americana area about 1867.
NameS. L. Doherty
Regiment2nd Regiment, Louisiana Cavalry
Alternate Name S. L./Dougherty
Film NumberM378 roll 8
See Dougherty family page
Immigrated from Alabama, USA and settled in Santarem.
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Albert was a Captain and married the daughter of Charles G. Gunter, Anna. He was the son of Benjamin Franklin Dozier and Rebecca Spann. He was born in South Carolina and died in Madison, Madison County, Florida, USA. He was a farmer and lived in Madison County, Florida. His wife, Anna died in 1895 and was buried in Montgomery, Alabama, USA. No further information
Name: Albert J Dozier, Enlistment Age:28, Birth Date:1833, Enlistment Date:28 Mar 1861, Enlistment Place: Madison, Florida, Enlistment Rank: Private, Muster Date:5 Apr 1861, Muster Place: Florida, Muster Company: F, Muster Regiment:1st Infantry, Muster Regiment Type: Infantry, Muster Information: Enlisted, Rank Change Date:24 Dec 1862
Rank Change Rank:2nd Lieutenant, Transfer Date:28 Jan 1862, Transfer From Unit: F
Transfer To Unit: H, Muster Out Date:6 Apr 1862, Muster Out Information: Mustered Out
Side of War: Confederacy, Survived War?: Yes, Complexion: Sallow, Eye Color: Gray, Hair Color: Light, Height:5 ft, 8 1/2 inches
Notes:1865-05-12 Paroled, (Tallahassee, FL)
Additional Notes 2:Muster 2 Date: 15 May 1862; Muster 2 Place: Florida; Muster 2 Unit: 1098; Muster 2 Company: I; Muster 2 Regiment: 2nd Cavalry; Muster 2 Regiment Type: Cavalry; Muster 2 Information: Enlisted; Muster 3 Date: 03 Sep 1863; Muster 3 Place: Florida; Muster 3 Unit: 1115; Muster 3 Company: F; Muster 3 Regiment: 5th Infantry; Muster 3 Regiment Type: Infantry; Muster 3 Information: Commission; Rank Change 2 Date: 03 Sep 1863; Rank Change 2 Rank: First Lieutenant; Rank Change 2 Information: As of Co. F 5th FL Cav; Rank Change 3 Date: 01 Jan 1865; Rank Change 3 Rank: Captain; Rank Change 3 Information: Estimated date; MusterOut 2 Date: 03 Sep 1863; MusterOut 2 Information: disch for Promo;
Title: Soldiers of Florida in the ...Civil War...; Biographical Rosters of Florida's Soldiers 1861-1865
George W. Carlton
No information found on this family except a marriage record showing the marriage of Georgina to Antonio Bowen, the son of Confederado William R. Bowen. It is assumed that the Drains lived in Santa Barbara d'Oeste.
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John was the son of David Dumas and Elizabeth Norman. He was born in Winston County, Mississippi in 1837 and died in 1886 at Santa Barbara d'Oeste, Sao Paulo, Brazil.
Helen King Garner, Thomas Garner's niece, was born on January 3, 1839, in Madison, Alabama, her father, Daniel H. Garner was 32, and her mother, Catherine Wills Drinkwater, was 20. She married John Rogers Dumas on December 18, 1866, and almost immediately left for Brazil, probably with her Uncle's family. They had at least six children during their marriage. and left many descendants in Brazil. She died in 1915 in Cândido Rodrigues, Sao Paulo, Brazil, having lived a long life of 76 years.
See Dumas family page
On October 28, the Rev. Ballard Smith done arrived in Rio de Janeiro on the Adelaide Pendergast from New York to search for lands for southern colonies. Dunn, the rector of St. Phillips Church of New Orleans from 1859 to 1861, served as chaplain and ordnance officer in the Confederate Army during the Civil War. He determined to immigrate to Brazil after a long and painful argument with church leaders of church protocol, provoked by disagreement concerning the ownership and placements of a baptismal font. After a series of written exchanges between Dunn in the Rev. Alexander Greg, Bishop of Texas, Dunn found his character somewhat impeached, even in his native Louisiana.
On June 30, 1866, Dunn concluded a favorable agreement with the director of public lands, Bernardo Augosto Nacente Azambuj, which provided for land at forty-three and one-half cents per acre. Emigrants were to be able to purchase as much property they wanted; however, Dunn was to be responsible for all payments to the government, with full title being granted after the debts were paid. Colonists were to be allowed to bring in all implements of agriculture, manufacturers, machines, and utensils for their own use, with no import duties, and the government was to provide provisional housing to emigrants upon arrival. The Brazilian government also agreed to furnish the transportation costs, pay for one ship for every two provided by Dunn. Finally, the agreement allows Dunn's colonists to disembark directly at Iguape--- at the head of the Ribeira de Iguape instead of going through Rio de Janeiro.
See Dunn family page.
James Harrison Dyer was born in 1821. His Father and family relocated from Georgia to Texas. James had married Amanda Webb back in Georgia. He drove the first herd of cattle from Texas to the city of Chicago in the 1850s.
In 1866, Jame's nephew, Frank McMullen, began organizing a colony to settle in Brazil. This would become the "New Texas" colony. Frank was the son of his sister, Nancy, who had married Hugh Milton McMullen also back in Georgia. Their oldest son was Francis (Frank). Nancy, being a widow by the time of the Brazilian expedition would also make the journey.
James was one of the most influential members of the group that left Texas. Once in Brazil, his wife Amanda died in 1869. Sometime before 1871, James, his two sons, and his son-in-law's families all returned back to Hill County, Texas.
James married for a second time to Eva Virginia Pierce and they would have one son, Sledge.
See Dyer family page
Confederado Bluford Nettle's daughter, Mary developed into a charming young woman. More than one young Englishman wooed her. The successful suitor was young Nevill Edenborough from London. His best friend was Frederico Mercer, who specialized in photography at Curtyba, the capital city of the province of Parana. Mercer made a number of pictures of Mary, one of which is still in possession of the Nettles family.
Neville's father was Henry Edenborough, the fifth child of Samuel & Sarah Edenborough (née Bolton) was born on 14 May 1812 at Bruce Grove, Tottenham, Middlesex. At the age of 15 he was employed by the Honourable East India Company in the Mercantile Marine Branch as a midshipman, per Lord Lowther (1827-28), and Abercrombie Robinson (1829-30).
By late 1833, Henry had left the employ of the HEIC and had made at least one voyage to Sydney as captain of the schooner Emma. Then in 1834, he took up the position of master of a newly-built 380-ton barque part-owned by his father Samuel. This first voyage as the newly installed master of the Augusta Jessie was to Tasmania, arriving 22 Jan 1835 with a cargo of 210 male convicts.
Several more voyages to Australia followed before Henry married Margaret Stedman in London in 1836. They eventually traveled to Australia, onboard the Elphinstone in 1840, to take up residence at Wollogorang in the Goulburn district of New South Wales. It is believed that the impressive homestead that still stands today was built by Henry in 1846.
The first of Henry and Margaret’s six children, Henry Bolton, was baptized in Sydney shortly after his parent's arrival in the colony in 1840; the remaining five children though – Charles Allen (1842), Bishop Reynold (1843), Margaret Annie (1845), Edith Jane (1846) and Spencer Neville (1848) – were all born at Wollogorang. (Neville would marry Mary Nettles, Bluford's daughter in Brazil).In 1875, the Edenborough family would return to the United States and settle back in Texas.
See Nettles family page
Immigrated from Mississippi and settled in the Rio Doce colony
Granddaughter of Henry Strong married Robert Dickson McIntyre
Granddaughter of Henry Strong married Francis Marion Bankston
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Immigrated from Arkansas,
1st Arkansas Brigade, on drums.
Joseph E. Whitaker: 2nd Lieutenant and 1st Lieutenant, A and L Company, 24th Mississippi Infantry. Fought in the Battles of Lookout Mountain, Chickamauga and Franklin in Walthall's Brigade. Was lightly wounded in Franklin. he also participated in the Battle of Bentonville, South Carolina, and was promoted during the last days of the war to 1st Lieutenant of Company L of the 24th Mississippi Infantry. Surrendered in Greensboro, North Carolina in April 1865. He moved to Brazil and was alive in 1917, at age 81.
No further information yet | <urn:uuid:71cc387d-5bd4-4554-bf55-6997c56feaee> | CC-MAIN-2022-33 | https://www.os-confederados.com/copy-of-index-f-g | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573623.4/warc/CC-MAIN-20220819035957-20220819065957-00676.warc.gz | en | 0.969515 | 7,310 | 2.421875 | 2 |
What Is Woodworking?
Woodworking indicates a lot of points, but below’s moderately monotonous interpretation I thought of that most hobbyists will most likely agree with
Woodworking is an effective craft that involves cutting, shaping, and also signing up with timber to develop decorative and/or beneficial toy wagon woodworking plans things.
There is nothing physically demanding about woodworking as well as you can build at your own rate. The fundamental concepts are basic to find out, yet it’s a hobby that will constantly remain fresh and challenging as your abilities advance. If you like analytic, you will love woodworking. I’ve been at this for over 40 years and also deal with brand-new challenges with every job I build.
It’s part of the procedure. It’s additionally awarding to produce actually amazing stuff for your house using your hands as well as mind. Generally, woodworking is a really solitary experience: if you are a little bit introverted and also love taking on jobs from beginning to end, you will certainly love woodworking.
Who Are Woodworkers?
There used to be two stereotypes of woodworkers. The irritable store educator who instructed an actually boring course to youngsters who really did not intend to be there, as well as the retired grandpa who puttered around in his garage with a lot of time to develop a periodic birdhouse.
Fortunately, those stereotypes are no longer real. There is more diversity in woodworking now than ever before, thanks to on-line neighborhoods as well as the price of devices and products.
In the past 10 years there has actually been a significant rise in 2 teams of individuals making woodworking a hobby. First, women. It wasn’t that long ago when a women woodworker was uncommon. Today, ladies woodworkers are typical. There is nothing concerning woodworking that anyone can not do.
The 2nd huge market spike has actually been amongst millennials, people in their 20s as well as 30s. I learn through people regularly that operate in silicon valley or simply have some kind of workplace work as well as really feel the demand to make points with their hands.
What’s The Distinction In Between A “Manufacturer” And Also A “WoodWorker”?
A manufacturer is a fairly new term that has actually appeared in the past decade approximately. It’s an all-inclusive term for individuals who such as to dabble in various crafts. This could suggest a little woodworking, metalworking, epoxying, concreting, computer system programming, electronics, 3D printing, cooking, sewing, knitting, fashion jewelry making, sculpting, ceramics, robotics, also playing with Legos. So primarily, we are all makers.
A woodworker is a manufacturer who is mostly curious about discovering and refining the craft of developing points out of wood. In some cases we bring other products right into our projects, however the focus gets on the wood. It’s an inexpensive, classic product that’s simple to construct with.
Ted’s 16,000 Woodworking Plans
I’ve had my eye on Ted’s 16,000 woodworking plans for time.
It seemed as well great to be true. Even though I’m not a serious woodworker, I figured if I made one or a few of the jobs from the set it would be cash well spent.
My inquisitiveness obtained the very best of me. I sucked it up and bought it. They offer a reimbursement so I figured if it was totally pointless I can ask for my cash back.
Is is too great to be true?
Not truly. It’s respectable. It’s not ideal, yet it’s great.
A few of the strategies are so bad however are consisted of simply to beef up the sales pitch of “16,000” plans.
And after that several of the plans are fantastic. Some are alright. I’m not stunned it’s not ideal. It’s a large collection and combination of different plans for all kinds of products.
Right here’s the mindset you must have if you acquire Ted’s Woodworking. Accept the reality you won’t such as every strategy. In fact, accept you will possibly not do 90% or more of them for any number of reasons such as the strategies misbehave and/or they aren’t tasks you want to build.
BUT, minority strategies that you do like which are decent quality, if you construct them, will certainly be make the price of this electronic collection of woodworking strategies worth it.
Who should purchase Ted’s Woodworking?
This is for people that like DIY tasks. Most of the strategies are labeled “newbie”, “intermediate” or “advanced” which is helpful.
Even if you’ve never constructed anything or done any kind of woodworking, this is a pretty good set of plans to start with because there are novice jobs included.
You can construct all sort of stuff for your residence. See the listing of plan categories below.
At the end of the day, if you do the weird DIY project or meddle woodworking, this is a decent set of plans to have in your inventory.
Regarding the Product
I haven’t counted to see if there are 16,000 plans, yet I verify there are a great deal of them.
The good news is they are well arranged so you can discover precisely what you’re trying to find.
Ted’s Woodworking is supplied as a PDF download. It’s really a series of PDF downloads (see plan classifications over).
Nevertheless, you can likewise purchase the DVD edition however it costs an added $19.95 (I really did not pay $19.95 for the DVD version).
Some fantastic woodworking plans: Obviously if a plan is something you wish to build and also the strategy is described enough so that you can finish the project it’s excellent.
Nonetheless, some of the tasks are old as well as the plans are poor quality … so negative you’ll possibly simply overlook them.
On the PLUS side, there are several excellent jobs worth structure. For instance, the loft bed strategy over is exceptional (among lots of).
Well Organized: I was eliminated after getting Ted’s Woodworking that I didn’t need to sort with hundreds of PDF pages. Rather, Ted at least place some effort into organizing the strategies in many classifications. This made finding some suitable strategies very easy.
In fact, the members’ location is truly easy to use and also well arranged.
Good value for money: A couple of completed projects from this item makes it worth the money. I believe I’ll obtain my money’s worth in the future and also I have actually yet to look into each and every single plan consisted of. I’ve discovered enough quality jobs that I’m satisfied with the product value offered it’s relatively affordable.
Expense: It’s not really costly. Given that it’s a digital download, you do not have to pay for a costly publication, which is wonderful.
Inspiration: One benefit of there being so many strategies is simply by combing through the plans I generated new task suggestions I had not thought of previously.
Some terrible plans: Unfortunately several of the plans are dreadful which indicates you need to spend a long time filtering through the bad plans. I would certainly choose an item with fewer plans with each one be high quality.
Woodworking Videos: These are a joke. The good news is it’s just a bonus offer so I really did not care. I think these compromise the item. The video clips are largely from YouTube. Ted just combed with YouTube searching for woodworking video clips as well as put them in the members’ area. I took a look at a few of the video clips and they weren’t worth viewing.
Generally, I’m completely satisfied. I located a number of tasks worth doing as well as the plans were adequately described that I ‘d be able to construct them.
It’s a great supply to carry hand although I have no immediate need. If ever I wish to develop something, I have a good collection of plans to check out. | <urn:uuid:f7dc84ff-2da6-418b-a0bc-bfc422a778af> | CC-MAIN-2022-33 | https://www.engagement-group.com/toy-wagon-woodworking-plans/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572286.44/warc/CC-MAIN-20220816090541-20220816120541-00274.warc.gz | en | 0.968187 | 1,774 | 2.84375 | 3 |
Module 5 Evaluation of Qualitative Research
Buy and Download >
Please read the following publications on mixed method approaches to research:
Read Chapter 1: The Nature of Mixed Methods Research from John Creswell and Vicki Plano-Clark's book, Designing and Conducting Mixed Methods Research, which was published by Sage in 2011. The chapter is available free of charge from Sage at this website:http://www.sagepub.com/books/Book233508?#
Read Chapter 1 (including the introduction to Part 1) and Chapter 7 from The Mixed Methods Reader authored by Vicki Plano-Clark and John Creswell and published by Sage in 2007.
o The major component of Chapter 1 is an Introduction to Mixed Method and Mixed Model Studies in the Social and Behavioral Sciences, which was written by Abbas Tashakkori and Charles Teddlie. It is available free of charge from Sage at this web address :http://www.sagepub.com/books/Book230704?#
o Chapter 7: An Expanded Typology for Classifying Mixed Methods Research Into Designs was written by John Creswell, Vicki Plano Clark, M. Gutmann, & W. E. Hanson. It is available free of charge from Sage at this web address: http://www.sagepub.com/books/Book230704?#
To access either click on the links above or: Login to TLC at https://mytlc.trident.edu/ Click on the TLC Portal for access to all online libraries link. You will be directed to the “Additional Library Resources” page. Scroll down on the “Additional Library Resources” page and locate SAGE Research Methods. Click on “SAGE Research Methods” Once you have read this material on mixed method research as well as the readings on mixed method from earlier modules, please address the following questions:
Week 1, Module 5
There is considerable debate about whether the conflicting foundational assumptions of quantitative and qualitative research methods allow researchers to “mix” methods. The readings above offer a number of different answers, and approaches to this question. How will you address the issue of “mixing methods” in research?
Week 2, Module 5
How do you justify the mixed method research position you find the most relevant and sound for the type of research you wish to conduct? For all discussions, you will need to respond to or evaluate two peer postings with at least a 125-word response. This will cause you and your peers to generate creative ideas and concepts for your Case Assignment and SLP. As required for all discussion questions, your response must be appropriately referenced and supported. | <urn:uuid:e4833d48-f2fb-45fd-8e48-d698122311c6> | CC-MAIN-2022-33 | https://store.payloadz.com/details/2558254-documents-and-forms-research-papers-module-5-evaluation-of-qualitative-research.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570977.50/warc/CC-MAIN-20220809124724-20220809154724-00477.warc.gz | en | 0.925852 | 569 | 2.265625 | 2 |
I’m working through some thoughts regarding ethics and causes. Specifically, I’m wondering about the differences between loyalty and commitment. After reading Josiah Royce’s The Philosophy of Loyalty for a creative democracy philosophy course at Oregon State, I was moved by his discussion of loyalty as the ultimate virtue. According to Royce, all other virtues are subsumed under loyalty, and loyalty is a good virtue when you are loyal to loyalty. That is, if you are loyal to causes that do not harm others’ loyalties to their causes. Royce attempts (I think successfully for 1908) to save loyalty from the baggage it carries (the belief that loyalty means blind, unchanging loyalty to a cause, esp. a soldier’s blind loyalty). He argues that loyalty is revisable, that when presented with new evidence that your cause is harmful, or that you have to causes that conflict with each other, that you can revise your loyalty to new causes or changed causes. Ultimately, he believes that as your revise causes, you develop a lost cause, a cause that cannot be accomplished in your lifetime (loyalty to social justice would be an example).
But as I discussed this concept with a professor today, I was told this word still carries too much baggage, especially after Vietnam, Communism, Nazism, etc. Is loyalty too dirty of a word now? I’m attached to it, I think because it’s an Aristotelian virtue that I have affective connections with, more so than the term’s cousin commitment. That is, there seems to be a philosophical tradition tied to loyalty. Is there a denotative difference between loyalty and commitment? Certainly, there’s the connotative one, the one that makes loyalty a dirty word in the minds of many.
The OED defines loyalty as Faithful adherence to one’s promise, oath, word of honour, etc. and as being etymologically linked to the Latin legalem, or law. It defines commitment variously, sometimes with obligation, and defines commit (in one of its various definitions) as To pledge oneself; to make a personal commitment to a course of action, a contract, etc. So both appear to have a pledging aspect, but loyalty seems to stress faith. Is “faith” so sullied in our contemporary eyes that loyalty too is charged? Can’t faith be revisable?
Certainly, faith in some way limits us to what is counted as evidence (that our cause is harmful or not). While I like Royce’s theory of loyalty, I’m also cognizant that he does not really address epistemological problems about what counts as evidence. While loyalty is certainly affective, his discussion of revising loyalty and causes seems strongly rational—as if one can see evidence that your cause is harmful and revise your loyalty rationally based on that evidence.
I bring these up because I’ve been thinking about loyalty/commitment to an academic discipline. What does it mean to be loyal to a field? Is loyalty or commitment a good word to describe someone’s commitment (for lack of a better word) to their field? If one is loyal to a cause, does it make sense to understand academic pursuits or an academic discipline as a cause? | <urn:uuid:96bf48b7-3004-4980-812b-8fb443a759ea> | CC-MAIN-2016-44 | http://michaeljfaris.com/blog/2009/05/is-loyalty-too-dirty-of-a-word/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719136.58/warc/CC-MAIN-20161020183839-00466-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.963046 | 688 | 2.390625 | 2 |
Ever felt that sudden rush of peace and energy right after a good workout session? Or even after a lap or two in your subdivision in a chill quiet morning, insight the sun rising to its majesty, the cities still snoring and the birds chirping harmoniously in the near.
Nothing beats those short moments of exhaustion out of your exercises when you start getting that relaxing pool of energy afterward. It is as if you can conquer whatever challenge that comes your way that day.
While there are many ways we can relax to have a healthier body and mind, one of the trending ways nowadays is yoga. “Yoga is widely known for reducing stress, improving flexibility and concentration, and promoting a sense of peace—to name just a few of its possible positive outcomes,” says Tracy S. Hutchinson, Ph.D. “Studies support the benefits of Yoga for a variety of health outcomes, including pain, functional ability, blood pressure, sleep, depression, anxiety, immune function, and cognitive function,” according to Melanie Greenberg Ph.D.
Here are five facts you should be aware of how yoga helps us clear ourselves of curable pains:
- Reducing Stress
We all know the role stress plays in all of our conditions. Stress releases the stress hormone, cortisol, which leads our bodies in both physical and mental poor condition. And there is no denying the disadvantage of an unhealthy body and mind bear in our reality today.
Yoga, through its poses, breathing, and meditation exercises helps one to just live in the moment and put all worries aside.
“Researchers say it is the relaxation response that accompanies these mind and body practices that lead to the many improvements to physical and mental health,” according to Deborah Khoshaba Psy.D.
- Releasing Emotional Baggage
The hips and shoulders are two parts of the body where emotional tensions are likely to settle. Yoga helps one to release those stored tensions and be free of the baggage at the moment. When done regularly, one can then have more control over the outpour of emotions.
Also, we know emotions are temporary. But for some reason, the negative ones seem to linger a little bit more. If you ever find yourself stuck, you should really find ways to release them.
- Sweating Toxicities Away
When engaged in physical exercises, one thing’s for sure to come: sweat. Even in our elementary science, we know that sweating helps us release some of the body’s unnecessary content. The heat that leaves our bodies when we sweat brings with it some of the diseases that it can so purification starts to occur.
- Reduces Blood Thickness
Pattabhi Joi said that the exercises we engage in during yoga enable the heating of the blood, he even refers to it as boiling. Due to the warming of the blood during yoga, thick blood which is ideal for most diseases becomes thinner. That leads to more free circulation.
Studies already support this. They show that heart diseases and high blood pressure, among other chronic diseases, can have reduced risk factors when engaged in yoga.
- Improving Sleep
While yoga is known for its many benefits such as enhanced flexibility, enhanced focus, reduced risk-factors to chronic illnesses, and many more, yoga has also been one of the most effective ways to improve sleep.
Yoga has been studied to affect people with different types of insomnia. Insomnia is linked to other mental health conditions such as anxiety and depression. And lack of sleep is one identified factor that reduces cognition.
Researchers found their subjects have improved on some sleep-related factors such as sleep efficiency and sleep onset latency which is the waiting time for a person before falling asleep.
These are just five of the things yoga can help you improve your health. While medications can genuinely support, engaging in activities that have both physical and mental benefits are definitely worth the consideration. | <urn:uuid:fe1763b5-da19-465d-b800-ecba6505ae6c> | CC-MAIN-2022-33 | http://curepain2015.com/five-things-you-should-know-about-yoga/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571719.48/warc/CC-MAIN-20220812140019-20220812170019-00270.warc.gz | en | 0.9598 | 799 | 2.34375 | 2 |
I’ve got an oped with Meryl Comer, founder of the Rock Stars of Science campaign, in the Los Angeles Times today. It’s about why in bad economic times we need to fund research more than ever:
Without ramping up our investments in science and research — a matter barely on the public’s radar in a country where 65% of the citizens can’t name a living scientist and another 18% try but get it wrong — we’ll be hobbled in trying to fix our long-term economic problems. That’s because science creates jobs, and it can also reduce healthcare costs related to the aging of the population.
That’s the central argument, though there’s also much elaboration; you can read the full piece here. | <urn:uuid:9f1a88be-609d-4b47-8ddd-3f72f502d9e2> | CC-MAIN-2017-04 | http://blogs.discovermagazine.com/intersection/2010/12/26/fixing-the-economy-the-scientific-way/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280310.48/warc/CC-MAIN-20170116095120-00181-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.92741 | 167 | 1.523438 | 2 |
In response to:
Evdokimov Case from the February 17, 1983 issue
To the Editors:
On February 17, 1983 the Review published a letter from some fifty classicists protesting the arrest and imprisonment of Rostislav Evdokimov, a classical scholar then thirty-two years of age. Amnesty International groups in Canada and Norway and PEN have also been working for his release.
Evdokimov is currently serving the third year of a five-year term in a labor camp; his sentence stipulates three years of internal exile to follow his time in camp. He has repeatedly been kept in isolation, deprived of warm clothing, and fed only bread and cold water. He suffers from arthritis and serious kidney problems, but has received virtually no medical attention. Moreover, the camp authorities have, until recently, refused to let his mother visit him.
In recent months the Soviet Union has shown more willingness to respond to human rights appeals. The release of Irina Ratushinskaya, who had been incarcerated on the same charge of anti-Soviet propaganda as Evdokimov, is most encouraging. We hope that such an act is indicative of the policy of the present Soviet leadership. If the authorities now release our colleague and permit him to emigrate to receive medical treatment and resume his scholarly career, the international community of classical scholarship would see a welcome confirmation of the current trend.
New Haven, Connecticut | <urn:uuid:7df3acc5-9aee-4d88-b405-816d2fb25db7> | CC-MAIN-2017-04 | http://www.nybooks.com/articles/1987/02/26/free-evdokimov/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560282202.61/warc/CC-MAIN-20170116095122-00555-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.97711 | 287 | 1.820313 | 2 |
Hidden Secrets of Beacon Data
This PDF contains the slides from the Hidden Secrets of Beacon Data webinar, co-hosted by Reveal Mobile and The Location Based Marketing Association. We share new uses for beacons and never-before-seen data about the audiences bumping into beacons across the US. Brands will see examples of the type of audience data generated by placing beacons within retail locations. Which locations are most visited, which other places do customers visit, what other demographics can we learn? What can beacons tell us about Walmart or Target shoppers? What impact do beacons have on increasing audience data, building retargeting audiences, or driving app downloads? App publishers will hear advertising use cases leveraging both beacon-derived and location-based audience segments. | <urn:uuid:1739f954-5d28-464d-8a48-f2b6398fa13e> | CC-MAIN-2022-33 | https://www.mmaglobal.com/research/hidden-secrets-beacon-data | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00475.warc.gz | en | 0.915947 | 154 | 1.523438 | 2 |
4th-5th - Bozeman Symphony - Signs of Life
The intimacy and richness of the chamber orchestra is on display in this beautiful program of diverse musical gems. First the Symphony will awaken your senses with an exuberant frolic in Russell Peck’s playful work for stings—Signs of Life II. Next, no one could write for woodwinds better than Mozart. His most cherished serenade in C minor, and the superb wind section of the BSO, will warm your heart. Gluck provides a brief interlude from Orfeo and Euridice, and concluded the performance is a work that was originally written to help solve a labor dispute (thanks to some unique creativity, and visual effects)—Haydn’s famous Farewell Symphony. Please contact the Bozeman Symphony at 406-585-9774 or firstname.lastname@example.org with questions you have regarding performance, ticket sales, venue, and seating information.
7th - The MSU Leadership Institute Presents "Most Likely to Succeed"
The brilliant documentary, Most Likely to Succeed created by Greg Whiteley and Larry Rosenstock, inspires students, teachers, and parents alike to challenge today’s outdated education system and rethink what schools in the United States are capable of accomplishing. Once considered to be the pinnacle of education during the Industrial Revolution, this same education system today seems to leave countless graduates with no prospect of a secure future. Follow experts, including Sir Ken Robinson, as they explore the unorthodox teaching methods of High Tech High in San Diego. Together, they begin to unravel just how to create a generation that is truly prepared for the 21st century.
The MSU Leadership Institute will be hosting “Most Likely to Succeed” on Tuesday, February 7th, in the Strand Union Building Procrastinator Theater. Admission is free and doors will open at 4pm with the showing beginning at 4:30pm, lasting 1 hour and 26 minutes. The event precedes the Leadership Institute’s sold-out lecture by Sir Ken Robinson entitled “How Passion Changes Everything.”
8th - An Evening with Sir Ken Robinson: How Finding Your Passion Changes Everything
Sir Ken Robinson is considered to be one of the world’s leading advocates for changes concerning our modern education system. His TED Talks have been viewed by over 300 million people in more than 150 countries, making him the most viewed TED presenter in the history of the organization. Robinson’s message to students is a call to action to do better by the current education system.
Tickets go on sale this Friday, December 2 at 10:00am. Prices are $7 for students and $12 for general public. There are also a limited number of VIP tickets for center stage seating; at $35 there are no closer seats in the house! Tickets will be sold at ticketswest.com, local TicketsWest locations, and the Bobcat Ticket Office. Doors will open at 6:30pm with the lecture beginning at 7:30pm.
11th - Bozeman Symphony, Heroes & Villains - FREE Family Concert
There’ll be fun for the whole family as we romp through a dazzling array of orchestral selections and popular tunes in this kid-friendly, fun-filled, 50 minutes of music. With a hilarious script featuring actors, gags, and special effects, you and your family will enjoy plenty of laughs while discovering the wonderment of symphonic music. Join the Bozeman Symphony for the return of SuperMaestro as he battles the evil forces of that music-hating villain Stifflemeister from the planet Mutonium. Will SuperMaestro save the day, or will Stifflemeister silence music forever? G-Rated: for Guaranteed Fun! Please contact the Bozeman Symphony at 406-585-9774 or email@example.com with questions you have regarding performance, ticket sales, venue, and seating information.
11th-12th - BriderCare 30th Annual Sweet Tooth Ball
Bridgercare 30th annual Sweet Tooth Ball is coming up on Saturday Feb 11th at the Commons on Baxter and Love Lane in Bozeman. From 7pm - 11pm, spend the evening sampling a variety of sweet treats and appetizers, bid on dozens of silent auction items, and dance the night away with music and entertainment by DJ Missy O’Malley. Bridgercare provides quality, affordable reproductive health care and education in a safe and empowering atmosphere. To buy tickets or get more information about the BridgerCare Sweet Tooth Ball, visit us at www.bridgercare.org or give us a call at 587-0681.
Bridgercare provides excellent, affordable reproductive and sexual healthcare and education in a safe, supportive, empowering atmosphere. Serving south central Montana since 1972, we are a non-profit, family planning clinic that provides services to men and women regardless of ability to pay. We seek to improve the lives and future prospects of children and families. Our specific strategy is to prevent unplanned pregnancy and promote preventative health. If we are successful, child and family well-being will improve. Please visit http://www.bridgercare.org to find out more. Bridgercare is a member of Montana Shares and the Montana Nonprofit Association. | <urn:uuid:fea5c409-feef-4066-842e-08ba061d304a> | CC-MAIN-2017-04 | http://www.bozemanonline.com/calendar.php | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560282202.61/warc/CC-MAIN-20170116095122-00547-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.910787 | 1,106 | 1.507813 | 2 |
Cryonics, which is usually confused with cryogenics, is the preservation of humans and animals using low temperatures. It is used on humans and animals which cannot be kept alive using modern medicine and the aim is that resuscitation would be possible at some future time.
Preserving people and animals with cryonics – also called cryopreservation – cannot be reversed with the technology we currently have. In other words, we are not able to resuscitate someone if they have been cryopreserved.
Proponents of cryonics argue that although people can be dead according to current medical and legal definitions, they may not be dead in the context of information-theoretic death. Information-theoretic death is the destruction of information within the brain. In his paper, Molecular Repair of the Brain, Ralph Merkle defines information-theoretic death as follows:
A person is dead according to the information-theoretic criterion if their memories, personality, hopes, dreams, etc. have been destroyed in the information-theoretic sense. That is, if the structures in the brain that encode memory and personality have been so disrupted that it is no longer possible in principle to restore them to an appropriate functional state, then the person is dead. If the structures that encode memory and personality are sufficiently intact that inference of the memory and personality are feasible in principle, and therefore restoration to an appropriate functional state is likewise feasible in principle, then the person is not dead.
A person is also considered ‘dead’ in an information-theoretic sense if no future technology could restore their memories and personal identity.
In modern medicine, a person can be considered dead in two distinct ways; through cardiac arrest (when the heart stops beating) and brain death. Clinical brain death (or brain stem death) is usually defined as a condition when all functions of the brain (such as memory and identity) have permanently and irreversibly ceased.
However, we need to re-think this definition of death in light of the fact that people can be “chilled” before surgery, to such cool temperatures that they become technically brain dead. This process is called Deep Hypothermic Circulatory Arrest, or DHCA, and involves cooling the body and stopping blood circulation – it is used in cardiac surgery (on the heart) and in neurosurgery (on the brain). But, to consider these people legally dead would be ethically problematic, since it would imply that there is no obligation to resuscitate them. The bioethicist Arthur Caplan argues that if we have to redefine ‘life’ and ‘death’, this will have serious medical, legal, and ethical implications.
The ethical argument in favour of cryonics is that, if it is used before information-theoretic death, then it can save lives. However, there are some practical issues – if cryonics cannot be applied before information-theoretic death, or if cryopreservation itself causes this irreversible death, then cryonics loses its life-saving potential.
Cryonics, as an idea, is only supported by a minority of scientists, as most regard it with deep scepticism. Since 2012, only 250 people have undergone cryopreservation (which isn’t very many considering that cryonics was first proposed in 1962). Those 250 who were cryopreserved had to be announced legally dead (which itself is a controversial term), otherwise, the procedure could be considered assisted suicide or murder under the law.
The Cryonics Institute (CI) is a non-profit organisation which provides cryonic services. As of October 2012, 505 members of the CI have contracts to be cryopreserved when they are announced legally dead. CI provides cryopreservation of the entire body, whereas other cryonics organisations only offer neuropreservation or the preservation of the person’s head.
Current cryonics technology makes use of a process called vitrification, not freezing. Vitrification is a process in which more than 60% of the water inside cells is replaced with protective chemicals. This essentially prevents freezing during deep cooling, which is necessary, since freezing the body causes ice crystals to form inside cells, and when they expand this results in the rupturing and tearing apart of cell walls. The point of vitrification is that no tissue is damaged. | <urn:uuid:19ed1833-e4a2-47cb-9aa1-c2e49c3e7594> | CC-MAIN-2022-33 | https://www.samwoolfe.com/2013/06/cryonics-and-definition-of-death.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571987.60/warc/CC-MAIN-20220813202507-20220813232507-00266.warc.gz | en | 0.953507 | 889 | 3.5 | 4 |
George Zimmerman, the man who shot and killed Trayvon Martin, told the Daily Beast that Trayvon Martin's parents "didn't raise their son right."
When asked about Martin's family and selling the gun he used to kill Trayvon, he said, "Sure, I'm sorry for any parent that has lost a child ... That being said, I also believe it's their duty to have an internal dialogue to see what they should have done better. ... They didn't raise their son right."
Since his acquittal, Zimmerman has been in the news for one scandal after another — from his original Confederate flag painting sold in the "Muslim-free gun store" to his arrest on suspicion of domestic abuse.
"It's time to move past the firearm, and if I sell it and it sells, then I move past it," Zimmerman said.
Last week, Zimmerman made headlines for attempting to auction off the gun he used to shoot and kill Martin. After one site deemed the auction inappropriate and took it down, the item was picked up by another. The bidding currently sits at more than $137,000.
Zimmerman told the Daily Beast he wants to use the money to fight the Black Lives Matter movement: "I would take that money, and I would make sure that every law enforcement officer and every single civilian who is affected by the Black Lives Matter fraudulent, violent campaign — those officers, those civilians, their entire families — were made wealthy beyond their wildest imaginations."
The Martin family's attorney said last week that "the family does not want to dignify this with a response" when asked about the gun auction. So far, they're treating these latest comments the same way. | <urn:uuid:18b0c701-675b-458c-a990-a8b21b350994> | CC-MAIN-2017-04 | http://www.newsy.com/videos/george-zimmerman-is-now-criticizing-trayvon-martin-s-parents/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281419.3/warc/CC-MAIN-20170116095121-00482-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.9844 | 344 | 1.578125 | 2 |
Popular transportation company Uber yesterday published new guidelines for Australian customers, outlining behaviour that could see passengers banned from using the service.
“We want all Uber journeys to be enjoyable for everyone in the car, and that can only happen when both riders and drivers treat each other with respect,” said Uber Australia General Manager David Rohrsheim.
The new guidelines have been released in an effort to stamp out drunken, violent and inappropriate behaviour. Drivers already rate passengers after every ride and this rating affects a user’s ability to find a ride in the future.
- any kind of unwanted contact with the driver after the ride is finished including texting and calling;
- asking overly personal questions, verbal threats, making comments or gestures that are aggressive, sexually discriminatory or disrespectful;
- bringing open containers of alcohol or drugs into the car;
- encouraging drivers to break local traffic laws including speed limits; and
- having sex with the driver or other passengers.
“Our driver-partners tell us they like chatting and interacting with riders and just want people to be respectful of their car, personal space, safety on the road and time,” said Mr Rohrsheim.
Are these new guidelines a reflection on our society and what is deemed appropriate behaviour in a paid transport service? Or do you believe these new guidelines will only see a small minority banned from using the service? Would it be fairer if the same standards were applied to the Uber drivers? | <urn:uuid:affec6af-4d62-4175-96f8-5f5d8d56dc75> | CC-MAIN-2022-33 | https://www.yourlifechoices.com.au/news/uber-puts-rude-customers-on-notice/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571147.84/warc/CC-MAIN-20220810040253-20220810070253-00468.warc.gz | en | 0.936171 | 303 | 1.71875 | 2 |
Some residents in Nkulumane suburb, Ward 20, say they are made to pay to access water from community boreholes and called on the Bulawayo City Council (BCC) to intervene.
Due to serious water shortages, the city is currently under a 144-hour water shedding schedule.
In an interview with CITE, some of the residents noted that there are specific areas in the suburb where water does not reach their homes due to low pressure.
Mncedisi Nyathi, a resident from the area noted that most of the boreholes are broken down and the few functional ones are manned by people who demand payment.
“We have not had any water running from our taps for the past three weeks. Our area is on high ground and the water fails to reach our houses due to low pressure. The boreholes close to us are broken down so we are forced to walk from our homes to the boreholes near Munyoro,” Nyathi said.
“The problem is when we get there the residents chase us away saying we should get water from our area. Some of the boreholes will be manned by residents who demand that we pay a certain amount of money to get water. Due to desperation, we pay them.”
Nyathi noted that although there is a bowser that brings water on Saturdays, it is not consistent and due to the large number of people who need the water, some end up going back home empty-handed.
“Sometimes the bowser comes on Tuesdays and we will be at work. People have resorted to paying at the Munyoro boreholes just so that they can get enough water for cooking and bathing. We hope that the council will intervene so that these people charging us for water desist from such practices. These boreholes should serve the community as a whole,” he said.
Ward 20 councillor, Alderman Earnest Rafamoyo said arrangements are underway for the broken down boreholes to be fixed.
“Council is aware that the boreholes in the area broke down. Two have since been fixed. One is yet to be attended to,” said the councillor.
“In the meantime, there is a bowser that brings water to the area at number 9255. It comes twice a week, on Saturday in the morning and on Tuesday in the afternoon.” | <urn:uuid:ecb06a1e-8792-4c25-8a81-160fa2243830> | CC-MAIN-2022-33 | https://cite.org.zw/we-are-forced-to-pay-for-borehole-water-nkulumane-residents/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573193.35/warc/CC-MAIN-20220818094131-20220818124131-00466.warc.gz | en | 0.973701 | 490 | 1.6875 | 2 |
Paper No. 6
Presentation Time: 8:00 AM-4:45 PM
Spatial and Temporal Geomorphic Comparison of the Cedar and Wapsipinicon Rivers in Eastern Iowa
Separated by a relatively short distance, the Cedar and Wapsipinicon Rivers of eastern Iowa exhibit differences in their varying geomorphic components. Contemporary aerial images, along with historic maps, photographs and other digital topographic and geomorphic data, allowed both qualitative and quantitative comparisons of the two fluvial systems. The Cedar River, influenced more by past periods of glaciation, displays greater channel width, discharge, and incision, but narrower floodplain valleys, fewer side channels and chutes, and less channel migration than the Wapsipinicon River; which tends to sit higher on the surface. Additionally, several other aspects, such as shoreline features, bedrock type and elevation, and Quaternary alluvial deposit characteristics provide further evidence of greater glacial influences on the Cedar, but less on the Wapsipinicon. Analysis of this spatial data supports not only the historical geologic interpretations, but also reveals anthropogenic influences, and subsequent impacts, on the natural river systems. | <urn:uuid:c78e28bf-fc71-4e43-a978-2d4816a5b065> | CC-MAIN-2022-33 | https://gsa.confex.com/gsa/2008AM/webprogram/Paper147712.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570913.16/warc/CC-MAIN-20220809064307-20220809094307-00065.warc.gz | en | 0.90227 | 243 | 2.671875 | 3 |
It is winter, often referred to as the season of snuggling up in bed to stay warm, eating chocolate and a range of other munchies, and not exercising because “it’s cold out there”’. Work, life, and general laziness get in the way of daily exercise. All I’m hearing are excuses!
Exercise has a range of benefits; losing weight, keeping our minds and bodies healthy, even boosting our immune systems! If you still need extra motivation to head back to the gym or brave the cold and go for a run, exercise can also save your sanity, especially when exams roll around.
New research from Princeton University has found that exercise actually rewires our brains to be more resilient to stress and anxiety. Exercise helps the brain to adapt to the stressful and physically taxing environment, damping the effects of stress and anxiety.
In a study published in the Journal of Neuroscience, researchers found that the brains of mice who were allowed to exercise freely behaved differently to those of mice who weren’t. The neurons in the brains of the exercising mice shut off stimulation in the region of the brain that regulates anxiety – the ventral hippocampus.
“Understanding how the brain regulates anxious behaviour gives us potential clues about helping people with anxiety disorders. It also tells us something about how the brain modifies itself to respond optimally to its own environment,” said Elizabeth Gould, a professor of Psychology at Princeton University and lead researcher of the study.
We all experience stress, and dealing with pressure becomes an increasingly important part of our lives as we leave blissful childhood behind. We try to relax by doing stuff we enjoy, like watching TV, having a drink with mates, or just chilling out listening to the iPod, but don’t forget that exercise is one of the best stress-busters out there, even if it does involve braving the Canberra cold. | <urn:uuid:da7fbd47-3070-4196-b55f-2b5c60861e06> | CC-MAIN-2022-33 | https://www.woroni.com.au/words/train-your-way-to-relaxation/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573667.83/warc/CC-MAIN-20220819100644-20220819130644-00078.warc.gz | en | 0.950126 | 393 | 3.109375 | 3 |
Thick, sticky substances and batches of raw dough or batter may require a cross mixing process. Cross mixing involves the use of two blades that each move in opposite directions. A kneader mixer is a machine that will thoroughly blend dense materials.
A kneader mixer's wattage rating will determine how powerful a product's motor is. Some manufacturers of mixers may provide a conversion chart for each product they sell. This chart will indicate the amount of time savings that a consumer can expect to acquire by using an electric model in lieu of mixing products by hand. The desired bowl size and whether a unit is designed for home or industrial use should be identified, prior to shopping for a new kneader mixer.
Considerations for the recipes that will be followed and any drawbacks that are currently faced should also be made. If the preparation of products is currently limited, based upon not having a large enough bowl for some batches that need to be made, upgrading a mixer to a larger machine will support the expansion of products.
If a mixer will be an investment intended to support a business plan, purchasing a floor model or one that contains a bowl that is double or triple in size to the bowl that a current mixer utilizes may be beneficial to the proposed plans.
Bowl-Lift And Tilt-Head Models
A kneader mixer may contain a bowl-lift or tilt-head feature. Each feature will determine the method in which a bowl is attached and accessed. A bowl-lift kneader mixer contains a fixed head. The bowl can be lowered, which will allow an end user to remove the bowl for cleaning or storage purposes. Prior to mixing a fresh batch of ingredients, the bowl will need to be reattached and raised.
A tilt-head feature will allow the top of a mixer to be leaned backward. The tilt feature will need to be accessed when installing or removing a bowl. Some kneader mixers may be advertised as compatible units. This type of mixer may come with one or more bowls. The manufacturer of a compatible mixer may sell additional bowl sizes and bowl materials that can be used interchangeably.
Attachments are often used with both floor and tabletop kneader mixers. Some mixers may be constructed of a single material, such as stainless steel. Products may also be constructed of multiple materials, including metal, glass, and ceramic. | <urn:uuid:96099e62-9e4a-4487-b2b8-ea98448814ac> | CC-MAIN-2022-33 | http://russmormg.com/2022/01/26/kneader-mixer-products/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573399.40/warc/CC-MAIN-20220818185216-20220818215216-00068.warc.gz | en | 0.933262 | 490 | 2.5625 | 3 |
Dead scaup found on Winnie
Wildlife managers from the Minnesota Department of Natural Resources (DNR) are again finding dead lesser scaup on Lake Winnibigoshish (Winnie) this fall.
Although not yet confirmed, the ducks are suspected to have died from acute infestation of intestinal parasites called trematodes, which are carried by Faucet snails, an invasive species that inhabits lakes. Lesser scaup feed on the snails and become infected with the trematodes.
During the first 10 days of November about 100 to 200 dead scaup had been observed along the northwestern shoreline of Winnie in the Third River Flowage area, according to Grand Rapids Area Wildlife Manager Perry Loegering, who along with office staff conducts weekly searches of the west shore of Winnie, Bowstring and Round lakes. A small number of sick and dead scaup have been observed on Bowstring and Round lakes as well.
"Faucet snails have not been found in Bowstring or Round lakes, so we think the birds are moving from lake to lake feeding on Winnie but getting sick on the other lakes," Loegering said.
DNR officials are studying Faucet snails in infested waters to learn more about their habitat use, abundance and parasite prevalence. These waters include Winnie, Upper and Lower Twin lakes, Shell River, First and Second Crow Wing lakes, and Crow Wing River.
Officials continue to sample Round and Bowstring lakes to facilitate early detection of Faucet snails. They are also sampling areas where scaup are feeding to learn where scaup are most likely to encounter snails.
Die-offs of lesser scaup have occurred on Winnie in 2007 and 2008 when an estimated 8,000 and 2,000 scaup died, respectively. About 2,000 scaup were estimated to have died on Bowstring in 2010.
The DNR reminds hunters, anglers and other recreation boaters to check their boats, trailers, anchors, decoys and lines, and other submersed equipment when moving between waters.
The best way to reduce the spread of Faucet snails is to prevent their transport. | <urn:uuid:88436f6c-3823-409d-a549-4e6e99186cb0> | CC-MAIN-2017-04 | http://www.bemidjipioneer.com/content/dead-scaup-found-winnie?qt-latest_trending_article_page=0 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280730.27/warc/CC-MAIN-20170116095120-00255-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.966361 | 459 | 2.59375 | 3 |
Coaching Corner: Evaluating Your Friendships
- Michael D. Warden Life Coach & Author
- 2005 25 May
As a single, your friendships are obviously vitally important to your life. Unlike married couples, who lean heavily on each other to be that intimate friend and life companion, singles typically rely on a broader circle of friends to corporately fill that role. For example, as a single you may turn to one friend for comfort, to another for fun, and to a third for spiritual accountability. Such diversity in your friendships is actually good and healthy, as it reflects God’s design for genuine community set forth in the Bible.
Since our friendships are so important, it’s interesting to notice how haphazardly we often stumble into them. Unlike our dreams regarding our future marriage, which are usually quite expansive and detailed, we rarely dream much about the sort of friendships we really want. And we rarely question whether the friendships we have are really the best ones for us.
The greatest commandment, Jesus said, is to love God with all your heart, and to “Love your neighbor as yourself” (Matthew 22:39). Unfortunately, many Christians have had the tendency to equate “loving your neighbor” with being friends with everyone who comes along and never saying no. But that was never part of God’s design. Friendship is always a choice — one that requires wisdom and serious forethought. But before you can decide whether someone should or should not be included in your circle of friendships, you have to know what sort of friendship you actually need and want in your life.
What is your highest hope for friendship in your life? Notice, I’m not asking about your highest hope for your friend; rather, I’m focusing on the relationship itself. If you could have a friendship that was everything you dreamed, what would it look like? What sorts of things would you regularly talk about? How often would you connect? What activities would you share? What would this ideal friendship feel like? And perhaps the most important question of all: How would this ideal friendship change you? What would it release in you? What would it inspire you to move toward, or to let go of?
Take some time to dream about the sort of friendship you really want in your life. Write up a description of the friendship, making sure to include your thoughts on all the questions above.
The next step may be a little less comfortable, but it’s important. Make a list of the friends you would say are a part of your “inner circle” — not casual friends whom you see from time to time, but the really close friends with whom you tend to share the deeper issues of your heart. One at a time, evaluate each friendship against the description of your ideal. What aspects of the friendship are really working well? In what areas does it fall short of your dream? In what areas, if any, is the friendship actually the opposite of what you want or need?
Of course, no friendship is perfect, and there will always be room for growth and improvement in every relationship. But this simple exploration can be an important step toward recognizing those friendships that may actually not be serving your dreams or God’s purpose for your life. A few of them may even be toxic to your heart.
Once you’ve evaluated your friendships, you have three choices about what to do next:
1. You can accept the friendship as it is. Generally, this option only applies to those friendships in which you feel totally satisfied. If you’re lucky enough to have one of those, why not share your friendship dream with them anyway, and rejoice together over how God has blessed your friendship?
2. You can renegotiate the friendship. Tell your friend what’s working for you, and what’s not. And ask for change. Make the requests specific and concrete, and avoid any hint of blaming (after all, you both created the friendship you now have). Also, decide ahead of time what you will do if your friend says no to your requests.
3. You can dissolve the friendship. Though it may sound harsh, this is sometimes the healthiest and most loving choice you can make for a friendship that is effectively and consistently dragging you down and pulling you away from your dreams and God’s desires for your life.
Your close friendships deeply influence the person you are, and the person you will become in the years ahead. Therefore, be careful to choose your friends thoughtfully. And do not be afraid to say no.
Michael D. Warden is a Professional Co-Active Coach, nationally certified through the Coaches Training Institute, and a member of the International Coach Federation. Michael’s clients’ one common trait is their passion to live a bigger life — to discover what they're here for, and boldly go after that vision with confidence and authenticity. Find more on his life and work at www.michaelwarden.com. | <urn:uuid:42e944a8-82a9-4e82-a4d1-f6ada9d2e1bf> | CC-MAIN-2017-04 | http://www.crosswalk.com/family/singles/coaching-corner-evaluating-your-friendships-1332129.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279915.8/warc/CC-MAIN-20170116095119-00276-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.961686 | 1,030 | 1.609375 | 2 |
Have you ever ever questioned what make the stock market rise and fall? One other impact of the agrarian reform programme was that almost all farmers who had borrowed cash from banks couldn’t service the loans but the government, which took over their businesses, refused to assume duty for the loans. We, India aren’t going through any drawback with banks here.
We look at whether stock price prediction based mostly on textual info in monetary information could be improved as earlier approaches only yield prediction accuracies close to guessing likelihood. Equally, having constructive real rates of interest would usually improve bank deposits and improve financial intermediation however this logic falsely assumes that banks will all the time lend extra effectively.
The investment banks had been primarily at fault. The cause of financial disaster the lending institutions in the western international locations use funds deposited by their clients and forwarded this money as loans to these individuals wanted to buy houses or cars.
Individuals ask me on a regular basis how is the coaching business? I value my free time and life more than slaving over financial crisis administration with those who ceaselessly go back to the identical well after the disaster is over. I do not view investment banksters as being at all patriotic.
The expansion of the stock market since its march low doesn’t match the tempo of our ‘economic restoration’. Train your kids and grandchildren as properly as a result of these massive banks will do every part that they can to separate you from your money and deposit it with the wealthiest families of world finance. | <urn:uuid:93557620-386b-4b56-8d0e-d597b83c818f> | CC-MAIN-2022-33 | http://www.hfmbooks.com/the-monetary-results-of-smoking.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571982.99/warc/CC-MAIN-20220813172349-20220813202349-00065.warc.gz | en | 0.968277 | 313 | 1.976563 | 2 |
Latest Updates on Hunt The West
Extended Montana Elk Season A Success
December 30, 2008.
From Montana Fish, Wildlife and Parks:
Montana Fish, Wildlife and Parks has broken new ground in the use of general hunting season extensions. This year’s extension in Region 3 was the longest ever implemented by the department. It was also the first time FWP tracked daily elk harvest via telephone call-in while it was occurring in order to be responsive to concerns about over-harvest.
Based on a preliminary estimate, 1,840 elk were harvested in southwest Montana during the general season extension from Dec. 1-21.
Approximately 1,411 antlerless elk and 424 bulls were harvested across the 18 extended hunting districts. Pre-established harvest quotas were not reached in any extended area. Final harvest estimates will be determined following completion of statewide harvest surveys.
The mix of unseasonably warm and dry weather and public access difficulties prompted the decision to extend the general season in areas where elk numbers were over objective and where elk harvest was much lower than desired.
Harvest quotas for elk, with a particular focus on bulls, were set based on a five-year average harvest as determined by harvest surveys and check station data.
“Pre-established bull harvest quotas were not exceeded in any extended season area,” said Kurt Alt, Regional Wildlife Manager. “Harvest approached the bull quota, first in hunting district 314 and shortly after in the other extended areas. Ultimately, all extended areas were closed to bull hunting in response and in advance of forecasted severe winter weather.”
“FWP was conservative in applying the closures to avoid exceeding the bull quota,” added Alt.
Hunters should expect to see continued elk harvest opportunities in various areas of Region 3 through management seasons and game damage hunts until Feb. 15, 2009, including in hunting districts 360 and 362.
Hunters needed to sign up by July 15 for management season and game damage hunting opportunities through FWP’s game damage roster.
For more information on the game damage roster, visit http://fwp.mt.gov/hunting/licensedraw/damage.aspx. | <urn:uuid:da1d8a3c-07a1-48c3-b0a7-11cc8a205d0f> | CC-MAIN-2016-44 | http://www.huntthewest.com/updates/updates-MTextension3.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719646.50/warc/CC-MAIN-20161020183839-00128-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.968635 | 456 | 1.601563 | 2 |
Donation After Circulatory Death in Heart Transplantation: History, Outcomes, Clinical Challenges, and Opportunities to Expand the Donor Pool.
Heart transplantation remains the gold-standard therapy for end-stage heart failure; the expected median survival range is 12-13 years. More than 30,000 heart transplants have been performed globally in the past decade alone. With advances in medical and surgical therapies for heart failure, including durable left ventricular assist devices, an increasing number of patients are living with end-stage disease. Last year alone, more than 2500 patients were added to the heart-transplant waitlist in the United States. Despite recent efforts to expand the donor pool, including an increase in transplantation of hepatitis C-positive and extended-criteria donors, supply continues to fall short of demand. Donation after circulatory death (DCD), defined by irreversible cardiopulmonary arrest rather than donor brain death, is widely used in other solid-organ transplants, including kidney and liver, but has not been widely adopted in heart transplantation. However, resurging interest in DCD donation and the introduction of ex vivo perfusion technology has catalyzed recent clinical trials and the development of DCD heart-transplantation programs. Herein, we review the history of DCD heart transplantation, describe the currently used procurement protocols for it and examine clinical challenges and outcomes of such a procedure.
Truby, LK; Casalinova, S; Patel, CB; Agarwal, R; Holley, CL; Mentz, RJ; Milano, C; Bryner, B; Schroder, JN; Devore, AD
Electronic International Standard Serial Number (EISSN)
Digital Object Identifier (DOI) | <urn:uuid:bf85912c-d753-4b77-bb58-d4461aa9eb92> | CC-MAIN-2022-33 | https://scholars.duke.edu/display/pub1517746 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573699.52/warc/CC-MAIN-20220819131019-20220819161019-00266.warc.gz | en | 0.864984 | 418 | 2.078125 | 2 |
As part of the agreement between the three, SINTEF, the largest independent research organisation in Scandinavia, and the Norwegian University of Science and Technology (NTNU), will jointly develop and test the chemicals which scrub CO2 from flue gases.
Today, a few international companies are already supplying equipment to capture CO2 from coal- and gas-fired power stations. But these are are based on “scrubbing” CO2 out of the stations’ flue gases using water-soluble chemicals called amines.
SINTEF and NTNU plan to develop alternatives to the amines currently in use in the course of their work together. These, they hope, will be more efficient, more stable and less damaging to nature.
The two institutions will form a jointly owned company that will own the rights to the new chemicals once they've been developed, which they then plan to sell on to Aker Kværner, as well as to other companies. | <urn:uuid:f771a0f6-6264-4574-82be-393dbd8d3f45> | CC-MAIN-2022-33 | https://www.theengineer.co.uk/content/news/co2-reduction | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571536.89/warc/CC-MAIN-20220811224716-20220812014716-00274.warc.gz | en | 0.972323 | 205 | 2.796875 | 3 |
To combat the sex trade in Boston, the city has launched a new digital dashboard that monitors prostitution in the city by zeroing in on online ads and the people who call in for service.
The new data analytics tool is designed to help city officials and police understand what information is out there, the number of johns there are and the number of prostitutes, said Megan Costello, executive director of the Office of Women’s Advancement.
“This issue is nowhere near being resolved in the city of Boston,” said Mayor Martin J. Walsh. “It is an important issue. We have a lot of women — and men — but mostly women who are drug-addicted, poverty ridden, taken advantage of, sexually abused when they were younger … It is a constant revolution, a revolving door for a lot of women and men.”
The dashboard will track supply from sites such as backpage.com, and demand, which is generated through Google searches. The city can then determine the area codes of the men who are soliciting sex.
For instance, in the past 30 days, there were 1,624 unique phone numbers collected. Of those, 43 percent have greater Boston area codes, while 61 percent over all have Massachusetts area codes and 71 percent are from within New England.
There are 300 or so ads posted each day, city officials said.
The new tool is part of the city’s effort to increase education and awareness of human trafficking. It has launched several initiatives this year, including a $30,000 grant-funded partnership with city and state officials and victims’ group to develop new strategies to fight sex trafficking. The city has also considered sending men caught soliciting sex to a “john school.” | <urn:uuid:2c0d3169-a77f-4b45-a162-2f49dc3f5ac3> | CC-MAIN-2022-33 | https://www.bostonherald.com/2016/10/13/technology-helps-cops-track-down-boston-johns/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571150.88/warc/CC-MAIN-20220810070501-20220810100501-00677.warc.gz | en | 0.959173 | 362 | 1.578125 | 2 |
The longer we work with designers who are honest and open about their production, the more we see that how we change things are all about one step at a time. We are searching the world for people with good intentions more than anything. We therefore say, that our goal is for all our designers to know that there is no use of forced labor or child labor in their production chain, and that we work every day to get closer to that goal. All our designers are committed to having a transparent production process, thus also when it comes to working conditions. Our designers will never willingly underpay their employees, use long working hours without overtime pay, or expose anybody to dangerous conditions. The parts of their products journey that they do not yet know about, is a process that will go on until they do know. At each designer's site, you can look at their ethical information and read about where they are in their process. You can also contact us at any time if you have specific questions about any designer and their process. Having this symbol, means that JF Curated knows the details and can vouch for their control and close relationship with parts of their chain, and know the process in regards to mapping out the rest of their production.
Labour Welfare Plus
Our Labour Welfare Plus designers have an extended close relationship with their production site. So close that they may know the name of all their workers, but at least close enough that they visit the site regularly and are 100 % sure that the process and conditions are good at the working site. All our designers are committed to having a transparent production process when it comes to working condition, but our Labour Welfare Plus designers have been working with labour issues and closeness to their production chain for several years already. Their goal is, as for every designer we vouch for at JF Curated, complete control and knowledge of their production from the harvesting process, through material handling to manufacturing. At each designer's site and by each product, you can read about where they are in their process. You can also contact us at any time if you have specific questions about any designer and their process.
These designers in different ways support building or strengthening education. They may buy much needed school supplies and classroom equipment, facilitate for good conditions by giving food or water to schools. They may do teacher training or assist in the education system. They may expand educational opportunities for disadvantaged student, or widen the possibilities for higher education. They may also help building new local schools and make sure to respect culture, language and heritage by listening to the community and incorporate this knowledge into the school system. By looking at the info at the designers page or by the product, you can read about what this designer does to get the Supporting Education symbol.
Supporting Traditional Skills
These designers support traditional skills through their production process. They work to strengthen the sense of identity where a traditional way of life may have been weakened or ended. They are preserving local heritage, using methods that the local’s grandparents or great grandparents used, reviving techniques that are in danger of disappearing. These actions will help economic growth from within the community. Investments are done where the products are manufactured, and the use of local expertise is encouraged. These designers help communities achieve a local economy, sustain good jobs, and provide a measure of self-sufficiency.
These designers in different ways support and empower women through their production process. They may support women who are socially excluded from community or build support systems for those who go through pregnancy or violent situations. They may help them develop their job skills or get business training within a specific field. They may be offering them education benefits to girls to keep them in school, or they may support female entrepreneurs, helping them building their own businesses or offering them financial help. If you look at the information at the designers page or by the product, you can read what this particular designer have done to get the Supporting Women symbol.
These designers know that the animals in their production chain are treated well. They have also committed themselves to working towards a stronger closeness to this part of their process. The goal is to eliminate any type of mistreatment and follow the ground principles in the “Five Freedoms of Animals”: Freedom from hunger and thirst, freedom from discomfort, freedom from pain, injury and disease, freedom to express normal behavior, and freedom from fear and distress. This is where we want to be with all our designers in regards to animal welfare: No use of mulesing or other forms of mistreatment to get a streamlined production. No use of endangered species. No use of genetic modifications (like cloning of animals) No fur, leather, down or feather from organized breeding. No large scale farming without detailed control and certifications. No use of harmful traps, only use of regulated trapping. No use of feed concentrate that makes the animals grows faster. No use of extra antibiotics to avoid decease.
Animal Welfare Plus
To be rewarded with the Animal Welfare Pluss symbol, the designer must have a unique closeness to the animals involved in the production. This implies and extensive knowledge about the animals and the process they are involved in in the production. To be able to visit the farm and to know the people who treat the animal is a prerequisite for getting this symbol.
These designers use fur as raw material, but only within our definition of Holistic Fur. This implies that the animals used where living in their natural habitat as part of livestock or free in nature, and that all parts of the animal where used in food production or other purposeful production chain. We do NOT accept fur from organized breeding.
These designers use leather as raw material, but only within our definition of Holistic Leather. This implies that the animals used where living in their natural habitat or as part of livestock, and that all parts of the animals where used in food production or other purposeful production chain.
This is actually kind of a negative symbol. It says something about the fact that we all have to start somewhere when we want to change things, and that to be able to change one needs help. These designers use leather as raw material, but have difficulties defining the source and circumstances under which the leather is harvested. We have just started out working with this designer, and our common goal is to work hard to make the use of leather 100 % holistic and to know the source. On the way to this goal, we accept use of leather from other sources.
These designers will never use any kind of genuine fur in their production.
These designers will never use any kind of genuine leather in their products or production
Organic Holistic Fur
These designers use fur as raw material, but only from animals kept within standards of organic farming and within our definition of Organic Holistic Fur. This implies that the animals where living in their natural habitat wild or as part of livestock, and that all parts of the animal where used in food production or other purposeful production chain. Material sourced from wild animals must be part of wildlife management programs, regulated by governments and within quota connected to hunting and wild game. To be defined as Organic Holistic, all domesticated animals used must be free range, not fed with antibiotics or growth hormones, and natural methods must be used to manage soil quality, diseases, and other issues, which arise during the process. In this category we also accept fur from invasive species. These animals have become a problem to local habitat, and are threatening the natural balance in its surroundings.
Organic Holistic Leather
These designers use leather as raw material, but only from animals kept within standards of organic farming and within our definition of Organic Holistic Leather. This implies that the animals where living in their natural habitat wild or as part of livestock, and that all parts of the animal where used in food production or other purposeful production chain. Material sourced from wild animals must be part of wildlife management programs, regulated by governments and within quota connected to hunting and wild game. To be defined as Organic Holistic, all domesticated animals used must be free range, not fed with antibiotics or growth hormones, and natural methods must be used to manage soil quality, diseases, and other issues, which arise during the process. In this category we also accept leather from invasive species. These animals have become a problem to local habitat, and are threatening the natural balance in its surroundings.
These products do not contain any use of animal material, or by-product of animals at all. Typical vegan materials can be cotton, hemp, linen, microfiber, ramie, pleather and other imitation leather, nylon, acrylic, mod-acrylic, orlon. Synthetic shearling, faux fur, hypoallergenic synthetic down, rayon, Tencel, milkweed seedpod fibers, silk-cotton tree filaments, high-tech fabrics like Primaloft or Polarguard and other polyester based fabrics. Vegan products does not contain any silk, down, fur, wool, leather, feathers and so on.
When a product is biodegradable, it can, via bacteria or other living organism, be broken down back into natural elements that disappear into nature, and do not damage the soil. Biodegradable matter is generally materials from plants, animals and other substances originating from living organisms, but it can also be artificial materials that are similar enough to organic matter to be put to use by microorganisms, like biodegradable plastic. It is important that the material is put in the right environment, or it will not biodegrade.
Our Carbon Neutral designers have, one step at a time, made a total overview of their carbon use in production and found new energy sources to eliminate their carbon footprint. To calculate carbon footprint is not an easy task and demands a lot of research into the production chain. Carbon dioxide can also be produced by natural occurrences, and as long as we use energy, nothing is completely neutral when it comes to emissions. Therefore JF Curated sees the transparency and traceability of the chain as an important factor here. These designers control and measure their emissions in every level of production, from farming, transport of merchandise, storage, business travel, employee commuting, facility management, general carbon travel miles, to their production floor and industrial processes at sub-supplier levels. Designer who invest in tree planting, donate money or in other ways buy quota elsewhere, do not get the status as a Carbon Neutral designers at JF Curated.
When a product is marked with Energy Saving it implies that it saves energy, either through Energy Conservation or Energy Efficiency. Energy Efficiency refers to using less energy to provide the same service as before, while Energy Conservation refers to reducing energy by making the process smaller or slower. These designers may save energy by reducing heating, cooling lighting e.g. at production site. They may change the energy source to renewable ones like solar power, windmills et cetera. They may change electric motors in their production (which often stand for up to two-thirds of the electricity used in industrial processes) to a more efficient and energy saving one. They may be working with their logistic system to reduce energy use, starting from the raw material process to the production floor. They may also invest in installing heat exchangers on their compressors to reuse the electrical energy and transform it into new energy. If you read the ethical info by the designer, you can read the details about what the symbol implies in regards to that specific designer.
Low Carbon Footprint
These designers actively work to reduce their carbon footprint in all levels of production. To calculate carbon footprint is not easy and demands a lot of research into the production chain. Carbon dioxide can also be produced by natural occurrences, and as long as we use energy, nothing is completely neutral when it comes to emissions. Therefore JF Curated sees the transparency and traceability of the chain as an important factor here. These designers work towards a goal of zero emission, one step at a time, and openness is their tool to get there. They have to take into account the farming, the transport, the storage, business travel, employee commuting, facility management, general carbon travel miles and the production itself. One field at a time, these designers manage to reduce carbon emissions and greenhouse gases in their production line. Designer who investing in tree planting, donate money or in other ways buy quota elsewhere, do not get the status as a Low Carbon Footprint designers at JF Curated.
If a product is Low Toxic, it means that the designer is working to reduce use of toxic materials in their production. Low toxic is a complicated category, because most things can be toxic in big quantities, and the term is not a regulated or universally defined claim. It is also a category difficult to measure and control. JF Curated therefore defines the Low Toxic designers as those who actively choose safer and healthier alternatives in their process. They work towards having a minimal effect on people and the environment in their production, and the goal is always to get to the Non Toxic symbol. They focus on chemicals that are generally safer, use natural, vegetable or azo-free dyes and adhesives, and choose natural pesticides, over chemical alternatives. They do not let poisonous, harmful, or otherwise destructive material go into nature by having a proper handling and waste measuring. By looking at the specific ethical info by the designer or product you can read the details regarding that specific designer.
Low Transport Footprint
These designers concern themselves with their Carbon Offset; from the time you buy your product and the travel miles it takes from storage to you. They try to limit the carbon footprint of their transport miles by investing in carbon reducing solutions like train or other renewable energy solutions. This way they support and encourage a part of the transport industry that needs growth. Designers who invest in tree planting, donate money or in other ways buy quota elsewhere, do not get the status as a Low Transport Footprint designers at JF Curated.
Made To Order
Our Made To Order-designers do not start making your product until a confirmed order is received. It is not to be confused with Bespoke or Custom-Made, where a new pattern is created for each individual wearer. The Made To Order design is made after a base pattern, similar to ready-to-wear, but in some cases you will be able to do your own alterations, choosing between different predetermined alternatives. In other cases you will also be able to do your own personal alternations. If these alternatives are available, it will be specified in the item description box, and you can choose this option in the size-box The Made to Order process avoids over-production and produces design solely based on demand.
If a product is marked with No Waste, it implies that there are no excess materials in the production process. These designers continue to map out how to save waste in their process, from the pattern making and raw material process, through manufacturing, to the packaging of the product. All discarded materials are designed to become resources for others, or come to use in other part of the manufacturing process. Their aim is to eliminate rather than manage waste in their production.
Designers who are Non-Toxic do not use any materials in their production that are harmful to people, health or the environment. Non-Toxic is a complicated definition because almost nothing is completely non-toxic and the term is not a regulated or universally defined claim. It is also a question of multitude and size of production, since a bigger unilateral production always will harm the environment in one way or another. JF Curated therefore defines Non Toxic designers as those who do not use chemicals that are defined as poisonous, harmful, or otherwise destructive to an organism upon exposure. These designers regulate their production in regards to multitude; they use natural, vegetable or azo-free dyes, natural pesticides and natural adhesives in all levels of production.
These products are grown in compliance with organic agricultural standards that protect the environment and wildlife. Natural methods are used to manage soil quality, diseases, and other issues that arise during the farming process. Typical organic raw material may be: cotton, jute, silk, ramie, wool, linen, Tencel, hemp or bamboo. The products made by our organic designers are not made with use of synthetic fertilizers or herbicides that strip land of nutrients, and artificial chemicals and GM (Genetically Modified) crops are banned. Organic products do not produce sewage sludge or ionizing radiation, and the organic materials have been sourced with use of natural pesticides. Organic products can also be made out of leather, fur, feather and down. In these cases the animals do not take antibiotics or growth hormones, and must be free range. The treatment of the material is also chemical free and holistic. Organic clothing can be composed when worn to pieces.
If a product is marked as Recyclable, the designer has planned the process around their product 360 degrees and made sure you know where and how to let your product go back into a recycling program. In this process lies an obligation from the designer to show you how to take care of your item and how to properly get rid of it when it is not usable any more. If the item is not going into the designer’s own system or other predetermined return solutions, they must try to make sure to tell you how and where the item in substance, shape and form can be recycled, regardless of where you are located in the world
If a product is marked as Recycled it is fully or partially made from raw material that is pre-used or considered to be waste. The materials, or extracts of material, are considered to be of low value before the designers turn them into new products. Recycling is different from Up-Cycling in the way that you first need to break down the product before you make something new out of it. When you Up-Cycle you use the product as it is or break it into parts.
If a product is marked as Up Cycled, the raw material is fully or partially pre-used, or already considered to be waste. The materials, or extracts of material are made into a new product with the same or a higher value. Up Cycling is different from Recycling in the way that the product is used as it is, and just alter or broken into parts before it becomes something new. With Recycling you first need to break down the waste or product before you make it into something new.
If a product is marked as Waste Reduction, it is part of a waste reduction plan in the designers’ production process. The goal for these designers is to move towards No Waste, where they have eliminated waste completely from their process. The Waste Reduction category also includes designers who work with animal matter in a holistic way. This implies that they make sure that the whole animal comes to use in production, and is not buried, burnt or thrown away.
When a product is marked as Water Saving, it implies that it is made with processes that reduce water use, either through Water Conservation or Water Efficiency. Water Efficiency refers to using less water to provide the same production as before, while Water Conservation refers to using less water by making the production process smaller or slower. These designers may also save water by installing recycling or cleanup systems to reuse wastage water in their production. By looking at the ethical info at the designer or product, you can find information about what the symbol implies to that specific designer.
These designers have gone a long way!! At JF Curated good ethics has a lot to do with trust. We have to see the designers dealing properly with their own moral, and principles. All designers under JF Curated’s umbrella must show a strong will to work towards a total control of their production, this is a given. But some of our designers have worked for several years already, or started out with a total plan within ethics to begin with, and are getting really close to a total ethical production control in all levels of their business. After several years of hard work, there is no doubt that these are viable in growth and responsible in their production while doing so. These are our Ethically Produced-designers, and to become one shall not be an easy task. Their emotional investment in their company is still evident. They still question themselves to come up with the most sustainable solution of the given options. They are making choices that are better for more people than themselves. They actively demand answers from people around them in regards to right and wrong. They have a standard for right conduct and practice that everybody involved in the production chain is aware of, and they know them to their fingertips. They still approach their designing, sourcing and manufacturing, both in a socially and environmentally conscious way.
Traceable Supply Chain
All our designers are open about their production. Their ethical documents, developed and controlled by JF Curated, show details about their process and are a tool we use to stretch even further. However, some of our designers have reached another level in regards to traceability, and these are our Traceable Supply Chain-designers. Traceability is about the designers' ability to verify the chain of own production. A supply chain is a system of organizations, people, activities, information, and resources involved in moving a product or service from supplier to customer. It is about the life cycle of a product. This symbol is only available after years of working together. They show a close relationship with their production chain that goes beyond direct contact with first-level suppliers. They are now not only in control of their total chain and have worked to change every level of it, but they have come far in regards to actions, and there are less obvious tasks left to be done. They show an unbroken record of documentation and knowledge, from raw material, through consistent contact with suppliers and sub-suppliers, knowledge about production facilities, material treatment, and control regarding manufacturing, transportation, production schedule, material selection, production technologies, production policies, regulations, and laws in the field that they operate. They present both long-term and short-term goals for how to get even further. This symbol also implies that JF Curated can verify every step, and have been in close contact with the supply levels over a long period of time.
These designers are in our Level 1 program, which implies that we trust their intentions and their work towards a sustainable business, but are not yet certified by us and therefore not matched with any of our symbols. Ethical info will however be listed by the product and in all cases imply how far the designer has come in knowing their production chain. | <urn:uuid:b95cf49d-d278-471a-90e7-d8bbf97d60cd> | CC-MAIN-2022-33 | https://www.jfcurated.com/ethical-focus/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00275.warc.gz | en | 0.956836 | 4,709 | 1.898438 | 2 |
Art and Creativity in Contemporary Hebrew Literature
- Aesthetic Israel
This book offers close readings of eight Israeli novels from the past thirty-five years. It shows the ways these texts deal with the themes of creativity and the creation of a work of art and with the way art and artists are portrayed in a culture that is often perceived as being otherwise preoccupied.
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- kr. 605,44
Kundernes boganmeldelser af Art and Creativity in Contemporary Hebrew Literature
Anmeld bogen og vær med i konkurrencen om gavekort – læs mere her.
Der ingen anmeldelser af Art and Creativity in Contemporary Hebrew Literature | <urn:uuid:68373b75-f5ba-48d0-86b6-3c8ba410e1d7> | CC-MAIN-2016-44 | https://www.saxo.com/dk/art-and-creativity-in-contemporary-hebrew-literatu_joseph-lowin_hardback_9781498507066 | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988718278.43/warc/CC-MAIN-20161020183838-00240-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.742747 | 179 | 2.046875 | 2 |
Population: The population of Zambia is 9,582,418.
Location: Lusaka is located in Zambia. Zambia is located in Southern Africa, east of Angola.
Climate: The climate of Zambia tends to be temperate and mild with wet winters and hot, dry summers.
Local Time: The local time of Lusaka is Greenwhich Mountain Time +2 which is ten hours ahead of Los Angeles.
Capital of Zambia: The capital of Zambia is Lusaka.
National Day of Zambia: Independence Day, 24 October (1964).
Flag of Zambia: The flag of Zambia is green with a panel of three vertical bands of red (hoist side), black, and orange below a soaring orange eagle, on the outer edge of the flag.
Currency: The currency of Zambia is kwacha (ZK). | <urn:uuid:42572c7b-7163-4491-9d46-e4cbb0418202> | CC-MAIN-2017-04 | http://sistercities.lacity.org/html/21.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280730.27/warc/CC-MAIN-20170116095120-00245-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.897365 | 182 | 2.875 | 3 |
Here we describe the neurodevelopmental outcomes of very low birth weight (VLBW) infants (birth weight ≤1500 g) at 3 years of age in the Neonatal Research Network of Japan (NRNJ) database in the past decade and review the methodological issues identified in follow-up studies. The follow-up protocol for children at 3 years of chronological age in the NRNJ consists of physical and comprehensive neurodevelopmental assessments in each participating center. Neurodevelopmental impairment (NDI) – moderate to severe neurological disability – is defined as cerebral palsy (CP) with a Gross Motor Function Classification System score ≥2, visual impairment such as uni- or bilateral blindness, hearing impairment requiring hearing amplification, or cognitive impairment with a developmental quotient (DQ) of Kyoto Scale of Psychological Development score <70 or judgment as delayed by pediatricians. We used death or NDI as an unfavorable outcome in all study subjects and NDI in survivors using number of assessed infants as the denominator. Follow-up data were collected from 49% of survivors in the database. Infants with follow-up data had lower birth weights and were of younger gestational age than those without follow-up data. Mortality rates of 40728 VLBW infants born between 2003 and 2012 were 8.2% before discharge and 0.7% after discharge. The impairment rates in the assessed infants were 7.1% for CP, 1.8% for blindness, 0.9% for hearing impairment, 15.9% for a DQ <70, and 19.1% for NDI. The mortality or NDI rate in all study subjects, including infants without follow-up data, was 17.4%, while that in the subjects with outcome data was 32.5%. The NRNJ follow-up study results suggested that children born with a VLBW remained at high risk of NDI in early childhood. It is important to establish a network follow-up protocol and complete assessments with fewer dropouts to enable clarification of the outcomes of registered infants.
- Business of Medicine
- Doctor’s Voice | <urn:uuid:e0511cef-0756-43a2-9e9d-1381736b7e4c> | CC-MAIN-2022-33 | https://www.physiciansweekly.com/neurodevelopmental-outcomes-of-very-low-birth-weight-infants-in-the-neonatal-research-network-of-japan-importance-of-nicu-graduate-follow-up/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572286.44/warc/CC-MAIN-20220816090541-20220816120541-00272.warc.gz | en | 0.942668 | 450 | 2.109375 | 2 |
5 reasons not to use oscommerce
By Justin Silverton
What is Open Commerce?
From oscommerce.com: "osCommerce is the leading Open Source online shop e-commerce solution that is available for free under the GNU General Public License. It features a rich set of out-of-the-box online shopping cart functionality that allows store owners to setup, run, and maintain their online stores with minimum effort and with no costs, license fees, or limitations involved.
The goal of the osCommerce project is to continually evolve by attracting a community that supports the ongoing development of the project at its core level and extensively through contributions to provide additional functionality to the already existing rich feature set."
Why Shouldn't I use it?
1) no separation of logic and presentation
Smaller applications can be created without separating logic and presentation, but when an application gets as large as oscommerce, there needs to be some kind of templating system in place.
A templating system can also be used to cache dynamic pages and improve the overall performance.
A good, scalable system needs to be engineered from the ground up. It looks to me like it was hacked together with pieces of code here and there
2) difficult to integrate into an existing design
out of the box, the cart works fairly well. If you want to make any drastic design changes, you will run into major issues.
Although it is free, and this may be intising to many companies, the time and labor cost of updating the cart to suit your needs ends up being more than many of the commerical carts available.
although it is updated, #1 makes it very difficult to make updates without having to manually open up each .php file and make the changes yourself.
4) cannot have multiple sizes of image previews (thumbnail, medium, large)
5) admin navigation issues
a) hard to do shipping cost per item (with different items having different costs) per country
b) editing product descriptions seems a little awkward. overall, it looks like it was developed for a programmer, rather than a store owner.
cubecart - http://www.cubecart.com/
sunshop - http://www.turnkeywebtools.com/
miva mercant - http://www.miva.com
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Oct 29, 2020
Part 2 of Virtual Panel Series Racism in History and Context | 3pm – 4:30pm ET | Panelists: Manuela Boatcă (University of Freiburg), Teresa Koloma Beck (Bundeswehr University Munich), Monica Muñoz Martinez (UT Austin), and Kathryn Olivarius (Stanford) | Moderators: Elisabeth Engel (GHI Washington) and Leti Volpp (UC Berkeley)
This is part 2 of the panel series “Racism in History and Context” presented by the German Historical Association, the German Historical Institute Washington and its Pacific Regional Office, and the Institute of European Studies at University of California, Berkeley
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The risk of physical harm posed by both the coronavirus pandemic and US police officers’ ongoing willingness to use violence against African Americans has been quickly conceived as a major feature of the current crisis. Governments and citizens in the U.S., Europe, and beyond squarely agree that ethnic and racial minorities are disproportionately imperiled due to longstanding and systemic disadvantages. We observe a long tradition of this phenomenon. Crises and, foremost, pandemics reveal predetermined breaking points of societies, including structural racism. Going back to the 14th century with the outbreak of the bubonic plague, pandemics have exposed social bias. Due to such structures, people have shaped starkly different and clashing responses to pandemics. Currently, apparent racial disparities in access to physical safety prompt fierce protest movements among citizens, on the one hand, and strong measures to control them on the part of governments and local authorities, on the other. Thus, health and power are at stake on either side of the conflict.
The panel aims to inquire into the role of racism in the history of epidemics and the history of state violence. This brings to light very specific problems in the various countries. Even though the overall phenomenon has characteristic features in every society, it is the result of specific historical processes and must therefore be understood and discussed in the respective historical contexts. Thus, the German Historical Association (Verband der Historiker und Historikerinnen Deutschlands e.V., VHD), the German Historical Institute Washington with its Pacific Regional Office, and the Institute of European Studies at University of California, Berkeley, have invited Manuela Boatcă (University of Freiburg), Teresa Koloma Beck (Bundeswehr University Munich), Monica Muñoz Martinez (UT Austin), and Kathryn Olivarius (Stanford) to trace the ways in which racism has figured as an aspect of their respective subjects of research.
The event is part two of the panel-discussion series “Racism in History and Context,” which brings together scholars from various fields to explore the histories of racism that have been constructed in current debates about the coronavirus pandemic and violent police confrontations. What and who defines the deeper and historically longer-term contexts of the present phenomenon? How do the various discourses and memories of racist violence differ in quite diverse national contexts and narratives, and what interdependencies can we discern? How do social and cultural tensions take form under the pressure of condemning racism in moments and historical narratives of crises? The first panel “Rethinking Memory and Knowledge during Times of Crisis” is available on our Vimeo channel. | <urn:uuid:a0df762c-cb92-42a9-ad5e-fa2348a0e428> | CC-MAIN-2022-33 | http://www.themedievalacademyblog.org/rethinking-health-and-power-during-times-of-crisis/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571538.36/warc/CC-MAIN-20220812014923-20220812044923-00471.warc.gz | en | 0.911632 | 688 | 3.046875 | 3 |
Medal snub for Russian cosmonaut sparks 'cosmic scandal'
Russia's space agency expressed outrage Tuesday after the defence ministry refused one of its cosmonauts a prestigious state honour, in the first such snub in half a century of Soyuz flights.
Cosmonaut Maxim Surayev, who returned to Earth in March after six months aboard the International Space Station (ISS), has twice been denied the Hero of Russia medal, in what the media has called a "scandal of cosmic proportions."
"The defence ministry has twice refused to award the Hero of Russia medal to Surayev," Roskosmos spokesman Alexander Vorobyov told AFP. "As far as I know there was no reason given."
The medal, one of the country's highest honours, has been granted to nearly almost every first-time cosmonaut since Yuri Gagarin in 1961 and to every cosmonaut to fly on the Soyuz shuttle since the breakup of the Soviet Union.
"The whole Russian cosmonaut community is up in arms at what is happening and in the end they may all go on strike," Vorobyov said, adding that the space agency had appealed to President Dmitry Medvedev to intervene.
The Hero of Russia medal confers housing, pension and travel benefits, as well as a state funeral.
These perks compensate cosmonauts for wages much lower than those paid to astronauts in the United States space programme NASA, Vorobyov argued.
"Our cosmonauts earn a lot less than NASA's astronauts, so in some ways it is a moral compensation," he said. "If they're not going to make them Heroes, then at the least they have to raise their salaries."
First-time cosmonaut Surayev, 38, became the first Russian to write a blog about his time in orbit with witty entries full of sharp Cold War spoofs and also went on a tricky spacewalk.
Colleagues argued that he had done enough to earn the honour.
"They probably thought that we don't do anything there... just fly up there for a vacation," cosmonaut Roman Romanenko, 39, who was awarded the honour in May, argued on a television talk show.
"I think it's wrong and I'm not the only one who thinks so."
© 2010 AFP | <urn:uuid:33332524-000a-4446-949e-f31d09bd2a78> | CC-MAIN-2016-44 | http://www.expatica.com/ru/news/Medal-snub-for-Russian-cosmonaut-sparks-cosmic-scandal_204882.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719155.26/warc/CC-MAIN-20161020183839-00332-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.978008 | 479 | 1.679688 | 2 |
This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.
The change in the attitudes and beliefs improves the student learning as (Thomas R. Guskey 2002) said "The three major outcomes of professional development such as significant change in teachers' attitudes and beliefs occurs primarily after they gain evidence of improvements in student learning and these improvements typically result from changes teachers have made in their classroom practices and a new instructional approach and the use of new materials or curricula or simply a modification in teaching procedures or classroom format".
(Huberman, 1995) said "teachers see professional development not only as a way to combat boredom and alienation but also as a pathway to increased competence and greater professional satisfaction. Professional development activities frequently are designed to bring change in teachers' attitudes, beliefs, and perceptions". Professional development leaders, for example, often attempt to change teachers' beliefs about certain aspects of teaching or a particular curriculum or instructional innovation. It is assumed that such changes in teachers' attitudes and beliefs will lead to specific changes in their classroom behaviors and practices, which in turn will result in improved student learning (Guskey & Huberman, 1995).The research model of Guskey & Huberman on teacher change indicates, however, that the assumptions of it may be inaccurate when considering professional development programs for experienced teachers. This modern time, demands the young generation of province to work and interact differently in new way to face the fast speed of globalization, the shifting from an industrial to a modern and an innovative economy and the explosion of networked communications.
Change in Teachers' Beliefs & Attitudes
Change in Student Learning Outcome
Figure 2.1 A model of teacher change (Guskey & Huberman, 1995).
Source: T. R Guskey, & Huber man, m (1995). Professional Development in Education: New paradigms and practices (New York, Teachers College Press).
Our young generation today needs to be creative, innovative, and show developing aptitude in various areas such as information, media, and technology and finance skills. If we want today's students to be prepared for the future challenges, then schools supervisors, leaders or education administrators must recognize that teachers need to expand their skills and receive training and support to apply those new skills into the 21st century classroom. This research demonstrates that experienced teachers avoid showing commitment with new innovation as instructional approach until they use it practically in their classrooms. The change in teachers' attitudes is seen when there is change in student learning. Professional development explained variation in the impact of its programs and approach to evaluation and placed emphasis on working in collaboration with policy makers and providers for identification of essential and critical features of the model (Lawrence Ingvarson, Marion Meiers and Adrian Beavis 2003).
In this model, there are background variables and features such as time span of program. It includes opportunity to learn features like active learning or follow up. Professional community is a mediating variable in this model. There are also types of impact in this model. Development programs also aimed to make professional community stronger in schools to enhance the impact of program on classroom practice.
Figure 2.2 Relationship between structure, learning process and impact of professional development programs
Background Structural Opportunity to Mediating
Variables features learn factor Impact
Content focus Active learning Follow up Collaborative examination of student work
Feedback on practice
Source: Lawrence Ingvarson, Marion Meiers & Adrian Beavis (2003), Evaluating the quality and impact of Professional development program, Published by Australian council for educational research, pp 27-34.
So, the professional community teachers who share teaching and learning with their colleagues, increase collaboration in planning, teaching and assessment activities. The model is identifying the assumptions about teacher learning and assessing that how the features of the model link to each other to lead the change. The outcomes of this collaborative work identify the main components in the design (inputs, structures, activities, initial outcomes, longer term outcomes) that are expected to link together in practice to promote teacher learning. The theory of action underpins their project (i.e. the mechanisms by which project activities will lead to change in classroom practice).
(Carlos Marcelo 2009) has criticized earlier modÂels for being linear and not representing the complexÂity of the teacher learning processes in professional development programs. They propose a new model that is not linear but interrelated. According to this model, change occurs through the mediation of application and reflection processes on four levels: the personal domain (teacher knowledge, beliefs and attitudes), the field of teaching practices, the conseÂquences in student learning and the external domain. The author defended that professional development is produced as much by teacher reflection, as by the application of new procedures (clearly reflection does not always lead to learning). (Carlos Marcelo 2009) further said "The professional development of teachÂers includes all the experiences of natural learning as well as the more planned and conscious ones which try, both directly and indirectly, to benefit individuals, groups or schools and which contribute for improving the quality of education in the classroom". It is a process through which teachers, whether alone or accompanied, review, renew and further their commitment as agents of change, with moral teaching aims. Moreover, they acquire and develop knowledge, competencies and emotional intelligence that are essential to professional thinking, planning and practice with children, adolescents and colleagues throughout each stage of their teaching lives".
Figure 2.3 Inter relational professional development model (Carlos Marcelo 2009)
Field of practices
Knowledge, beliefs and attitudes
Field of consequences
Source: Carlos Marcelo (2009), sísifo / educational sciences journal · no. 8 · jan/apr 09, University of Seville (Spain).
The education system's survival is linked with teachers' growth as many other researchers have already done research on professional development of teachers who are engaged in professional development activities to become better teachers. (Meher Rizvi 2003) said teachers see professional development programs as among the most promising and most readily available routes to growth on the job. The mentoring is an important variable for new teachers who need to develop themselves to meet the challenge as (Sandra Sytsma 2006) said for teachers of all ages and stages, mentoring offers the "real voyage of discovery" that supports and challenges professional and organizational growth and develops the new eyes that we all know we need to serve our students and ourselves better. As (Ward Robin A 2005) said that effective teacher in the classroom is potential for increase of student learning where as mentoring of new teacher increases motivation and critical thinking skills and reduce attrition in students. So, new teacher's participation in mentoring program is must to succeed and learn and it is also essential for senior or veteran teachers for maintaining their focus for their own careers which affects teacher efficacy for both teacher and students.
The collaborative efforts make peer coaching feasible as (Sarah Marray and Xin Ma 2009 P-205) said peer coaching is a feasible vehicle for instituting collaborative efforts, therefore, peer coaching warrants consideration as potentially serviceable solution for strengthening field based training for prospective teachers.
Learning is made easy for teachers when their needs are identified whether it is training or coaching, but it needs the identification of needs. In-class program of coaching has the potential to identify individual teacher's needs and to provide the level of support and development appropriate to these needs (Kay Hawk and Jan Hill 2003). The in-class coaching will rarely be subject related. The needs are generic to all learning areas, as is good assessment practice. These needs are primarily:
Building an appropriate relationships with students
Achieving individual student and class locus of control
Using good formative assessment techniques
Planning and delivering the program at appropriate levels
Using effective pedagogical approaches including cooperative learning
Meeting individual and group needs in a class
Managing behavior appropriately.
Effective teacher questioning and feedback
Modern schools of 21st century also demand teachers to improve themselves and give quality in teaching by means of peer coaching. Teacher should learn teaching methodologies and new ways to explain topics in the classroom for maximum understanding of learners because Peer coaching affects classroom practice.
The teaching profession needs support for sustained teachers' professional development and its implementation. According to (Dr. Waseem Qazi, Dr. Khalid Jamil Rawat and Noor Ahmed Khoso 2007p55-71), "the follow up support enabled the teachers for sustainable implementation of their learning. Follow-up support became more effective with other elements like collegial support, head teacher's encouragement and favorable school culture. It helped teachers to sustain their changed role after professional development". In this regard the attitude of school leadership is most important such as it has to play a role to support the school teachers, any innovative idea from teachers and to implement the technology in their schools. But before the implementation of new technology, they must equip themselves with knowledge pertaining to new technology through participation in training workshops. When they are equipped with new knowledge then their attitude toward the use of technology in their schools or education system will be most important. If they are well trained in use of technology then it will be easy for them to support the idea of using the technology in classrooms.
(Derar Serhan, 2007) said that whenever the individuals in leadership positions in schools are involved in the process of introducing technology into their schools, the process becomes easier: By introducing school principals to the different available technology resources and the role of technology in advancing their schools, they will assume an effective role in advocating and supporting the use of technology in their institutions. Modern technology enables teachers to become source of knowledge as (Scott Reid 2002) said schools and classrooms are forms of technology and they are obsolete and not suited to meeting the educational needs of students now and in the future and claims that classrooms are "a technique designed for a learning age when the teacher was the dispenser and source of all knowledge" suitable for an industrial age, but obsolete because new technology enables more individualized, high speed, and customized education.
Moreover schools in future will be looking like modern office environment as (Scott Reid 2002) further said schools in the future will not be organized into classrooms, but rather will resemble a modern office environment and students will meet with teachers who will help them put together an individualized program of study that covers the core curriculum requirements as well as taking into account each student's interests and goals. Teachers now require the use of technology in classroom as (Lynne Schrum and Kelly F. Glassett 2007) said that Research has identified a long list of intrinsic and extrinsic barriers to the integration of technology that includes lack of time for professional development, lack of teacher training in pre-service education programs, general resistance by teachers to utilize technology, and lack of technical support. But, now teachers are expected and required to use educational technology in one form or another in their classrooms. The adoption of new technology improves teaching and learning as (Lynne Schrum and Kelly F. Glassett 2007) further said "With continual increases in new technology, many school districts have or are in the process of adopting new methods to improve communication, teaching, and learning".
This is 21st century and the current and weak situation in literacy rate needs specific support in education sector where teacher is identified as an important factor that has to play the key role in producing the developed workforce by means of quality in education. It is fact that the teacher can produce developed workforce only when teacher himself/herself is professionally developed with knowledge, skills and emotional intelligence and needs to be engaged in development process. (Regina M. Oliver 2007) said that he (teacher) must have ability to manage the classroom which is a basic requirement for teaching and behavior of students for achievement of educational outcomes. So, improving the ability of teacher to effectively manage the classroom behavior requires a systematic approach to teacher preparation and ongoing professional development. Classroom management needs teacher to be a good teacher and give good teaching. The good teaching requires a good learning environment in the classroom which can match the students' needs. For this purpose teacher has to be involved in certain activities for a good learning which needs professional development in how to create a learning environment in the classroom as (Julie Winneur Ankrum 2006 P-26, 27) describes specific activities as follows.
Use high quality literature.
Integrate word study into reading/writing instruction.
Use multiple texts.
Balance teacher-led and student-led discussions.
Build classroom communities.
Provide small group instruction and individual practice opportunities.
Provide time for independent reading.
Balance direct instruction in decoding and comprehension with guided instruction and independent reading.
Use various assessments to inform instruction.
As (Shaukat Hussain 2004 P 17) stated that when teacher is given opportunity to grow and show maturity by involving himself in different situations then he will responsibly be involved in different situations linked to teacher's professional functions which need skills and abilities to develop suitable methods of teaching children, handling problems and tackle the classroom situation.
The negative behavior of students disrupt the teacher and students in classroom as (Robert E. Deacon & Markus P. Bidell 2010 pp-3) said Disruptive classroom behaviors (DCB) can be defined as overt actions in the classroom that disturb the teacher and/or other students. Some examples of this behavior include refusal to cooperate or participate in classroom activities, disregard for others, interrupting others, inattention to learning requirements, making noise, and not staying in one's desks. Obviously such behaviors can create significant emotional and academic problems for students as well as place heavy demands on school services and resources.
Teachers are the most important and powerful factor that needs its due role because it affects student achievement and learning. According to (Thomas Carroll 2005, p6-12), "teachers are the single most important factor in student achievement. Lower achieving students are most likely to benefit from improvements in teacher effectiveness". The teacher quality through explanation is the most reliable predictor of student achievement as (A. A. Adediwura and Bada Tayo 2007 P-166) stated, "The teacher whose understanding of topic is thorough use clearer language, their discourse is more connected, and they provide better explanation than those whose background is weaker. The way the students perceive the teachers in terms of their (teachers) knowledge of content of subject matter may significantly affect the students' academic performance". A teacher can only effectively transmit the 'new values, ideas and skills when he is thoughtful, skillful, committed, and devoted to his profession. In fact this along with the role of teacher determines what goes on in the classroom and ultimately what filters down to students' minds is what a civilized society expects from a trained teacher. How far the teacher comes up to these expectations of the society is the major concern of the management, parents and society at large (Dr. Abdul Sattar Almani 2006-07). The teacher needs to possess some Malaysian teacher qualities in him/her to be an ideal teacher as (Azizah Abdul Rahman, Sharifah Md Nor Halimatun Halaliah Mokhtar and Faridah Halimi 1993 P-29) stated Ideal Malaysian Teacher Is Stated as One Who
Is Noble in Character;
Has Deep Moral And Religious Convictions;
Is Human, Yet Progressive And Scientific
In Outlook [Sic];
Upholds The Aspirations Of The Nation;
Cherishes The National Cultural Heritage;
Has A Positive Attitude Towards Learning, The School And Society; And Endowed With These Attributes,
Promotes The All-Round Development Of The Child;
Is Loyal To His Profession;
Ensures The Preservation Of A United, Democratic, Progressive And Disciplined Society.
The academic and school success is related to Youth self-concept as (Robert E. Deacon & Markus P. Bidell 2010 pp-4) said Youth self-concept includes competencies and adequacies such as behavioral conduct, physical attributes, academic competence, and social acceptance. It is a multidimensional, developmental, hierarchical, and organized construct influenced by environmental reinforcements, self-appraisal, and evaluations from important others. The importance of a healthy self-concept in youth has been widely examined and is related to academic and school success.
Moreover, a consistent help, support and time is most importantly required for disrupted classroom as (Robert E. Deacon & Markus P. Bidell 2010 pp-6) further said less effective teaching, teacher student conflicts, and lower teacher morale are all associated with disruptive classroom behaviors. In fact, teachers report that dealing with disruptive classroom behaviors is a leading cause of professional burnout since classroom disruptions require considerable time and energy as well as institutional support that may or may not be available.
The reporting person becomes frustrated due to negative consequences of report for both child and school staff as (April Sikes, Theodore P. Remley Jr. and Danica G. Hays 2010 pp 4-5) said "Lack of support is a common concern for professionals who are required to report suspected child abuse and neglect, especially school personnel. Administrators, including school principals and vice principals, do not always support the reporting of suspected child abuse or neglect. School counselors, as well as other school staff, are in an arduous position and have to decide whether to make reports when they are not sure whether their supervisor will support them after they have made a report. Other common barriers to reporting suspected child abuse and neglect include negative consequences for the child, negative consequences for the professional, lack of evidence, and holding a negative view of the reporting agency".
There is a question about the school counselor whether he should have related educational qualification and teaching experience as (David M. Stein and Scott DeBerard 2010 pp 6-7) said the researchers found that both groups of counselors rated themselves at the favorable, high end of the scale. There was a modest, statistically significant difference i.e., teacher-counselors were somewhat higher than non teacher counselors. The difference in teaching confidence dissipated however, when counseling experience in schools per se was considered. The researchers suggest that additional research examining teacher versus non-teacher counselors' actual performance and competence in various counseling roles and activities is needed.
The school Principal must understand the contribution of school counselor to students' achievements as (Dilani M. Perera-Diltz & Kimberly L. Mason 2010 pp 3) said each principal must invent a counseling department and function with the most minimal guidance and expertise. At times, principals make decisions on school counselor duties based on work demands, which supersedes any educational training. The communication of strategies and classroom visits can prevent ethical issues as (Janet G. Froeschle and Charles Crews 2010 pp 4-5) said the literature describes several additional strategies to prevent misunderstandings and manage ethical dilemmas. For example, publishing information and conducting staff trainings on informed consent, student confidentiality, and counseling services can be helpful for both parents and school faculty. Further, visiting classrooms and educating students about confidentiality and counseling programs can proactively prevent future problems. Finally, the literature touts the use of decision making models as well as the importance of consultation with other professionals when managing ethical issues.
An effective teaching makes teacher different and teachers are required to be differentiated in teaching in real sense as (Julie Winneur Ankrum 2006 P-9) described teaching may be differentiated by adjusting time allotted to instruction, pacing of the lesson, materials used with students, personnel who support the lesson, and the approach to teaching and The sustained professional development in classroom management is more likely to have an impact on enhanced teacher knowledge and skills, and ultimately student achievement. Disappointing effects of teacher education have inspired policy makers to supplement their teacher training by providing in-service teacher professional training, Policy makers have today realized and consider. The best teachers and schools influence the students' learning as (Meher Rizvi 2003) urged "To have the best school, we must have the best teachers. What teachers know and can do is the most important influence on what students learn". Teachers variable are also noted to have effect on students' academic performances. These includes, teachers' knowledge of subject matter, teaching skills, attitude in the classroom, teachers, qualification and teaching experience (A.A. Adediwura and Bada Tayo 2007 P-167). Therefore, to improve the quality of teaching, teachers should be given opportunities to grow as professional. The students who belong to low income families' face more problems as (Tim Grothaus and Rebekah Cole 2010 pp 5-6) said low-income families' youth are also more likely to face mental, educational, and physical problems. Compared to students from families that earn higher incomes, they are more likely to struggle academically in school, attend and finish college at a lower rate, and have higher high school dropout rates. In addition, these young people may have feelings of hopelessness, helplessness and low self-esteem when facing difficult schoolwork and have unmet health and nutrition needs due to poor healthcare and lack of nutritious meals. Despite these deplorable and documented inequities, classroom instruction, school counseling programming, and institutional policies often appear to be geared toward assimilating students into the existing system rather than engaging in meaningful systemic change. The children success in education is also linked with their family involvement in school or education matters as (Tim Grothaus and Rebekah Cole 2010 pp 6-7) further said research over the last few decades confirms that family involvement in their children's education enhances the potential for students' success specifically with higher achievement, increased rates of attendance, fewer disciplinary referrals, better homework completion, more course credits accumulated, and an increased likelihood of high school graduation and college attendance. Yet families with lower income levels tend to be less involved than their wealthier counterparts. Despite perceptions of school personnel that families with low income don't care about their children's education, research indicates that these parents do care. Reasons for this difference in the level of involvement may include economic struggles, work obligations, lack of confidence in their own academic abilities, obligations or problems in the home life, cultural differences including a sense of cultural discontinuity between home and school.
(Melinda M. Gibbons, Joel F. Diambra, and Deborah K. Buchanan 2010 pp 4-6) said the many research studies have revealed that frequent communication, joint concerns and goals, family involvement, and supportive school climate positively affected school collaboration. A lack of common knowledge, understanding, expectations, role perceptions, time limitations, conflicting goals, and failure to follow through on decisions were cited as obstacles to collaboration and it is a means for solving problems and obtaining goals through a voluntary process whereby two or more stakeholders come together as equally valued participants to work on a mutual goal. Collaborating stakeholders share their resources and assume joint decision-making responsibility.
Linking of school teacher's job career with professional development in Pakistan is must and in the interest of strong education system as (National Education Policy of Pakistan 2009 P-43) stated Pakistan government makes commitments for quality in education through its National Education Policy that the school teachers shall be given opportunities for professional development through a program on a three-year cyclic basis and Progress in career shall be linked to such professional development, the In service school teachers in mathematics shall be given due attention to develop a conceptual understanding, problem solving , procedural knowledge and practical reasoning skills and the In service school teachers training in courses shall be based on real life situations, use of science kits and provision of science kits to all primary and middle schools.
Groups and communities are highly helpless as (National Education Policy of Pakistan 2009) further stated "The targeted groups for Education for All (EFA) goals belong to disadvantaged communities with minimum opportunities. These groups are highly helpless; communities are without access to learning facilities, or public sector facilities which are not functioning at most favorable levels". (Ulrika Peppler Barry 2000 P 15) said "World is committed to achieve six Dakar Education for All Goals within the specified target dates decided in world education forum held in Dakar, Senegal on 26-28 April 2000 Education for All meeting our collective commitments adopted by the World Education Forum".
The knowledge about the education system of any country makes it easy to understand worldwide to make decision for a sound education system and further decide how to improve education system of Pakistan that consists of different stages and the strong control system makes the education system more effective. The four provinces look after or administer the educational institutions established in all four provinces respectively under federal ministry of education of Pakistan headed by federal education minister. It is further divided into districts to be controlled by the Executive District Officer, Sub-district Education Officer and Supervisor or Assistant Sub-district Education Officer in all four provinces respectively.
Our study finds that teacher training as carried out at present is not working properly. Teachers in our case schools had been exposed to in-service training many times over, but with little by way of value added a large number of teachers are being trained annually in teacher training institutes in the public sector across the country. Donors run their own programs as well. We have also found that even where such donor-driven projects deliver training of relative quality, the impact on the quality of teaching remained limited due to the lack of alignment with the related ingredients. We suggest that professional development works better if there are systems in place that ensure continuity and alignment.
In public schools, professional development promoted child-centered and activity based approaches to teaching and learning. An environment in which the training took place was the recognition of the need for field support. In the public sector schools, support was scarce and dependent on external interventions. Regardless of how it was provided, where the schoolteachers had an opportunity for ongoing support, they seemed to be making better use of professional development activities in their teaching practice. According to (Tahir Jutt 2007), "this support was available to teachers in WSIP27 (refer to anecdote 5) and TCF schools. As mentioned above, in the case of public schools, such support was present in schools supported by donor funded projects such as GTZ28 in the case of NWFP, and ESRA29 in the case of Sindh and Balochistan (refer to anecdote 4). Where ongoing support was available, teachers were beginning to align their practice with approaches promoted by professional development. Classrooms in such schools appeared relatively more participatory, learner centered, and less didactic. Yet teaching practice was more a collage of methodologies. That is, while teachers were attempting new practices, they had not completely abandoned the traditional practices. As they were learning to manage children and classrooms differently, many still regarded traditional practices to be more culturally appropriate and useful in maintaining discipline in the classrooms".
(Balochistan Education Foundation) stated "The training will have little effect on teaching practices if adequate attention not paid to monitoring, accountability, and systematic budgetary provision for learning materials, in addition to textbooks and teacher guides and other support materials. The focus is on the following five key interrelated essential elements of teachers' professional development of which training is one part, development of core competencies for teacher's induction, training and in-service programs, their performance monitoring and generally for developing standards in the teaching profession. Holding of in-service training courses is an important part of professional development. Training is based on needs assessed through induction tests. Emphasis of the training is always on enhancing content knowledge, skills, methodology, quality and impact of training. Training content also includes techniques of multi-grade teaching, ways to make school environment attractive for the children, resources management and use of local no-cost/low cost materials, organizing co-curricular activities, classroom management and taking care of basic health and hygiene needs of the children. Duration of training in a year is 4 weeks at the minimum and at least twice a year, preferably in a batch of no more than 15-20 teachers to enable them practice the ideas, which are imparted through training. Linking training and incentives, if teachers are un-trained, training can lead to their certification by giving weightage to each training course and in-house assignments. This serves as incentive for teachers. If teachers further improve their professional and academic qualifications they can be given special increase in salary".
Balochistan Education Foundation) further stated "the work is carried out under National Education Assessment System (NEAS) and the Provincial Education Assessment Center (PEACE) for development of students learning competencies and tests for teachers are used. Students learning competencies also serve as teachers' competencies as far as content knowledge of various subjects is concerned. For competencies like pedagogical, multi-grade teaching and classroom management, lesson planning and learning needs of different groups, the help is sought from the PEACE Balochistan, federal NEAS center and Provincial Institute of Teacher Training (PITE) to develop such competencies, if not already available. NEAS and PEACE also help in developing student tests". | <urn:uuid:f93cf8ad-c772-4846-9397-85c6a8a4f4ce> | CC-MAIN-2017-04 | https://www.ukessays.com/essays/education/learning-outcomes-in-students-and-the-teachers-profession-education-essay.php | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280364.67/warc/CC-MAIN-20170116095120-00030-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.960839 | 5,926 | 3.234375 | 3 |
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- Recent Posts | <urn:uuid:cac504cd-8d6a-45af-8873-71f24d45d9a6> | CC-MAIN-2017-04 | http://www.bakingclasses.org/tag/baking-certificate-requirements/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281424.85/warc/CC-MAIN-20170116095121-00332-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.871436 | 203 | 2.03125 | 2 |
The North Carolina Disease Event Tracking and Epidemiologic Collection Tool (NC DETECT) is North Carolina’s statewide syndromic surveillance system. NC DETECT was created by the North Carolina Division of Public Health (NC DPH) in 2004 in collaboration with the Carolina Center for Health Informatics (CCHI) in the UNC Department of Emergency Medicine to address the need for early event detection and timely public health surveillance in North Carolina using a variety of secondary data sources. Authorized users are currently able to view data from emergency departments, the Carolinas Poison Center, and the Pre-hospital Medical Information System (PreMIS), as well as pilot data from select urgent care centers.
NC DETECT is designed, developed and maintained by CCHI staff with funding by the NC DPH. New functionality is added regularly based on end user feedback.
Please send questions to email@example.com. | <urn:uuid:c9194972-e195-4fc0-adfb-6e5249d4732b> | CC-MAIN-2017-04 | http://ncdetect.org/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280929.91/warc/CC-MAIN-20170116095120-00426-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.934532 | 193 | 1.96875 | 2 |
Misplacing a smartphone or other mobile device is an increasingly dangerous identity theft proposition, but a new database being created by four giant U.S. wireless carriers as part of a deal with the federal govenrment could help minimize the impact, according to a report by The Wall Street Journal.
The WSJ reports that the agreement brokered by the Federal Communications Commission will result in the creation of a database listening phones that have been reported as stolen or lost. Phones in the database would be denied voice or data communications service, the article said.
The database is being created by AT&T, T-Mobile, Sprint Nextel and Verizon Communications, according to the WSJ. Sprint and Verizon already have a process and system in place for blocking reactivation for phones that are reported stolen. The protection for the integrated database would come in the form of a unique serial number for each device that has gone missing.
Without service, it would be more difficult for thieves to pilfer confidential information that could be used to mess with some person's financial life or some company's confidential information. It would also make stolen phones harder to unload on the black market -- at least until someone figures out a workaround to mess with the serial numbers used for protection.
There aren't any real details yet or statements about the plan from the carriers, but individual databases are supposed to be together within six months. Over the subsequent 18 months, those databases will be integrated into a central source, according to the WSJ report.
Apparently, tablet computers with wireless data plans would be included in the database.
The problem of smartphone and tablet computer theft has taken on new urgency as more people buy them personally, but bring them over into their professional lives. That phenomenon is exposing businesses to new security threats, as businesses scramble to put data management policies in place.
The chances of actually recovering a smartphone are still pretty bleak. A recent study by Symantec found that only half of the people who actually find a mobile device tried to return it. Meanwhile, in about 90 percent of the cases, "found" smartphones were later used to try to access private or personal information on the device or on related applications.
via The Wall Street Journal
(Thumbnail image by Jakub Krechowicz; courtesy of Stock.xchng)
This post was originally published on Smartplanet.com | <urn:uuid:c0b01ab6-0611-4abe-9d19-c6dcf785cc10> | CC-MAIN-2022-33 | https://www.zdnet.com/article/database-would-help-render-stolen-mobile-phones-useless/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571234.82/warc/CC-MAIN-20220811042804-20220811072804-00070.warc.gz | en | 0.955098 | 484 | 2.109375 | 2 |
National Gallery of Ireland: Essential Guide
- Newly revised edition to coincide with the major refurbishment of the Gallery’s two historic wings
- Includes works by Velázquez, Titian, Caravaggio, Poussin, Gainsborough and Rembrandt
- Highlights works from the Gallery’s prominent Irish collection by artists including Nathaniel Hone, Thomas Roberts, William Orpen, John Lavery, Paul Henry and Jack B. Yeats
The National Gallery of Ireland, founded in 1854, is Ireland’s major national cultural institution devoted to the care and collection of fine art. The Gallery houses an impressive collection of European art together with the world’s most comprehensive survey of Irish art. The collection, which ranges in date from 1300 to the present day, comprises over 15,000 works including paintings, sculpture, works on paper, photographs, icons, miniatures, objets d’art, furniture, books and archives. Incorporating the various schools and eras, and presented in a loose chronology, this guide offers illuminating commentaries on a broad range of the important and much-loved works within the collection. | <urn:uuid:5e4ac4ed-0e6d-45f6-9070-4e4bef497d22> | CC-MAIN-2022-33 | https://scalapublishers.com/national-gallery-of-ireland-essential-guide/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573876.92/warc/CC-MAIN-20220820012448-20220820042448-00071.warc.gz | en | 0.889943 | 247 | 2.5625 | 3 |
Estimation of Pleasantness and Arousal Level Using Thermogram
Hisaya Tanaka*, Hideto Ide*, and Yuji Nagashima**
*Department of Electric and Electronics Engineering, Aoyama Gakuin University, 6-16-1 Chitosedai, Setagaya-ku, Tokyo 157-8572, Japan
**Department of Electronics Engineering, Kogakuin University, 2665-1 Nakano-cho, Hachioji-si, Tokyo 192-0015, Japan
This paper describes estimation methods of pleasant feeling and arousal feeling by thermogram. We constructed Pleasantness to Unpleasantness (P-U) estimation model by multi regressive via nasal temperature changes in the thermograms, and set the coefficients experimentally, and Arousal to Sleepiness (A-S) estimation model was also constructed by the similar method. And using the methods we attempt to analyze emotions of four types in watching video programs.
This article is published under a Creative Commons Attribution-NoDerivatives 4.0 Internationa License.
Copyright© 2001 by Fuji Technology Press Ltd. and Japan Society of Mechanical Engineers. All right reserved. | <urn:uuid:4bbfe120-fd7e-47be-a461-c2992eb7c2d6> | CC-MAIN-2022-33 | https://www.fujipress.jp/jrm/rb/robot001300040438/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571950.76/warc/CC-MAIN-20220813111851-20220813141851-00674.warc.gz | en | 0.811185 | 244 | 1.65625 | 2 |
In my guise as a Neovim developer, I was recently looking at how vim handles character encoding. This lead me down a rabbit hole that I haven’t seen the end of yet. This article describes what I’ve learned and what’s left to discover.
Some time ago, I created an ad-hoc offsite backup solution for a MySQL database after I recovered it. This happened after a client contacted me when one of their legacy databases blew up. The recovery process was quite painful because the backups that they had were corrupted and incomplete (a monthly cronjob). I ended up with a simple setup that used mysqldump, gzip and rsnapshot to great effect. This article talks about effectively using a similar backup method with PostgreSQL. | <urn:uuid:1083241b-aeaf-4ebd-bbd0-667a9b25251c> | CC-MAIN-2017-04 | http://www.aktau.be/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560284352.26/warc/CC-MAIN-20170116095124-00200-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.962322 | 160 | 1.90625 | 2 |
- slide 1 of 5
Installing Windows 7 OEM on a Different Machine
Because the Windows 7 OEM operating system (OS) is keyed to each unique machine, owners will experience difficulty installing the software on a different machine. Even if the original machine is replaced with a new one, the authentication process of Windows 7 OEM is not the same as the one used for the retail version of the operating system.
The authentication used for most Windows OEM systems is an automated, offline process called System Locked Preinstallation (SLP), saving the time and manpower required for manually entering software keys. When the OEM is reinstalled by the end user, it must be installed with the Certificate of Authenticity (COA) and will report that as its install method.
Users that have a Windows 7 OEM install problem when either performing a clean install of the OS or on a new or upgraded system may have to contact the manufacturer of the system involved for installation support.
Image Credit: Wikimedia Commons/Linfocito B
- slide 2 of 5
The Windows 7 OEM Installation Location Cycle
One of the Windows 7 OEM install problems most frequently encountered by end users is the problem where Windows boots on the CD, creates a temporary partition, prompts for the installation location, and then reboots the computer. Afterward, the series of events repeats itself in a seemingly endless loop.
This problem usually is caused by leaving the Windows 7 media in the optical drive. When the computer reboots as part of the setup process, the computer should be allowed to boot on the Windows 7 boot partition rather than on the optical media.
Solve this problem by removing the media from the optical drive while the computer restarts, disabling the option to boot from optical media, or by using boot menu options to manually choose to boot from the hard drive.
- slide 3 of 5
No Support from Microsoft
Two versions of Microsoft Windows 7 OEM exist. The version installed by manufacturers that does not require activation and the so-called "System Builder" version that must be activated just like other versions of Windows. Regardless of which OEM version is involved, the licensing deal for the software requires the manufacturer or integrator to assume responsibility for supporting the operating system.
The reason why Microsoft does not officially support end users with OEM installations of Windows 7 is because of cost. System vendors received discounted prices based on volume and on the fact that they manage support.
Some Windows 7 OEM users have reported that they were able to get help with installation issues from Microsoft, but most of the time Microsoft will redirect end users with Windows 7 OEM to the company that assembled their machine.
- slide 4 of 5
Wrapping it Up
Windows 7 OEM problems include those that are common with the entire Windows 7 product family, but some problems with the OEM version of the operating system are unique. Here, just a few of these problems were listed, along with possible solutions.
- slide 5 of 5
Microsoft. "Windows 7 OEM Questions", http://social.microsoft.com/Forums/en-US/genuinewindows7/thread/4bdaa7c4-0939-40d3-90cc-e1833fa0ae32 | <urn:uuid:48b811e4-f6a6-48dc-a688-b480a0c607da> | CC-MAIN-2017-04 | http://www.brighthub.com/computing/windows-platform/articles/100399.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281419.3/warc/CC-MAIN-20170116095121-00494-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.913697 | 656 | 1.695313 | 2 |
Originally Published at Conspiracy Archive on 2008/12/13
“Rapporteur” Gideon Rachman wrote a piece for the Financial Times on Dec. 8th, 2008: “And now for a world government.” Let’s take a look.
I have never believed that there is a secret United Nations plot to take over the US. I have never seen black helicopters hovering in the sky above Montana. But, for the first time in my life, I think the formation of some sort of world government is plausible.
Perhaps you have never believed it, but the elite conclave to which you have been privy certainly have. You neglected to mention your previous attendance of the 2003 and 2004 Bilderberg meetings at Versailles, France, and Stresa, Italy, respectively. You see, commoners – dubbed “useless eaters” – have been keeping tabs on the elite confab for 20+ years (call it grass-roots journalism). In 2003 and 2004, you were listed thus: GB – Rachman, Gideon – Brussels Correspondent, The Economist. Traditionally, “Rapporteurs” have been allowed to attend meetings such as these on condition of subservience and silence. To the commoners who expect “rapporteurs” to do their job and “report”; it’s called “breach of trust” and collusion. To the “global governance” internationalists; it’s called “Chatham House Rules.”
However, your designated role may have been even more sinister. According to the Bilderberg Meeting Official Report of 1961, “Rapporteurs” are there solely to present information to the elite gathering – the exact opposite of a traditional journalistic endeavor. “Rapporteurs,” then, in this context, are subversives: spies reporting back to their task masters.
A “world government” would involve much more than co-operation between nations. It would be an entity with state-like characteristics, backed by a body of laws. The European Union has already set up a continental government for 27 countries, which could be a model. The EU has a supreme court, a currency, thousands of pages of law, a large civil service and the ability to deploy military force.
Regarding the seriousness of these “laws,” see the recent post by Niki Raapana.
So could the European model go global? There are three reasons for thinking that it might.
First, it is increasingly clear that the most difficult issues facing national governments are international in nature: there is global warming, a global financial crisis and a “global war on terror”.
Second, it could be done. The transport and communications revolutions have shrunk the world so that, as Geoffrey Blainey, an eminent Australian historian, has written: “For the first time in human history, world government of some sort is now possible.” Mr Blainey foresees an attempt to form a world government at some point in the next two centuries, which is an unusually long time horizon for the average newspaper column.
But – the third point – a change in the political atmosphere suggests that “global governance” could come much sooner than that. The financial crisis and climate change are pushing national governments towards global solutions, even in countries such as China and the US that are traditionally fierce guardians of national sovereignty.
Your reasons are the excuses of the elite. You didn’t independently come to these conclusions. You took your cue – your marching orders – from the “new world order” rhetoric of the Rockefellers, Kissinger, the Club of Rome, Maurice Strong, Queen Beatrix, Prince Phillip, Gorbachev and the Rothschilds. “Conspiracy theorists,” it turns out, were not paranoid for entertaining such notions; but perceptive skeptics and skilled observers. Moreover, you have explicitly confirmed that “global governance” is, matter-of-factly speaking, but a euphemism for “world government.” Thanks.
Barack Obama, America’s president-in-waiting, does not share the Bush administration’s disdain for international agreements and treaties. In his book, The Audacity of Hope, he argued that: “When the world’s sole superpower willingly restrains its power and abides by internationally agreed-upon standards of conduct, it sends a message that these are rules worth following.” The importance that Mr Obama attaches to the UN is shown by the fact that he has appointed Susan Rice, one of his closest aides, as America’s ambassador to the UN, and given her a seat in the cabinet.
Yes, Obama is idealistic, young, and “liberal” enough to potentially be quite dangerous. Combined with the unabashed “romance” the world is having with him, if a truly serious worldwide crisis would occur (false flag or otherwise), Obama may well fill the role as harbinger of “world government.” It’s also quite convenient for the elite to have a trusty member of the Council on Foreign Relations as an Ambassador to the U.N. (I haven’t checked, but I’d bet the percentage of CFR members having been UN ambassadors is probably high – on purpose.)
A taste of the ideas doing the rounds in Obama circles is offered by a recent report from the Managing Global Insecurity project, whose small US advisory group includes John Podesta, the man heading Mr Obama’s transition team and Strobe Talbott, the president of the Brookings Institution, from which Ms Rice has just emerged.
The MGI report argues for the creation of a UN high commissioner for counter-terrorist activity, a legally binding climate-change agreement negotiated under the auspices of the UN and the creation of a 50,000-strong UN peacekeeping force. Once countries had pledged troops to this reserve army, the UN would have first call upon them.
These are the kind of ideas that get people reaching for their rifles in America’s talk-radio heartland. Aware of the political sensitivity of its ideas, the MGI report opts for soothing language. It emphasises the need for American leadership and uses the term, “responsible sovereignty” – when calling for international co-operation – rather than the more radical-sounding phrase favoured in Europe, “shared sovereignty”. It also talks about “global governance” rather than world government.
More admissions of elite ruling class doublespeak. The commoners must be “soothed” and appeased – conned – into accepting dangerous concepts. Guess what? In certain circles, it worked. Hardly a single stink has been made about “global governance” being in reality elitespeak for “world government.” It was always amorphously defined – if ever. I’ve got news for you, though. The gun-toting “talk-radio heartland” have been on to you for quite some time. If you’re deceiving anyone, it is your ostensible colleagues in the “journalism” business who’ve been hoodwinked into proselytizing rhetoric far more sinister than heretofore assumed.
But some European thinkers think that they recognise what is going on. Jacques Attali, an adviser to President Nicolas Sarkozy of France, argues that: “Global governance is just a euphemism for global government.” As far as he is concerned, some form of global government cannot come too soon. Mr Attali believes that the “core of the international financial crisis is that we have global financial markets and no global rule of law”.
Jacques Attali is a sort of European high priest for the elite, and is addicted to using the term “new world order.” As for his solution to the economic crisis; once again, consult Niki Raapana, for the proposed EU “rule of law” has been identified.
In the end, the only gripe I have with Gideon Rachman’s ruminations about world government is the fact that he didn’t mention anything about cavorting with the de facto rulers of the world; and that – having been privy to the highest echelon – he is merely an elite sockpuppet carrying out the bidding of a treasonous clique who liken themselves as new “philosopher kings.”
Admit that, Rachman – without your wise-ass sarcasm – and we’re good.
More World Government advocates
“[W]ithin the next hundred years … nationhood as we know it will be obsolete; all states will recognize a single global authority. A phrase briefly fashionable in the mid-20th century –citizen of the world — will have assumed real meaning by the end of the 21st.”
Strobe Talbott [mentioned above], “The Birth of the Global Nation,” Time Magazine (July 20, 1992)
“Over the next 20 to 30 years, we are going to end up with world government. It’s inevitable…. [W]e have to empower the United Nations and … we have to govern and regulate human interaction.”
Jim Garrison (President, Gorbachev Foundation/USA), “One World, Under Gorby,” SF Weekly, 1995
“Two centuries ago our forefathers brought forth a new nation; now we must join with others to bring forth a new world order…Narrow notions of national sovereignty must not be permitted to curtail that obligation…We call upon all nations to strengthen and sustain the United Nations and its specialized agencies, and other institutions of world order, and to broaden the jurisdiction of the World Court.”
“A Declaration of INTERdependence,” World Affairs Council in Philadelphia, October 25, 1975; endorsed by 124 members of the U.S. Congress, many of whom backed away from it when publicity [Ed.: The World Affairs Council are the masterminds behind the North American Forum]
“A world effectively controlled by the United Nations is one in which ‘world government’ would come about through the establishment of supranational institutions, characterized by mandatory universal membership and some ability to employ physical force. Effective control would thus entail a preponderance of political power in the hands of a supranational organization … The present charter could theoretically be revised in order to erect such an organization equal to the task envisioned, thereby codifying a radical rearrangement of power in the world.”
“The principle of a model system would include the following: powers sufficient to monitor and enforce disarmament, settle disputes, and keep the peace – including taxing powers – with all other powers reserved to the nations; an international force, balanced appropriately among ground, sea, air, and space elements, consisting of 500,000 men, recruited individually, wearing a UN uniform, and controlling a nuclear force composed of 60-100 mixed land-based mobile and undersea-based missiles, averaging one megaton per weapon; governmental powers distributed among three branches …, compulsory jurisdiction of the International Court…”
“…fresh minds from military, scientific, and industrial life… have sometimes found the logic of world government – and it is world government we are discussing here – inescapable.”
“‘World’ means that the system is global with no exceptions to its fiat: universal membership. ‘Effectively controlled’ connotes … a relative monopoly of physical force at the center of the system, and thus a preponderance of political power in the hands of a supranational organization. The ‘United Nations’ is not necessarily precisely the organization as it now exists… Finally, to avoid endless euphemism and evasive verbiage, the contemplated regime will occasionally be referred to unblushingly as a ‘world government.'”
Lincoln P. Bloomfield, “A World Effectively Controlled By the United Nations“; a study commissioned by the State Department in 1962
“We shall have a world government, whether or not we like it. The question is only whether world government will be achieved by consent or by conquest.”
James P Warburg, 1950; testimony before the Senate Foreign Relations Committee [Ed.: I haven’t confirmed this yet, but Dennis Cuddy is an expert on “new world order” quotes and this is a part of his collection] | <urn:uuid:da22c636-8213-4ef8-ba85-aefa6d9dae29> | CC-MAIN-2017-04 | http://www.conspiracyarchive.com/2013/11/28/bilderberger-gideon-rachman-the-formation-of-some-sort-of-world-government-is-plausible/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279933.49/warc/CC-MAIN-20170116095119-00126-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.940417 | 2,637 | 1.765625 | 2 |
I just posted an article on the ground-breaking ESCAPE trial in ischemic stroke on the Calgary Herald.
Dynamic infographics are a simple but powerful tool to communicate complicated medical information – like clinical trial data – to patients and their families in an intuitive manner. Here are a couple of infographics that summarize the remarkable results of the ESCAPE trial of Endovascular Therapy:
The ESCAPE Trial showed that patients were far more likely to be independent for their daily activities at 3 months if they received endovascular treatment for their stroke. Source icons originally designed by Carlos Dias and Wilson Joseph of the Noun Project.
The ESCAPE Trial also showed that patients were less likely to die in 3 months if they received endovascular treatment. Source icons are in the public domain at the Noun Project.
As you can see, simple pictures like this – vs the graphs we typically use in academia – can help people quickly recognize the benefit of a proposed new treatment and think about costs vs gains more intuitively.
Interested readers can check out the full text of the ESCAPE trial in the New England Journal of Medicine.
Until next time,
Aravind Ganesh MD | <urn:uuid:52b74657-465f-4707-87d9-1b4ac422f4d0> | CC-MAIN-2022-33 | https://www.snapdx.co/infographics-the-benefit-of-endovascular-therapy-for-stroke/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571502.25/warc/CC-MAIN-20220811194507-20220811224507-00067.warc.gz | en | 0.94699 | 249 | 2.171875 | 2 |
A Time-Domain Short Circuit Study for a VSC Based Battery Energy Storage System
A phasor domain short circuit study for a battery energy storage system was performed per ANSI C37.010-2016. Results showed high short circuit asymmetrical currents. Two time-domain models were also built— simplified and detailed ——to compare the results with the phasor domain study. The results of both the simplified and the detailed time-domain models agree to a large degree with the simplified model on the conservative side. However, the results of both models differ dramatically from the phasor domain model. The results in this paper show the need to update the ANSI C37.010-2016 to account for battery energy storage and inverter based-generation in general.
EnerNex Contributing Authors | <urn:uuid:812555fd-138f-4e37-9c28-86f9dc47b4e3> | CC-MAIN-2022-33 | https://www.enernex.com/article/a-time-domain-short-circuit-study-for-a-vsc-based-battery-energy-storage-system-ieee-xplore/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572221.38/warc/CC-MAIN-20220816060335-20220816090335-00071.warc.gz | en | 0.924467 | 166 | 1.546875 | 2 |
Where did the summer go? Suddenly everyone’s back to school, and it’s time to knuckle down to school runs, homework and study again. Learning doesn’t stop when the kids get home from school, though.
“Children need a pleasant, stimulating, organised environment to consolidate one day’s learning and prepare for the next,” attests teacher Lizzie Jones, so here are her tips for making your home a great learning environment.
Provide a tidy, quiet place to study
“Children learn best in an environment that’s well-organised and uncluttered,” says Lizzie, so declutter the summer’s accumulated mess and create a neat area - a desk in a bedroom or a communal table in a quieter room. Emphasise the importance of tidying up once they have finished - children who have their own desks should keep them neat so that they can easily find pens, pencils, rubbers and calculators next time, and children who share a table could tidy all their equipment into a nearby drawer or tray.
Natural light is best for studying, so make sure desks or tables are near windows, and use daylight bulbs during the winter. Make sure other family members respect homework time and keep noise levels down.
Develop a reading culture
Research shows that children who grow up in homes with books receive, in effect, three years more schooling than those from book-less homes, regardless of parental education, occupation or social group. So, read to your children, encourage them to read independently, and make sure they see you reading too. Creating a home library needn’t be expensive. Lizzie says, “Pick up second hand children’s classics in charity shops, car boot sales and school fairs. And encourage your children to make use of their school library and your local library too.”
Give kids space to be creative and messy
Children learn by doing, so make sure they have access to pens, paint, glue, Plasticine, clay, crafts and dressing-up clothes. If you can, Lizzie advises, “designate a ‘creative corner’ where your children can express themselves: give them a say in its design and showcase their artistic efforts on the walls and shelves so they can be proud of what they have made” and encourage creative hobbies such as model-building, science kits and playing musical instruments as an antidote to the inevitable screen-time most children indulge in.
Engage with the natural world
Whether you live in the inner city or deep in the countryside, there’s always a way to engage with nature. Pets are a great daily way of learning about other creatures and developing a sense of responsibility, whether you have two dogs, a cat and a rabbit, or some stick insects in a vivarium. Your children can grow herbs, tomatoes and beans equally well in a patch of garden or on a sunny balcony. And don’t miss out on the night sky – there are some great smartphone apps you can point at the stars to identify planets and constellations and even track the International Space Station travelling overhead.
It’s great to have family days out but, let’s be honest, trying to see and make sense of everything in, say, The British Museum or National Museum of Scotland in just one day is bewildering and can be boring for kids. Instead, give museum trips context and focus. If your children are studying the Romans, just go to the Roman section, then head off for an ice cream. Many museums do special exhibitions, so if your children are interested in the topic, go just to that exhibition. Museums then become treasure troves of learning rather than mind-numbing rows of static artefacts.
Don’t mix tech and homework
Constantly checking apps, social media and playing online games breaks a child’s concentration when they are supposed to be learning. Distracted studying is low-quality learning, so insist on a tech amnesty during homework hours.
Spend time with your children
“Really,” says Lizzie, “the best way of creating a great home learning environment is to spend time doing stuff with your children.” It doesn’t have to be scheduled activities – they can help you cook, use grown-up tools under your supervision to help you fix things or simply go for a walk with you. The secret is to turn as many everyday life experiences as you can into learning opportunities. Don’t feel every moment has to be filled, though – children benefit from ‘boredom time’, and it’s good for them to initiate their own activities.
A great learning environment at home helps your children become independent thinkers and doers. Lizzie often quotes American advice columnist Ann Landers: “It is not what you do for your children, but what you have taught them to do for themselves that will make them successful human beings,” she suggests.
And that is sound counsel. | <urn:uuid:241a0b01-c62e-4654-9abc-ee8f4f988aa9> | CC-MAIN-2017-04 | http://www.huffingtonpost.co.uk/entry/school-is-back-how-to-make-home-a-great-learning-environment_uk_57bd76cee4b0f78b2b4c3cad | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560284405.58/warc/CC-MAIN-20170116095124-00039-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.952554 | 1,052 | 2.90625 | 3 |
First assessment the analytical quality specification in Clinical Chemistry laboratory, using Sigma scale and EQA/PT in Iran: a pilot study
Journal Title: World Journal of Pharmaceutical Sciences - Year 2017, Vol 5, Issue 8
Background: To assess the analytical performance of quality trough external quality assesses and internal quality program data on sigma scale. Method and material: Imprecision was determined from the cumulative Levey-jenning SD over the 6 month, bias was calculated from the external quality records, Finally, analytical sigma metric estimates were calculated for each Analytes by the following equation: sigma metric: (TEa – Bias)/CV. All function and statistical analysis were done in our Private laboratories. Result: The sigma value >6 was observed for most analytes. Some of analytes have poor sigma metric <3 such as Creatinine and ALP in normal level and Calcium in pathologic level. Glucose, Urea, Uric Acid, Calcium, Phosphorous, total bilirubin, in normal levels and Urea, Creatinine, total and direct bilirubin in pathologic level have intermediate sigma metric 4-6. Conclusion: Chemistry tests are not commodities. Quality varies significantly from manufactures to manufactures and method to method. The sigma-assessment from multiple EQA/IQC programs provides more insight into the performance of methods and quality. Laboratory seeking optimal quality program would do well to consult this data as part of their decision-working process.
Authors and Affiliations
Reza Pahlavan Gharehbaba
Zolpidem Tartarate belongs to class II drugs, that is, characterized by low solubility and high permeability therefore, the enhancement of its solubility and dissolution profile is expected to significantly improve its b...
This review describes and commentates on recent advances in the understanding of dengue diagnosis and immunity, plus clinical research on vaccines and therapeutics. We expand specifically on the role of the dermis in den...
A study on in-vitro antimicrobial activity of Coconut water and coconut oil on Candida Species. The indiscriminate use of antimicrobial synthetic products has led us to the state of resistance and also provoked the need...
Comparative study of Cross povidone and Cross Carmellose Sodium to formulate Immediate Release Tablet of Theophylline
Oral route of drug administration have wide acceptance up to 50-60% of total dosage forms. Solid dosage forms are popular because of ease of administration, accurate dosage, self-medication, pain avoidance and most impo...
Clinical evaluation of nirgundi oil used in ancient Indian medicine – in the management of non-healing ulcers
The management of infected/contaminated wounds modern science is using newer & newer antibiotics are becoming ineffective due to microbial resistance. Along with these antibiotics they use NSAID’S & Multivitamin containi...
How To Cite
Reza Pahlavan Gharehbaba (2017). First assessment the analytical quality specification in Clinical Chemistry laboratory, using Sigma scale and EQA/PT in Iran: a pilot study. World Journal of Pharmaceutical Sciences, 5(8), 165-170. https://europub.co.uk/articles/-A-330331 | <urn:uuid:7305b462-d26e-4417-b963-f1e47a9f37e7> | CC-MAIN-2022-33 | https://europub.co.uk/articles/first-assessment-the-analytical-quality-specification-in-clinical-chemistry-laboratory-using-sigma-scale-and-eqapt-in-iran-a-pilot-study-A-330331 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573163.7/warc/CC-MAIN-20220818033705-20220818063705-00078.warc.gz | en | 0.893326 | 688 | 1.703125 | 2 |
Australia has a very good chance of being able to save most of its endangered native woodland birds, the findings of one of the biggest field studies ever conducted in Australia suggest.
Researchers from the ARC Centre of Excellence for Environmental Decisions (CEED), the Commonwealth Government’s National Environmental Research Program (NERP) and Australian National University have found that many native birds which were feared headed for extinction have shown remarkable rates of recovery on farms where regrowth and plantings of native trees are flourishing.
In a huge field science effort, the team monitored no fewer than 193 sites on 46 farms across southern NSW over ten years, to study the effect on native birds of different ways of managing native vegetation.
“It’s an extremely encouraging result,” says team leader Professor David Lindenmayer. “We’ve seen a big increase in numbers of rare and endangered birds on farms in southern Australia, despite the drought. It’s really good news, and a true credit to all the farmers who have worked so hard to protect and restore native vegetation.”
The team’s research, published in the online journal PloS One, indicates that plantings and regrowth areas, where grazing pressure has been reduced, have seen the biggest return of native birds – compared with ‘old growth’ areas still being heavily grazed.
“We think this is because, in both new planting and regrowth areas, there is an under-storey of young, vigorous trees and shrubs which is attractive to many woodland birds, including rare and endangered species such as the diamond firetail, hooded robin, flame robin and black-chinned honeyeater.
“In heavily-grazed old-growth areas, on the other hand the ground between the trees is more open and less attractive to these types of woodland bird.”
Though some regard them with a jaundiced eye, the scientific evidence suggests both regrowth and new planting areas provide a real lifeline for imperilled native birds. The survey found an average of 29 bird species in new planting areas, 25 in seedling regrowth areas and 20 in areas re-sprouting after fires or land clearing – compared with only 15 bird types in old-growth areas where trees were all mature or ageing.
“This means we now know how to do revegetation of the Australian landscape so that it is both more effective at bringing back native species – and costs less to do,” Prof. Lindemayer says. “There is now good science to say what should and should not be done.
“This calls for farm planning at a whole new level, but the hundreds of farmers who we are working with us are already into this. They are very excited by the results we’ve been seeing.
“For the first time there is a clear measure of the quality of their stewardship of the native landscape, they can see the benefits for themselves – and success is motivating them to try even harder.”
Prof. Lindenmayer says that every land holder who takes part in the research receives a book of practical advice based on the scientific observation of what works – and what doesn’t.
“From the government and taxpayer’s perspective, this finding means our environmental restoration programs can be a lot more cost-effective,” he adds.
The team’s findings suggest that a range of vegetation growth types are likely to be required in a given farmland area to support the diverse array of bird species that inhabit Australian temperate woodland ecosystems.
“Our results also highlight the inherent conservation value of regrowth woodland and suggest that current policies which allow it to be cleared or thinned need to be carefully re-examined,” they say.
The research paper “Not All Kinds of Revegetation Are Created Equal: Revegetation Type Influences Bird Assemblages in Threatened Australian Woodland Ecosystems” by David B. Lindenmayer, Amanda R. Northrop-Mackie, Rebecca Montague-Drake, Mason Crane, Damian Michael, Sachiko Okada and Philip Gibbons appears in the online journal PlosOne.
CEED is an Australian Research Council funded Centre of Excellence for Environmental Decisions and NERP is the Commonwealth’s National Environmental Research Program (NERP). Their research tackles key gaps in environmental decision-making, monitoring and adaptive management. | <urn:uuid:0631ac01-bd0f-45df-b248-0891fcf6a35d> | CC-MAIN-2017-04 | http://www.sciencealert.com/news/20122304-23333.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280872.69/warc/CC-MAIN-20170116095120-00320-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.946948 | 924 | 3.78125 | 4 |
The science of intelligent absorption
By Jürgen Mill
One of the fundamental dualities in the transportation industry is the balance between safety and comfort. At the core of every engineering and design concept there needs to be a consideration how something as visible as comfort can support something as important as safety—and vice versa.
To make things even more complicated, seat safety really is a catchall phrase that means a lot of different things to different stakeholders: Owners look for a seat’s compliance with various regulations and recommendations like the FMVSS 210 or 302. Recently, our customers in the bus and coach industry show an increased interest even in Docket A testing for flammability and smoke emissions, which used to be a common requirement for our clients in the rail sector only. Operational safety is most important for the driver and maintenance crew who need to be able to adjust, move, and clean seats easily. Similarly, bus builders prefer seats that can be installed without complicated and possibly dangerous lifting procedures. And of course, passengers of all sizes and mobility levels need to be able to rely on a seat made with fabrics that are inherently bacteria-resistant, seat backs and grab bars that are ergonomically designed to be kind to the spine and hands, and an overall design that will protect riders from injuries and whiplash in case of an impact.
Safer materials and engineering technologies are evolving constantly. Kiel for example, conducts extensive durability, fire safety and crash tests based on (among others) homologation standards to continually improve the safety and comfort of its products. A reputable seating provider should also have at its disposal a network of technically advanced, established R&D collaborators and a group of reliable, top-quality independent testing facilities.
The science of controlled plasticity
When safety and comfort form a perfect balance, the best seats create a protective survival space. This means that the seat is strong enough to withstand the forces of an impact but also flexible enough to absorb the energy of the impact intelligently. Based on numerous testing results over a long period of time, we have seen that the approach of “controlled plasticity” is the best protection against whiplash and other potentially serious injuries.
In order to comply with and/or exceed high North American safety standards, it is important to understand that one of the pillars of creating a robust-but-flexible seat is the use of high-grade materials that are extensively tested to exceed specific requirements. Within the context of controlled flexibility of materials, Kiel has been pioneering the integration of premium alloy metals like special engineered aluminums that will enter the state of plasticity more voluntarily and with minimal fractures compared to other commonly used metals with strengths of 700 millipascal and more. Obviously, a passenger in a seat in which everything gets bent just so slightly but in a controlled manner has a far better chance of escaping an impact unharmed than in a rigid, stiff “seat machine” that literally explodes uncontrollably.
In addition to the carefully engineered plasticity of materials, the seat’s upper-back section needs special attention as well when it comes to the integration of comfort and safety. A clean design that offers as little obstruction as possible in the area of the head and upper-seat back is of greatest importance since something as harmless as a coat hanger or grab bar can become a most dangerous force to the head in case of an accident. These accessories, as well as TVs and tablets, should be positioned on the side or well below the head level in the seat back.
Another small but important detail are edges. A minimum of 0.2 inches (or 5 millimeters) as a general rounding rule by which all edges are just slightly curved reduces injuries from components like tables and arm rests tremendously.
Lastly but just as important is a factor that is often overlooked: the utilization of skilled workmanship by a highly trained workforce. For Kiel, being able to oversee the entire manufacturing process from research and the initial design stages, to material sourcing, testing, and finally production has been a huge advantage. Employees who have learned their respective trades thoroughly, tend to take great pride in their quality craftsmanship and will give even the smallest details their utmost attention.
Jürgen Mill is senior VP of engineering and R&D at the global headquarters of the Kiel Group. Kiel is a trendsetting seat provider to transit systems around the world including seating solutions for buses and trains on the local, regional, and intercity level. Visit www.kielna.com . | <urn:uuid:6cebc225-b203-4b9f-9947-f739cda15d71> | CC-MAIN-2017-04 | http://busride.com/2015/05/science-behind-the-seat/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281069.89/warc/CC-MAIN-20170116095121-00268-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.95765 | 924 | 2.40625 | 2 |
Bitcoin Crime Wave Breaks Out in NYC
Gregory Alan Bolcer stashed this in Dangerous Decisions
I had never heard of people robbing Bitcoins in person before.
Bitcoin may be a digital currency, but trading it in person is still one of the fastest and most reliable ways to exchange it. Signing on and having your account verified with an exchange can take weeks, and if you’re new to using cryptocurrencies, it’s helpful to have someone knowledgeable over your shoulder to walk you through the process.
Also, having someone with you in person is, ironically, a safer way to transact. It allows you to monitor the transaction and adds a layer of trust. Again, bitcoin is so new to so many people, there are plenty of creative ways to defraud people online. It accounts for why LocalBitcoins, a platform for finding people to do business with in your area, is one of the largest trading platforms in the world.
But if the person you’re dealing with turns on you, you’ll find all of the benefits of bitcoin turning on you, too. | <urn:uuid:03656d90-5935-4198-8ea9-3ceb35c9271b> | CC-MAIN-2017-04 | http://pandawhale.com/post/58792/bitcoin-crime-wave-breaks-out-in-nyc | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280504.74/warc/CC-MAIN-20170116095120-00135-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.9461 | 226 | 1.90625 | 2 |
I hope you all like these videos as much as I do. They're partly a project for my Old English class, and partly the interest of other students. The first video is Cædmon's Hymn in Old English (the normalized West Saxon version found in Pope's Eight Old English Poems), and the second is a modern English translation.
Original lyrics by Cædmon, inspiration by God. Modern English translation by Erin Murray; music and performance by Clay Paramore, and piano by Laura Aaron.
By the way, I promised Erin that she would get extra credit if she could get a hundred views before I calculate their grades on Tuesday, so I'm sure she'd appreciate it if you'd watch it more than once! Also, high praise for Clay, who wasn't doing it for a grade -- he just wanted to do something cool. | <urn:uuid:16491a5e-58ed-4f85-a0df-04108a866a0d> | CC-MAIN-2017-04 | http://unlocked-wordhoard.blogspot.com/2008/12/cdmons-hymn-project.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279489.14/warc/CC-MAIN-20170116095119-00006-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.978874 | 177 | 1.546875 | 2 |
Gifted: 12 Days of Handmade features various ideas for making handmade gifts, homemade decor, gift wrapping ideas and also includes free downloadable projects to print.
I never get enough Christmas trees as holiday decor. There are so many creative ways to transform a simple styrofoam shape into a beautiful wonderland. I made these pair of trees last year as a gift and wanted to share them as part of this series.
A PAIR OF TREES DIY PROJECT
1. Two Different Sized Styrofoam Cones
2. Large sheets of decorative paper found at speciality stationary stores, wallpaper or wrapping paper.
3. Two strips of decorative paper (roughly about 1" x 10") for paper rosette
4. Two small paper doilies
5. Vintage fabric button or decorative tack
6. Bakers Twine or embroidery string
7. Two strips of paper (roughly 3" x 8") for scroll sign and letters JOY from craft store
8. Two scraps of paper for floral punch
10. Glue gun and mod podge
1. Wrap the styrofoam cones in decorative paper, gluing the seams. Do not worry if the tip of the cone is perfectly covered. The stars will cover up any imperfections.
2. Wrap tinsel garland around the "tree", using a glue gun to adhere the ends to the cone.
3. Create a small rosette flower by folding two thin strips of decorative paper accordian style and gluing the ends together.
4. Using a glue gun, attach a small floral punched paper to the center of the rosette. Add a vintage button to the middle and attach the finished rosette flower to top of the cone.
5. To top the second "tree", use a glue gun to adhere a small floral punched paper to the center of a doily. Add a vintage button and tie a string around the button. Use a glue gun to attach the finished "star" to the top of the cone.
6. To create the banner, mod podge two strips of decorative paper together. While the glue is still wet, shape the ends of the banner by rolling them tightly inward. Hold until the rolled ends stay intact. You can also paper clip the ends in place. One the glue banner dries, use a glue gun to adhere letters J-O-Y or word of your choice.
A shoot will come up from the stump of Jesse; from his roots a Branch will bear fruit. The Spirit of the Lord will rest on him—the Spirit of wisdom and of understanding, the Spirit of counsel and of power, the Spirit of knowledge and of the fear of the Lord." Isaiah 11:1-2
Subscribe now to receive more Christmas DIY projects via email or feeder.
Today's project is linked with You: Create series. | <urn:uuid:56321fb9-0fe0-4892-9b07-9fc39ac194e0> | CC-MAIN-2017-04 | http://madabella.typepad.com/blog/2010/12/gifted-day-2-a-pair-of-trees-diy-project.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+madabella+%28Melissa+Runcie+%7C+Madabella%29 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280128.70/warc/CC-MAIN-20170116095120-00389-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.884346 | 593 | 1.671875 | 2 |
Bio Bloom is a vegetable based, all-organic complete fertiliser designed for use during the productive flowering and fruiting stage of plant development. BioBizz Bio Bloom has an NPK ratio of 2-7-4 to ensure there’s a small amount of nitrogen and plenty of phosphorus and potassium to stimulate abundant floral and fruit growth.
During the flower and fruiting stage of development plants need high levels of the key elements potassium and phosphorous. Both these elements play a vital role in helping plants form flowers and fruits. Usually, a shift to the flowering light cycle and a switch to a bloom nutrient with a high concentration of potassium will be enough to trigger the productive stage of the growth cycle.
As well as the key elements nitrogen, phosphorus, and potassium, Bio Bloom incorporates a range of trace elements and hormones as well as containing a carefully selected mix of enzymes and amino acids. This tailored formulation works to strengthen your plants, enrich the soil, and work with beneficial micro-organisms to promote healthy and vigorous production of flowers and fruits in a complete natural way. No chemical additives necessary.
Key features of Bio Bloom include:
Bio Bloom is one of the original and best organic fertilisers for the flowering and fruiting stage. We’ve had great feedback from our organic customers and it seems the mix of macro nutrients, micro nutrients, enzymes and amino acids is spot on for encouraging and stimulating flowering and fruit production. Overall, a great complete fertiliser from respected Dutch brand BioBizz.
Bio Bloom is a complete fertiliser for use during the flowering and fruiting stages. You should begin using Bio Bloom when you switch your light cycle (if growing inside) or when your plants begin to show their first signs of entering the flowering stage of development.
Once you start using Bio Bloom, you should dilute at a rate of 2-4ml per litre of water and apply with every watering during the whole flowering period. For the best results, follow the BioBizz feeding schedule.What substrates can I use this with?
Bio Bloom is ideal for use in soil based mediums. Organic nutrients are most effective in soil because they stimulate microbiological activity in the soil which in turn helps increase nutrient uptake and stimulate plant growth and development.
However, BioBizz state that Bio Bloom can also be used in coco set-ups and set-ups that use a mixture of soil and coco. We do not recommend using Bio Bloom in hydroponics systems as there are more suitable hydro specific fertilisers out there on the market.Is this all I’ll need to use in flowering?
Bio Bloom is a ‘complete’ fertiliser and technically you can use this as a standalone product throughout flowering and still get great results. However, we recommend using flower boosting additives such as Top Max alongside Bio Bloom to get the best results and the very most out of your plants.Is Bio Bloom fully organic?
Yes, there’s nothing but natural goodness in BioBizz nutrients and additives. All of the BioBizz range carries certification from international organisations such as The Organic Materials Review Institute (OMRI) and Dutch organic certification body EKO / SKAL. | <urn:uuid:f06f48d2-38d0-4a4a-9b8f-d61920690a3d> | CC-MAIN-2017-04 | https://www.hydroculture.co.uk/bio-bloom | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560283301.73/warc/CC-MAIN-20170116095123-00508-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.916616 | 650 | 1.882813 | 2 |
Lady Gaga criticized the Russian citizens for their silence and inaction regarding Ukraine.
In the first days of the war in Ukraine, the American singer expressed her support to the Ukrainian people and said that her heart is with them. Now she has decided to speak about those Russians who have shown all their cynicism and squalor during these months, Global Happenings reported.
During a concert in Las Vegas, the star said a few words about helping the victims. Then she noted that the Russian citizens should have arrested her during a concert in their country. However, they did not do this, because “as they were stupid, they remained so.”
Lady Gaga voiced these words during a lyrical performance where she played the piano.
The American singer had traveled to Russia in 2012. She had visited the Red Square in Moscow where the Russian police had mistaken her for a prostitute and had almost arrested her. | <urn:uuid:336bd999-fa80-4360-9e56-c22b1f457189> | CC-MAIN-2022-33 | https://style.news.am/eng/print/89168/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572063.65/warc/CC-MAIN-20220814173832-20220814203832-00677.warc.gz | en | 0.992665 | 184 | 1.578125 | 2 |
Still Life of Lillies and Roses
by Mary Margetts, British 1841-1886
The Lord loves women so much that he gave special care instructions for them. Husbands are to love them as their own body and provide for them, (Ephesians 5, Ist Timothy 5:8) and children are to honour them (Ephesians 6). They are called the weaker vessel in Ist Peter 3:7, and there is a reason for that.
In our homes are different kinds of cooking and serving vessels. Some of them can withstand a lot of use and pressure, and others are can not. The weaker vessels are stronger in some ways, and their function is different.
One could argue that a china teacup appears to be weak and delicate, but can withstand a lot of heat. That same cup might not endure so well if it were used as a frying pan, but it is strong in its own purpose. Woman, though called the weaker vessel, is strong when engaged in the purpose for which she was created: to love their husbands and children, to care for their homes.
God gave a special provision for women in Titus 2 and 1st Timothy 5:14, when He allowed them to guide the home. There have been efforts to remove women from the home, and has resulted in troubled families.
Womens political movements have spent a century trying to be equal to men, and in doing so, men have quit regarding them as weaker vessels, creatures worth protecting and caring for. Some modern men have never seen a truly feminine woman, content with her work in the home. Growing up in institutions and schools, they saw girls and women who seemed the same as men in their purpose and activities. They have not grown up with Biblical grandmothers and mothers. They get their image of what women are supposed to be like, from what they see around them. Most men these days have female bosses and are surrounded by women in the workforce. They see nothing wrong with sending their wives to work. It looks normal to them. Men feel no shame in sending their children to daycare and their wives to work.
The womens movement has changed the nature of men. They do not seem strong, protective, masculine and brave. Men have become weaker because they no longer have to be the sole provider for the family. They have no unique role in society; nothing to make them hold their head high or improve their dignity, when women also earn the living for the family. There are few places in the workplace where women have not invaded. Work needs to be a man's world, and homemaking needs to be a woman's world. Husbands and wives can be stronger in their own ways, when they do not try to be alike in their roles.
Women must return to the home and men must take on the burden of providing for their families again. Working to be a provider builds up a man, and contentedly tending to her home increases the soft femininity of a woman. These are the opposite tedencies which are the main attractions between men and women. When husbands and wives both work outside the home, the wife will suffer a greater burden. She will be suffering guilt for leaving her children, and she will suffer anxiety for not being able to manage her home. Her health will suffer, as she can not get enough rest. She will loose some of her innocent sweetness, as she tackles the job away from home.
Truly masculine men will not ask their wives to go to work. They will try harder to provide for their families, or cut down on expenses so that their wives wont have to work. Manly men will tell you that when women are not in the workplace, they get their jobs done much better. Women going to work has complicated the way things are done in the workplace, and this has not been good for the men. Men are goal-oriented, and women are relationship oriented. The desire for relationships is what makes them perfect for wives, mothers and homemakers. They tend to be more sensitive to the needs of the people at home. Men, being goal oriented, just want to get their jobs done. When women are at work, they have to worry about relationships with these women, while trying to work. It is better for women to be at home, forming relationships with their own families.
When a wife takes over the burden of providing, the husband relaxes. There are men who have sent their wives to work, while they look for a job. Sometime, women are sent to work, only to find that their husbands become house husbands, staying home all day waiting for the mail, looking for an answer to a resume, or hoping for money to be sent to them. Instead of looking for ways to better manage their income or cut down on expenses, men want women to work so that they can keep up their accustomed life. A man who wants his wife to work, has shown a weakness in character, and a lack of manliness.
If you have children, the decision to stay home should already be made.
If you have no children right now, you need to realize that the moment you become a mother, your duty is to stay home and raise your own child. People used to do it in the past, before money and conveniences were so available. I, and others like me, remember mothers at home in days when life was a lot harder. A mother could live in a tent and still never be tempted for a moment to leave her children to pursue a career. She knew that she was there to be the major influence in her childs' life. Today,all our decisions seem to be related to money. Try thinking for a moment of other reasons to stay home. Don't let money rule your life.
There are husbands today who demand that their wives work and bring in as much income as possible. No one has the right to send a wife to work if she does not want to. God, the supreme being, has already mandated through his word, that women should guide and keep the home. Where God has already commanded, mankind cannot legislate. We do not need "permission" or "approval" from husbands or anyone else, to be the keepers at home that the Bible describes. Many women panic the minute their husbands lose a job, and start seeking employment outside the home. I lived in an era where men were often unemployed, because there were many jobs that were seasonal or temporary. Yet, women seemed to be able to adjust to this, and even expect this. Still, they didnt take matters into their own hands and get jobs. For one thing, jobs were usually available for men, and women prefered to be home.
What has happened to convince women to leave their homes to work? It has been a massive word campaign, which I called "word-ology" since the 20th century, to persuade women that they are being cheated by being "denied" jobs, or by "having" to stay home. When words are emphasised or twisted a certain way, people start believing lies.
Men need the responsibility of being providers. It gives them something to excell in, gives them pride in their families and gives them something worth living for. Work is good for them, but they need women at home helping to make that money stretch, and make a man's work worthwhile. When he sees her doing her best to save money and be creative and resourceful, it makes his burden lighter. Yes, women can stay home, but they need to make it a lifestyle that is simple and inexpensive, so that money does not go back out of the family coffers as quickly as it comes in. The family economy is an entire skill that each generation has to learn. It requires knowing how to make things from the raw materials and how to be innovative.
What used to be the inconvenience of temporary employment for men, has now become an "emergency" and women feel they have to fill in the gap. Men are now "falling back" on their wives, wanting them to work. If a woman will work outside the home, a man will let her. Women control their own destiny, by either following what the prevailing culture demands, or following the Bible. | <urn:uuid:d13141c8-772c-4bba-99d5-83a36b98131c> | CC-MAIN-2017-04 | http://homeliving.blogspot.com/2010/05/women-at-home-men-at-work-way-it-should.html?showComment=1275980895394 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280891.90/warc/CC-MAIN-20170116095120-00155-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.985733 | 1,693 | 2.703125 | 3 |
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