resiDUE something that remains after the completion of a process. So when a procedure is done or complete what is left is DUE to give a specific result.
resiDUAL is generally a quantity left over at the end of a process.
I remember this because of the word DUAL means two and in order to have something left thre must be more than one to take away from.
Please feel free to give additional suggestions you have on this topic in the comment section of the blog/site
This information is from a panel I listened to a year or so ago. I took notes while attending a wonderful SF/F symposium called Life the Universe and Everything. The panels are very educational. The panelists were: John Brown and Larry Correia
– Creativity: turn on your zing sensors to things that tingle your interest that might include things that don’t usually happen. For example a child with Down Syndrome goes into neighbors homes to eat.
– Research something that doesn’t interest you and come up w9ith ideas that are unique from learning on the topic you’re researched.
– Ask questions: character, problems, setting plot. I.e.: character maybe a ghost or demon setting: modern day Wyoming. C. is the character hiding something?
– A possible zing might be Red Neck Elves or trailer park elves.
– Make things different, examples: a. what can go wrong with technology b. ask what if.
– Want to know motives of character.
– Record all plot ideas into a file, note book for future possible use.
– if a story does not make sense, don’t pursue it.
– Follow your zing. If it stops working for you, fix it.
On a personal note: while listening to this panel, I came up with a story idea where there is a ghost town. That’s completely occupied by ghosts. Someday I’ll write it.
Another plot, I came up with years ago story I almost got fired at for. I came up with the idea while working at the sewing factory. I would come up with the concept of the story and quickly write it down and my magic at me and him was fired me. Thankfully he did not, and I learned that I can’t plot and scheme and take short notes while working in a sewing factory.
The story is called take out the trash. It is about the wizard who has the chore to empty the trash which is full of bad magical spells. This includes giants that have been properly deflated and magic potions that leak at the bottom of the bag. This seems to be one of the most well receive stories I’ve written. The idea was inspired by all my years of working as a custodian. So this is an example of how life’s experiences contribute to the creation of the story.
If you have some ideas of how you come up with interesting story plots, please feel free to share. Thank you.
I have always admired people who are willing to help someone else improve. One of my favorite lines is a rising tide lifts all ships.
Today’s topic is on things to consider if you gonna be a mentor or if you wish to be mentored. One thing to keep in mind is that one can have various mentors in different areas of their life. It is not restricted to one person in one situation. I hope these ideas will be of use.
One good example of mentoring is when Aristotle was a mentor to Plato.
A bad example of mentoring is Thomas Edison fighting against the success of George Westinghouse.
Mentors:
-encourage you mentee to establish their Separate network of contacts.
-Mentors might be able to identify others who might make good mentors to the person you’re already helping, with their unique set of skills.
-Helps mentee develop own agenda
-Care about mentees as people by showing empathy and respect.
-Don’t attempt to handle situations for which you are not qualified.
-Don’t give advice that conflict with the supervisor
-Mentor does not evaluate the performance of the mentee
-Share with the mentee the importance of being flexible and adaptable in attitudes and actions, and urge him or her to look for alternatives and see situations/persons from different perspectives.
-Stress that the mentee should be aware of the environment, be intuitive, be problem-sensitive, be ready to make the most of opportunities, learn the customs and policies, and to recognize the knowledge and skills needed to succeed.
-Encourage the mentee to use creative problem solving skills.
-Encourage mentee to be an independent thinker.
-Mentor, discuss with mentee what their career objectives are.
-Assist the mentee in developing self-confidence. Ask questions to help mentee think through complicated projects instead of just telling them what to do.
-Encourage mentee to be an active partner not just a listener.
-Encourage the mentee to recognize his or her individual strengths and uniqueness and to build upon them.
Mentee:
-A mentee must clarify his or her values.
-Mentees ask questions early in the relationships and try out at least some of the suggestions given.
-Follow through on assigned tasks
-Don’t be too general; be specific in the questions you ask.
-In the end, you are responsible for your own progress and success.
-Resist the urge to talk or interrupt the speaker
-If your schedule hinders easy access with your mentor let him/her know that.
-Be teachable and appreciative of their knowledge and time.
-Think out in advance the questions you have so you can present them clearly. You might, to yourself think of pros and cons of alternative solutions to a question so that you’re ready to learn from your mentor.
-A mentor’s influence may not be all inclusive. It might be just the fact of him/her giving you a different point of view and thus widens your perspective.
-Be considerate of your mentors time and obligations. If you can do something to make their job more successful volunteer to help so that you support their efforts.
-Start mentoring process by asking a question, but do as much prior research on your planned Questions so can so you can ask intelligent and well informed questions. The person you seek to mentor will be more inclined to advise when he/she sees you’re making an effort already.
General:
-Both sides should have a positive attitude.
-Keep all committeement established between the both of you.
-Meet as often as your schedule permits
-Keep all confidences revealed in the working relationship.
-If a mentoring relationship is establish, discuss what is expected on each side.
-Correct any misunderstandings as soon as you realize that there is one.
-Encourage open honest dialogue.
-Value the exchange of ideas more than ideas themselves
-Use active listening skills
-Be dependable in who we are and what we do
-Create some goals and objectives that are measurable.
-Some mentoring partnerships can go both ways = one person teaching another in an area they are strong at and the other teaching back in their expertise.
-You can have multiple mentors throughout your career and may even have the opportunity to mentor.
On a personal note: With the various goals in my life, I have always wished I could have a mentor in certain areas, particularly when it comes to writing. I remember attending a storytelling workshop several years ago were an author was a guest speaker. At the conclusion of his talk, he volunteered to help aspiring authors. When I followed up on an email he never responded. I strongly encourage people that want to mentor that if you volunteer to mentor someone follows through. Don’t make your promises empty words.
I remember how excited I was at the workshop, thinking I was going to have someone mentor me. It teaches me a lesson that whenever I get the position to help someone that I will follow through.
Links:
http://dgsomdiversity.ucla.edu/workfiles/lectures/Making%20the%20Most%20of%20Mentors.pdf
http://www.engin.umich.edu/students/mentoring/suggestions.html
http://dgsomdiversity.ucla.edu/workfiles/lectures/Making%20the%20Most%20of%20Mentors.pdf
http://graddiv.ucsc.edu/current-students/pdfs/effective-mentoring.pdf
http://www.forbes.com/sites/lisaquast/2013/01/14/debunking-common-mentoring-myths/
http://www.usfirst.org/uploadedFiles/Community/FRC/Team_Resources/Mentoring%20Guide.pdf
http://www.american.edu/sis/mentoring/Tips.cfm
http://www.uwosh.edu/mentoring/tools.html#mentoringrelationship
http://www.uwosh.edu/mentoring/tools.html
http://www.uwosh.edu/mentoring/tools.html#thirteenstrategies
If you have mentored someone and has techniques and advice to give, either from the position of a mentor or as recipient of mentoring, please feel free to share your ideas in the comment section of this blog. Thank you.
When teaching a class of giving a presentation, it is always a challenge to determine how to engage your audience into the topic of your presentation. I propose that humor can be a very key contributor to a successful speech. I would like to share some specific examples as to how humor can be used to teach important and serious topics.
First of all, I like to give a specific example of how a politician can use humor to gain an advantage in a political debate. In 1982, there was a big debate was between Reagan and Mondale. The host expressed concern about Reagan’s age, and if he could perform his duties, due to his maturity. Reagan announced the following quote
‘I will not make age issue an issue of this campaign. I will not exploit for political purposes my opponent’s youth and inexperience.” http://www.youtube.com/watch?v=LoPu1UIBkBc
Some people feel that this moment of humor was a key contributor for viewers of the debate to gain a greater appreciation for Ronald Reagan. Regain got 525 electoral votes out of a possible 538.
Humor can accomplish multiple objectives.
1: Humor can break the ice between the presenter and their audience. The audience can laugh and enjoy the humor of the joke. When the listener is in a relaxed state, they have fewer tendencies to be defensive or standoffish. They may now be in a more receptive mood to message being presented.
2: Humor, when used in the right way can provide a new way to present repertoire of information from a different perspective.
3: Sometimes, humor can help and gave it an audience member, a more positive response to someone they may not otherwise like. I give a specific example. I am not a fan of John McCain. But when he came to Utah to help promote a candidate that I do favor, he told a lot of funny lines. I still don’t like him, but my irritation toward him was lessened because I saw that he was a funny guy.
Let me provide some examples of humor and how they can be used to teach lessons.
Two men in the bar:
Two men were enjoying a few drinks in a bar. Clark turns the John and says, “I want to show you a trick.” Clark leads his new friend over to the balcony. Now this bar is quite unique. This bar is on the seventh floor of a skyscraper and customers can stand outside on the patio and enjoyed their drinks while standing outside enjoying the lights of the city.
Clark says. “I’ll bet you $50 that I can step beyond this balcony and stand in the air between these two buildings and I won’t fall down.”
“That’s impossible. Prove it!” The guy hands over another $50.
Clark steps past the rail and just stands in the air, just like before.
“It’s got to be a trick,” John says. “Do it again. I never really watch you this time.”
Clark receives a second $50 and stands in the air.
Clock stands on the balcony and says to his friend, “I’ll give you your hundred dollars back. If you can do the same trick.”
“It’s a deal.” John steps beyond the balcony, and instantly falls seven stories.
The bartender addresses. Clark when he will return back to the bar. “You can be quite mean when you’re drunk Superman.”
Now this joke could be a fun introduction to a variety of themes. It could be the beginning of a discussion that says, don’t believe everything you see and hear. I give to specific examples on this: Politicians and the media. I have seen multiple examples where the media will bend the truth for an agenda. Politicians often do the same. My encouragement is for people to do research of the original sources before believing something. That includes me. Other Joe could be an introduction to the topic of physics. An alternative, is that this joke could be a humorous warning against get rich schemes.
This joke might touch upon being careful to your friends are. There is a whole repertoire of choices that you can make on how to implement this joke into lesson.
Foul-mouthed parrot:
A man purchases a beautiful parrot from a pet shop at a great price. As soon as he brings the bird home why it was sold so cheaply he learns why the parrot sold as such good price. The bird has the most foul mouth around would even put a sailor to shame. No matter how hard the man tries to train the parent to not swear that bird continues to swear.
One evening, the man is entertaining business partners at his home. The parent disrupts the conversations by his colorful language. Eventually, the man is at his wits. He takes his bird to the kitchen and says, “if you don’t stop swearing I gonna put you in the freezer to cool you off.”
The parrot laughs.
The man puts the parrot into the freezer for only a minute or two before bringing him out again.
For the rest the evening, the parent is completely respectful to all the guests at the party and especially to his master. He doesn’t swear again throughout the entire night. At the end of the evening, when all the guests have gone, the parrot asked the man, “I realize I was put into the freezer because I had a swearing problem. But what did the frozen chicken do?”
Now this joke could be used to teach the topic of the importance of obedience. Or it could talk about perspective. How one person sees one way and another sees it differently. This joke could introduce the principle of the offensiveness of swearing. As a teacher, you can determine how to use the theme of the joke to match the topic of the lesson teaching.
Airplane testing:
A bunch of scientists from another a state in the East had just finished developing a wonderful new windshield for their airplanes. They wanted to make sure that the windshield works well. They knew a state in the West had just finished developing a new plane and asked what they use for testing.
The Western state suggested using a chicken.
So, the engineers created a cannon and shot a chicken at their windshields. Their wonderful new windshield shattered. They couldn’t understand why. They make additional changes to the windshield, but it still shattered every time they shot a chicken and it. Finally, they called the other state. They told them all the things they did to test their windshield and asked if the Western state had any suggestions.
They got the response, thaw the chicken.
Now the subject matter for this joke came easy to me. They say that global warming is for real, as determined by a consensus of some scientists. Yet recently, several recent scientific reports conflict with the previous reports. My analysis, the consensus of a few scientists does not make a theory law.
For me this lesson would talk about not trying to dictate facts to science. We might want to resist putting our own interpretations behind certain results. But then, it’s been too often the case with science has changed. I remember hearing that artificial sugar is healthier than real sugar. Or that margarine is healthier than real butter. Now I hear that butter is healthier. This joke would be useful for me is that it would be a way for me to teach that science is not always settled. Perhaps Galileo would agree for us not to jump to conclusions as he insisted that the world is not flat.
Alarm:
A dental office is calling patients to remind them of their appointments for the following day. The secretary called one particular patient who is notorious for being late.
The patient says I’m going to be 20 minutes late tomorrow. Is that okay?”
“That’s fine. We just won’t have time to give you the anesthetic.”
The patient was 15 minutes early the following day.
This lesson could teach on the topics of courtesy, managing your time or being punctual to appointments.
As you can see jokes can be a very good way to break the ice of the audience, present information in a fun way and even make a lesson memorable. If you have some specific examples where you have use humor in your lessons successfully, please feel free to share them in the comment section of this blog. Thank you.
On a personal note: I presented this topic a Toastmasters meeting last week, as I’m learning to give speeches to the public, more effectively. Check out Toastmasters, when you have a chance.
Got this info from a contact who has been doing for many years. This is a wonderful project and I encourage people to volunteer their time or at least come and visit the event. It is very stirring.
Melva
Dear Friends,
You are getting this email because I like you and I want to offer you a personal invitation to attend this years events during the week of July 4th. This is our 6th year and I believe you will feel the true spirit of liberty if you attend. The event is free and there is plenty for all to do. It is a true family event. Bring your picnic lunch and spend the day learning and loving liberty!
If you come, plan on spending a good part of the day here as our event should take about four hours and across the park is Colonial Fest with all of the Colonial artisans.
We are still in need of some volunteers to staff our Walk of Freedom and in many other areas. If you would like an intimate experience with liberty, please contact me. You could be a character actor in full costume but we also have many other volunteer opportunities. Talented actors and actresses will also be considered for Cries of Freedom, The Musical. By volunteering you will make it an unforgettable experience.
I would like to encourage you to send this email and this flyer to your liberty loving friends as they will be equally blessed by attending. Print it out and distribute it too if you would like. I have attached a color and a black and white version. 🙂
Your friend,
—
Scott P. Swain
President, Roots of Freedom
465 East 850 South
Orem, UT 84097
(801) 224-8505
Cell (801) 836-3781
Fax (801) 224-8545
“Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor, catch the trade winds in your sails. Explore. Dream. Discover.” Mark Twain
“If there must be trouble let it be in my day that my children may live happy.” Thomas Paine
Today’s spellers easy is a grammar joke. I got a Facebook from a writer friend:
What is the difference between a cat and the comma (,)?
One has paws the end of his claws and
The other has a pause at the end of the clause
If you have any grammar related humor, specially something that can help us grammatically challenged individuals to remember something important, please feel free to share it. Thanks
This information is from a panel I listened to a year or so ago. I took notes while attending a wonderful SF/F symposium called Life the Universe and Everything. The panels are very educational. The panelists were: Mette Ivie Harrison, Elana Johnson, Bree Despain, Robison Wells, J. Scott Savage.
– Adults are turning toward YA fiction because these books offer a hopeful story.
– A lot of hope in YA fiction can often illustrate to YA readers that life is worth living.
– YA want to read books about themselves. If the character dies, the reader dies.
– YA characters are responsible for teen tasks, not adult responsibilities.
– Middle grade conflict in external issues while YA usually provide internal conflicts. We like reading YA because the YA character is play dough that is still being formed into the person they will be as an adult. The story/book is helping them discover who they are.
– YA as characters in college usually don’t work.
– No YA character can be over twenty otherwise readers feel it raises the ‘creep’ factor.
– Voice in YA is single or limited view point.
– People often like the book because of the voice.
– Way to check voice. Read a lot of YA fiction and see what you like in other novels.
– Voice is something that pops off the page and defines the characters.
– You come up with metaphors to define that character by her personality. If she is an artist than her thoughtful comparisons will hold artistic imagery. If she is religious than she might see a group congregating together, which would be a religious reference.
– Writing a story in first person can help give the story a sense of isolation.
– First person means the protagonist will not know the motivation of other characters thought they may try to extrapolate what they thing the motivations are.
On a personal note, I have noticed that my personal reference in YA fiction is that I’m not as much into the romance aspect, as other people are. I seem to favor writing in male characters point of view over female. I’m not certain if I have a romantic bone in my body. With my next planned project, let’s hope I can find one.
Happy writing, if you have some suggestions and advice about why a fiction writing it, or maybe a book you’ve enjoyed, please feel free to share it in the comment section of this blog. Thank you
-CC: means carbon copy = don’t require a response. Keep those people in the loop
They need to know why you are copying them.
Don’t copy someone to force their actions.
Don’t copy over someone’s head.
Ask yourself why you’re copying them what is your motivation.
If you have an issue with a coworker directly, then communicate with them, not above them.
Compliments
-BCC = means blind carbon copy. Program doesn’t display their email addresses.
Thus, it protects their privacy.
To and cc do not see email
-Email processes:
Edit to and cc fields to people who require the info.
Update subject line (keeps email current) put in re in front of original title.
Include the thread. (Thread includes all history of email) Can put your reply in context.
-Forwarded email= good courtesy is to ask permission of the author.
If an email adds pressure to forward it, it’s a hoax.
Remove forwarding symbols and emails addresses. Like lines
People who don’t know each other should be put in the bcc field.
Add a personal comment on forwarded email why they’re getting the info.
If you have recommendations of how people should handle the email, please feel free to share it in the comment section of this blog. Thank you
I hope today’s lesson will be of use to youth ministries, family devotionals, family counselors, and family home evenings. Today’s theme is used in the right tool for the right task.
Objects for lesson: aboard, several nails, a wrench, and a hammer.
Give a nail and a wrench to a family member or class member that is age-appropriate or has the skill level to nail a nail into the board without hurting themselves. Have them first to try to use the wrench. Have more than one family member try to do the same thing. Next have another family member or class member pound the nail into the board with the use of a hammer. Have the family discuss the pros and cons of using a wrench compared to a hammer.
This is a straightforward example of how the use of a hammer can better accomplish a task over a wrench. The nail is a better tool. It has been designed specifically to achieve the task you seek
There are many tasks in our lives that can be better achieved if we use the appropriate tools. If you want to enter into the realm of business, it is better to gain the knowledge of business on people of experience. This would include associating with the appropriate people that have the knowledge that you seek, as well as participating the activity that will give you the foundation of knowledge to pursue your career. You most likely will start gaining your business experience by doing small jobs or with other people. You pay attention to procedures and behaviors. You seek to understand why certain things are done in the way that they are.
If your passion is working with the land, and you are not familiar with farming or ranching, then it would be appropriate to seek out the knowledge of those who are experienced in those fields to gain the appropriate knowledge. It could also be wise to establish a relationship with a mentor who may be able to guide you with the appropriate knowledge to accomplish the tasks.
Just as these two career choices have a better chance of success by seeking out those who possess the knowledge that you seek. So grandparents can be wonderful source to give knowledge and experience to young parents. This is the time when may be doing a Google search is not the end all resolution. We would want to seek out others who have gained the experience and wisdom that you now want to obtain. You would also want to seek out the type of people that possess the same moral standards and ethics that you wish to establish in your own household. If you own grandparents are too far away or have passed on, another resource, for grandparent’s knowledge might be at church. You can also associate with older adults in your neighborhood.
An additional resource is the father of us all, our Heavenly Father. Prayers to God and listening to the Holy Spirit can help us gain, perceptions in fields of knowledge that are new to us. That, in combination with associating with people I respect has been a wonderful resource for me.
On a personal note: I had the opportunity to know each of my four grandparents. Each of them had unique base of knowledge that provided a great resource for my own foundation of knowledge and growing maturity. Though they have now passed on, I have found in the congregation of my own church, senior adults but also possess the wisdom and experience that I seek in various aspects of my life. My invitation, is to seek out seniors for the wisdom they possess. They are due our respect.
If you have additional ideas to share on this topic, please feel free to share them.
A reader to one of my blogs asked me several questions about writing which, when narrow down seem to be about how to combat writers block. I responded to this reader’s question, both from the perspective of nonfiction as well as fiction. I hope the following advice can be of use.
When I wrote: I know you think this is a toaster; that book was written in two-page segments. And often, I would write a particular object lesson in one writing session and another on a separate day. There were also times I would write the entire two pages in one session. If I was not engage in that book, I would devote my time to another writing project that may nab my interest.
I’ve heard a number of professional authors say just sit there for the 15 min and think about the story until you start to write. Others have suggested reading a page that you’ve already written and that can often jump start you for the next page. Different people have different solutions.
Writing what I am emotionally engaged in might also be used for fiction. I know a number of authors who will write some of their favorite scenes first in a book and then will create the bridgework later.
The biggest thing that can influence your success in writing beyond the first 15 minutes is to plot out or outline your story or book. Usually when I have writer’s block is because I don’t know what my story is going. I find that I have much stronger success when I know what the next scene is going to be, or I know what the next chapter is gonna be and I want to get to that next section of the book. Having an overall concept of your story can create some wonderful excitement to what is happening in your manuscript. You know what’s going to happen, so you can prepare the foreshadowing, the sensory details as well as build the emotion of the upcoming scene plus the character’s motivation.
To center myself I have found what time of day and what environment I work best in. I then try to cater to that environment. Also, my chosen material is content that I am emotionally engaged in at the time. These various techniques have often been very successful for many writers in overcoming the nefarious writers block.
