Sunday, September 4, 2022

Mastery Criteria technique: four sites for the educator and student needs

 I'm mentioning this as a teaching technique not only for younger students in elementary level but also for adults. I've learned the hard way that each of us has his or her own learning style and pace of understanding information--and processing it. That also means RETAINING it so that it becomes part of the individual's capacity to make decisions and react to personal and social cues.

This is not meant by me for just an IEP. Instead, I am reminding everyone who has a role in education that learning is not a cookie-cutter process. Please consider levels of mastery criteria in your method of teaching. I am including a link for those with special "on the spectrum" needs. 

https://theautismhelper.com/writing-the-iep-goal-mastery-criteria/

https://www.theintentionaliep.com/determining-iep-goal-mastery-criteria/

http://dcmsspaces.weebly.com/uploads/5/2/6/9/5269188/_mastery_obj.pdf

https://www.educationworld.com/a_curr/columnists/jones/jones007.shtml




Thursday, August 18, 2022

Jeff "Skunk" Baxter - ASYMMETRICAL THINKING IN A CONVENTIONAL WORLD.

This is for the higher education visitors--and that also goes for the online MBA students whom I have recently taught. When I tell you to think outside the box, I mean the box doesn't necessarily have to be a square. Try a trapezoid box--or even better, a box that's octagonal--and then give it the opportunity to take on other shapes. At least, my mind goes in places that the traditional thinker may not go--but I find it comfortable.

Oh. He said, "At a high delta-V, in the exo-atmospheric interception using an S-Ban radar, how do you guarantee a high PK in a threat cloud?" Want to figure out what that means? Just listen: YOU're an out-of-the-box thinking manager, right? Let me try: "At a high velocity {delta speed range} in the upper atmosphere range of interception using a specific missile defense radar system, how do you guarantee a confirmed {high-rate} percentage rate of destroying the target (PK or 'kill percent rate') in a scenario where the warhead is also accompanied by the flying junk pile of debris created by launching a missile as well as by decoys or other countermeasures designed to complicate the missile defense job. All of these objects move together through space as part of a threat cloud."

You're welcome.

Sunday, July 17, 2022

The patrons of arts and sciences: the nine Muses of Greek mythology

 


The Nine Muses were minor goddesses of Greek mythology, who were closely linked to the arts and sciences. They guided and inspired mortals in their creation of literature, music, drama and other artistic and scientific ventures. The Muses rarely featured in any major myths of their own, but they were often invoked and remained among the most important of the Greek pantheon of deities.

Analytically The Nine Muses Are:

1. Clio: The Muse Clio discovered history and guitar. History was named Clio in the ancient years, because it refers to “kleos” the Greek word for the heroic acts. Clio was always represented with a clarion in the right arm and a book in the left hand.

2. Euterpe: Muse Euterpe discovered several musical instruments, courses and dialectic. She was always depicted holding a flute, while many instruments were always around her.

3. Thalia: Muse Thalia was the protector of comedy; she discovered comedy, geometry, architectural science and agriculture. She was also protector of Symposiums. She was always depicted holding a theatrical – comedy mask.

4. Melpomene: Opposite from Thalia, Muse Melpomene was the protector of Tragedy; she invented tragedy, rhetoric speech and Melos. She was depicted holding a tragedy mask and usually bearing a bat.

5. Terpsichore: Terpsichore was the protector of dance; she invented dances, the harp and education. She was called Terpsichore because she was enjoying and having fun with dancing ( “Terpo” in Greek refers to be amused). She was depicted wearing laurels on her head, holding a harp and dancing.

6. Erato: Muse Erato was the protector of Love and Love Poetry – as well as wedding. Her name comes from the Greek word “Eros” that refers to the feeling of falling in love. She was depicted holding a lyre and love arrows and bows.

7. Polymnia: Muse Polymnia was the protector of the divine hymns and mimic art; she invented geometry and grammar. She was depicted looking up to the Sky, holding a lyre.

8. Ourania: Muse Ourania was the protector of the celestial objects and stars; she invented astronomy. She was always depicted bearing stars, a celestial sphere and a bow compass.

9. Calliope: Muse Calliope was the superior Muse. She was accompanying kings and princes in order to impose justice and serenity. She was the protector of heroic poems and rhetoric art. According to the myth, Homer asks from Calliope to inspire him while writing Iliad and Odyssey, and, thus, Calliope is depicted holding laurels in one hand and the two Homeric poems in the other hand.

The Nine Muses have been inspiring artists since the antiquity and there countless paintings, drawings, designs, poems and statues dedicated to them. All artists of the Renaissance acknowledged their importance in artistic creation,  dedicating their works to the Muses.

Today, the most famous depiction of the Muses in sculpture is in Greece, in Corfu; the Empress Sissi of Austria had their statues made for her, in order to ornament the garden of her retreat house in Corfu, the famous Achilleion.

Thursday, July 14, 2022

From the mind of a child...comes awareness of skills and talents

 


Before you say "Oh, how cute," REALLY look at this image and consider: this kid's mind is already thinking on higher levels. His parents might not even realize it now. But he is taking his view of things--including spatial awareness--to a different point. This kid may be an artist in the making, or an engineer--or both. And he is showing his talents!!

Friday, June 24, 2022

Public speaking isn't freaking...if you learn to speak!

Let's talk about your greatest fear. No, not spiders, No, not heights. No, not the number 13--or Friday the 13th.

I mean public speaking. Making a speech in front of an audience. And for some folks, they would rather--sorry to be so frank--die and go right to Heaven rather than make a speech in front of all those people.

St. Peter: "What are you doing here now?" 

You: "I had to make a speech." 

St. Peter: "I don't understand. But you're not due here for another 47 years!" 

You: "I don't care. I couldn't take the thought of all those eyes on me. STARING...WATCHING...and I can't speak in front of people. I'd rather die. So there. YOU go and make the speech for me!"

From my view as a college instructor and sales and marketing rep...some students would rather glue their butt to the chair before they would come up to the front of the class to speak about an assignment, let alone try public speaking.

I was that person for years.

I would sit in the back of the class.
In the next classroom.
In the next building.
In the next school available.
In the next town.
In the next state.
And that chair? I wasn't getting out of it to come to the front of the class. It WAS part of my body: I was born with that chair attached to my butt. And when I got married, it was my bride, me, and that chair.
'Cause there was NO WAY that I was going up in front of the class--or ANY audience--without that chair as a life-support/form of safety against public speaking fears. As long as I was in that chair, I was safe.

Well, they're not alone--but this is an important part of college--and life:  SOMEONE wants to hear what you think and know--and speaking in public about it can be one of the most empowering things you can do (without the chair glued to your behind).  I know:  I used to have raging stage fright--I was just terrified of speaking in front of a crowd, let alone the classroom.  Naturally, this doesn't go over well with anyone who has plans to be a teacher!

The good news (yes, that's right) is that many colleges and schools require public speaking; at least one class on your transcript is expected.  And it's not as hard as you think; in fact, learning to overcome the fear of speaking can be very useful.  

("How?!") Well, for one, it shows a potential employer that you have learned to master a difficult challenge that you refused to let overwhelm you--and that you've made a weakness into a strength.)

Second, it's not that bad--in fact, most of the time in school, the audience you're addressing are your own classmates.  They're not any more anxious to do it and are probably just as nervous (unless they're in a debate team program).  If you want to be involved in politics, law, or any field where sharing of information is concerned--then learn to speak in public and don't let it scare you.  

Much of the same rules about a thesis apply to public speaking:  you have to know what makes your idea important and why it's valuable to your audience.  You have to prepare good notes in some manner:  index cards are useful.  The ideas you speak about should be direct and to the point.  And your presence as a person of importance is supported by the fact that you've done research on the subject.

I found the chance to do public speaking to be a career-changing moment for me when I gave a speech at my step-father's retirement party at a plush resort dinner.  There were men in tuxedos and women in fine evening dresses.  What I did was to try and pattern my speech by watching someone on TV whom I liked:  a famous comedian, and the way he timed comments after laughter.  

Did it work? The audience HOWLED with glee at my comments--but I knew my topic: a man (my father) who was known for his meticulous attention to details and orderliness. So did his team and staff associates. He was FAMOUS for following routines for successful business goals. So were the people who followed his methods into their own successful careers and advancements. 

I simply used a story about him that brought this to a funny ending. And then I asked the audience members if they had found themselves in a similar situation with him. My family was astonished at how well I did--and I made sure that I had prepared for this event.  It gave me great momentum toward my career in education and sales--and it truly gave me a new sense of achievement. It was a golden ticket moment for me--and I've been able to do public speaking ever since.

Monday, June 6, 2022

Finland leads the world in education. Here's how and why.

 

https://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/

http://www.projectfinland.org/finnish-school-day/?fbclid=IwAR0aayubbgDLDp68GOmxgTwf9rIfTado60j1QRTOGqBMhPaHnZuiO2pBvWs

Global Connection.

Finnish School Day

Emilia is eight years old. She started school at the age of seven, a year later than children in the United States. But, like almost all six-year-olds in Finland, Emilia attended voluntary pre-school. So far, Emilia’s parents have not had to pay for her schooling.

Almost all schools in Finland are public. The Finnish state educates children from pre-school on for free. The city provides schoolbooks and pencils, as well as lunch, free of charge. Emilia won’t be served hamburgers, hot dogs or soft drinks at lunchtime. Instead, she’ll often eat mashed potatoes and meatballs, salad, carrots, rye bread and fruit juice.

Emilia’s required nine-year education will take place in what Finns call “comprehensive schools.” Comprehensive schools teach all subjects, including mathematics, religion, environmental studies, Finnish and Swedish, foreign languages, history and social studies, civics, biology, geography, physical education, music, art and handicrafts.

Children usually start studying their first foreign language at the age of nine, so Emilia will soon choose which language she wants to learn first. Like 87 percent of Finnish kids, she will probably choose English. Some of her friends may choose to study other languages: 3.8 percent will study German, 1.2 percent will study French and 0.2 percent will study Russian.
Swedish and Finnish are the official languages of Finland. Since Emilia’s mother native language is Finnish, she will start studying Swedish when she is 13. She already knows how to say good evening in Swedish. It is “god kväll”. In Finnish, it is “hyvää iltaa”.

Emilia loves school, especially arts and music. She just finished her first oral class presentation. She talked about her pet hamster, Pena. (The books on animals claim that hamsters love strawberries, but not Pena. He prefers
blueberries and grapes.)

Emilia and her 22 classmates call their teacher by her first name, Maarit. Children in Finland attend school five days a week and have weekends off, just like most children in the United States. Classes are shorter, though. Each 60-minute study period includes a 15-minute break. Lunch is 30 minutes long. First and second graders attend school for a maximum of five hours a day and average 19 lessons a week. Older students attend school for up to seven hours a day. Third and fourth graders have 23 lessons a week, and fifth and sixth graders have 24 lessons.

Like other children in Finland, Emilia doesn’t need her parents to take her to places. She walks or rides her bike to school and to the park with her friend Jenna.

When Emilia is 16, she will have several choices. She can move on to general upper secondary school, which is like high school in the United States. Or she can choose vocational training to prepare herself to work in a specific industry. Emilia is considering becoming a hairdresser or a horse trainer.

Finnish teenagers are ranked among the best readers in the world. Emilia learned to read when she was five. One unexpected reason why Finnish children love to read is the fact all foreign programs on Finnish television are subtitled. Wanting to understand the shows motivates children to learn how to read.

Finnish children between the ages of 10 and 14 spend approximately 2 hours a day watching television and 47 minutes a day on the computer. After-school sports and outdoor activities like cycling, swimming, skiing and ice hockey are popular among 10-to 14-year-old Finns. Boys enjoy football and ice hockey while girls show more interest in Finnish baseball and gymnastics. Finnish children and young people also enjoy watching television, spending time on the computer, visual arts, singing, playing instruments, writing, going to the movies, and reading.
Sound familiar?

Quiz

  1. Which language do most kids in Finland choose to study as their first foreign language?
  • Finnish
  • English
  • German
  • Danish

2. What is true of schools in Finland?

  • No hamburgers are served
  • Classes last for 70 minutes
  • You go to school on Saturdays
  • You call your teachers Mr. and Mrs.

3. After ‘comprehensive school’

  • you are a hairdresser
  • you speak about pets
  • you can choose which school to attend
  • you can ride a bike

4. A typical Finnish kid

  • Doesn’t watch television
  • often takes the taxi
  • doesn’t like strawberries
  • reads a lot

Monday, May 9, 2022

"Word Crimes" drive me wild!!


A moment of temporary loss of reality: it's time for Weird Al Yankovic. I used this video when I was at a major financial-economics university in China during 2015-2016 to make a point about English. (And also to have some cool music. The students loved it.) 

Sunday, May 1, 2022

THINK and brainstorm ideas before writing that paper!

 


Ever get stuck on how to bring an idea forward from your mind and get it onto the paper? Thinking is a process that can also be good for those who need movement or action to help them learn. You may need to write down your ideas.

I'd like to share with anyone who needs help with the idea or strategy of "How do I brainstorm or get out of my head how to write a paper?" (I'm now thinking as a student, so follow along):

(1) What's the issue/reason behind my idea--how is it personally or socially connected to the assignment? How does it affect me or someone else--and why does it matter? Is it costing me money in some way? (Most likely.) Is there a sense of "I {and others} must do something, or that someone else faced up to that issue and resolved it-challenged it in a dynamic way that changed society?"
(Hint: if it helps, how does your idea fit the 4 Major Influences? If you're reaching in your pocket to pay for something because the price is higher, that's Money. If someone is enforcing it by their demand or order, that's Power. If it creates a sense of personal or social unwillingness or resistant to change, it's Fear. And if it's about someone doing beneficial to help Mankind in a small or large way, that's Love.)

    Does this subject or idea that I'm trying to present have any influence of myself or others being worried or scared about changes, both personal and social? What is the reality of those thoughts--just reluctance to adapt or concrete fact that should concern me/others? How do these facts validate my/their thoughts/worries?

     Does this topic enhance or limit me or others in an emotionally binding way? How so? Is it caring about-for someone or something in a personal way or to keep up more extended social contracts and commitments to a group effort?

(2) Establish "Who said something about those ideas?" Where are these people; why are they important references; what credentials or Points of Authority do they merit? What have they said that backs up the points that are being made in the paper/assignment? 

Option: Can their words and ideas be introduced in a way/form by me so that I can then show by MY personal experience or that of others that I validate their thoughts?

(3) Take a significant idea in one paragraph, then explain why it's relevant: use details, facts, examples, quotes. Turn it upside down and inside out if needed. Repeat process again with next paragraph/new idea. Continue until ideas have been exhausted.

(4) "In conclusion, several challenges and options have been presented" is a great way to end a paper like this. Give short summaries--less than 3 sentences at most!--about the relevance/significance of whatever the core idea was about that was assigned/chosen, and also how these ideas were addressed, resolved, or identified. KEEP IT BASIC. Don't elaborate--that was done in the other portions of the paper, yes?

If required, make sure sources/quotes are clearly identified in body of paper by full intro or "A short basic sentence that identifies them as a source" (Lopate) by author or a short phrase "article title" in the paper. If it's used in the paper, put it in alphabetical sequence on the works cited page. 

Hints for research:
The best sources available are from .edu or other educational sites.
If it's a general topic, then try to find something with an author's name to it--and if possible, note the article title if you're using online sources.

Wednesday, December 15, 2021

Thursday, September 23, 2021

"Pursued" - a retelling of an Alfred Hitchcock horror story

 



(Author’s notes: I found a story in an Alfred Hitchcock book back in my high school—which for me is over 50 years ago. The story and its original author are unknown—even though I have scoured through online anthologies of Hitchcock’s works in order to discern who should get credit for this. It’s a horror story—and perhaps for that reason alone, it has stayed in my memory long enough and with the details that I will try and provide in my own words. It is my hope that someone will recognize it and let me know who wrote it so that I can read it anew. If not…I hope you are as chilled and thrilled as I was 50+ years ago. I have called it by a single name because that is the theme of the story and its background. For this reason, I call it "Pursued".)

Pursued

It was a typical October evening in London that night, and Tompkins sat on his stool inside his kiosk on the street outside the Savoy Hotel. His companion and guide dog, Bobby, a terrier, sat by his feet. Tompkins listened carefully to the sound of cars passing by, of pedestrians chatting, and the steady patter of the rain as it splashed down on the concrete sidewalk. He reflected on his life: lucky that he had a side job to supplement his income along with his military disability pension, and lucky that he had Bobby all these years to help protect him. The gas attack forty years earlier had cost Tompkins his sight, but he was alive—and so many of his trench-mates had died gasping and sputtering for air after the Germans had launched their attack. The British Army was unprepared for that kind of fighting in 1915, and Tompkins, after the bandages from his face were removed, was blind for life.

The kiosk where he sat was filled with magazines, newspapers, cigarettes, candies, and other amenities, and he was warmly greeted by his customers. They had visited him for all these decades outside the Savoy, and its range of high-class patrons often stopped as well to share a kind word with him. Bobby had come to him from one of these generous visitors, and the dog was alert, loyal, and as good a guardian as Tompkins could have wished. “Ah, if only you could count out change for me, my boy, what a bonus that would be!” he would remark, and Bobby would wag his tail and paw at his master for a friendly welcoming hand of appreciation.
The doorman at the Savoy, Richards, had been on the job as long as Tompkins could remember. He was ten years older than Tompkins, but he remembered well the sacrifices made by England’s best during the war—he was a sergeant major himself and a platoon leader. He had seen too many men chewed up by artillery barrages and machine gun bursts, and he considered Tompkins to be something of a younger brother who needed a careful eye to watch over him. As the rainfall lessened, Richards took a brief moment to leave his post as traffic melted to a quiet point, and he greeted his fellow veteran. “Evening, Mr. Tompkins, and how are you feeling tonight? This weather gives my old bones the aches.”

Tompkins smiled at the sound of his visitor’s presence. “Doing fine, Mr. Richards, just a bit slow here, as you can imagine. But I’ve just lit the kettle—can I offer you a cup of tea to warm up? I’m just enjoying the sounds of the evening as much as anything.” Richards gladly accepted the gesture with a thanks and then returned back to the warmth and shelter underneath the awning of the magnificent hotel.
The minutes ticked away…it felt like several hours had passed, and Big Ben’s watchtower boomed in the distance. Eleven o’clock. It was peaceful out, thought Tompkins. And then he heard the sound.
It was unlike anything he had heard in all those years on duty in his kiosk. It was not familiar, but he knew it was coming toward his kiosk from further on down the street. It was a scratching sound—a dragging sound—skrtch-skrtch-skrtch--as though someone was—it was the strangest thought--pulling along a piece of wood with nails sticking out and rasping against the concrete. Bobby heard it too, and his low growl of alarm caused Tompkins to reach down to comfort him and pat his back. “What is it, boy? What’s out there?” Bobby’s low-throated growl was strong as the creator of the sound came alongside the kiosk, then paused for a second. Then whomever—or whatever—was making the noise turned at the corner and faded away into the night.

Richards stopped by the kiosk at noon to buy a pack of cigarettes, and Tompkins remembered the strange sound the previous evening. He queried, “Say there, did you see someone strange dragging something down the street last night about 11:00 p.m.? Bobby went on alert, and I was glad he was there for me.” Richards thought a moment, then shook his head. “No, and I was watching things just in case a late-arriving car might have pulled up. I saw no one.” Tompkins thanked him and chalked it up to coincidence.

At 4:00 p.m. that afternoon, a man’s voice greeted Tompkins and a friendly hand pressed a coin against the kiosk counter for a newspaper. “Thank you, my good man,” said the voice. “Been here long on the job?” Tompkins felt for the money and dropped it into his change drawer. “Thank you, sir, and I’ve been here forty years. Always glad to hear a friendly welcome.”

“I see,” said the customer. “May I ask you for something? It’s not especially difficult, but since you’ve been here all those years, perhaps you could do me a favor. I’d gratefully compensate you for your troubles.” Tompkins just waved back in a polite gesture. “No problem, sir. What can I do for you? That’s quite an honor.”

There was an exhale from the inquirer as though a burden had been carried around by him that had just found a small bit of relief. Tompkins felt a hand grip his own in a firm shake, and the visitor continued, “Thank you. Immensely. Allow me to introduce myself: I am Sir Henry Dawkins, the Egyptologist. Perhaps you’ve heard of my expeditions back in the days. I’m about to register at the Savoy. There’s been a need for me to change hotels rather quickly these days, and the Savoy is my next destination. I’ll be visiting you on a daily basis until—that is, unless matters take a turn. But I have to ask: do you notice, as possible, the foot traffic that passes in front of your kiosk—that is, as you can—during the day and night?”

Tompkins understood immediately. “Well, yes, sir, it’s part of my adjustment all these years since losing my sight. I would say my hearing is as good, if not better, than it was when I was younger. It has to be, you see, so that I know when a customer is nearby.”

Dawkins again exhaled deeply. “Excellent.” He placed a 10-pound note into Tompkins’ hand. “Please accept this as a token of my gratitude for your vigilance. I need your help—but please let me explain. And I beg you: have mercy and understanding that I am making this request.” Tompkins carefully laid the bill in his drawer. “Please, sir, explain. How can a blind kiosk operator be of help?”

Dawkins then laid out the reason for his need: “It was back in ’21, as I recall. We were part of the Carnover expedition; you surely remember how he made the discovery of King Tut’s tomb. I had gone ahead a year earlier on my own. We made our own find of a hidden tomb, but not of the magnitude that Carnover achieved. My discovery was of a lesser-known pharaoh, and certainly with much less rewards and treasures. But during the excavation, my guides were fearful and warned me, much as Carnover was told, about the protector of the tomb and the retribution for disturbing the remains of its master. Naturally, we passed this off as nonsense.”

Tompkins nodded. “Yes, I remember the stir when Carnover made his discovery. Please continue.”

The explorer took yet another deep breath. “We thought nothing of it. After all, the number of items in this previous tomb were not as extravagant. And frankly, there was not the fanfare or acclaim for me that I wanted—but I accepted it. But what I did not expect—what I cannot explain—was the fate of the men who accompanied me. They died a most hideous death in the years to come: as though their bodies were torn apart by someone—dare I say ‘something’—that could not be explained. I thought it was just a peculiar happenstance—and then I heard the sound.”

“Let me tell you, Tompkins, it was a sound that I have heard even as I was not alert for it. It was a sound that has chased me—haunted me—for years. It is a scratching sound—a dragging sound—like someone—or something—dragging nails, or something sharp, on wood and stone. In my travels, I have lain awake at night and silently listened for this sound outside my hotel room door. This is why I am now taking up at the Savoy: last night, I heard it on the hardwood floor at the Ritz Hotel. It was not someone—it was something—that broke down my door and came into my room. I was quick enough to get past whatever it was—I could not see anything distinct at all, not even a shadow—and flee. Now I am here in residence at the Savoy. I urge you, sir, if you hear anything like this noise, please have the doorman notify me at once.”

Tompkins drew up on the stool where he sat. “Why, bless me, I heard a strange sound last night! Even Bobby went on alert! Of course, I couldn’t see anything. But it was the strangest skrtch-skrtch-skrtch I’ve ever heard! As though someone—or as you say, something—was dragging itself along on the street—and whatever was causing that noise was part of its movement!”

Dawkins gasped and let out a low moan of distress. “Oh, Lord, it found me again. Oh no. Oh, please.”

Tompkins shook his head. “I say, m’lord, is there anything I can do?” Sir Henry shook his head. “No, you have been a beacon of warning. Thank you. I may have to change residence in the morning. Please excuse me. I must pack my things again and make preparations. Bless you for your vigilance!” He warmly gripped Tompkins by the hand again and then made his way inside the hotel.

That night, at 11:00, the same sound returned on the street. Tompkins, now on high alert for noises, recognized it. Bobby again went into defensive mode, but the sound did not stop and pause as it as it did the previous evening. Instead…it seemed to change direction…as if it was moving up the carpeted entrance to the Savoy.

Fifteen minutes later, a cacophony of noise erupted from high above in the executive suite floor. To Tompkins’ ears, there was a crash of a breaking window…and then moments later, a thud. A heavy thud, as though something had fallen from a great height—landing adjacent to the kiosk! And then—most strange!—there was the sound of footsteps from the owner who had taken such a great fall. He was running away! And then…it seemed just moments beyond that—the same skrtch-skrtch-skrtch, following slowly after the person who had fled!

The doorman, Richards, burst out of the hotel seconds later. Someone had called for a constable, and the shriek of his whistle blared into the night. Tompkins stood inside his kiosk, trying to make sense of the commotion. An ambulance’s siren shrieked in the distance. Richards, now breathing heavily, directed his attention to Tompkins, who blurted, “Tell me, man, what happened!?” Richards heaved with effort. “It’s Sir Henry. He jumped from his penthouse. Broke through the window and fell.”

Tompkins shook his head. “No, that’s awful! Is he alright? How can that be? I heard him—or I presume it was him—run away after he landed! How is that possible?”

The doorman stared at the blind kiosk owner. “No, sir, he didn’t run away. His body is still there on the pavement. We’ve covered it up—waiting for the ambulance.”
Tompkins gripped the counter of his kiosk. But…he had heard the footsteps. And then…that terrible sound of whomever—whatever it was—that had caused Sir Henry to leap to…his death. But…how had Sir Henry run away? Or…had he?

The answer—the horrible, frightful answer suddenly flashed in his mind. Sir Henry had died there from the impact. But his soul—it had fled in terror from whatever vengeance was ready to enact the penalty for what had taken place on that fateful day in Egypt in 1921. Whatever the presence was, it was ready to fulfill payment for violating the tomb of its master. Sir Henry was being pursued beyond the grave.
Matt Nichol

Wednesday, June 23, 2021

"Thinking outside the box for impromptu public speaking"


I've mentioned in another post about "Fluid Learning," which is what I call using both left-and-right-side halves of our brain to "think outside the box" when it comes to creativity, ideas, or general brainstorming. And I want to assure you that it is just as much of a challenge for me that I constantly work on improving because I have a learning-processing disorder and ADD. 

Let's look at an example of how to handle that event that so many people dread: How to do impromptu [on-the-spot] public speaking. And most times, this happens at an event where there's a microphone and a large audience who is celebrating something (or someone), and YOU are called up to front-and-center to say a few words. Here's a sure-fire thing to try that may help you come out with smiles, cheers, and applause.

Has this happened to me? Yes, at a higher education setting--in China, at a science university, and I was a guest of a Ph.D. candidate. (I can't speak Chinese and I don't know about the complexities of animal genetics!) And I was totally taken by surprise. My audience was learning English as a secondary language, and theirs is known for its complexity. Yet I stood before young men and women who not only had mastered their own language demands, but they were anxiously and eagerly working on their English skills. They were the ones who could have taught me more about speaking my own language. And I was proud of them and honored to be in their presence. And I was thankful for the chance to share my insights and reflections on the same path as they were now: learning to speak English.

Yes, perhaps you’re at a dinner or some kind of award ceremony, and the host or sponsors have just mentioned your name. And then they call you up to the podium to share a few words of wisdom, inspiration, humor, or whatever works. Light ‘em up, they say. And you smile (and shiver inside because you’re not ready for this sudden demand for communication and delivery). 

But yes, I assure you it’s very easy. Just follow these two ideas and watch yourself receive a thunderous round of applause and all the trimmings. All you have to say is this:

"I am Learning to Speak English (Again)"

 “Upon standing here in front of this wonderful audience, I am reminded that I am learning to speak English again.” And then watch the stares of amazement because most of the audience knows English is your native language—and they don’t understand what you meant with that statement.

(But instead, you’re trying to say):
 “I am learning to speak slowly, carefully, with deliberation and intention, and think of what is important while I am up here. I am learning once again to deliver my thoughts with reflection, contemplation, and appreciation for you, my audience. I am learning to share how I found the courage and to my surprise, the enjoyment of speaking in front of a crowd. 

"I am learning to speak English with a new view of vocabulary, and along with that, the ways of showing my appreciation for the opportunity to practice it once again. I am learning to speak with determination, deliberation, and endurance."

"I am learning to speak with determination: the choice to be more assured of my abilities to communicate and learn from them. I am learning to speak with deliberation: to speak more clearly, slowly, and with confidence, especially in a public venue. And I am learning to speak with endurance: to pace my way of speaking so that it is with clarity, focus, and projection to an eager audience. And I want to encourage you to feel the same way when your turn comes, and I hope it will be rewarding and fulfilling as you find you too are learning how to be comfortable, assured, and thankful for the ability to speak English so well. Thank you for this time before you. I am honored by your presence."

(If you don't get a standing ovation, I personally vow to wash the dishes at the facility hosting the presentation. I stand by my methods! LOL)

Then you get to return to your chair, have a sip of wine, and beam with "thank goodness that's over!"

(BTW: "Determination, perseverance, and endurance" should be your go-to phrases when someone asks "tell me about yourself" in any interview because it presents you as a force of intelligence, willingness to go onward, and motivation.)

Tuesday, June 8, 2021

The Antikythera Mechanism: A Shocking Discovery from Ancient Greece.

This is a history lesson at a graduate or senior-year undergraduate history level. But you need to know about The Antikythera Mechanism. It is a scientific device that is able to do advanced astronomical calibrations--and it was built over 2,000 years ago. It is like finding an intact iPhone while excavating ancient civilization ruins.

The Antikythera mechanism, shown here in this computer reconstruction, was about the size of a shoebox, with dials on its exterior and an intricate system of 30 bronze gear wheels inside. Though it was found in several corroded fragments, scientists have used imaging and other technologies to piece the machine together and even decode its inscriptions. When it was in use, a user of this "computer" could have turned a hand crank and tracked the positions of the sun and the moon, the lunar phases, and even cycles of Greek athletic competitions.