Eulogy For A Good Book: PowerPoint and the Two Reasons You Need to Understand it

Good bye Moby Dick! Farewell Crime and Punishment! Adios National Geographic and Readers Digest!

PowerPoint and the generation of the 7th Millennium rules.

If you're a "Baby Boomer", PowerPoint will likely not appeal to you. Perhaps you will even feel it is evil. But I'll give you two good reasons you ought to understand and appreciate PowerPoint. Your children and grandchildren.

PowerPoint is the way the Generation of the 7th Millennium and beyond will cope in this fast-paced, frenetic world of iPods, search engines and micro-minute attention spans. (If man came on to the scene in the year 4026 BCE then 1975 would mark the beginning of the seventh Millennium

Yes, if you were a teen in '75, you remember reading novels and composing essays for your teachers and professors. On the weekends, you caught movies like Dog Day Afternoon, Mahogany, The Man Who Would Be King, The Rocky Horror Picture Show, Love Story, The Stepford Wives, Three Days of the Condor and Monty Python and the Holy Grail ("Sir, by what name be ye known?" …reply? "Some call me Tim?")

A good plot, drama, and wit (ok, we weren't perfect then either) ruled the big screen.

But times have evolved. What was a "New York Minute" back then is a New York milli-second today.

The big screen stars born in that notable year include Drew Barrymore, Angelina Jolie, Charlize Theron, and Kate Winslet.

In '75, there were five notable deaths -- Marjorie Main (Ma Kettle), Susan Hayward, The Three Stooges' Larry Fine and Moe Howard. The fifth death at the birth of the 7th Millennium was not noted for almost 20 years.

The death of which I am speaking is the death of reading and comprehension skills.

Many college professors trace the decline of student reading and retention to 1975, or the beginning of the 7th Millennium.

This is manifested by students who take no notes, wear stylish headsets that re-play lectures which were recorded by professors.

Look at how many professors today use PowerPoint presentations and give copies of the slides to their students to use as a study guide.

Do you really think students have time to read when the Internet furnishes information in lightning-quick fashion?

Why are newspapers folding, libraries closing and reader's club subscriptions falling? Perhaps the biggest indictment is the Internet. Yes, the industrial age has died and the information age is alive and well. That is, if you like looking at pictures in shades of PowerPoint blue 

Delivering and receiving information has changed. There are a new set of rules for writing and reading on the web.

One sentence paragraphs are acceptable. None are longer than three sentences. On the better sites, articles are generally no longer than 750 words. That's because reading is done by scanning.

To engage a reader (or scanner as the case may be), psychological tricks like connectives are used to tie one paragraph to the next.

There are two kinds of copy on the Internet. One appeals to traditional readers, the other to the newer generation of the 7th Millennium.

The key to educating 7th Millennium students is PowerPoint. The challenge facing educators, speakers and presenters is creating a lecture that can stand on its own merit, utilizing Power Point as a visual aid rather than making Power Point the presentation.

The generation of the 7th Millennium becomes easily bored. Stimulating students' grey matter neurons requires using our own little grey box of tricks, using word illustrations and probing questions to elevate thinking. Power Point presentations combined with effective speaking tactics are a dynamic one-two punch in the lecture hall.

The future will remember non-predictions of the past as was the case with Jules Vern's novel conception of a facsimile machine several decades before its creation.

Ray Bradbury's Fahrenheit 451 and The Max Headroom Story will be 'novel' predictions of the future.

Moving forward, we will no longer look for 15 minutes of fame. No more New York minutes. On the web, things happen in seconds. Our future will soon become our past.

Perhaps the best we can hope for is that everybody will be somebody for 27 seconds. In a world of sound bites, images flashing before our eyes and action movies, the reality is that 27 seconds is an eternity on the net.

Capturing the attention of the generation of the 7th Millennium requires pictures, images, and attention-grabbing devices. PowerPoint is the solution. It is the salvation of tomorrow's classroom.

May we use Power Point Presentations wisely.

Learning Spanish - Part 9 - Learning Spanish Through Cultural Immersion

In my last article I talked a little bit about the benefits of learning about Spanish / Latin American culture and how it can help you with your Spanish language studies. I then went on to talk about my early experiences of trying to communicate in Spanish to the locals of Tijuana in Mexico. It was at this point that I realised that learning Spanish was probably going to take a lot longer and require more effort than I had previously anticipated!

In this article I want to talk about the benefits of learning Spanish through direct exposure with native Spanish speaking people. If you had to, you could probably learn the Spanish language without ever picking up a Spanish textbook! It might take a very very long time but eventually through direct contact and social interaction with other people who already speak the language it could be done. The basic human desire to communicate would prevail.

Learning Spanish through mimicking how someone else speaks the language will mean that you end up speaking Spanish in exactly the same way as they do! On the whole this might not be a bad thing but you don't want to pick up any bad language habits or speak in an incomprehensible accent. On the other hand you do want, to be able to understand what native Spanish speaking people are saying and you also want them, to be able to understand what you are saying! In this sense a little bit of mimicking is probably a good thing.

Not being understood is a common frustration that many students suffer when trying to communicate with native speakers of Spanish. A lot of the time the Spanish spoken may be 100% grammatically correct and yet people still do not seem to understand it. This may be because the Spanish is spoken in an accent that is completely foreign!

Trying to communicate to a native speaker of Spanish, wherever it might be in the world makes you realise just how important pronunciation is! Not only do you need to know new Spanish words, you must also make sure that you know how to pronounce them correctly. I mentioned in one of my early articles how important it is to routinely do this early on in your studies. Of course if you are in another country and people don't understand you, this will force you, and therefore train you, to speak clearly and correctly right from the start!

As I travelled through Mexico I really tried to speak to as many locals as I possibly could. Don't shy away from communication in Spanish just because you know it is going to be a struggle. The more practical experience you can gain from both speaking and listening the better.

My early conversations with people were only very basic ones. Mainly because if I attempted to show someone that my level of Spanish was better then it really was then I knew I would be shooting myself in the foot. If people think you can communicate well, then they are far less likely to make an effort to speak slowly and clearly. In the beginning this is exactly what you need people to do! 

Typical conversations that I would have with people were mostly about asking for things in a shop or restaurant, asking for directions to a place I wanted to visit or talking about journeys. Immersing myself in the country I was in meant I had to talk about these things just to survive. They were also the types of conversations that were short and not very complicated! I would prepare myself for the entire experience before hand. I knew exactly what I was going to say before saying it and I knew what types of answers I was likely to get from people.

A lot of the time I would deliberately ask people questions that I already knew the answers to, just to see if they would understand what I was saying and whether or not they would give me the answer that I was expecting. I would also ask the same question to lots of different people to see if they would reply in the same way. Then I would try and get the same information out of other people but I asking the same question in a slightly different way. The great thing about asking different types of questions is that you only have to alter them slightly to be able to adapt them to another completely different type of situation.

A lot of the time I didn't understand the answers to many of my questions but at least this gave me the opportunity to ask the person I was speaking to, to repeat what they had said. Even if I had understood what someone had said I would sometimes deliberately ask him or her to repeat it just for practice!

This type of practical exposure is a great way of getting yourself started. It not only gives you first hand practical speaking and listening experience but it also builds your confidence in preparation for more complicated conversations that you will have as time progresses. Exposing yourself to native Spanish speakers is also great because it shows you that the Spanish you are learning actually works. You can use it and people understand it. This acts as a great confidence booster and gives you added incentive to improve and better yourself.

In total I spent about a month in Mexico and after a while I was able to have very basic conversations with people. A lot of what I said to people was in broken Spanish however. At this point I wasn't really able to structure my sentences properly and I knew that I was saying things that were grammatically incorrect. One of my biggest problems was that I was trying to structure sentences in the same way that I would have structured them in English and a lot of the time it simply didn't work!

It was at this point that I decided it was time to get back to some serious studying. I needed to learn more about Spanish grammar. Being able to communicate in broken Spanish was a good start but I wanted to do much better! In my next article I want to talk about some of my experiences at a Spanish language school I went to in Antigua, Guatemala.
 

A Brief History of Creation

What is the loop of Creation? How is there something from nothing?

In spite of the fact that it is impossible to prove that anything exists beyond one's perception since any such proof would involve one's perception (I observed it, I heard it, I thought about it, I calculated it, and etc.), science deals with a so-called objective reality "out there," beyond one's perception professing to describe Nature objectively (as if there was a Nature or reality external to one's perception). The shocking impact of Matrix was precisely the valid possibility that what we believed to be reality was but our perception; however, this was presented through showing a real reality wherein the perceived reality was a computer simulation. Many who toy with the idea that perhaps, indeed, we are computer simulations, deviate towards questions, such as, who could create such software and what kind of hardware would be needed for such a feat. Although such questions assume that reality is our perception, they also axiomatically presuppose the existence of an objective deterministic world "out there" that nevertheless must be responsible for how we perceive our reality. This is a major mistake emphasizing technology and algorithms instead of trying to discover the nature of reality and the structure of creation. As will be shown in the following, the required paradigm shift from "perception is our reality fixed within an objective world," to "perception is reality without the need of an objective world 'out there,'" is provided by a dynamic logical structure. The Holophanic loop logic is responsible for a consistent and complete worldview that not only describes, but also creates whatever can be perceived or experienced.

Stating that it is impossible to prove the existence of anything beyond one's perception is not saying there is nothing beyond perception, only that if there is anything, then whatever that is, is indefinite. It could be argued that the existence of physical laws, the universal perception that the apple falls to the ground is proof of an objective reality. However, this universal agreement is also our perception. It could be argued that if we cannot decide what to perceive, and everybody perceives the same physical reality, then there must be some lawfulness that dictates how we perceive and therefore, this lawfulness could be external to our perception. However, this lawfulness, as we shall see later on, is the precise lawfulness that creates perception, the process of definition, which is not external to perception (this process creates the perceived and the perceiver, which then gives meaning to this process – a loop – but about that, later). It could be argued, that hitting our knee on the table – whether we believe in the table or not – will hurt. The table is external to our body, but not to our perception. What then is perception? It is relating, a process of definition, defining and thereby rendering meaningful what has been perceived.

What then is this process of definition? It is creating borders within which one's perception gains meaning. The word "definition" comes from the Latin de finire, meaning, making finite or limited. In Hebrew, definition is HAGDARA (הגדרה), meaning, to border. Any definition necessarily implies what the definition is not, or stated differently, to have meaning, whatever is defined explicitly includes the meaning by implicitly excluding everything else. Consequently, to define means to place the defined object within borders that by default create something beyond the borders of the definition. What is this something beyond the defined? The implicitly excluded everything else, or in other words, the indefinite. The paramount importance of incorporating the indefinite within a consistent logical structure cannot be overemphasized. The indefinite itself is a paradox, and incorporating it within the Holophanic logical structure engenders the loop of Creation where the dynamic structure of paradoxes is both the creative force of existence, and also the proof of the necessity of existence.

To better grasp the impetus of Creation, let's look at the indefinite and paradoxes. What does "indefinite" mean? Anything as long as it is not specified (not defined); anything that appears both within and beyond the borders of the definition and thereby rendering the border superfluous, which means, no border, no definition. If nevertheless we would attempt to define the notion "indefinite," then that's a paradox because if we succeed, then it is defined, which contradicts its meaning – its indefiniteness – and the word "indefinite" means that it cannot be defined. This is an example of a paradox, that in essence means, if it is what it is, then it is not what it is, yet if it is not what it is, then it is what it is. A paradox is a creature that consists of a structure (how it is defined, the dynamic process on its way to stabilization) that contradicts its significance (what it is, the stabilized entity). What characterizes a paradox is the motion between its structure and significance, where the structure implies that its significance contradicts its structure, and vice versa.

Another example of a paradox would be "wholeness." Wholeness (totality, infinite, boundless) can only be wholeness if we can find a way to define it so that it includes everything and there is nothing beyond it. However, if we define wholeness, then to have meaning, it must be bordered within the walls of the definition, which implies that there is something beyond this border, in which case it is not wholeness. Or in more formal language, wholeness is only wholeness if it is not wholeness, which is an inconsistency. If we are satisfied with that, then we have completed the definition of wholeness. However, if we try to include the beyond created by our earlier definition within the borders of our next attempt at defining wholeness, then we gain a new definition of wholeness, which by the sheer structure of the process of defining creates a new beyond. In this case, the process of defining wholeness will be consistent but incomplete, and wholeness will remain indefinite.

Contemplating the paradox of Creation, the ancient Egyptian myth of Creation springs to mind, the myth of the self-creating god, Amun (or Amon). Amun masturbated and swallowed his semen, after which he spit it out in the form of a ball, thereby impregnating his mother, the sky. And only then, was he born. Thus Amun was his own father. Those pious who discovered the illustrated version of this myth in Karnak covered up the erect phallus of Amun, and with it, this story of Creation was laid into obscurity. The Holophanic model of Creation could regard this Egyptian myth as Amun retromorphously creating himself. I have coined the word retromorphous to mean, defining in retrospect, turning non-being into the potential of whatever the observation is made from, or in other words, creating the past from the present, creating the source from its outcome, which is the basis of complexity in the context of the loop logic. That is, only after Amun was born can he give meaning to his mother, the potential from which he emanated and to the process that created him (as represented by masturbation and incest) whereby he was born. Of course, neither the sky nor the masturbating Amun have meaning until Creation takes place de facto and Amun emerges. I find this an enticing illustration of the basic paradox of existence.

So how can there be something from nothing? What is "nothing?" Nothing is what didn't turn into the potential of something. If there was something from nothing, then that nothing would have turned into the potential of something, because when we ask, how is there something from nothing, we ask this question from something, when something already exists. If we take a deeper look at "nothing," we'll discover that "nothing" is a paradox. Any definition is something, so if we defined "nothing," then it would become something, which contradicts its essence of being "nothing." Another way of looking at "nothing" would be by means of it being something that is meaningless. That is, "nothing" could be something that does not relate and that no thing or no one relates to. That is, if there was something totally alone in the universe, then that would be nothing, but it would be meaningless. If such existed, its existence would be external to our perception, and as such, this "nothing" would be indefinite.

We said that the indefinite could be anything, as long as it is not specified (not defined). However, if we nevertheless tried to define "nothing" (the indefinite), what would we get then? Since "nothing" is non-definable, it is transparent as the object of our inquiry. So when we attempt to define it, all we have is what we put into it, which is the process of definition. "Nothing" stayed nothing, we didn't define it, only made the process of definition explicit. "Nothing" gains meaning when we fail to define it; but having tried, we are left with a bonus, a something, which is our process of defining "nothing." Creation of something from nothing is not a function of defining something, but a function of attempting to define "nothing." And then, if that process of definition – which already is an existence – looks back at its origins, if this process of defining investigates into its own genesis, then what does it see? It sees itself. It sees the process of definition – self-reference.

If there is nothing external to perception, then this process of definition is the overall wholeness, the creator of meaning when it can relate to itself. However, to have meaning, the process of definition has to be defined; this definition would be a self-referential quasi-infinite and continuous process of establishing borders that create the indefinite beyond that establishes borders creating the indefinite beyond that establishes borders… which means, wholeness would continuously and forever fail to define itself while succeeding to define something – anything but itself.

Of course, both the totally defined and the totally indefinite are idealized notions that would be inconsistent with the Holophanic loop logic, nor can they be found in nature. The totally indefinite would be the total meaningless nothing, the kind of non-being that cannot be fathomed because if we would think about it, it would already be something. On the other hand, there can be no total definition either. I have used the term uncertainty of sameness to describe the logical impossibility of total definition. A defined entity can be said to have reached sameness - it is the same as itself - which means that it is, it exists as something definite, no matter which parameters defined it. However, no sooner does our object achieve sameness than the uncertainty of sameness raises its ugly head. Could it have been defined differently? Yes, of course. Could it have additional parameters? Yes, of course. Could it have been defined more precisely? Yes, of course. This uncertainty of sameness is the indefinite included in the definition, which is the result of including the tools of definition in the definition. Since 'a' can only be defined as 'a' with meaning if it implies 'not-a' (the indefinite beyond the borders of the definition), and since 'a' can only have meaning as 'a' because it is different from everything else (the everything else is the indefinite beyond the borders, which actually gives meaning to 'a'), the meaning of 'a' depends on 'not-a.'

When the meaning of something depends on the indefinite, on what our defined object is not, then this indefinite is necessarily included in the process of definition. This logical implication that perception of meaning is only possible if and only if the indefinite is included within the perception is the reason why the 19th century dream of a consistent and complete axiomatic system with only well defined (explicit) empty signs had to fail (see more about that in my article, The Loop Logic). In spite of the fact that logic is the fundament of algorithms and computer science, it had neither the aspiration nor the ability to be connected to the real world precisely because its propositions were so anemic regarding meaning. In the effort to exclude any hint of the indefinite, logical inference was confined to a binary type of world of true and false and lacking any correlation with life and experiencing. However, including the indefinite in the process of definition not only makes the loop logic the fundament of existence, but determines the necessity of existence. With the birth of Holophany, Heidegger's question, "Why is there anything at all, rather than nothing?" becomes irrelevant. When existence is relations, and relating is the act of perceiving, and perceiving is the process of definition, then existence is the overall lawfulness, the isomorphous lawfulness of the process of definition – the loop of Creation. What is being perceived, what is being stabilized, which significance is brought to the foreground from the amorphous background of the indefinite, depends on the non-linear rules of complex interactions. Thus the loop logic emphasizes the creation of essents rather than their interactions.

Is there a lawfulness responsible for any and every existence? An electron and a dog are very different creatures; so what invisible lawfulness is responsible for the existence of both? What kind of lawfulness would fulfill such demands? The answer is, isomorphism - the same logical inner structure in entirely different representations. Whether an electron, a dog or the weather, each could be a different realization of the same inner logical structure. Creation of anything is the creation of meaning, which is an act of definition. The act of definition attempting to define itself is consciousness. So consciousness, or the soul if you wish, is not some invisible copy of our body carrying our identity, but the lawfulness of Creation expressed as our individual qualitative essence. Of course, it has been endlessly stated that we are God, that we are parts of God, and similar phrases. This is true, but true in the sense that God is the lawfulness that unfolds Creation, and this lawfulness is inherent in all creation including the creatures therein. It could be argued, that a soul, a person is more than mere definitions and intellect. If this logic is the logic of anything and everything, then it should be able to delineate the logical structure of experience as well. Indeed.

Anything that has meaning has to be defined, which places it somewhere on the scale between the continuous and the discrete, between the indefinite and the definite. The indefinite, continuous, infinite tends in the direction of the meaningless, whereas the meaningful is at best imprecise. Experience is the process of attempting to define the indefinite. When we try to capture an experience in a description, we are actually defining our attempt at defining the indefinite. The experience is continuous whereas its description, the definition is discrete. Just as we can never define wholeness, we can never define experience. Any description, any definition, is by nature discrete, whereas the net experience is continuous. So when we have an experience or perception and we become aware of having that experience, then we give it meaning by defining what it is. By doing this we create a discrete replica of the experience, yet the experience remains continuous and non-definable, non-discretizable. Experience is connected to learning. The person encounters something new. How do we know that something is new? Because it is inconsistent with our system. So when we interact with it, we have to integrate it, to assimilate it into our system. If we met something that was not new to the system, then our system would recognize it as part of itself. When that recognition does not occur, the system is interacting with something new. That is the impact. The system adjusts to include the new – that is the change. One's selfhood is the path of changes following one's experiences.

Our knowledge of the experience – whatever it might be that we experience – makes it exist for us. We could say, one only experiences when one is aware of experiencing. How do we know that we are aware of experiencing something? By experiencing it, we experience the awareness of experiencing. In this sense, experience and awareness of the experience, experiencing the awareness of the experience, being aware of experiencing the awareness of the experience, etc. is an infinitely continuous chain, which is what defines what experience is (not the interpretation of a specific experience, but experience in its general sense). And that's the definition of experience: an infinite loop of the process of becoming aware.

When "nothing" is the limit of both the totally indefinite and the totally defined, then that's like a circle of going from something to nothing to something to nothing, etc. The 'going' here means perception. "Nothing" is only a notion that has meaning if it has been perceived, in fact, a paradox. If it really is "nothing," then it cannot be defined, and hence, it has no meaning. Yet if I relate to it, then it is something. So whenever I relate to "nothing," whenever I say, Creation of something from nothing, that "nothing" has meaning for me, and hence, it is significance - it is something just like any other something. That is, the structure of "nothing" is the same structure as that of something. Essentially, something from nothing is formation, not Creation, since nothing is also something. Then what is Creation? Creation is rather the creation of nothing from something, because Creation is the process of definition, and when we define, we create the indefinite beyond the definition, which at its limit is nothing, and only then can we have something from nothing… Oh yes, the loop. A true loop is only such if it contains its own source. If nothing can be proven to exist external to perception, then logic must be a loop, and existence is a logical necessity inferred by the loop.

Including the indefinite in the process of definition has far reaching consequences. It means that the tools of the definition are necessarily included in the definition. It means that meaning can only occur when there is both definition and also experience. It means that consciousness (whether it succeeds to define or not) must be part of science or any so-called objective endeavor. It means that any and all perception includes experience. The interaction with the indefinite, the experience, is what gives meaning to the defined. Perception, meaningful definition, can only occur in a highly flexible complex system that can learn and change. That's the difference between us and an electron, which only has fixed relations, and consequently, limited interactions. An electron always succeeds in defining, or it would be more correct to say, it can only interact with what it succeeds in defining. If it encounters the indefinite, it assumes a state of superposition.

Where is God in the loop of Creation? If we wanted to define God, the totality, we could not define God, because by the act of definition we would create the beyond, what is beyond God, which contradicts God's totality. Therefore, no definition of God would do justice to God, and every such definition would truncate God's wholeness. If God is indefinable, then God is indefinite. If God is indefinite, then I create God by the implication of the act of definition – any definition, because every definition creates the beyond, the indefinite beyond the borders of the definition. In that sense, this is consistent with the statement that I create God by my perception (definition). This does not say that I perceive God, but that my perception implies the existence of the indefinite (God). This means that if I perceive a dog, this perception implies the existence of God. If I perceive that I perceive, then that implies the existence of God. If I perceive dust, a table, an idea, whatever, then that implies the existence of God. If I experience, then that implies the existence of God. That's because any existence implies the existence of God. And that's because any existence is such if it relates or is related to, if it has meaning, if even partially it has been defined, which means, its mere definition implies the indefinite beyond the borders of the definition, it implies God, the indefinable. So one cannot directly perceive God (perhaps that is why it was stated in the Bible that no one could see God's face and live = exist – "no man shall see me and live…" – Exodus 33: 20), but only know about God by implication, which means, the implication of the indefinite – God – is what attributes meaning to any existence.

However, "God" does not equal "indefinite," but the process that implies the existence of the indefinite is what could be said to be God, since that's the process of Creation. This is the process of Creation that both creates something, existence, and also nothing, the indefinite. This is why this logic is a loop.
© Clara Szalai 

How To Schedule Your Homeschooling Day, And Have Time To Spare

When creating a homeschooling schedule, areas of instruction, student age, and family schedule should all be taken into consideration. These three things should be integrated to come up with a schedule that will benefit children and adults alike. There is no need, however, to redesign the wheel. Use tools available to you to come up with a schedule that meets your needs.

The first step in creating a homeschooling schedule is to develop a mission statement. Take a few hours to sit down, write and rewrite a statement of purpose for your homeschool. Consider these questions: what do you want your children to learn? What can you provide through homeschooling that your child cannot get through a regular education setting? What traits do you want to promote in your child? Writing a mission statement will guide your instruction and scheduling choices.

Once you have a mission statement, it is time to do some research. Collect information on the topics you plan to teach, and the developmental level of your child. The internet is a valuable tool for this type of research. To make things easier, you may want to refer to the teaching standards laid out by your state for the appropriate grade level. They have done the research for you. Use these standards compared to your mission statement to add and delete topics that you would like to be a part of your curriculum. For example, if religion is something you feel strongly about, you might add that topic of study to your states standards. Or you might incorporate it into already existing standards such as, teaching about people who have made a difference, or use religious works as part of a cultural study or reading material.

With a mission statement and instructional content, you can now begin to schedule your instructional week. With a weekly calendar in front of you, first set down meal, snack and nap times appropriate for your child and/family. Next add in regular necessary family activities, such as weekly trips to the grocery store, sports practice, or church commitments. Keep in mind that these activities can be tied into current studies and become part of the learning environment. Decide how many hours a day you wish to devote to instruction, and what time is reasonable to begin each day. Finally divide the time between subjects. It is generally accepted that at least 2-2 ½ hours a day should be devoted to language arts (reading, writing, grammar, spelling, listening and speaking). Another hour should be spent focusing on math. The rest of your time should be divided among your other areas of study. Some people prefer to hit every subject for a short time every day, but most hit each area of study for a longer period only once a week. For example, Monday – science, Tuesday – social study, Wednesday – religious studies, Thursday – art and music, Friday – community service 

The last key piece in your homeschool schedule is physical activity. While some choose to treat this as any other content area, and designate an hour or two each week to play sports, we highly recommend that you take time each day to address it. Incorporating short spurts of physical activity into breaks throughout the day will reenergize students and allow them to focus more on their studies. Additionally, spending 30 minutes of focused physical activity with your child each day will model and promote healthy behavior that will last a life time.
 

Ancient Astronauts and Contemporary Skepticism

Over the course of the past year, I closely assisted a colleague in writing a series of ten articles covering diverse aspects of my ancient astronaut theory. All ten of those articles circulated widely around the globe and view counters on many sites indicated plentiful readership, but feedback to me, or to her, from anywhere, was non-existent. There was neither criticism nor acclaim from anyone. Just silence. I was starting to think that perhaps no one in world wants to take ancient astronauts seriously.

In an attempt to make some progress, I decided to pay sixty dollars for a review of my ancient astronaut website. Of course, this was to be a review by skeptics; a review by New Age believers would be worthless. Their blog's description was "critical reviews of paranormal claims on the Internet." The intermediary granted them five days to perform their review but that has long since come and gone, and not a word from them. My website presents a vast amount of evidence and, in truth, I could not expect anyone to produce a good critical review in just five days. No one, including myself, would want to see quickly prepared and frivolous arguments, else I would make them look ridiculous in my counter arguments. Moreover, some of my evidence comes from Spanish-language sources and, to start, they would need time to verify that none of it is a hoax. They are welcome to all the time they need.

What to expect from this blog is uncertain. There are skeptics who are as narrow-minded in their thinking as their New Age counterparts, and then again, there are skeptics, like me, who objectively evaluate the evidence to arrive at the truth. Was there a real ancient astronaut? To help the skeptics answer that question, I will give them some ideas on how to refute my theories. Here, solely for space considerations, I will concentrate on the archaeological evidence, leaving aside ideas on how to refute the cryptology and theology evidence for another day.

My website reproduces engravings from the Tiwanaku civilization in Bolivia. One of those engravings depicts the alleged ancient astronaut as an aquatic with a three-pronged tail, with each of the three prongs ending in a pod. How do the skeptics refute that? Easy. They simply need to demonstrate that the shape of those pods resembles some form of animal or plant life to be found in that region. In other words, they need to find a terrestrial source for those engravings, otherwise my extraterrestrial arguments remain unharmed.

The timing of the Tiwanaku sky-god drawings coincides with the timing of the Nazca Lines in Peru, so the ancient astronaut of both places has to be one and the same. For Nazca, the skeptics will find many ready-made arguments, but I consider all of them weak. The mentality of the people of Nazca cannot be assumed to be unique in human history. It has to be demonstrated that people elsewhere also believed that the sun, moon, or sky-spirits had physical eyes that could observe ground drawings. Alternatively, it has to be demonstrated that the people of Nazca worshipped birds, believing them to have cognitive intelligence.

The recorded engravings on the cosmological Sun Disk, alleged alien artifact, may prove to be the biggest challenge for the skeptics. How are we to believe that the Andeans of the early sixteenth century 

a) knew that the Earth was round, 

b) knew that it was possible to orbit the Earth, 

c) knew that sunlight striking the moon could reflect back to strike a spaceship, 

d) knew that the dark clouds along the Milky Way contained stars within, and 

e) knew that water formed the basis of plant and animal evolution? Here the skeptics would need to find parallels in the history of western civilization. I look forward to their response. 

Reprogram Your Mind to Be a More Confident Learner

If you want to become a good student, it's important to have confidence in yourself as a learner. It's important to believe that you actually like learning, and that you really enjoy the topic you are studying.

When you picture yourself learning poorly, you program your mind for more learning failures. This is what you expect, so it becomes more likely that you will achieve it.

What should you do if you don't actually have confidence in yourself as a learner, or if you are convinced that you'll never understand the topic you are studying? Fortunately you can learn to change your opinion of yourself and what you are learning by a technique called visualization.

Successful visualization essentially means that you are able to pretend to yourself that you are already performing successfully the skill you want to learn.

To change your messages to yourself about what kind of student you are, you will have to change your inner movie of yourself as a learner, and substitute new messages for yourself saying that learning is easy and fun for you.

Your mind more easily absorbs positive messages when you are in a deeply relaxed state of body and mind. To achieve this state, sit or lie comfortably in a quiet place where you will not be disturbed. Notice your breathing.

Relax your body and focus your attention on your breath. Start to breathe freely and deeply, in a relaxed manner. You can also use different meditation techniques to get your mind into a more relaxed state where it will be easier to accept a new, positive message.

Take a few messages to picture yourself as a learner. Take note of what you see in your mind.

When visualizing, some people see still images, as in a photograph, while others see live action all around them. For some people, the images are two-dimensional and faint, while for others, the images are three dimensional and solid. For different people the images may appear as black and white, transparent, or colored.

Your visualization may seem to unfold on a screen like a movie, or you may see yourself acting in a play on stage with seemingly real people. You may be watching an image of yourself in action, or you may feel as if you are actually inside your own body, looking out through your eyes, watching the action around you and participating in it.

If you are visualizing either past or future scenarios in a way that drains away your self- confidence, you can use special techniques derived from Neuro-Linguistic Programming that will lessen their hold on you.

Are your visualizations of yourself positive or negative? 

When a negative scenario plays itself out in your mind, notice how it appears. Does the scene appear in black and white, or is it in color? Is it near or far? Does it seem to be on a screen, or is it three dimensional? Are there voices? Are they threatening? Humiliating? How do you appear in the scene--are you large, or small? Do you seem powerful? Or weak?

Once you are familiar with the details of your negative imaginings, become the director of your own inner movie. If you are seeing a negative experience in color, change it to black and white, or make it transparent. If the negative image is close, make it go far away.

If the negative image is three-dimensional, make it two-dimensional. If there are voices you don't want to hear, make them quiet, or turn them into funny cartoon voices that sound silly.

Play circus music in the background to drown out the words of people you don't want to hear. If other people in your scenes seem very threatening to you, shrink them in size or make them into cartoon characters. Imagine yourself growing very, very large and solid, much bigger than the people who have been putting you down.

If you have been reliving an unpleasant scene as if you are actually participating in it with the action all around you, change it so it takes place on a screen that you are viewing from a distance. That way it will have less emotional impact on you. Bleach out the colors, or turn them to black and white. Turn down the sound. Then make the screen smaller and mentally whoosh it away.

Now, replace the visualizations that you don't want with visualizations that you do want. Imagine scenes of yourself being happy, relaxed and confident. See yourself learning easily, understanding deeply, getting excellent marks on your tests.

Strongly feel within yourself the satisfaction, confidence, and pride you would have. See it, feel it, right now, in the present, as a part of you. Feel that you really understand the subject matter and that you absolutely love learning more about it. Pretend to yourself that it is one of your favorite subjects to learn about.

When you have imagined yourself in a scene that fills you with positive confidence, you can view it on a screen, or imagine yourself right in the middle of the scene, taking place all around you. Intensify the colors, and your positive feelings.

Anytime you have a few minutes, recreate these positive imagined scenes. Do this as many times a day as you can, until you always think of yourself as a smart, capable learner.
 

The Lowdown On Earning Your BSN Online

Earning a BSN online is one way to advance in one's career. Many colleges offer online programs to those who are interested in pursing academic interests without upsetting their day to day lives. For nurses who work long hours and work different shifts, an online program is the answer for those who want to pursue a BSN. These programs usually take a year and a half to complete depending on how many credits a student can take per semester. Most students take twelve or more credits per semester, the minimum being nine credits. This flexible schedule allows nurses to continue working while going to school.

There are many reasons why a nurse would want to go back to school. Earning a BSN online can help them get a better paying job, a promotion at their current job, or help them find new areas in nursing they would like to pursue. There are many exciting new areas in nursing that people are interested in. These areas are also in need of qualified nurses. Careers in home health care, care planning, and forensic nursing are just a few of the positions available. Nurses with the latest training are going to be more in demand in the future. Finding the right career in nursing will be easy as long as a person has the right credentials and education.

Online programs are a growing trend in specialized fields like nursing. Earning a BSN online requires the same amount of work that is expected in a traditional classroom setting, but can be spread out over more time. This gives the student a chance to study when they want to and still have time to spend with family, or at work. The convenience of online learning appeals to many people who are looking to broaden their work horizons.

article by: readbud

When the Morning Dawns

The following article covers a topic that has recently moved to center stage--at least it seems that way. If you've been thinking you need to know more about unconditional love, here's your opportunity.

When darkness turns to day, the sun moves over the horizon and touches everything in sight. This movement across the landscape brightens everything. Such an illumination awakens us all. We rise with energy moving in and through us allowing us to create a new day. A day unique from all the rest and creatively woven into our soul.

This is the landscape of our soul. As you can see, nature has a way of showing us just how powerful we are. The same power that created the moon and the stars and the movement of all space and time lies within the human heart. It is the heart of creation itself, and perhaps, the heart of our Creator.

Human beings are fortunate to be able to be aware of our awareness. This awareness gives us an opportunity to reflect on our soul and find blessing in being alive. Our consciousness of a creative force inside us guiding us into this world, through it, and eventually to our eternal home allows us to fulfill a purpose on this earth.

Such a purpose is beyond our own ability to really know. Yet, we can open our heart enough to allow our purpose to find us. This is done by recognizing that the things in life that really matter ARE the things in life that isn't matter. 

Yes, it is our soul's longing to fulfill the purpose for which we came to earth for. No one really knows how a baby is conceived totally. Science and human understanding still hasn't been able to fully comprehend such a force of nature. We can only embrace what is beyond us and find a way to bring into being forces of nature such as a tiny child.

When a child is born, we are in awe. The miracle of birth creates something inside us all. It is the remembrance that life does not come from us. Instead, life comes through us. As such, we are living in a dream come true. All of us are probably living our soul's purpose more than we know, and even, can know. It is the mystery of all mysteries.

This does not explain why some of us find peace and other's find pain. But, such a philosophy will enable us all to find grace in knowing our lives create in our world facets of ourselves we all are a part of. An understanding of such grace gives every one of us a chance to find mercy and grace and the same unconditional love we came into the world with when we were born.

Samuel Oliver, author of, "What the Dying Teach Us: Lessons on Living"
For more on this author; http://www.soulandspirit.org
 

How To Get Parents Involved With School Activities

Research has repeatedly shown that children succeed academically, socially and emotionally and become more well-rounded and balanced individuals if their parents are involved in their education and school activities. Getting involved also sends the message to children that parents are genuinely interested in their education, and that going to school is a positive, valuable cause.

But many parents don't seem to show much interest in this cause when they aren't participators in their children's school activities. They often say they don't have the time or energy or that they feel uncomfortable in their children's schools. Other parents just seem to be confused about their options and how they can participate, or are just lacking the right information.

So how can schools get parents involved with school activities?

Communication is the key. A major reason for lack of parental involvement is lack of clear, straightforward and helpful information. Schools and teachers need to make contact with parents-in person, on the phone, through e-mail and websites, through letters and notes sent home, through newsletters. Teachers need to talk to parents in a basic manner without adding "educational jargon" and ensure parents have regular access to readable information about their children's school activities-both in and out of the classroom.

Parents want to know what their children are learning, what school activities they are involved in, how they as parents can specifically be involved with their children's education and school activities, how they can approach teachers and how they can help their children at home.

Providing this information regularly, consistently and in various formats will help bridge the gap between schools lacking parental involvement and parents not being involved in the schools.

Accommodation and inclusion is another strategy for getting parents involved in school activities. Parents need to know that schools are sensitive to their needs, lifestyles and demands. Teachers should try and work around parents' work schedules for school activities, meetings and conferences, and also work around cultural or language barriers. Schools should make it easy, too, by letting parents know that involvement doesn't have to be an all-consuming, complicated process. 

Another way to be accommodating is to invite parents to act as partners in the school decision-making process. They should regularly ask for parents' concerns and suggestions, and then deal with them accordingly. If schools want parents to come to school meetings, they could first of all provide a survey asking what dates and times are the most suitable, provide child care for younger siblings, and a "parental platform" during the meeting where parents are given the opportunity to speak, make suggestions and ask questions.

Be resourceful. Finally, schools should provide resources for parents who want to learn more and become more involved in their children's school activities and education. Offer parent education classes. Create a parenting resource center at the school with informational material such as brochures, articles, magazines, tips, textbooks, videos and CDs or tapes. Develop a school website with a section for parents. Set up sessions or workshops at the school on issues like single parenting, helping with homework, improving grades and study skills, child care, raising teenagers, drug and sexual awareness, etc. Send "goodie bags" home filled with activities parents can do with their children.

The opportunities are endless, and if schools and teachers are truly committed to the cause of parental involvement in education and school activities, then they can get parents on board as well. 

article by: readbud

  

The Latest Adult Movies On Demand

Pornographic films otherwise known as porno films are popular, sexually explicit materials usually depicting scenes where adults are engaging in intercourse. Adult movies on demand are becoming more popular and available, and are also referred to as adult vod or pay per view porn. While these films might be for couples to enjoy together prior to their own sexual relations, adult movies on demand and adult vod in general is popular for masturbation purposes. For example if one does not have a mate, tuning into a film and pretending you are the giver or taker, or closing ones eyes and listening to screams from the dirty mouth of a porn actress, can do just the job for someone seeking to create their own half imagined wild experience.

Digital cameras and video technology have made it quite easy for couples to become adult video on demand stars in their own twisted Hollywood of broken wet dreams. Couples, even groups of people have gotten quite adventurous with their scenarios and role play, and it is all made available given technologys smooth strokes in the right digital direction. Perhaps couples have always been this kinky but with the emergence of web cameras and advanced digital devices, pay per view porn is available in many categories, tickling different folks fancies and sustaining the adult movie on demand industry. 

One of the most scandalous pornographic genres might include voyeur or outdoor porn, where couple are in public places having intercourse. Although sex outdoors can be attributed to the survival of the human race, in this day and age it is socially unacceptable. This sort of risk taking appeals to many sex thrill seeking types and generally can make a person, couple or even groups of people cum that much harder. Not to mention the Jim or Jane Doe at home viewing that particular adult movie video on demand episode.

Since getting laid can be a time consuming process that does not end happily in every case, adult movies on demand appeal to the man or woman just looking for that hot release of pent up tension. With the adult vod websites, having an orgasm is as simple as clicking your mouse, unless of course your mouse or other pieces are not working properly. It is always advised that if technical difficulties are taking place to contact your adult vod provider, or if over masturbatory use is causing any physical issues to consult a physician. It is never advised to use sexually enhancing drugs without a prescription from your doctor, whether using in sexual intercourse or on a solo basis for pay per view porn viewing. 

article by: readbud