When Things Get Tough, Blossom through a Flexible, Creative Mindset

 

In an overly difficult world we now live in, we need to move forward with empathy and understanding for each other, blooming with a flexible mindset. Tough times, like a pandemic, can overwhelm, even painfully gripping, the most devoted, talented parent/educator with student instructional demands that should reveal positive improvement outcomes.

Having taught many puppetry workshops in the Kansas City area, it became my open door to the creativity process. You might consider applying creative puppetry to your classes as a learning tool. There are many online examples and options.

Accessing your own talents is your open doorway to connecting with learners positively, happily, and reach self-actualization in the process. But, you might ask – how can I do this? It does take time and patience, but I can relate my unusual story, as an example of making worthy progress in bettering lives.

Creating and Realizing Your Inner Mindset

A mindset takes inner resolve of taking action through mental planning. Many teachers and parents feel they have enough to do with student/classroom management without trying to figure out new, creative activities, or wade through the best online applications for every subject. It simply is not their bag when their hands are full enough. There can be simply too many hourly demands. Now, you can decide to expand your mind to energize your own inner resolution that will give you endless hope joy, and peace of mind.

Jump Into Action Tips

1. Spring your own ideas from inspiring, moving, reading/media material.

2. Follow your own inner intuition, rather than including outside influences, to create your personalized mindset. Agreeing with others’ comments, opinions, or criticisms will affect your own creative process. Competing derails your own originality.

3. Use trial and error. Experiment, and then adjust as needed on following days. Have fun with different variations. Make it your own game plan.

4. Build and elevate. Subsequently, your creativity will build more and more, bit by bit, just like mine did into a crescendo, for a new, fluid, mindset.

How Did I Develop a Creative Mindset?     

As a first year teacher, I had a forward looking, enthusiastic, mindset graduating from college early, ready to teach, and create a positive, happy, day for eager learners. Taking a second grade position, with a wide variety of disabilities in my own generational background, I knew that I wanted to address each child independently with as much undivided time and attention as I could possibly muster. Subsequently, I soon had five individual reading groups at different levels for several years in the teaching profession.

For my student teaching practicums, I had understudied with an amazingly creative veteran first grade teacher who taught through poetry. Then, I also did practice teaching the following semester with a traditional, second grade veteran. I hated every minute of it, and decided then and there I would apply art and science methodologies that included music, drama, story- telling, and poetry that I was highly proficient in. The days would brighten. But, I was not certain how I would do it, as diverting from “old school” teaching methods was not the norm.

Accessing my music-speech-drama-science-literature studies background, I began designing special activities to encompass a large variety of learning levels and abilities. Nonetheless, I soon found myself with a school principal that welcomed creativity in a progressive school district. Students applied reading, spelling, language and math learning into writing poetry, songs and dramatic plays. This progressed to combining all subject matter into one dramatic musical episode for parents, teachers, and admin. Soon, I became recognized for giving end-of-semester auditorium performances.

As a family also enjoying books, poetry, music, and science, we soon created a charming puppet play with a home-made stage and hand puppets, for a summer church school event.

An enthusiastic church troupe formed, and we toured nursing homes, facilities for those with special needs, and offered public grade school musical events. Elderly, disabled, patrons often waited an hour in anticipation of our amusing “Teddy Bears’ Picnic” puppet show. 

Meeting a Wood-Carving Puppeteer Strapped in Performance History

While touring with the clever “The Teddy Bear’s Picnic”, I was asked if I had met the local puppeteer, Foy Brown, whose livelihood was a fireman who carved ventriloquist puppets in off moments. He had grown up with a father who traveled nationally to the New York stage, as an entertainer and wood carver at the turn of the 20^th century.

Foy Brown lived near our high school.  Enchanted with this history, I purchased the first two puppets. Enjoying his ongoing carving process, I made another upcoming purchase, “Professor Do Little Higgins”.

Foy introduced me to another nationally recognized, vaudeville/Hollywood stage performer, Lucile Elmore, who sold Lily La Teur to me. This created the puppet ensemble necessary to create our “Voco Poco Puppets” advertising productions.

Foy’s and her enthusiasm had become contagious for my family of three children who wrote the scripts, created costumes, lighting, and set designs, as done earlier. We now had three large ventriloquist wooden puppets that sang and had silly, comeuppance story lines, accompanied by my 12-year old son playing the electric piano. Soon, we found ourselves as a big show stopper with advertising demands for the then trendy shopping malls and department stores, for every holiday imaginable.

We gathered large crowds of hundreds enjoying our unique ventriloquist puppets. Noticing that the puppets caught fixated attention, I began wondering if they might be good role models for my teaching with special needs children, as a learning disability teacher.

Lucile attended our productions and was enthralled with our family show.  I enjoyed her ventriloquism lessons with my ongoing vocal studies. When she passed away, I sat behind her attorney at her funeral. He was with a little ventriloquist wooden, Hollywood studio-made puppet, a red-haired, little boy, stage-named Butch O’Malley. Surprisingly, she had bequeathed me Butch, of her early Hollywood 1930s, stage show tours.

When the attorney presented Butch, he announced, “Lucille knew you would do something important with him, and would prevent his storage in a box lost in a museum (that did happen with many of the early puppeteer performers’ stage puppets, props). I was not only astounded, but deeply touched. 

My classroom teaching segwayed into research projects with small, homogonous, group instruction in a home studio. This created my own research and content development company, Mem-ExSpan, Inc. The cognitive skills research and practice work indicated that the lessons required filming for scalable, sustainable, expansion. The Voco Poco Puppets family team created the initial home-filmed lesson segments for test site application, decades ago. Updated filming became paramount, now a reality.

Thirteen national test sites were set up through research and low cost availability. In-depth individualized, standardized cognitive and academic assessments formed remarkably large data pools. This in-depth assessment, evaluations, and data analyses for a wide wage of ages and demographic groups explained the extraordinary, novel methodology. Participants were pleased as they obtained unusual, yet visibly apparent, assessment and outcome results in a short period of time at low cost. Thousands benefited and blossomed.

Throughout this endeavor, I remained in scholarly class work at the University of Kansas, a nearby campus.  Applied research in a variety of settings, was my noteworthy, enwrapped focus.  Testing company executives, the Educational Testing Service (ETS) in Princeton, NJ, and professors, doctoral students, from five different universities joined and worked on the pre-digital data outcomes. I wrote scientific articles that were submitted to journals, juried, published, and eventually received awards as landmark research having completed 5 longitudinal research reports.

This is my story, as to how a flexible mind set created inspirational, lasting, teaching methods, now completed. Never give up. Give it a try and see. What will your self- empowerment story be?

"Cracking Math and Science"

Why Students May Not Perform Well in Science and Math

Unfortunately, there is a reason learners may not progress in science and math as expected. Many do not have enough underlying memory capacity to learn the varied sequential information and then apply it logically.

Furthermore, assuming this, students are unable to understand and follow procedural instructions basic to conceptualizing mathematical and scientific information.

Why is this?

Numerical arithmetic is taught in grades one to three, and there is a major shift in the curriculum in grade four. Right-brain spatial numbers shift into left-brain sequencing with advanced concepts. National test scores show that math scores, including advanced concepts, drop off  beginning in grade four.

Understanding science requires not only doing simple experiments and reading scientific stories out of textbooks, but requires procedural, stepwise learning.

Procedural learning requires the mastery of learning step-wise procedures. Following directions is usually taught with simple question and answer digital question/answer assignments taught by animated characters that may speak and move too quickly for the necessary absorption needed.

Why do we fall behind other foreign countries -- how can these children encode-decode information while ours do not? Perhaps their students have more musical training and learn foreign languages that train auditory (listening) memory, critically needed for learning technical sequences.

What is missing?

Students may be unable to listen to complex instructions (teachers spend hours daily repeating directions continuously). Subsequently, students work in teams where one member does the application "thinking" and fills out the required responses on devices. Others work in small tutorial groups with simple assignments that can be below grade level work. These students may then "fall through the cracks" with their math instruction and output.

Every student processes information differently, with different learning styles and capacities. The missing link is teaching students how to encode and decode sequential information with "mental toughess training", and expand their visual and listening memories an underlying requirement for conceptualizing formulas and mathematical equations.

Yet, teachers do recognize each child's proficiency level in math and science. Unfortunately, completion demands may be placed upon students who naturally lack the necessary "brain-power" to sequence and code math and science instructions.

Yet, we need to understand and expand our technological capacities with performing students in science and math.

Parents can now help fill in this gap - the missing link. There soon will be more parent "how to" information readily accessible through digital learning. Applications will be pleasurable, scientifically tested, and learning will be fast.

The ability to encode/decode sequential information will be taught through specific, scientifically tested training regimens. It might be something for all of us to consider. Let's look to future, innovative possibilities to foster advanced learning in science and math.

How To Be Your Child's Learning Advocate

What You Can Do Now To Save Headaches Later 

Keep your child enrolled in high school and on the right curriculum path that includes state guidelines. If college is not your aim, focus on obtaining fundamental work skills, so they can be self-supporting.

Focus on a college and/or trade school preparatory coursework in junior high school, especially in English, math, and science.

Follow your child's grade school math, reading, and language skills carefully. They will become the basis for more advanced learning in junior and senior high school, and college.

Grades at all school levels are often inflated, and this camouflage can fool you into false complacency. Future catastrophic career blocks may occur with a lack of performance and achievement in high school and college.

Watch for lost learning experiences that can impede high school, college and career success. Language and math courses are sequential and progressive.

Skills not mastered in the 3rd through 7th grades result in missing links in the student's progressive learning chain.

Differentiated Learning is the new trend. Ask if your child has been placed in an ability level class and which differentiated level he/she is in. Some ability groupings are positive ways of effective classroom instruction, as students are at the same learning pace. Once in middle school or junior high, students may be placed in English and math classes according to their demonstrated ability.

Preparing for a Higher Education or Job Placement

Those who decide to work at semi-skilled labor in industry need the mental abilities to follow sequences of procedures.

These jobs require that a person be able to read manuals, do mathematical calculations and remember details crucial to job success. Students should learn visual sequencing through support computer programs designed for this purpose.

Competency in language, reading, math, and science is essential for entering college curriculums or obtaining skilled jobs to become self-supporting.

Mastering these subject areas is crucial for those who desire gaining admittance to out-of-state or private schools. Many college fields require several hours of foreign language, science, and math. Often, they require a "B" average for admittance into a major field concentration. Therefore, these foundations must be mastered in earlier grades.

Many college-bound students arrive on campus functioning at junior high school levels in basics such as English and math.This creates a problem as college instruction is faster paced than high school and demands more independent work.Classes start at high functioning levels, leaving no time to "catch up".

As a result, when freshman students are required to take basic math or English courses that they should have mastered in high school, typically, more than 60% can receive a "C" average or lower. For example, remedial math courses in 4-year colleges have increased by 75%.

Remedial college classes are the most highly endowed by the federal government. Parents are then forced to pay extra years of college tuition, which can run $18,000 -$60,000. per year to learn the basic courses that should have been mastered in earlier grades at a lower cost, if any.

If You Don't Prepare Early: There Will be Strain on Both Students and Parents

The consequences of being poorly prepared and getting off to a poor start on the job or in college profoundly affect students and parents alike. Let's consider:

A poorly prepared student may be forced to drop out of high school or college. Plans and goals are reoriented to accept a lesser job or career working for a lower wage.

It is difficult to live on a low wage, which precipitates not only personal hardships but creates social dilemmas.

A struggling student may take a minimum college course load and require extra semesters of work to graduate, achieving only a modest grade point average.

If admittance is not obtained in a desired field, alternative fields must be considered. Often the easily accessible majors or career schools have saturated field entry in which job competition is fierce.

Some students take minimal course loads in order to ease study pressure, and many need five to six years to graduate. This extended luxury costs $18,000 to $60,000 per extra year in tuition costs alone.

Increasing numbers of young people in their 20s are living at home or under the parent umbrella. More parents than ever are subsidizing their young adult offspring, still hoping for miracles. Unfortunately, they request "study skills", search for costly tutoring programs, and the dilemma lies within personal information processing deficiencies. Tensions at home direct that the student reside in their own apartment, which is additional family cost.

Your Personal Involvement Checklist

Education will be a priority in our home. I will research online resources. Parent information portals exist, like our 501 c 3 nonprofit Innovative Learning Stratagems, Inc. http://www.edstretch.com, and offer many low- cost, affordable directions for assistance.

I will observe my child's speaking, reading, handwriting, and spelling abilities, beginning at age six. If there is any difficulty, I will have him/her tested by a qualified professional. Add-itude magazine offers a free download Learning Disability checklist, and a form letter a parent can write requesting a referral for school special services assistance.  Free Download Learning Disability Checklist

I will carefully follow nationally standardized tests given by my school district, and will look at the percentiles and understand where my child fits into the total picture.

I will communicate with my child's teacher if I have questions.

I will meet with the guidance counselor to see which academic path my child has been placed.

I will review my child's cumulative folder for negative notations.

I will investigate whether my child qualifies to take higher levels of math, science, and English.

If I have any concerns about his educational progress with the basics, I will seek professional cognitive skills testing either by the school or by private professionals.

I am aware that in many cases grades can be inflated, and that my child may not be an A or B student as described by his teacher. Those who receive failing grades receive such for incomplete or missing assignments, not for how well they are completed.

I will make sure homework is not only monitored, but completed and turned in on time with the schools' dashboard of assignments.

I will monitor and limit TV viewing, the Internet, computer video games, and focus on applying quality reading materials.

I will visit my child's school at least twice a year, especially on Parent's Night plus other activities.

By observing and following these procedures, you will save yourself from having life-long financial support of your child and double the expenses spent along the way. These suggestions will make your life less hectic and stressful for all the members of your family.

Mastering Sequential Learning

Why Instruct Step-Wise Learning? Although the average person does not understand how sequencing memory works, parents and teachers are beginning to recognize the critical necessity for teaching visual and listening sequential memory as a separate supplemental instructional piece, as it is so integral to academic learning proficiency.

Now, students at all learning levels can be trained to optimum achievement levels with powerful learning solution outcomes.

Not only is serial learning critically fundamental to all technical and skilled trade operations, but it is at the root of all academic and athletic learning – reading, writing, spelling, mathematical equations, learning foreign languages, communicating through written composition, athletic plays, musical compositions, recipes, including operational procedures.

Every movement in your day is a series of orchestrated steps. The faster you can sequence, the more organized you are, and get more accomplished.

Creating adequate working memory resolves often unidentified learning problems. Schools have not overly taught memory organization as an independent course. Not only have there been few available programs, but they have not fit into traditional educational curricula as adaptive learning instruction.

For years, textbook companies did not have a niche for this type of training, and curriculum's absorbed this concept necessity within the routine teaching of math equations or reading comprehension exercises.

Technically speaking, step-wise learning is called visual and listening (auditory) sequential working memory training. Much research was conducted in the 1960s and 1970s in this arena, but few training programs existed, and even today, very few academic or professional programs teach sequencing and coding operations as auxiliary “How To” course.

Now, various supplemental academic learning options abound with digital, online learning, but the question is how to find as an academic companion, like a sequencing training program with evidenced validity. It becomes a question of sorting out options.

Online working memory courses offer teaching visual figural memory matching, and with few
sequencing operations (as in algebraic equations). Two-dimensional cartoon characters lead the way through rapid pacing activities, which actions may be difficult to follow. Video games develop fast visual processing speed, and leave operational logic devices up to the player. Serial operations, or step-wise learning, that instructs formal chunking and coding “How To’s” are not systematically taught.

Now that we have touch screens, we are relegated to visual figural, tactile learning, through tapping interfaces. We are not offered listening/auditory serial processing that is critical as a gateway into our technical world.

It should also be pointed out that any supplemental, accelerated training should not be considered “remedial”. Since listening and visual sequential memory creates conceptualization or the integration of information, parents should step forward to ensure that their youngsters have this necessary foundation to excel in academics at any level.

As a classroom teacher, recognizing the critical need, I researched and developed a training system to optimize fast sequential or operational learning. As the root of all technical operations, it had definite instructional merit.

As a result, my graduates have since risen to top administrative/executive/official levels with the ability to make fast and decisive decisions. Serial training is not only administratively beneficial, but it adds personal power, as it opens access to logic, reasoning, and problem solving, not to mention creating optimized school and workplace efficiency.

For example, recently, an electronics store’s sales clerk inadvertently gave me incorrect operational sequences, leaving out two steps, when programming a newly purchased television remote. Of course, the remote did not operate. Unabashed, I referenced the manual (which most of us are reluctant to do), and noticed that steps were verbally inaccurately transmitted to me. This results in a loss of time, not to  mention the ensuing frustration receiving inaccurate instructions.

To resolve these daily ineptitude issues, schools will emphasize the teaching of reading comprehension, or deep understanding and retention of classroom assignments. There will be alternative forms of practice recitation to create deep learning. Work process flow states will be introduced, and speed of careless input work will be deemphasized.

Professional educator development will be instrumental in learning these new training procedures and processes. The school culture will become one led to continuous personalized student improvement. Now students will move into secondary school levels optimizing their ability to follow directions, compute, read, write, and communicate effectively. All, of which, have the basis of serial learning.

Questions for consideration: Does your student listen, remember, and follow oral directions and/or procedures easily? Can they spell words correctly? Can they complete serial answers clearly? Are mathematical step-wise procedures easily understood and followed without missing steps? Technical operations will not operate correctly if a step is omitted, removed, or out of proper sequence.

Our nonprofit organization, Innovative Learning Stratagems, Inc. offers an information portal
www.edstretch.com to ease parents’ search for applicable online resources. As a result, parents will become more involved and supervise online learning sessions at home, where their child is not lost in a classroom quantum of multiple, asynchronous activities. Students will have their school computerized dashboard transferred to homework assignments. Supplemental online supplemental help – will be utilized and applied at optimum levels.

Theatrical Puppetry Exercises with Musical Choral Speech Serve as a Tool to Enhance Memory and Learning Proficiency

Today, there are many brain exercise programs online that expect the client to have the motivation and interest to stay focused with an often tedious program. Many are random visual figure exercises to learn a series of images. The various types of visual and listening memory are not over-viewed, and, what is presented are visual memory exercises that are difficult to complete.

What is obviously missing from this paradigm is the crucial "listening-auditory memory" facet. Researchers have long written that auditory memory must couple with visual memory for the learner to understand or comprehend new information. Auditory/listening memory exercises must accompany the visual ones, and obtain effective results in the process. This challenge becomes a complex measurement and evaluation process to discover what is effective and works with all learning levels and capabilities. Following years of test-train-testing iterations, puppets were found to be an engaging, differentiating tool.

Yet, it can not be “any puppet, with any instructional purpose, or with any filmed procedure”, but should have a specific rationale and lesson objective in mind. Students are taught how to interface, react, and engage effectively.

To teach rapid auditory-visual memory, and to make the training palatable and exciting, I engaged a family of historical vaudevillian ventriloquist puppets that taught sequential learning to children age 9, up to the adult learner, who appreciated “the Charlie McCarthy – Edgar Bergen retro Hollywood radio days”.

Puppet characters offer the following beneficial qualities:

1) They offer a non-threatening, stress free, fun-like presence, and can become a “family affair” for the learning process. The learner remains in an abstract "one-up" position. Although they can challenge your capabilities to the next level, they do not intimate. When they back-talk, you are not personally offended, as they become your friend.

2) Their messages are rapidly understood. For example, they have been used in political cartoons and comic strips for decades.

3) Their vocal intonations penetrate the memory system.

Becoming an effective learning tool, we can learn from speaking puppets, but only when uniquely presented, are programmed effectively, and engage the learner.

Rather than fighting your way through a labyrinth of random, abstract memory lessons, as an alternative, instructional Mem-ExSpan puppetry games can improve our cognitive skills and memory uniquely and easily. We can learn visual and auditory factual names, words, and sequential memories, as in learning technical procedures, having jumped past outdated, rote memory systems.

And, if we find that these puppet characters do give us "guff," we really do not mind!

To find out more about Jan’s 5-Gen’s of classroom instruction backed by published, juried research, visit http://www.memspan.com

"Good Reasons to Understand Your Tablet's Operating System "

My recent article, “Electronic Tablet Devices: Questions to Ponder” drew some criticisms from family members. I was advised not to write such heavy technical articles that no one can understand. I agree that eyes glaze over when you start talking about operating systems or platforms, but – there are several simple reasons why you need to know just the basics, and not ultimately regret your purchasing decision.

Carefully consider why you should chose a tablet according to its operating system (OS), and not depend on a friend’s selection or advice. Or, totally ignore the OS process.

The primary reason is that your tablet's basic functions, or “how it works”, depends upon its OS. That includes settings, features, and controls like its operational rules, and the complexity of your use of them.

First of all, new, updated OS’s are coming out all the time. That very fact makes this discussion confusing. When I wrote the article, there were primary ones (Apple iOS, Google’s Android, RIM’s Blackberry, Hewlett Packard’s Linux, and Windows 7), and now there are multiples by many companies. Furthermore, the tablet may seem like a larger “handset device” that you already have.

To top it off, Windows 7 has morphed into its “Surface” tablet with Win 8 and its NT OS coming out later this Fall with new, updated features trying to resolve some of the iPad “non-productivity” shortcomings.

The initial tablet focus was on Apple’s iOS and Google’s Android. Now, both companies are in subsequent gen's of rapid, sequential development; Android is in its’ 3rd version called “HoneyComb”, and Apple’s iPad sells the iPad2 and 4G light. At the end of this article, I will point you to where you can find excellent tablet comparative insight, with blogs by Dan Grabham.

Before going to these Techradar sites, review my final points:

• My main point is: conduct online research in advance so you understand what features your device’s OS offers.
• Understand your tablet’s productivity functions, in other words, what can you do with it?
• Understand the maintenance requirements with possible ongoing costs.
• Understand that tablets are not cell phones; will it interface with your cell phone device?
• Understand that your OS decision will determine where you will find your tablet device. Who will be your carrier? The same one as your cell phone carrier? Splitting company families is unwise. Consider monthly contracts and binding costly obligations.
• Understand the software compatibility – will selections be primarily in the clouds or various apps to purchase to make it functional like your desktop/laptop? 

Understand that application purchases (apps) vary from company to company as far as selection, price, and download ease. Which apps do you want and need; does it matter? Each carrier offers thousands of choices, all different from each other. That means you will have to sort through them and make purchasing decisions.

Finally, How much time do you have to spend on multiple devices that you may own? Consider why you want a tablet device over your basic home PC or e-Reader? Yet, tablets function as e-Readers. Are you aware that there is a Kindle app for the iPad? Or, should you invest in an e-Reader rather than the pricier tablet? It becomes a matter of personal preferences.

To help decide among the multitude of choices, compare e-Readers online: Kindle Fire Vs Nook Tablet to understand the pros and cons. There are many directions to go.

Understanding that there will be significant improvement updates every few months, you may be tied into a two-year service agreement contract. Are there significant advantages for the increased monthly cost? Or will your tablet investment become another surfing entertainment toy that you replace frequently, or will it become a helpful tool that proves to be a wise use of your time?

For this tablet comparison review, check, “Techradar blog's” by Dan Grabham: "OS Tablet Comparison Articles" and additionally, "Tablet News, Reviews, and Advice".

Avoid Excessive Over-Charges or Unethical Business Practices

Overview: Being on your guard for excessive over-charges, even fraud, is more important than ever in our fledgling economy. No one has extra cash to spend needlessly, nor want to waste time with the wrong, unscrupulous specialist. Even recognized professionals can devise ways of increasing payment returns and cash flow, especially when you are in a bind. Some go as far as fraud, as deception can be easily concealed in some industries that have layers of hidden technical know-how, and when problems are difficult to prove as malpractice or negligence.

Nothing is more upsetting than receiving a statement showing hidden excess billing charges or cheated by an unscrupulous dealer. No one likes to be taken advantage of.

They may be justified or unjustified surprises, some tantamount to being classified as unethical “rip-offs”. Unfortunately, some may be accidental accounting duplications; others may be embedded surcharges that you were not aware that you would be charged for like hotel usage. Others may be fraudulent or deceptive professional services.

The worst types are “scams” where unscrupulous charges are created intentionally, or planted. Some of the most notorious industries that can create excess charges are: hotels, hospitals, auto repair, veterinarians, dentists, plumbers, website designers, and computer repair technicians.

Initially, be aware how you present yourself, inadvertently announcing your income status. Walking in with a Gucci bag, driving a BMW, prices can escalate.

Coming from a frugal, small Dutch Iowa town, we were taught monetary principles ingrained generations back. Immigrating to the United States in the 1800s, the Hollanders wore velvet breeches and conducted business with gold coins. They soon found they were cheated wherever they went, and finally, resorted to an “unassuming-frugal-chameleon survival code”.

In other words, they learned not do display their affluence, or they would be charged more with business transactions. Currently, remaining unpretentious, few drive new high end cars and do not flaunt wearing expensive apparel with flashy accessories.

There is something to be said for this dictum, because if you look foolhardy, or appear pretentious with careless spending habits, you become subject to excess service rates. There is bias with older people, teens, and women, who become targets.

Or, if the proprietor finds that you are in an "emergency situation", you can be targeted, and unethical business practices may come into play.

Auto repair establishments, whether in a city or out “in the middle of no-where” like rural Utah, Kansas, or Wyoming, will double charge if they think they can “get away with it”, especially when you lack alternative options and need your vehicle.

We recently had our automobile towed from a near city’s hospital to a local repair garage. Then, the same week, our second car had severe mechanical problems, but luckily, happening near the garage we routinely use, so we drove the car in, limping all the way. The proprietor, knowing we were in a health-state emergency situation, gave us excessive double-cost estimates to repair the two autos.

Refusing to be victimized, the next day I called several other places to compare repair rates, and had both cars towed, a second time, from one garage to the next. I saved nearly one thousand dollars by being alert and on the offense.

One of the most surreptitious situations is when you unwittingly trust an unethical dentist. With many small and midsize towns becoming filled with dental competition, some find unscrupulous ways to create cash flow. They know they can get away with fraudulent work, because their colleagues will not acknowledge investigative inquiries regarding their missteps to the State Dental Board.

For some time, I was fortunate to have a reputable dentist, who did fine, professional work. When he retired, I went to an acquaintance who I thought was highly regarded. Then, a minor traffic accident unfortunately loosened four front teeth. Subsequently, to stabilize the fragile teeth, my new dentist inserted four posts without root canals, which would create abscesses. Much successive dental work would be then required, perfect cash flow. Conversely, the expected consequential plan would back-fire. The damaged teeth all abscessed simultaneously, rather than piece-meal.

Was this dentist merely a bad dentist performing shoddy work? At first, it was hard to determine.

Local consulted specialists were obviously appalled, but had little to say. They advised that they had never seen anything like that before, as root canals for posts were basic Dental 101. I would have to go to another state to get a true evaluation for corrective surgery.

I was further dismayed when I consulted a Dental School regarding the issue, and overheard students joking about how easy it was to practice unethical dentistry without fear of reprisal. And, make good money doing it.

To avoid your own dental horror story, if you question any work at any point of a procedure, find a reputable dentist, or dental school, in another state for a complete evaluation. A local second-opinion dentist will not want to reveal or try to correct any faulty work. Remaining professionally bonded with their local colleagues, they will refer you back to the dentist who created the mess.

The best way to avoid hidden fees and unethical business services is to:

           

1)      Research the person’s or the business’ background and reputation. Go online. Talk to people (not their references who may be shams) who have used their services. Inquire within other businesses, like real estate firms, if they have conducted work with them.

2)      Be certain you are working with the authorized decision maker or owner when making a purchase or arranging for services.

3)      Up front, obtain second, even third opinions regarding the work to be done.

4)      Ask questions. Obtain firm, descriptive cost estimates in writing, and establish specific guidelines up front.

5)      Be aware of your surroundings; read body language.

6)      Do not sign any document without carefully reading the fine print.

7)      Carefully review all billing statements and inquire if you note discrepancies.

"Meeting the e-Learning Implementation Challenge"

Creating Successful e-Learning Practice:

Today’s educational marketplace is becoming flooded with educational e-learning programs and products. They each focus on student improvement in learning basic skills such as reading and math, or any subject matter imaginable. Classroom performance will now be measured with each individual learner, not as class averages.

Subsequently, teachers having a classroom full of learning deficiencies will not be blamed for the class’s slow progress. My research demonstrated that with a class full of low auditory and visual memory learners, some of the students made gains latently, one to two years later. There were two types of control groups in the study.

Every classroom has several levels of learners for basic skills in reading and math. They will work at their own pace, possibly with peer partners with a new e-Learning program. Each student’s cognitive skills and learning styles will be recognized. The classroom will be managed with wide differentiation, but some effective training programs will be directed to the class as a whole.

Although continuously evolving as to “who and what” they measure, Performance Management Systems will be in place. Learning performance data will collect how much time each student spends on task and attending to the work flow process, and whether items are completed and answered correctly. This will be sent to the student’s own work assignment dashboard.

This is where benchmarks come into play. Each work unit assignment must be passed before going on to the next level. However, often these are multiple choice questions, which do not always measure a student’s actual performance accurately. This becomes a concern.

The proof-in-the-pudding is through written assignment evaluations. Although they take longer to grade, missteps are easily spotted by a trained eye. These written assignments should be sent home daily for parents to follow.

Easy-to-use data systems will be available to schools for effective instructional decisions. The data will be aggregated into a data base pool as to how the student is performing with each step of the learning process. Scores that are not met, the work will be reviewed and repeated. The benchmarked lessons will comprise program effectiveness summaries.

Parents will become more involved and supervise online learning sessions at home. Students will have their school computerized dashboard transferred to homework assignments. Supplemental online tutorial work – will be explored to high levels. Comprehension will be emphasized, and there will be alternative forms of recitation. Work process flow states will be introduced, and speed of work deemphasized.

Professional educator development will be instrumental in learning these new procedures and processes. The school culture will become one led to continuous personalized student improvement. In some cases, teachers may sign compliance agreements to ensure the accuracy of the instruction, so that student in-class learning time is highly functional. There will be more of “passing through the grades” with students winding up in secondary school unable to compute, read, write, and communicate effectively.

Schools will chose particular e-Learning programs based upon data effectiveness track records. Data will be aggregated according to student learning performance levels and demographic groups. Only the best e-Learning programs will survive, rising to the top and be in demand.

Determining the most effective e-learning programs through performance evaluations will be challenging.

School district administrators should consider a variety of ways for e-Learning data collection implementation; classes with a particular e-Learning training program, a class or two without any e-Learning, and classes with an alternative e-learning training program. This creates control comparison groups not only for the class achievement as a whole, but with individual learners.

A consideration would be to continue to collect the data from individual students for two years, then, switch around the e-Learning programs, and compare results for the following two years. It may be found that there are some results for many programs. School district administrators, educators, parents, and investors will be interested in the outcomes.

Unfortunately, this data measurement scenario will take a few years for complete evaluation outcomes.

Gradually, but purposefully, new research-based methodologies and systems will be put in place through e-Learning transfer. Educators will find their work increasingly exciting as they watch their students grow and excel to new heights. Students, seeing themselves, and their peer classmates excelling, will develop enthusiasm for learning, thus reducing behavior problems.

Consequently, the e-Learning implementation challenge becomes well-worth-the effort for educational practice improvement.

Erland, J. K (Fall 2000). Brain-Based Accelerated Learning Longitudinal Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low Cognitive Skill Fourth Grade Students. The Journal of Accelerated Learning and Teaching 25 3 & 4.

"How To Understand Your Child's School Test Measurements"

What State Prescribed or National tests Will My Child Take?

Each State’s Department of Education decides which tests will be given in that state, although the "No Child Left Behind" act is a mandated federal law. Now, States must comply with Common Core Standards (CSS) that require that certain levels of subject matter be taught and subsequently achieved at prescribed grade levels.

Students receive multiple tests regularly in school. Not all tests are the same. Some are formal and nationally standardized which measure content knowledge with thousands of students taking these assessments in all geographical areas. These are typically administered at the end or beginning of the school year.

Reading and math Nationally Standardized Academic Achievement tests are given annually in grades 3 to 8, and at least once in grades 10 to 12 in all fifty states. Students are tested in science at least once during grades 3 through 5.

Many states give additional tests in social science, writing, and language arts in various grades. It will be up to you, as a parent, to discover what tests are given, and when; and where you can fill in by obtaining needed tests for your child.

What are Formative Tests? Other tests are informal measures of learned subject matter like classroom daily written assignments, a spelling test, or simple observations and checklists. These are ongoing on a regular basis to evaluate progress in learning. These informal measures are called criterion referenced and formative. Here is how a parent can be further engaged to help their child: 

How Parents Can Engage With Their Child’s Classroom:

1. Connect with your child’s teacher in the school.

2. Call the school office to ask for an appointment with the teacher.

3. Visit the classroom at the beginning of the year in September, and ask questions pertaining to your child’s daily classroom assignments and homework.

4. Ask to see samples of your child’s work, or request that they bring their daily work assignments home that were completed in class.

5. Ask when your State’s prescribed math and reading formative tests begin, how many will be given in the year, and what information is and will be available for your child.

6. Some interim tests may be called “testlets.” The purpose of the testlets is to guide future instruction to close gaps between current performance levels and target proficiency levels.

7. Although every state will design their own test schedules, generally, there will be two-four interim tests during the months of August, October, December, and February, and two final summative tests during February, March, and/or April. Ask when these tests are given at your school.

8. The initial August interim tests for grades 3-8 will show scores in the basic skill reading and math subject matter areas.Typically, all students begin with the same test level and receive baseline scores. Then, these test scores may be divided into three definitive ability areas: (hard, medium and easy).

9. Then, ask the teacher what test indicators are given and where your child fits into the criteria levels that have been assigned.

10. Ask to see the interim test results to define strong and weak areas, and also to help guide your student at home in weak areas with online learning applications.

11. Indicate that you would like to communicate with the teacher following each of the testlet time frames so that your child can show progress in closing gaps, and move up in the defined ability/achievement levels.

12. Ask, what can I do next to support and backup class work, and when can I visit and assist in the classroom next?

Now, you have begun understanding how your child’s class work is being measured and evaluated. This simple checklist is part of evaluating your child’s learning styles, strengths, weaknesses and personal interests. Once you determine these testing and measurement categories – you can begin identifying the right resources to help your child learn in just about every subject matter imaginable.

Sharpen Your Problem-Solving Skill

Our work world is becoming ever more complex as we work in teams and problem-solve continuing workplace issues. Even our personal lives are complex. In facing problems, it is baffling why some of us can see them coming, and can diffuse them off, while others stay mired in a constant web of distress.

Although we avoid looking for trouble, we often wish we could be better at avoiding it before they appear as full-blown issues that we must cope with.

Unfortunately, we can stay locked into an analytical mode, do not recognize situational patterns, and miss the point. We become so engrossed with scrutinizing details that we fail to see the big picture. Missing clues that are obvious to others, we stumble along.

Concurrently, this is detrimental to our image and future as we can become pigeonholed at a particular skill level in our work.

It all boils down to having an ability to intuitively spot patterns going amiss with our work and daily life situations. How can we do this?

We need to reflect and understand our own mental machine and our information processing capability. It lies in our ability to encode right-brain patterns quickly and then recognize tell-tale signs of irregularities. This is referred to how "we see into situations," or “getting it,” and you probably know if you are adept in this area.

What can we do to see into situations with their web of inherent difficulties? We can become aware of insightful patterns and improve our encoding ability for spotting pattern breaks which alerts us that something is amiss.

What is a pattern break?

A “pattern break” is something different in routine thoughts, body language, wording, speech, routines, actions, individual’s appearances, or expressions. When you see something differently than expected, or out of the norm, you must become aware of your insightful realizations, and put yourself on “alert,” and react accordingly.

Avoiding Problems at Work: Observe the team members you work with. What are their attitudes, values, and hidden agendas? Are they sincere? What does their body language indicate? Do they appear positive and offer honest opinions? Are their contributions valuable to the project? Or, are they convoluted and too complex to be practical? Will their input create complications?

What are the drawbacks?

Do you see their work favorably, creatively, with an open mind? How does the team compliment each other in terms of work quality and input? How will I react to an impending obstacle? Will I remain level headed, as I notice irregularities? Can I systematically solve them by smoothing out the missing links?

Avoiding Problems at Home, ask yourself: Am I taking time to participate and listen to family members? Do I spend too much time "in my own world?" When I see a bad situation, can I work through it systematically, noting the attitude and reaction along the way? Do I hastily react, creating a deeper abyss of trouble? Am I willing to compromise and work the problem out before it intensifies?

Avoiding your Personal Problems, ask yourself: Do I continuously make the same mistakes, because I do not recognize self-destructive patterns? If I do recognize them, am I unwilling to change the pattern because it has become a habit (like smoking or drinking alcohol excessively)?

How to practice and speed up your encoding of patterns:

1. Learn a foreign language -- practice new vocabulary words with a tape recorder as a response system. Speaking creates sound patterns that activate the brain.

2. Learn to play a new musical instrument. Musical notes are symbolic patterns. Reading music involves rapidly encoding notes while scanning the measures and phrasing. It is excellent brain exercise.

3. Try repairing or installing something mechanical. Note the design or maintenance patterns. Many of us dislike and avoid reading technical manuals. However, noting technical patterns, as on Smart Phones, is good encoding practice.

Becoming aware of the evolving patterns in our world will keep us sensitive to things that are out of kilter and which create problems that we can do without.

"INTENSIVE SENSORY INTEGRATION INSTRUCTION TRANSFORMS HANDWRITING”

Pub. Special Education Advisor 10-17-10 http://www.specialeducationadvisor.com/intensive-sensory-integration-instruction-transforms-handwriting/

A recent Wall Street Journal article, “How Handwriting Trains the Brain” (Bounds, G.) could conversely be stated that “Brain Training Changes Handwriting.” Technically speaking, increased and retrained brain activity can transform handwriting following twenty hours of intensive multi-sensory integration instruction (Erland, 2000).

What is Multi-Sensory Integration? Sensory integration can be defined as a successful combination of the visual, auditory, and tactile input processes to the brain. Early pioneer researcher and occupational therapist, Anna Jean Ayres, (1920–1989) wrote several books on the topic describing how deficits in sensory perception blocked informational input to the brain inhibiting motor output (Ayres, 1972, and Wikipedia, Ayres, J.).

Her forward-thinking work stirred controversy for a number of years. She wrote, quoted in the 1980s, Wikipedia, “It has not been easy for the helping professions to conceive of human behavior as an express of the brain, and they are still struggling to do so.” Unfortunately, these brain-learning, theory-practice amalgams remain today.

Which Cognitive Abilities are Required for Handwriting and Written Communication? Handwriting requires right-brain visual closure and spatial perceptual ability, with left-brain sequencing of letters combined with fine motor coordination.(Reid & Hresko, 1981) The connection of visual (seeing) and auditory (listening) learning are required for understanding, or the “integration of information (Hessler, 1982).”

Was Penmanship Taught? It is important to note that penmanship was not trained in my classes; per se. Students were instructed to “Think, Say, Do,” following the renowned Bandura’s 1971, Social Learning Theory, and the Gillingham & Stillman early reading-phonics multi-sensory model, 1970, which later became the recognized Orton-Gillingham Dyslexia training program.

Can Visual and Auditory Abilities Be Reliably Measured through Formal and Informal Assessments? Recognized norm-referenced, valid and reliable cognitive skills test batteries readily measure these sensory processing areas, The Detroit Tests of Learning Aptitude (DTLA) v. 1, 2 Visual Closure, Letters Sequences,, Auditory Memory for Words, and Oral Directions subtests; v. 3, & 4 subtests came later (Hammill, 1985; Baker and Leland, 1967, 1935, Pro-Ed). Additionally, Visual and auditory memory subtests from the Woodcock-Johnson Psycho-Educational Battery (1978) were also applied to obtain student baselines.

When I first began testing and retraining cognitive abilities in 1980,(Erland, 1980) it became an ongoing incubation project covering many years of test-teach-test-publish iterations applying my puppetry and choral speech methodology to these recognized research and practice models. The sensory integration interventions revealed pre-posttest training change on the visual closure and letter sequencing DTLA subtests, beginning in 1981 following my program instructional interventions.

Can Handwriting Change Reliably Indicate Changes in Learning Capability? Notable handwriting changes were consistently and immediately evident with a perceptual “turning point” after twenty hours of daily, intensive, multi-sensory training. Fourth and fifth grade students with additional adult pre-to-posttest handwriting and testing cumulative compilations exist, documenting perceptual and fine motor change. With school classroom 48-Day, 24-hours of prescribed sensory integration implementation, following the same twenty hours of media-based instruction, revealed improved perception, thought, handwriting, and test-taking (Special Education Advisor, 2010).

One experimental study evidenced posttest change with one-two-year marked longitudinal student improvement with two classrooms of low-achieving/low auditory processing fourth graders on the Iowa Tests of Basic Skills CogAT Quantitative (pretest 58%-posttest 71%; 2-yr. 70%) and Nonverbal (pretest 59%-posttest 72%; 2-yr. Long 76%) areas. (Iowa Tests of Basic Skills, CogAT and Erland, J. K. 2000, p.20). The CogAT test was externally administered by the school and scored by the Princeton Educational Testing Service (ETS). These results have a high correlation with reading comprehension and mathematical learning. Individual student three-year CogAT trending is on pp. 22-23 of this published report (Erland, 2000).

A sampling from the handwriting perceptual and sequencing change exhibits is available on: http://www.memspan.com/handwriting2.pdf

Early on, it was determined through continuous, in-depth assessment and monitoring of all levels of learners and ages; children, business adults, and college students, that most individuals have information processing weaknesses or cognitive gaps ranging from mild- to- moderate- to- severe. And, unidentified, they are forced to cope with them.

Seeing continuous formal assessment outcome success, the ongoing research was continuously documented (1989-2000) in a scientific publication, The Journal of Accelerated Learning and Teaching. Needing a nominal reference for this research intervention, the edutainment methodology of using puppetry and choral speech was given the name: The Bridge to Achievement® (The BTA). The accompanying continuous formal assessment regulated that trained students were not merely “motivated’, or thus transformed through positive thinking, but had outcomes of improved reading and math scores (Erland, 1994). Yet, this overt handwriting transformation also operated as positive personal feedback and as an incentive for learners to “keep trying.”

To eliminate the possible motivational contamination of using puppets as “novel stimuli,” an eleven classroom experimental study was conducted using an “alternate media activity” for the control groups (Erland, 1999).

Discovering Learning Issues: Problems in these cognitive and fine motor areas show up in the early grades when basic skills are initially taught, indicating visual perceptual difficulties or directed as ADHD. While many children are formally referred and tested for Special Education from classroom observations, many are not, and subsequently fall through the cracks, missing important inter-sensory training during the critical early years.

Parents should show advocacy and watch for faulty handwriting symptoms and seek professional guidance and direction. Ignoring these critical perceptual symptoms, leads to a life-time of potential auxiliary written communication set-backs and other social-educational learning issues.

Another recent Special Education Advisor article by Claire Nissenbaum, M.A. (2010), “Messy Handwriting is a Predictor of ADHD in Girls," also indicates perceptual-penmanship red flags, because boys have spatial and coordination advantage over girls, Durden-Smith and DeSimone, 1984. Yet, boys outnumber girls in Special Education referrals and many parents do not want labeling stigma, “Once In, Never Out.” p. 115 Turnbull, Stowe, Huerta, 2007.

The bottom line is that perceptual and fine motor skill problems, as evidenced in handwriting samples, can be retrained through cognitive skill sensory integration instruction. Many well-known programs have existed for some time that offers this type of training in varying methodology formats and time requirements, obtaining a range of outcome results.


Ayres, J. A. (1972). Sensory integration and learning disorders. Los Angeles: Western Psychological Corporation. Wikipedia: Anna Jean Ayres biography.

Baker, H. & Leland, B. (1967). Detroit Tests of Learning Aptitude - 1. Indianapolis, IN: Bobbs-Merrill.

Bandura, A. K. (1971). Social learning theory. Palo Alto, CA: Stanford University Press

Bounds, G. (October 5, 2010). How handwriting trains the brain. The Wall Street Journal. Health and Wellness.

Durden-Smith and DeSimone, D. (1984) Sex and the Brain. New York: Warner Books.

Erland, J. K. (Fall, 2000). Brain-Based accelerated learning longitudinal study revealed subsequent high academic achievement gain for low-achieving, low-cognitive skill fourth grade students. 25, (3&4).

Erland, J. K. (Fall, 1999). Brain-Based accelerated learning and cognitive skills training using interactive media expedites high academic achievement. Journal of Accelerative Learning and Teaching, 24, (3&4).

Erland, J. K. (1994). Video-taped instruction creates listening and visual memory integration for higher reading and math scores. Journal of the Society for Accelerative Learning and Teaching, 19, (2), 155-227.

Erland, J. K. (1980). Vicarious modeling using peers and puppets with learning disabled adolescents in following oral directions. Unpublished master's thesis. University of Kansas, Lawrence.

Gillingham, A., & Stillman, B. W. (1970). Remedial training for children with specific disability in reading, spelling, and penmanship. Cambridge, MA: Educators Publishing Service, Inc.

Hammill, D. D. (1985). Detroit Tests of Learning Aptitude-2. Austin, TX: Pro-Ed.

Hessler, G. (1982). Use and interpretation of the Woodcock-Johnson psycho-educational battery. Hingham, MA: Teaching Resources.

Nissenbaum, C. (September 30, 2010). “Messy Handwriting is a Predictor of ADHD in Girls,” Special Education Advisor; The IEP and Special Education Social Network.

Reid, D. K., & Hresko, W. P. (1981). A cognitive approach to learning disabilities. New York: McGraw Hill.pp.16-17.

Riverside 2000. (1994). Iowa Tests of Basic Skills Integrated Assessment Program, Technical Summary I. Chicago, IL: The Riverside Publishing Co.(a subsidiary of Houghton Mifflin Harcourt)

Turnbull, H.R., Stowe, M.J., and Huerta, N.E. (2007). Free Appropriate Public Education. Denver: Love Publishing.

Woodcock, R. W. (1978). Development and standardization of the Woodcock-Johnson psycho-educational battery. Higham, MA: Teaching Resources Corp.

Don't Fire the Teachers - Retrain the Kids' Learning Abilities

Teachers are in a hotbed now. Not only are salaries and teaching positions frozen, but many are being fired due to budget constraints. School Districts and Schools, not knowing how to get a handle on whom to show the door, have tied standardized testing classroom scores to teacher worthiness and instructional excellence.

Teachers are being asked to “re-teach” what children have not learned: like basic math facts, generally taught in the third grade. With specific curriculum requirements for each grade level, it is difficult to go back and continually review, and then have enough time to teach the necessary basic skills for that particular grade level.

To top it all off, teachers, grades four and up, are forced to spend several hours daily, four days a week, to teach the standardized test mechanisms. This is not subject matter-content instruction; it is merely test-taking mechanics on how to choose a multiple choice answer and move through the exam in a certain amount of time. Struggling students often sit with a higher-ability level peer and mimic test-taking actions, not understanding the concept.

What is not taken into consideration is that classroom student ability level composition varies from room to room. One class may have more “struggling” students than another, placing that teacher at a disadvantage compared to another class of higher ability students.

What is missing here is that each student’s ability level should be pre-tested in the early elementary grades, and carefully followed by the parents and teachers. That way, learning progress can be tracked.

Private assessment consultants can be identified for parents’ engagement, and brief group cognitive skills standardized test batteries can be administered by the school in early elementary years. Listening and visual deficiencies can be pinpointed as to severity. Classrooms can then have a fair distribution of ability levels dispersed between classes.

Any teacher should not be unlucky enough to inherit a classroom full of low performers, and then be fired because they were tough to teach and failed to obtain immediate test results.

My own research demonstrated that a classroom of low performing fourth graders did not obtain a change in standardized test scores immediately following a strong intervention. The results appeared a year later, when the students’ scores were reconfigured, and it was discovered there was sometimes a latency effect with slow learners. Two years’ later these two low-achieving classes passed up a group of gifted students, achievement score-wise because of my intervention.

Moreover, should we fire the unlucky teacher who had to wait a full year to see results from her own excellent teaching? And, ironically, the subsequent teacher receives applause and a bonus for the work the former teacher conducted?

Concurrently, students’ learning abilities are not predetermined, and the myriad of drill and practice subject matter computerized programs while they do some good, do not remedy the information processing shortcomings. That is why we are caught up in this academic achievement dilemma.

We spend time practicing the mechanics for standardized tests, do not learn the subject matter, nor are we retraining cognitive abilities so every child can be an efficient learner. With systematic early student ability retraining, teachers would be able to teach, students would learn what they are taught, achievement test scores would systematically raise, and teachers will not have to be fired.

“Rushed and Connected: Why Do We Crave Social Networking?”

Do you get an adrenalin rush viewing a snippet of unimportant information on your social networking page? Perhaps an incredibly accessible internet with our sense of personal isolation promotes our craving for social networking. Why do we exist in a state of continual “hurry and worry” with a need to be connected remotely rather than personally face to face? Do we live sheltered within our pressing moments, a click away from our next connection?

Have you ever wondered, while out in traffic, why cars are racing, darting in and out of traffic lanes, their drivers hurriedly talking on their cell phones? When we reach our intended destination, have we completed a purposeful objective? Or, do we rush on to another scheduled commitment?

Why do we stay in constant communication with a distant voice and texting, adding simple remarks on social networks, remain available to chat with online strangers or people you knew years ago, yet not know the name of your next-door neighbor?

Nevertheless, the list is almost endless with positive online social networking opportunities: gaming, dating, learning, business, health, social, shopping, blogging, job searching, and health; they still remain as abstract social connectedness.

Online networking can be meaningless, even inane; compared to time spent reading good literature, sitting down visiting with a friend, or writing expressive discourse. Some captured remarks off my page: “We need rain.” “I will enjoy buying school crayons.” “My dog misses me.” “I hear thunder.”

This is first-rate conversation?

Yet, virtual social urgency somehow feels safe, a consoling part of us, less judgmental, and we don’t have to find ourselves feeling self-conscious in front of others. There is no body language to read.

Happily, social net pages lack traditional societal income level pecking orders, and rely more on meritorious achievement connecting “like minds.”

Subsequently, we are all in there together, and can easily remove ourselves by touching the off button. Or “X’ them off our list. Done. Chats can be unanswered. Nothing is justifiable, or has to be explained, no commitments.

Today’s Gen Y generation is “I want it now – and I will get it now.” That means, they have to hurry to get it, or at least they think they do. And, they remain connected online. Is the internet the perpetrator, or is it merely a fast-tract social avenue?

Those that seem to be in the biggest hurry are Gen Y, people ages 18-32 and are 30% of the internet population. Those younger, ages 12-17, are online 92% of the time, whether it is communicating through texting, locked in entertainment, or researching on netbooks or smart phones. (Pew Internet Research, January 2009. “Generations Online, 2009.”)

This younger group, our teens rush also, especially when going out for fun or shopping, expecting the next moment to change their reality. Staying in a constant state of “trivial busyness,” they receive instant gratification from the internet’s beckoning social opening, their virtual world. Do social pages satisfy their inner insecurities and nervous anxieties?

Maybe it is time to step back and spend less time with the addictive social connectedness rush. Quietly consider future objectives and how we might reach them. There is a saying, that all comes to fruition in the “fullness of time.” Unfortunately, creating a sense of purpose takes patience, with directed focus. It is something to contemplate.

Fooled by False Indicators?

We are bombarded daily from a myriad of distorted signals, including unreliable financial, market and real estate reports, and blatant advertising. It pops up everywhere. We become wary.  Thousands of tweets beckon our way; most are promotional in nature.

Software has been designed for social media marketing, in addition to existing sales sites, to make purchasing decisions based upon your clicks, and the type of merchandise you buy. Soon this 3.0 technology will be on hand-held device apps.

Does your intellect challenge the validity of the onslaught of these intertwined signals? Or, do we become thick-skinned; ignore what we can, as we grapple with it? It becomes a sorting process.

Now, there is an additional, insidious layer that many of us do not take into account or even recognize; False Indicators. According to Kelley Services (May 5, 2010, New Wave of Independent Contractors Emerging Around the World), more than one quarter, 26%, of the work force is self-employed as consultants or professionals, including legal, medical, technical, software developers, automotive, and website developers. Not easily obtaining your attention, they can also obtain your business through sales pressure, or even unethically, insidiously, through slow, deliberate measures. And, to top it all off, in many cases, you will overtly request and welcome them.

Independent professionals need to earn a living and obtain strong cash flow. Here is where false indicators come into play.

Every day we encounter a myriad of small-to- large problems. The biggest mistake we can make is not trusting our own problem-solving capabilities.  You can find yourself distorting your own insightful signals. It is time to believe in your own intuition and what makes sense.

Something goes wrong. Frustrated, we seek help, those who seemingly will have an immediate answer and can resolve the problem.

Assistors will have one thing in mind; capitalizing on your problem, whatever it may be. Can we trust them? They will offer cordial assistance so articulately; you will not suspect their motives. The problem seemingly resolved, you will smile, and thank them gratefully, and make payment.

I will list some situations, that could have been most unfortunate, to say the least. The examples will be followed by some insightful, problem-solving suggestions.

1)      Block Banking Theft.  Having a check payment to use as a model, an interloper prints and forges a counterfeit check to your account, cashing it at an out-of-town bank. This type of occurrence is typical, according to the bank.

Counterfeiters focus on numerical figures between 2- and 7K, a typical down-payment amount. Some large banks have fraud departments that scan checks for irregularities. A suspicious check is red flagged, and bank check inspectors then study close signature replicas. If not caught, the counterfeit check will clear by 11 AM in most banks. In most cases, you will be held accountable, and will have to notify the police, and fill out a report, before the bank can proceed with an investigation. The problem will take your time, energy, and money.

Advice: Have on-line banking accounts and check your accounts daily at 7-8 AM. Print them out and make sure they are copacetic. If there is an unusual large, unidentified check in the “pending” column, notify the bank immediately, and go there if possible, to have it blocked. In the case where checks have been printed, that infers that additional false checks may be pending.

Subsequently, when this scenario happens, banks recommend that you immediately close your account and open a new one to block any continuing fraud. It is also a good idea to have an additional, auxiliary (decoy) banking account open, and ready to go; not only to monitor unfamiliar vendors for your own personal safety, but so you do not have the sudden work of opening a new bank account, and then wait several days to install special features, such as covering bounced check charges. Better still, pay cash for any risky expenditure, like yard maintenance by a new vendor. Then, additionally, set up” Theft Block” for your credit cards and banking accounts.

2)     Printer Jam. Printing jams are common occurrences, and we are used to removing stuck paper feeds. But, this time, it seems different. Impatient, we rush to conclusions, and consider calling the printing tech. Yet, if we do this, we know he will say “it is the fuser roller” and we need a new one. Be sure to consider the age and condition of your printer, and whether it worth the repair investment. If the tech has come out to your office, there is an on site charge, plus time and equipment. We gratefully thank him for promptly coming and his time.

Advice:  Take your time, checking all of the feeding avenues for jammed paper. Check for paper over-fill beyond the guidelines. Make sure it is inserted squarely, and does not have crimped edges that will buckle during the feed. Turn the printer off and reset. Be patient, and carefully reprint. Only then, decide whether you need the tech person @ $75 an hour.

3)      Malfunctioning Car Ignition: Nothing is worse than your car not starting during the summertime. You are stuck, a couple of miles from home. Fortunately, you have a back-up car key, and try that. It works. Is it an electrical shortage with the ignition?

You take your car to a reputable, popular mechanic to have it checked, as you do not want it to happen again. You trust him, are reassured that he can problem-solve the issue, so you stay on the wait list. Overloaded with work, he keeps your car three weeks, even checking in with him daily. Undoubtedly, the cost will be more reasonable than the auto’s recognized dealer.

Final verdict: bad electrical system. For 1K he can repair it. And, soon.

Advice: Ask yourself, is this believable? I did not want to be fooled into spending 1K. Yet, you need your car, right?  It has been a three weeks’ wait.

Stop and think: The second key started the car intermittently – sometimes it worked, and sometimes it did not. Unbeknownst to us, there was a small burr on the new key. Yet, could it be the car key that was causing the ignition problem? We took our auto to the dealer. He tried both keys, and the one made by the locksmith was faulty. Three weeks without a car, but we saved 1K. Consider having a second mechanic’s diagnosis, always double check locksmith’s back-up keys – don’t switch it around with the original key, or go to the car maker’s dealer, where the company offers support to problems. Or, best yet, use your own intuition in combination with others’ help.

4)      Jammed cell phone settings:  I fiddled with the cell phone call settings, and suddenly could not make calls or hear ones entering. Read and reread the manual, until it was memorized. Found no appropriate info. Went to the dealer.
Verdict: speakers have gone out. Of course, need a new cell phone, coming complete with a 2-year contract. I insisted that it was not the speakers, and I wasn’t going to “fall for the sales pitch.” The agent, admitting that every cell phone model has different settings and sequences, finally said, “You may be on to something – the problem is not listed in the manual. It is part of the cell phone architecture.”

He unlocks the setting.

Advice:  Don’t jump to false conclusions regarding your cell phone. The best thing you can do is “dink with it” or find a tech savvy young person to problem-solve the settings. Bottom line: do not fall for new cell phone 2-year contracts. If forced to replace your cell phone, take time to consider the amount of phone time, convenience needs, and the cost benefits before jumping into a new purchase. In the meantime, consider buying an inexpensive “paid minutes by card” cell phone at a discount store.

5)      Extensive Dental work:  Dentists dream of big repair jobs, especially those requiring root canals and crowns. That will offer income to cover overhead costs, for a European summer vacation, or a down-payment on a condo. If you have bridges or partials, any additional missing tooth will require new appliances with extensive work. To keep a loose tooth, a post may be inserted. Without a root canal, it will abscess. That will require more work, and a new design for your mouth. Complex work architectures trying to maintain teeth are rewarding for dentists, but time-consuming, exhaustive, painful, and expensive for you.

Advice: Dentists, even prominent specialists, will never reveal missteps and issues of their fellow colleagues. If you are having potentially expensive, large project, dental questions or issues, do one- or-both of two options: 1) Get advice and a thorough evaluation from a prominent dental school instructor-specialist. 2) Go to another state for a complete evaluation by one or two dentists. They will give you an honest opinion, because it is a different state, and they have no obligatory ties to the lack of ethics, or poor dental treatment quality of those practicing in another jurisdiction.

These are examples of false indicators that can encapsulate you. Try to resolve your problems through careful, insightful problem-solving, and by considering the following steps:

-          Deal with only reputable people. Ask around.

-          Do not jump to false conclusions.

-          Give your decisions careful consideration and thought.

-          Do not be easily duped; stick to your rationale.