The Global Skills Book For Teenagers (Compiled by Steve McCrea For His Students and Others)

21
JAN
Copyright 2013 by Steve McCrea ISBN under review Other words and images appear here under lawful use for educational purposes. This book will be sold at no profit. This compilation is strictly for educational use.
I'm a teacher in Miami, Florida. I invite you to contact me with suggestions for improving this collection of procedures and content for classes. The targeted age group is 11 to 14, but I'm interested in expanding this series. Anyone who wants to learn languages can use the language charts to get started. The tips about SAT Test Prep are for older teenagers, but we can start at age twelve with interesting words. Find a list at FreeVocabulary.com. This collection was compiled when I was asked to teach a critical thinking in math program. The students can work ahead at their own pace. Phrases in several languages How to fight ANTs We all need ANTeaters (Dr. Amen's list) Lateral Thinking puzzles Vocabulary (FreeVocabulary.com) Interesting math problems Let's put more humor into math class! Let's talk about shapes relationships changes What is the chance? What is the risk? The Global Skills Book for Teenagers 2 Look at BIBPenpals.com
That's geometry algebra conversions from metric to U.S. Measurements statistics and probability The 12 Global Skills (CCCCCCIIIAAAA) The Six Keys for unlocking doors (LASSIE) The 10 qualities of learners (ibo.org) The four skills of Learning from Stonefields Academy (New Zealand) Steven Covey's seven skills for teenagers How to get out of the pit (Stonefields) That's what I want to share with students. Please suggest other ideas. Thank you ! What is your Impact on the Internet? I'm in the process of getting permission to use many of these lyrics, thoughts for the day and the extracts from Dr. Amen's website. Below is a list of some of the websites where I got the material. You can help with your clicks. Your net impact can increase the views, the hits, the follows and the likes. http://www.youtube.com/watch?v=b78wjtDByws Under the sea for the lyrics to a song that shows appreciation of what is around us. Part of your world The little mermaid http://www.youtube.com/watch?v=US7ay4MVyaY Dr. Amen's website at AmenClinics.com You've got a friend, James Taylor / Carole King http://www.youtube.com/watch?v=dvvJ7MYaK8o Clint Black's song about using time wisely and carefully. http://www.edutechmag.org/2009/06/28/revie wing- tony-wagners-seven-skills-studentsdesperately-need Wagner's list The Global Skills Book for Teenagers 3 Look at BIBPenpals.com
http://www.tonywagner.com/7-survival-skills
Let's start with these principles
1 learning should be fun for the learner (Dr. Abraham S. Fischler). This situation promotes the best conditions for learning. 2. Take a "musician's approach to learning: go for mastery." This is Mr. Delarosa's request for teachers. 3. Time is a variable. If we allow students time to decide when and what to work on in class, we will build internal motivation. 4. No grades in this class of Critical Thinking in Math. We are creating a class for your child to become "autonomous" (independent). The goal of a school is to give students skills and to give them time and opportunity to practice becoming selflearners.
Note to Parents: Please ask your child to describe "what's happening in that class with Mr. Steve?" When your child takes time to describe what happened in class today, your child will reinforce what happened (through the review.). You provide a critical part of the process when you ask, "How was school?" and follow up with "Give me three things that you learned today" and "What did you write in your math journal today?"
The Global Skills Book for Teenagers
Look at BIBPenpals.com
English Welcome Hello How are you? I'm fine, thanks. And you? Long time no see What's your name? My name is ... Where are you from? I'm from ... Pleased to meet you Good morning Good afternoon/evening Good night/evening Goodbye Good luck Cheers/Good health! Have a nice day Bon appetit Bon voyage I don't understand Please speak more slowly Please write it down Do you speak English? Do you speak Spanish?
espaol (Spanish) Bienvenido (sg) Bienvenidos (pl) Hola! Diga! Dgame! S? Bueno? Hola! Al? (on phone) Cmo est usted? (frm) Cmo ests? (inf) Bien gracias, y usted? (frm) Bien gracias, y t? (inf) Cunto tiempo! Tanto tiempo sin verte! Cmo te llamas? (inf) Cmo se llama Usted? (frm) Me llamo ..., Mi nombre es ... De dnde eres? (inf) De dnde es usted? (frm) Soy de ... Mucho gusto Encantado Buenos das Buenas tardes Buenas noches Adis, Hasta luego, Hasta la vista, Hasta maana Buena suerte! Salud! Que pase un buen da! Buen provecho! Buen apetito! Que aproveche! Buen viaje! No entiendo / No comprendo Por favor hable ms despacio Puede escribirlo, por favor? Habla Usted ingls? (frm) Hablas (t) ingls? (inf) Habla usted espaol? (frm) Hablas espaol? (inf) S, hablo un poquito de espaol, S, un poco
Yes, a little How do you say ... in Spanish? Cmo se dice ... en espaol? Excuse me How much is this? Sorry Thank you Response Perdn! Perdone! Disclpe! Cunto cuesta? Cunto cuesta esto? Perdn! Perdone! Lo siento! Gracias / Muchas gracias De nada / No hay de qu Dnde estn los aseos Dnde estn los sanitarios? Dnde est el bao? Dnde est el cuarto de bao? Este hombre/caballero pagar por todo Esta mujer/dame pagar por todo Querra bailar conmigo? (frm) Querras bailar conmigo? (inf) Quisiera bailar conmigo? (frm) Quisieras bailar conmigo? (inf) Te amo / Te quiero Que te mejores / Que te mejores pronto Recuprate pronto! Pronta recuperacin Djeme en paz! Aydame! Socorro! Auxilio! Fuego! Alto! Llame a la polica! Feliz Navidad y prspero ao nuevo! Feliz Ao Nuevo! Felices Pascuas! Feliz cumpleaos! Un idioma nunca es suficiente Un solo idioma nunca es suficiente
Where's the toilet?
This gentleman/lady will pay for everything Would you like to dance with me? I love you Get well soon Leave me alone! Help! Fire! Stop! Call the police! Merry Christmas and Happy New Year Happy Easter Happy Birthday One language is never enough
English Welcome Hello How are you? I'm fine, thanks. And you? Long time no see What's your name? My name is ... Where are you from? I'm from ... Pleased to meet you Good morning Good afternoon Good evening Good night Goodbye Good luck Cheers/Good health! Have a nice day Bon appetit Bon voyage I don't understand Please speak more slowly Please write it down
italiano (Italian) Benvenuto (sg-m) Benvenuti (pl-m) Benvenuta (sg-f) Benvenute (pl-f) Ciao / Salve / Pronto? (on phone) Come va? / Come stai? (inf) Come sta? (frm) Bene grazie. E tu? (inf) Bene grazie. E lei? (frm) Quanto tempo! Come ti chiami? (inf) Come si chiama? (frm) Mi chiamo ... Da dove vieni? Di dove sei? (inf) Da dove viene? Di dov'? (frm) Vengo da ..., Sono di ... Piacere / Piacere di conoscerti (inf) Piacere di conoscerla (frm) Buongiorno Buongiorno / Buon pomeriggio Buonasera Buonanotte Ciao / Ci vediamo / Arrivederci / Arrivederla (frm) Buona fortuna! / In bocca al lupo! Salute! / Cin cin! Buona giornata! Buon appetito! Buon viaggio! Non capisco / Non ho capito Pu parlare pi lentamente? Pu scriverlo, per favore? (frm) Puoi scriverlo, per favore? (inf)
Do you speak Italian? Yes, a little
Parli Italiano? (inf) Parla italiano? (frm) S, un poco
How do you say ... in Italian? Come si dice ... in italiano? Excuse me How much is this? Sorry Thank you Response Where's the toilet? This gentleman/lady will pay for everything Would you like to dance with me? I love you Get well soon Leave me alone! Help! Fire! Stop! Call the police! Merry Christmas and Happy New Year Happy Easter Happy Birthday My hovercraft is full of eels One language is never enough Permesso (let me through) Scusa! Scusami! (inf) Scusi! Mi scusi! (frm) (pardon) Quanto costa? Scusa! (inf) Scusi! (frm) Mi dispiace Grazie / Molte grazie / Grazie mille Prego Dov' la toilette? Dov' il bagno? Pagher tutto questo signore (gentleman) Pagher tutto questa signora (lady) Vuole ballare con me? (frm) Vuoi ballare con me? (inf) Balliamo? (inf) Ti amo Guarisci presto! Auguri di pronta guarigione! Lasciami in pace! Vattene! (inf) Mi lasci in pace! / Se ne vada! (frm) Aiuto! Al fuoco! Ferma! Stop! Alt! Chiama la polizia! (inf) Chiami la polizia! (frm/sg) Chiamate la polizia! (inf) Chiamino la polizia! (frm/pl) Buon Natale e felice anno nuovo Buona Pasqua Buon compleanno Il mio hovercraft/aeroscivolante pieno di anguille Il mio aliscafo pieno di anguille Una sola lingua non mai abbastanza
English Welcome Hello How are you? I'm fine, thanks. And you? Long time no see What's your name?
franais (French) Bienvenue Salut / Bonjour All? (on phone) a va? Comment a va? Comment allez-vous? a va bien, merci. Et toi/vous? a fait longtemps ! a fait longtemps qu'on s'est pas vu ! Comment est-ce que vous vous appelez ? Comment vous appelez-vous ? (frm/pl) Comment t'appelles-tu ? Comment tu t'appelles ? (inf/sg) Je m'appelle ... D'o tes-vous ? (frm) D'o venez-vous ? (frm) Tu viens d'o ? (inf) Tu es d'o ? (inf) Je viens de ... Je suis de ... Enchant(e) / Je suis enchant(e) Bonjour Bonjour / Bon aprs-midi Bonsoir Bonne nuit Au revoir / bientt Bonne chance ! Sant ! votre sant ! la vtre ! la tienne ! Bonne journe ! Bon apptit ! Bon voyage ! Je ne comprends pas 9 Look at BIBPenpals.com
My name is ...
Where are you from? I'm from ... Pleased to meet you Good morning Good afternoon Good evening Good night Goodbye Good luck Cheers/Good health! Have a nice day Bon appetit Bon voyage I don't understand
Please speak more slowly Please say that again
Est-ce que vous pourriez parler plus lentement, s'il vous plat? Pouvez-vous rpter, s'il vous plat ? Pourriez-vous rpter, s'il vous plat ? Pourriez-vous me l'crire ? (frm) Pourriez-vous me l'crire, s'il vous plait ? (frm) Auriez-vous l'obligeance de me l'crire, s'il vous plait ? (vfrm) Vous parlez franais? Parlez-vous franais? Est ce-que vous parlez franais? (frm) Tu parles franais? Parles-tu franais? Est ce-que tu parles franais? (inf) Oui, un peu / Oui, un petit peu
Please write it down Do you speak French?
Yes, a little
How do you say ... in French? Comment dit-on ... en franais ? Excuse me How much is this? Excusez-moi ! Pardon ! Pardonnez-moi ! C'est combien ? a fait combien ? a cote combien ? Dsol ! Je suis dsol ! Excusez-moi ! Je m'excuse ! Pardon ! Oh, pardon, excusez-moi ! Je vous demande pardon Merci / Merci beaucoup De rien / Il n'y a pas de quoi / Je vous en prie Avec plaisir / votre service O sont les toilettes ? Ce monsieur / cette dame va tout payer Voudriez-vous danser avec moi? Je t'aime, Je t'adore Remets-toi vite Guris vite Soigne-toi bien Bon rtablissement Prompt rtablissement J'espre que tu iras mieux trs vite 10 Look at BIBPenpals.com
Sorry
Thank you Response Where's the toilet? This gentleman/lady will pay for everything Would you like to dance with me? I love you
Get well soon
Je vous souhaite un prompt rtablissement Go away! Leave me alone! Help! Fire! Stop! Call the police! Merry Christmas and Happy New Year Happy Easter Happy Birthday One language is never enough Va t'en ! Laisse-moi tranquille ! (inf) Laissez-moi tranquille ! (frm) Au secours ! l'aide ! Au feu ! Arrtez ! Appelle la police ! (inf) Appelez la police ! (frm) Joyeux Nol et bonne anne Joyeuses Pques Joyeux anniversaire / Bon anniversaire Bonne fte (in Quebec) Une seule langue n'est jamais suffisante
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English Welcome Hello How are you?
portugus brasileiro (Brazilian Portuguese) Bem-vindo (>m) Bem-vinda (>f), Bem-vindos (pl) Oi! E a? Tudo bem? Tudo certo? Opa! Al? Est l? (on phone) Como est? Como vai? Como est indo? Como estamos? (inf) Tudo bem? Tudo certo? Beleza? E a? Tudo jia? (vinf) Estou bem, obrigado(a). E o senhor/senhora/voc? (frm) Bem obrigado/a. E voc/tu? Tudo bem (obridado/a). E voc? Tudo certo (obrigado/a). E voc? Tudo beleza (inf) Tudo jia. (inf) Est tudo, obrigado(a). E com voc? (inf) Beleza (vinf) Nossa! Quanto tempo! H quanto tempo! H quanto tempo no nos vemos! H quanto tempo no te vejo! H muito no te via! H tempos no te vejo! H tempos no nos vemos! H um longo tempo no nos vemos! Como se chama? (frm) Qual o teu nome? (inf) Qual o seu nome? (inf) Como o seu/teu nome? Como voc se chama? Qual a sua/tua graa? Qual o seu/teu nome? Chamo-me ..., (Eu) me chamo ..., (O) meu nome ... De onde voc/o senhor/a senhora vem? (frm) De onde voc ? (inf) De onde o senhor/a senhora ? (frm) Venho de ..., Sou de ... Prazer Prazer em conhec-lo (>m) Prazer em conhec-la (>f) Prazer em conhec-los (>m / >mf) Prazer em conhec-las (>ff) Encantado (m), Encantada (f) Satisfao
I'm fine, thanks. And you?
Long time no see
What's your name?
My name is ...
Where are you from? I'm from ...
Pleased to meet you
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Good morning
Bom dia
Good afternoon/evening Boa tarde Good night Goodbye Good luck Cheers/Good health! Have a nice day Bon appetit Bon voyage I don't understand Please speak more slowly Please write it down Do you speak Portuguese? Yes, a little How do you say ... in Portuguese? Excuse me How much is this? Boa noite Adeus (frm) Tchau (inf) At mais! Int! (see you) At breve (see you soon) Te cuida, Tem cuidado (take care) Boa sorte! Viva! Sade! (health) Tim-Tim! Tenha um bom dia! Bom apetite! Boa viagem! Eu no estou entendendo, No entendi Por favor fale mais devagar Por favor fale mais lentamente Fale mais devagar Voc pode escrever isso p'ra (para) mim por favor? Escreve isso p'ra (para) mim, por favor? Voc fala portugus? Fala portugus? Sim, um pouco Como se diz ... em portugus? (frm) Como voc diz ... em portugus? (inf) Por favor! Com licena! Desculpe! Perdo! Desculpa (inf) Escuse-me Quanto custa (isto)? (inf) Qual o preo (disto)? (frm) Me desculpe! (frm) Desculpa! Desculpe-me! Lamento! Sinto muito! sinto mutssimo! (I'm so sorry!) Desculpe-me, Desculpe, Perdoe-me, Perdo, Mil perdes (I'm sorry! Forgive me) Obrigado (m) Obrigada (f) Muito obrigado/a obrigadinho/a, muito agradecido/a(s) More details about saying thank you in Portuguese de nada (inf) no h de qu (frm) 13 Look at BIBPenpals.com
Sorry
Thank you
Response
Where's the toilet?
Onde /fica o toalete / sanitrio / lavabo / lavatrio? Onde fica o banheiro? (frm) Onde h um banheiro (por aqui)? (inf) Onde eu encontro/acho um banheiro (por aqui)? (inf) Este homem/senhor pagar tudo (gentleman) Esta senhora pagar tudo (lady) Voc quer danar? (frm) Voc dana? (inf) Quer danar comigo? Gostaria de danar? Vole danar ? Dance comigo! Amo-te, Eu te amo, Eu gosto de voc, Eu amo voc Eu adoro voc (I adore you) Eu tenho carinho por voc (I have affection for you) As melhoras! (inf) Que melhores logo (tu) Que melhore logo (voc) Que melhorem logo (vocs) Que melhoreis logo (vs) Estimo melhoras / Estimo melhoras a voc/ti Me deixe em paz! (frm) Me deixa em paz! Larga-me! (inf) Deixe-me a ss / Me deixe a ss / Me deixe sozinho Me deixe s / Largue do meu p! Ajuda! (inf/s) Ajudem! (inf/pl) Socorro! Fogo! Pare! (frm) Pra! (inf) Parem! (pl) Chame a polcia! (frm) Chamem a polcia! (pl) Feliz Natal e Bom Ano Novo Boas Festas e Feliz Ano Novo Feliz Natal e um Feliz Ano Novo. Bom Natal e Bom Rveillon Boa Pscoa! Pscoa Feliz! Parabns! Feliz aniversrio! Uma s lngua nunca basta
This gentleman/lady will pay for everything Would you like to dance with me? I love you
Get well soon
Leave me alone!
Help! Fire! Stop! Call the police! Merry Christmas and Happy New Year
Happy Easter Happy Birthday One language is never enough
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English Welcome
(Arabic) ( ahlan wa sahlan) ( as-salm 'alaykum) ( rsp - (wa 'alaykum as-salm ( inf - (marhaban ( on phone - ('ll ( f. kayfa hlik / m. kayfa hlak ) ( lam naraka mundhu muddah ) ?( m ismak/ik) ... (ismee ...) ?( f. min ayn anti / m. min ayn anta ) ... ( ... An min) ( m (motasharefon bema'refatek ( f (motasharefatun bema'refatek ( abhul khayr) ( mas' al-khayr) ( tubih 'al khayr) ( laylah sa'dah) ( ma'a as-salmah) '( il al-liq ) !( bit-tawfq) / '( bil-han' wa ash-shif) may you have your meal with gladness and health ( happy journey (rihlah sadah ( successful journey (rihlah muwaffaqah ( ana afham) ( l afham) ( takallam bibut' min fadlak/ik ) 15 Look at BIBPenpals.com
Hello
How are you? Long time no see What's your name? My name is ... Where are you from? I'm from ... Pleased to meet you Good morning Good afternoon/evening Good night Goodbye Good luck Have a nice day Bon appetit Bon voyage I understand I don't understand Please speak more slowly The Global Skills Book for Teenagers
Please say that again Please write it down Do you speak Arabic? Yes, a little How do you say ... in Arabic? Excuse me How much is this? Sorry Thank you Reply (You're welcome) Where's the toilet? Would you like to dance with me? I love you Leave me alone! Call the police! Merry Christmas and Happy New Year Happy Easter
!( f - a'd min fadlik / m - a'id min fadlak ) ( uktubh min fadlak/ik ) ?( hal tatakallam al-lughah al-'arabyah ) ,( na'am, qallan) ... (?kayfa taqlu kalimah ... bil-'arabyah ) !( to attract attention - (min fadlak/ik !( to ask someone to move (al-ma'dirah ?( m - (bikam hdh \ ?( f - (bikam hdihi !( sif) ( shukran) ( shukran jazlan) ( al'afw) ?( ayn al-hammm ) ?( m (hal tuibb an tarqus< ?( f (tuhibbn an tarqu< ( uhibbuk) ( m - (idrukni ( f - (idrukkini !( nd ash-sharitah) (ajmil at-tihn bimunsabah al-mld wa hill as-sanah al-jaddah ) ( fih sa'd) ( Christ has risen (el maseeh qam ( rsp - Truly he has risen (haqan qam (kul 'am wa antum bekheir) (eid mlad sa'ad)
Happy Birthday
One language is never enough
(lugha whidah l takf)
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English Welcome Hello How are you?
/ / (Mandarin Chinese) [] (hunyng gungln) (n ho) - inf (nn ho) - frm (wi) - on phone ? [] (n ho ma)
I'm fine, thanks. And (w hn ho, n ne) you? Long time no see What's your name? My name is ... [] (hoju bjin) [] (nn guxng dmng) (frm) [] (n jio shnme mngzi) ... (w xng ...) ... (w jio ...)
[] (n sh cng nli/nr li de) Where are you from? [] (n sh ngurn) I'm from ... ... (w sh cng ... li de) ... (w sh ... rn) [ ] (hn goxng rnshi n) [] (w hn goxng gn n jinmin) [] (xnghu) (zon) (zoshngho) (zochnho) (nzo) (wn) (wnn) (wnshngho) (wnn) [] (zijin) (bibi) (zh n hoyn)
Pleased to meet you
Good morning Good afternoon Good evening Good night Goodbye Good luck
Cheers/Good health! ! [!] (gn bi) - lit. "dry glass" Bon appetit (mnmn ch!) - eat slowly [] (qng mn yng) - please eat slowly 17 Look at BIBPenpals.com
[] (qng r x) - please be seated - frm Bon voyage [] (ylshnfng) [] (ylpngn) [] (yfnfngshn) [] (w tngbdng) (w bdng), (w b mngbai) [] (mfn n zi shu ybin) [] (qng n zi shu yc ho ma?) [] (mfan n jing mn ydin)
I don't understand Please say that again Please speak more slowly
Please write it down , [] (Mfan n xi yxi, ho b ho?) Do you speak English? Do you speak Mandarin? Yes, a little How do you say ... in Mandarin? Excuse me How much is this? Sorry [] (n hu shu yngy ma?) [] (n hu jing yngy ma?) [] (n hubhu jing guy/huy/ptnghu?) [] (hu, ydindin/ydinr) ... [... ] (... zhngwn znme shu) [] qngwn - to attract attention (lit. "may I ask") [] dubq - asking people to move [?] (Zhge dusho qin?) [] dubq boqin [] (xixie) [] (gnxi n) () (fichng gnxi (n)) [] (b kqi) [] (b yng xi) [] (mi gunxi) [] (mi wnt) [] csu zi nli?
Thank you Response
Where's the toilet?
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[] xshujin zi nli? [/] This gentleman/lady (zhiwi xinsheng hu qngdn/midn) - gentleman will pay for [/] everything (zhiwi nsh hu qngdn/midn) - lady Would you like to dance with me? I love you Get well soon Leave me alone! Help! Fire! Stop! (n yo b yo gn w tiow) [] (w i n) [] (kui din ho la) (zh nn zor kngf) ! [!] (byo dro w) ! (bi gun w) ! (jumng !) ! (hu a!) ! (tng!) ! (tngxi!) ! [] (tng ch) when in vehicle ! (zhnzh) to someone on foot (lzhng) - halt! used by the military ! (jio jngch)
Call the police!
[ ] Merry Christmas (shngdn kuil xnnin kuil) and Happy New Year [] (gngx fci) - used at Chinese New Year Happy Easter Happy Birthday My hovercraft is full of eels One language is never enough [] (fhuji kuil) [] (shngr kuil) [] (W de qdinchun chngmn le shny) [] ( yzhng yyn yngyun bgu)
Language learning tips This section contains a collection of advice, suggestions, tips and techniques for learning languages. Most are based on my own experiences, while some come from other people. Many of these tips, perhaps with some minor modifications, also apply to learning others skills, such as music. The Global Skills Book for Teenagers 19 Look at BIBPenpals.com
Why should I learn a language? There are many reasons to learn a foreign language, from working in another country to discovering your roots, through intellectual curiosity, romance, travel, and secret communication. More reasons for learning languages Which language should I learn? Once you have decided to learn a language, you may not be quite sure which language to choose. To some extent, your choice depends on your reasons for learning a language. For example, if you'd like to communicate with as many people as possible, learning such languages as Mandarin Chinese, Spanish, French, Russian or Arabic would enable you to do so. More tips on which language to learn What materials and tools do I need to study a language? There's a wide range of materials and tools available to help you with your language studies, including language courses, dictionaries, grammar books, phrasebooks, online lessons, mp3 players and electronic translators. More on language learning materials and tools How can I find time to study a language? Finding time to study a language can be quite a challenge. You may think that you don't really have enough of it, but it's surprising how many spare moments you have during a typical day, and how they can add up to a useful amount of study time. More on finding time for your studies What's the best way to study? After choosing a language, you can start thinking about how you're going to study it. For popular languages like French and Spanish, there's a wealth of materials available. For lesser-studied languages, the choice can be more limited. If courses are available in your area, it might help you to attend them, or you may prefer to study on your own, or to have individual lessons. More advice on choosing a way to study and some general tips Learning pronunciation Learning the pronunciation of a language is a very important part of your studies. It doesn't matter so much if you just want to read and/or write the language, but if you want to speak a language well, as I'm sure you do, pay particular attention to the pronunciation and review it regularly. More on learning pronunciation and improving listening comprehension Learning vocabulary Building up your vocabulary in a foreign language can take many years. Learning words in context from written and spoken material is probably the most effective way to do this. You could also try learning words in a more systematic way - perhaps a certain number of words every day. More on learning vocabulary | Spaced repetition learning systems (SRS)
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Learning grammar Familiarity with the grammar of a language enables you to understand it, and also to construct your own phrases and sentences. It's not essential to know all the grammatical terminology or to understand why words change, as long as you're able to apply to relevant changes when necessary. Learning alphabets and other writing systems If the language you're learning is written with a different alphabet or other type of writing system, learning it is well worth the effort. Some alphabets, such as Cyrillic and Greek, can be learnt without too difficulty. Others, such as Devanagari and Thai, are a more challenging. Learning Chinese characters If you're learning one of the languages that use Chinese characters, such as Chinese, Japanese or Korean, you're faced with quite a challenge. However, there are some techniques you can use to help you learn all those funny little pictures and symbols. Frequently asked questions about learning languages On this page you can find answers to some of the questions I get asked most frequently about languages, such as "Are some languages more difficult to learn than others?" and "Which is harder to learn, Chinese or Japanese?". FAQs page Foreign phrases This section contains an ever-growing collection of useful phrases in many different languages, with audio files for many of them. The phrases are arranged by phrase and by language. Careers using languages What kind of jobs and careers are available to students of languages? This page provides some information about interpreting, translating, teaching, and other languagerelated jobs, and also links to sites with further information and vacancies. My own experiences of learning languages I've been interested in language and languages for as long as I can remember. I am currently fluent in five languages, have a fairly good conversational ability in five others, and a basic knowledge of ten more. I've experimented with a variety of language learning techniques and courses, and continue to do so. FROM http://www.omniglot.com/language/index.htm About the author My name is Simon Ager, I live in Bangor in Wales and earn my living from this website. I'm originally from Lancashire in the northwest of England. and have lived, worked and/or studied in Scotland, Ireland, France, Taiwan and Japan. The Global Skills Book for Teenagers 21 Look at BIBPenpals.com
Languages have fascinated me for as long as I remember and I've studied quite a few of them, with varying degrees of success. My Mandarin, French, Welsh and Irish are more or less fluent, I can get by in German, Spanish, Japanese, Scottish Gaelic and Manx, I can read and understand quite a bit of Italian, Portuguese and Esperanto, and have a basic knowledge of Czech, Russian, Breton, Taiwanese, Cantonese and British Sign Language (BSL). More details of my language learning adventures. After languages my main passion is music - I sing in a number of groups, write songs, play various musical instruments and often go to concerts. I also enjoy reading, skating, cycling, unicycling and juggling, and am interested in just about everything. By the way, in case you're wondering, my surname, Ager, is pronounced /'eg/ (/'eIg@/). It apparently comes from the Saxon name adgr - "ad" means "rich, wealthy, blessed, happy", and "gr" means "spear, arrow, weapon, arms".
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Ask about these topics... Quotations to Guide Our Procedures How to fight ANTs We all need ANTeaters (Dr. Amen's list) Lateral Thinking puzzles Vocabulary Interesting math problems The 12 Global Skills The Six Keys for unlocking doors The 10 qualities of learners (ibo.org) The four skills of Learning from Stonefields Academy in New Zealand How to get out of the pit (Stonefields) Stephen Covey's seven skills for teenagers Let's put more humor into math class! Let's talk about shapes relationships changes What is the chance? What is the risk? That's geometry algebra conversions from metric to U.S. Measurements statistics and probability Math in The News (a procedure to encourage students to read more news articles). Your Net Impact Penpals Thought for the Day Poems to inspire students.
1 learning should be fun for the learner (Dr. Abraham S. Fischler). This situation promotes the best conditions for learning. 2. Take a "musician's approach to learning: go for mastery." This is Mr. Delarosa's request for teachers. 3. Time is a variable. If we allow students time to decide when and what to work on in class, we will build internal motivation. 4. No grades in this class of Critical Thinking in Math. We are creating a class for your child to become "autonomous" (independent). The goal of a school is to give students skills and to give them time and opportunity to practice becoming selflearners.
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Activities that increase blood flow to the brain make us smarter. Walking Breathing slowly and with concentration Reciting poems that inspire us Saying five things that I'm thankful for Smiling Dancing Reading email messages that connect with today's priorities (don't read all of the email messages) Playing table tennis Dr. Amen puts the following recommendations on his web page. AmenClinics.com. Given the brain central role in success, I offer 12 prescriptions to optimize it for a better life in all you do. 1. LOVE YOUR BRAIN Over the years I have personally had 10 SPECT scans to check on the health of my own brain. Looking back, my earliest scan, when I was 37, showed a toxic, bumpy appearance that was definitely not consistent with great brain function. All of my life I have been someone who rarely drank alcohol, never smoked and never used an illegal drug. Then why did my brain look so bad? Before I understood about brain health, I had many bad brain habits. I ate lots of fast food, lived on diet sodas, would often get by on 4-5 hours of sleep at night, I worked like a nut and didnt exercise much. My last scan, at age 52, looks healthier and much younger than my first scan, even though brains typically become less active with age. Why? Seeing other peoples scans, I developed brain envy and wanted mine to be better. As I learned about brain health, I put into practice what I preached to my patients. Loving your brain The Global Skills Book for Teenagers
is the first step toward creating a brain healthy life. 2. INCREASE THE BRAINS RESERVE Have you ever wondered why certain stresses or injuries affect some people and not others? I have. I have wondered why some people get depressed after losing a parent while others, although sad, keep on going; why some people, after having a minor head injury, seem to be really affected, while others dont; or why some people can roll with being fired or getting divorced and others nearly lose their minds. Several years ago, after looking at tens of thousands of scans, I started to think about a concept I call brain reserve. Brain reserve is the cushion of healthy brain tissue we have to deal with the unexpected stresses that come our way. The more reserve we have, the more resilient we are in times of trouble. The less reserve, the more vulnerable we are. Here is an example: Mary and Katie are identical twins. They share the same genes, the same parents and the same upbringing. Yet their lives have been very different. Mary is a successful journalist, in a long term happy marriage with three great children, while Katie barely finished high school. She suffered with depression and a bad temper and went from job to job and relationship to relationship. Their lives have been nothing alike. When I scanned them, Mary had a very healthy brain (the one on the left), while Katie had clear evidence of a brain injury, affecting her prefrontal cortex and temporal lobes (the scan on the right). At first, when I talked with the twins together Katie didnt remember a head injury. Then Mary spoke up saying, Dont you remember the time when we were 10 years old and you fell off the top bunk bed onto your head. You got knocked out and 24 Look at BIBPenpals.com
we had to rush you to the hospital? The injury likely caused Katie to have less brain reserve, which may be why she was always more vulnerable to stress than her sister. When we are conceived, lets say, we all start with the same amount of brain reserve. Many things can decrease it and many things can increase it. For example, if your mother smoked, drank much alcohol or was under constant stress when she was pregnant with you, likely she decreased your brains reserve, even before you were born. If she exercised, ate a healthy diet, and took prenatal vitamins, likely she increased your reserve. If you fell off a bunk bed onto your head at age of ten, were exposed to chronic stress from alcoholic parents or drank much alcohol or used drugs as a teenager you decreased your brains reserve. On the other hand, if you protected your head, were raised by reasonably loving, consistent parents, ate a healthy diet and avoided drugs and alcohol you increased your reserve. The exciting news is that it is never too late to work on increasing your brains reserve. Anything you do that harms how your brain decreases its reserve. For example, we know that: Chronic stress kills cells in the memory centers of the brain Brain injuries obviously can cause trouble your brain is soft and your skull is hard, you need to protect it. Too much alcohol or drug abuse damages the brain Negative thinking, as we will see, disrupts healthy brain function.
A lousy diet is harmful, if you have a fast food diet you will only have a fast food brain Any type of an environmental toxin hurts the brain, so stop cleaning the shower with toxic materials without great ventilation And, anything that decreases blood flow to the brain, such as a lack of sleep, untreated sleep apnea, smoking or too much caffeine steals from your reserve. Likewise, living a brain healthy life will increase your brains reserve and your ability to deal with the inevitable stresses that come your way. The rest of these prescriptions will be geared toward increasing your brains reserve. 3. PROTECT YOUR BRAIN You brain is soft and your skull is hard. Brain injuries can ruin your lifeso wear your seat belt, drive in safe vehicles, dont hit soccer balls with your head, and stay off the roof. One of the most common brain injuries in men over 40 is falling off the roof. 4. STOP POISONING YOUR BRAIN Do not put toxic substances in your body. If you poison your brain you poison your mind, so not much alcohol, no illegal drugs, including marijuana, stop smoking, limit your caffeine intake, and stop using cleaning products without good ventilation. Here is an email that I received after my last public television special: Dear Dr. Amen, I used methamphetamines daily for 12 years & tobacco for 25 years. I saw your program and knew I didnt want that brain so I threw out all of the dope and cigarettes. I thought the withdrawal would be hell, but with the omega-3 supplements and the foods suggested in your program, it 25 Look at BIBPenpals.com
wasnt that badYou helped me turn my life around!!! Thank you!!! At the Amen Clinics we produce a drug education poster that now hangs in over 50,000 schools around the world. It shows a healthy brain surrounded by drug and alcohol affected brains. It asks the question, Which brain do you want? That is a question you should always ask yourself. 5. PROTECT YOUR MEMORY It is critical to take early memory problems seriously and not just dismiss them as normal aging. According to a study from UCLA 95% of people with Alzheimers disease are not diagnosed until they are in the moderate to severe stages of the disorder, when not much can be done. Bob, one of my best friends, had a SPECT scan to check on the health of his brain. His mother had Alzheimers disease and he wanted to do everything possible to avoid it. At age 64 his scan was already starting to show the typical Alzheimers pattern of low activity in the parietal lobes at the top back part of the brain, which help us with direction sense, and low activity in the temporal lobes, underneath our temples and behind our eyes, which are more directly involved with memory. On memory tests Bob was already starting to show a problem, but since we caught it early, we were able to make substantial improvements for him. The earlier we know about a problem the more we can do for it. Early detection is crucial. I think people should be screened yearly after the age of 50 for memory problems, using simple paper and pencil tests, one is given on our website, and then use more sophisticated tests if potential problems show up. When I turned 50 my doctor wanted me to have a colonoscopy. I asked him why he didnt want to look at my brain. Isnt the The Global Skills Book for Teenagers
other end of my body just as important? We often dont think about the brain until it is too late. One of the MOST important things you can do to keep your memory strong is exercise because cognitive abilities are best in people who are physically active. There are also a number of supplements that have good supporting research for memory including fish oil, gingko biloba, sage and a Chinese moss extract called huperazine. Anthony Davis is a hall of fame running back from the University of Southern California. AD earned the nickname the Notre Dame killer because in 1972 he scored 6 touchdowns against the University of Notre Dame. Notre Dame Students hated AD so much that they taped his picture on the walkways of the campus so that they could walk all over him. AD retired from the NFL at the age of 28 due to injuries. Years later he came to see me to try to prevent some of the cognitive problems he saw in other retired football players. ADs scan showed clear evidence of brain damage. I told AD that at age 54 his brain looked like he was 85 years old. Like many of my patients, AD developed brain envy. After seeing his scans he wanted a better brain. Six months later on fish oil, gingko, and huperazine his brain looked much better and he said he felt more energetic and was better able to focus and remember. 6. GOOD SLEEP IS ESSENTIAL TO THE HEALTH OF YOUR BRAIN Unfortunately, 60 million Americans have trouble sleeping, which affects their moods, memory and ability to concentrate. It is estimated that sleep deprived people cause more accidents than drunk drivers. Because of our sleep problems doctors are prescribing sleep medications that can affect your moods and memory at alarming rates. 26 Look at BIBPenpals.com
In my practice I first help you eliminate anything that might interfere with sleep, such as caffeine, alcohol or reading Stephen King before bedtime. I also try natural supplements first, such as melatonin, valerian, kava kava or 5-HTP. I went through a period of grief a number of years ago and kava kava was the only thing that helped me sleep without feeling hung over. I also use hypnosis to help my patients. When I was an intern at the Walter Reed Army Medical Center many of my patients wanted sleeping pills. As you can imagine, it is hard to sleep in a busy, noisy hospital. Before I gave them the pills, however, I asked if I could hypnotize them first. Almost everyone agreed and it was often very helpful. Several of my first professional papers came from using hypnosis for sleep. One of my patients, a decorated World War II hero, had terrible Parkinsons disease and in a hypnotic trance for sleep his tremor went away. When I told the attending neurologist about it the next morning he thought I was crazy. So I repeated the exercise in front of him and it became my first professional paper. When I hypnotized an Army chaplain for sleep who was in the hospital for a heart arrhythmia his heart rhythm normalized. When I told the attending cardiologist about it the next morning he raised his eyebrows at me, so I repeated the exercise in front of him and it became my second professional paper. Hypnosis and self hypnosis are very powerful tools to help us gain mastery over our own minds and bodies and can be helpful for sleep, as well as for anxiety and pain. 7. LEARN BRAIN HEALTHY WAYS TO DEAL WITH PAIN Pain is one of the most frightening symptoms that we can have. Chronic pain affects The Global Skills Book for Teenagers
everything in a negative way, such as sleep, mood, memory and concentration. Our scans have taught me that the use of chronic pain medications, such as Vicodin or Oxycontin, may be harmful to brain function. Long term use of these medications makes the brain look like people who drink too much. I am NOT suggesting that you throw out your pain medications. I am a baby when it comes to pain and I know some people would rather die than live with pain. But because of what I have seen on scans I developed an interest in alternative treatments for pain. Fish oil, acupuncture, music therapy and hypnosis all have scientific evidence that they may be helpful. From a psychiatrists standpoint, I have also learned that pain and depression tend to go hand in hand. And that for some people using the natural supplement SAMe or the antidepressant medicine Cymbalta can help both problems. Again, there are many natural ways to help the brain. Of course, you should talk to your doctor. If he or she does not know much about natural supplements, as many of us were never taught about them in school, sometimes a naturopath can be helpful. One other thought on pain, try getting rid of all of the artificial sweeteners in your diet. When I was 37 I had arthritis. I had trouble getting up off the floor after playing with my children. As part of developing a brain healthy life, I got rid of the diet sodas. Within a month, my pain went away. I dont think artificial sweeteners do that to everyone, but if you hurt it might be something to consider. 8. YOU NEED A BRAIN HEALTHY DIET What does that mean? Lean protein, such as turkey or chicken; low glycemic, high fiber carbohydrates, which means carbohydrates 27 Look at BIBPenpals.com
high in fiber that do not raise your blood sugar, such as whole grains and green leafy vegetables; and healthy fats that contain omega three fatty acids, found in foods such as tuna, salmon, avocados and walnuts. Since the brain is 85% water, anything that dehydrates you is bad for the brain, such as alcohol, caffeine, excess salt or not drinking enough fluids. Also, drink plenty of water to keep yourself well hydrated. Along the same lines, teach your children to eat right. Exposure equals preference, what you feed your children is eventually what they will want. Chloe, our 5 year old, believes that blueberries are Gods candy and that raw red bell peppers are to die for. Why? She knows about her brain and wants to do everything she can to make it better. She frequently asks me if this is good for my brain or bad for it. You should ask yourself the same question. 9. PHYSICAL EXERCISE It is literally the fountain of youth because it boosts blood flow to the brain, plus it increases chemicals that are important for learning and memory and stimulating the growth of new brain cells. Thirty minutes 3 or 4 times a week is all you need. If you dont know what to do, walk fast, like youre late. 10. MENTAL EXERCISE OK, once you exercise and boost blood flow to your brain, you then need mental exercise. In one study of lab rats, exercise was found to generate new cells in the learning and memory centers of the brain. These new cells lasted for about four weeks. If they were not stimulated by new learning they died off. If you stimulate new brain cells by using them, by learning something new, they connect to other cells and become part of the fabric of your brain. The Global Skills Book for Teenagers
This is why people who only work out at the gym are not nearly as smart as people who work out and then go to the library. Learning new dance steps is a great mental exercise, because it involves learning, coordination, music AND physical exercise. All of those things are great for your brain. Crossword puzzles, learning a musical instrument or exploring a new country or a new language with enthusiasm can also help. Exercise plus life long learning, plus a healthy diet and limiting alcohol and tobacco will help keep your brain young and strong. In fact, researchers from the University of Cambridge found that people who did not do these things died early. People who drank heavily, smoked, didnt exercise and had poor diets at the age of 60 had the same risk of dying as someone with a healthy lifestyle who was 74. You can add up to 14 years to your life by doing simple things to take care of your brain and your body. 11. NOTICE WHAT YOU LOVE ABOUT YOUR LIFE, A LOT MORE THAN WHAT YOU DONT. I once did a study with psychologist Noelle Nelson on the power of appreciation. I scanned her twice: once when she was focused on what she loved about her life, and then again while she focused on what she hated about her life. The scans were radically different. The loving scan looked healthy, while the hateful scan showed decreased activity in several important areas of her brain, involving emotions and memory. Other studies too have found that focusing on negative thoughts changes the brain in a negative way. Creativity, learning, and imagination all go DOWN with negative emotion; while focusing on positive, happy, hopeful thoughts helps both the brain and you work better. 28 Look at BIBPenpals.com
Here is a simple exercise: write down 5 things you are grateful for EVERYDAY and then meditate on these things throughout the day. This exercise has been shown in scientific studies to increase your overall level of happiness in just three weeks. 12. NOTICE WHAT YOU LOVE ABOUT OTHER PEOPLE, A LOT MORE THAN WHAT YOU DONT. I collect penguins. I now have over 2,000 penguins. I have penguin anything that you can imagine, from penguin pens, cups, dolls, puppets, hats, ties, shirts, sewing kits, a penguin vacuum, and even a penguin weathervane. Many people ask me how this obsession started. When my son was 7 years old I took him to a place called Sea Life Park in Hawaii. It is a sea animal park. At the end of the day I took Antony to see the Fat Freddy show. Freddy was an amazing short, fat penguin. On cue, he dove from a high diving board, bowled with his nose, counted with his flippers and jumped through a hoop of fire. Toward the end of the show the trainer asked Freddy to go get something. Freddy went and got it and brought it right back. Damn, I though to myself, "I ask this kid to get me something and he wants to have a discussion with me for 20 minutes and then he doesnt want to do it. I knew my son was smarter than the penguin." So, after the show I went up to the trainer and asked her how she got Freddy to do all of those really cool things. The trainer looked at my son and then she looked at me and said "Unlike parents, whenever Freddy does anything like what I want him to do, I notice him. I give him a hug and I give him a fish." Even though my son didnt like raw fish the light turned on in my head that
whenever he did things that I liked, I paid no attention to him at all because I was a busy guy. But when he didnt do what I wanted him to do, I gave him a ton of attention because I didnt want to raise bad children. I was inadvertently teaching him to be a little monster in order to get my attention. So I collect penguins as a way to remind myself to notice the good things about the people in my life a lot more than the bad things. Penguins might also help you. CONCLUSION There are many ways to optimize your brain and your mind. You CAN create a brain healthy life by learning how to love and care for your brain, and by focusing on what you love about your life a lot more than what you dont. PASS IT ON. One of the most important things I have learned in my life is that best way to help ourselves is to help others. Take what you have learned here to develop your brain healthy life and teach it to others. By creating brain healthy families, businesses and communities ALL of us benefit.
Activities that reduce blood flow to the brain reduce our learning. (from Dr. Daniel Amen.) Repetitive actions Reading email aimlessly Smoking Drinking alcohol Thinking negative thoughts
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Automatic Negative Thoughts ANTs

We need an ANT eater. Introduction Our overall mind state has a certain tone or flavor based largely on the types of thoughts we think. When the deep limbic system is overactive, it sets the mind's filter on "negative." If you could look into the thoughts of people who are depressed, you would find one dispiriting thought following another. When they look at the past, there is regret. When they look at the future there is anxiety and pessimism. In the present moment, something is most often unsatisfactory. The lens through which they see themselves, others, and the world has a dim grayness to it. They are suffering from Automatic Negative Thoughts, or ANTs. ANTs are cynical, gloomy, and complaining thoughts that just seem to keep coming all by themselves. Photo credit Malene
Thyssen, http://commons.wikimedi a.org/wiki/User:Malene
An email to malene at mtfoto.dk would be appreciated too.
ANTs can cause people to be depressed and fatalistic, which have a profound impact on their lives. "I know I won't pass that test on Tuesday." This kind of thinking makes for a selffulfilling prophecy: if they've already convinced themselves they won't pass, they won't study very hard and they won't pass the test. This type of thinking severely limits a person's ability to enjoy his or her life because how one thinks on a moment-to-moment basis plays a large role in how one feels and how one conducts one's affairs. If you are depressed all the time, you don't expect good things to happen so you don't try very hard to make them happen. The internal distress from melancholy thinking can make you behave in ways that alienate others, thus causing you to isolate yourself further. On the other hand, positive thoughts and a positive attitude will help you radiate a sense of well being, making it easier for others to connect with you. Positive thoughts will also help you be more effective in your life. So, as you can see, what goes on in your mind all day long can determine whether your behavior is selfdefeating or self-promoting. Here are some examples of typical ANTs (automatic negative thoughts): "You never listen to me." The Global Skills Book for Teenagers 30 Look at BIBPenpals.com
"Just because we had a good year in business doesn't mean anything." "You don't like me." "This situation is not going to work out. I know something bad will happen." "I feel as though you don't care about me." "I should have done much better. I'm a failure." "You're arrogant." "You're late because you don't care." "It's your fault." Students at Highland Park High School created a poster about the ANTs.
These thoughts severely limit a person's ability to enjoy his or her life. How you think "moment-by-moment" plays a large role in how you feel (a deep limbic system function). Negative thoughts cause you to feel internal discomfort or pain and they often cause you to behave in ways that alienate from other people. Hopeful thoughts, on the other hand, influence positive behaviors and lead people to feel good about themselves and be more effective in their day-to-day lives. Hopeful thoughts also are involved in helping people connect with others. Healing the deep limbic system requires a person to heal their moment-to-moment thought patterns. Unfortunately, there is no formal place where we are taught to think much about our thoughts or to challenge the notions that go through our head, even though our thoughts are always with us. Most people do not understand how important thoughts are, and leave the development of thought patterns to random chance. Did you know that every thought you The Global Skills Book for Teenagers 31 Look at BIBPenpals.com
have sends electrical signals throughout your brain? Thoughts have actual physical properties. They are real! They have significant influence on every cell in your body. When your mind is burdened with many negative thoughts, it affects your deep limbic system and causes deep limbic problems (irritability, moodiness, depression, etc.). Teaching yourself to control and direct thoughts in a positive way is one of the most effective ways to feel better. Here are the actual step-by-step "thinking" principles that I use in my psychotherapy practice to help my patients heal their deep limbic systems. STEP #1 Did you know...Every time you have a thought, your brain releases chemicals. That's how our brain works... you have a thought, your brain releases chemicals, an electrical transmissions goes across your brain and you become aware of what you're thinking. Thoughts are real and they have a real impact on how you feel and how you behave. STEP #2 Every time you have an angry thought, an unkind thought, a sad thought, or a cranky thought, your brain releases negative chemicals that make your body feel bad (and activate your deep limbic system). Think about the last time you were mad. How did your body feel? When most people are angry their muscles become tense, their hearts beat faster, their hands start to sweat and they may even begin to feel a little dizzy. Your body reacts to every negative thought you have. Mark George, M.D., from the National Institutes of Mental Health, demonstrated this phenomena in an elegant study of brain function. He studied the activity of the brain in 10 normal women under three different conditions. He studied these women when they were thinking about happy thoughts, neutral thoughts and sad thoughts. During the happy thoughts, the women demonstrated a cooling of the deep limbic system. During the sad thoughts, he noticed a significant increase in deep limbic system activity. Powerful evidence that your thoughts matter! STEP #3 Every time you have a good thought, a happy thought, a hopeful thought or a kind thought, your brain releases chemicals that make your body feel good (and cools your deep limbic system). Think about the last time you had a really happy thought. How did you feel inside your body? When most people are happy their muscles relax, their hearts beat slower, their hands become dry and they breathe slower. Your body also reacts to your good thoughts. STEP #4 Your body reacts to every thought you have. We know this from polygraphs or lie detector tests. During a lie detector test, a person is hooked up to equipment that measures: hand temperature, heart rate, blood pressure, breathing rate, muscle tension and how much the hands sweat. The Global Skills Book for Teenagers 32 Look at BIBPenpals.com
The tester then asks questions, like "Did you do that thing?" If the person did the bad thing his body is likely to have a "stress" response and it is likely to react in the following ways: hands get colder, heart goes faster, blood pressure goes up, breathing gets faster, muscles get tight and hands sweat more. Almost immediately, his body reacts to what he thinks, whether he says anything or not. Remember, the deep limbic system is responsible for translating our emotional state into physical feelings of relaxation or tension. Now the opposite is also true. If he did not do the thing the tester asked about it is likely that his body will experience a "relaxation" response and react in the following ways: hands will become warmer, heart rate will slow, blood pressure goes down, breathing becomes slower and deeper, muscles become more relaxed and hands become drier. Again, almost immediately, your body reacts to what you think. This not only happens when you're asked about telling the truth, your body reacts to every thought you have, whether it is about work, friends, family or anything else. STEP #5 Thoughts are very powerful. They can make your mind and your body feel good or they can make you feel bad. Every cell in your body is affected by every thought you have. That is why when people get emotionally upset, they actually develop physical symptoms, such as headaches or stomach aches. Some physicians think that people who have a lot of negative thoughts are more likely to get cancer. If you can think about good things you will feel better. Think of your body like an "ecosystem." An ecosystem contains everything in the environment like the water, the land, the cars, the people, the animals, the vegetation, the houses, the landfills, etc. A negative thought is like pollution to your system. Just as pollution in the Los Angeles Basin affects everyone who goes outside, so too do negative thoughts pollute your deep limbic system, your mind and your body. STEP #6 Unless you think about your thoughts they are automatic or "they just happen." Since they just happen, they are not necessarily correct. Your thoughts do not always tell the truth. Sometimes they even lie to you. I once treated a college student who thought he was stupid, because he didn't do well on tests. When his IQ (intelligence level) was tested, however, we discovered that he was close to a genius! You don't have to believe every thought that goes through your head. It's important to think about your thoughts to see if they help you or they hurt you. Unfortunately, if you never challenge your thoughts you just "believe them" as if they were true. STEP #7 You can train your thoughts to be positive and hopeful or you can just allow them to be The Global Skills Book for Teenagers 33 Look at BIBPenpals.com
negative and upset you. Once you learn about your thoughts, you can chose to think good thoughts and feel good or you can choose to think bad thoughts and feel lousy. That's right, it's up to you! You can learn how to change your thoughts and you can learn to change the way you feel. One way to learn how to change your thoughts is to notice them when they are negative and talk back to them. If you can correct negative thoughts, you take away their power over you. When you just think a negative thought without challenging it, your mind believes it and your body reacts to it. STEP #8 As I mentioned above, negative thoughts are mostly automatic or they "just happen." That is why I call these thoughts "Automatic Negative Thoughts" or ANTs. Think of these negative thoughts that invade your mind like ants that bother a couple at a picnic. One negative thought, like one ant at a picnic, is not a big problem. Two or three negative thoughts, like two or three ants at a picnic, becomes more irritating. Ten or twenty negative thoughts, like ten or twenty ants at a picnic, may cause the couple to pick up and leave the picnic. Whenever you notice these automatic negative thoughts or ANTs you need to crush them or they'll ruin your relationships, your self-esteem and your personal power. One way to crush these ANTs is to write them down and talk back to them. For example, if you think, "My husband never listens to me," write it down. Then write down a rational response; something like "He's not listening to me now, maybe he's distracted by something else. He often listens to me." When you write down negative thoughts and talk back to them, you take away their power and help yourself feel better. Some people tell me they have trouble talking back to these negative thoughts because they feel that they are lying to themselves. Initially, they believe that the thoughts that go through their mind are the truth. Remember, thoughts sometimes lie to you. It's important to check them out before you just believe them! Here are nine different ways that your thoughts lie to you to make situations out to be worse than they really are. Think of these nine ways as different species or types of ANTs (automatic negative thoughts). When you can identify the type of ANT, you begin to take away the power it has over you. I have designated some of these ANTs as red, because these ANTs are particularly harmful to you. Notice and exterminate ANTs whenever possible. ANT #1: "Always or Never Thinking" This happens when you think something that happened will "always" repeat itself. For example, if your partner is irritable and she gets upset you might think to yourself, "She's always yelling at me," even though she yells only once in a while. But just the thought "She's always yelling at me" is so negative that it makes you feel sad and upset. It activates your limbic system. Whenever you think in words like always, never, no one, every one, every time, everything those are examples of "always" thinking and usually wrong. Here are some examples of "always" thinking: "He's always putting me down." "No one will ever call me." "I'll never get a raise." "Everyone takes advantage of me." "You turn away every time I touch you." "My children never listen to me."
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"Always thinking" ANTs are very common. Watch out for them. ANT #2 (red ANT): "Focusing On the Negative" This occurs when your thoughts only see the bad in a situation and ignore any of the good parts that might happen. For example, I have treated several professional speakers for depression. After their presentations they had the audience fill out an evaluation form. If l00 of them were returned and 2 of them were terrible, but 90 of them were outstanding, which ones do you think they focused on? Only the negative ones! I taught them to focus on the ones they liked a lot more than the ones they didn't like. It's important to learn from others, but in a balanced, positive way. Your deep limbic system can learn a powerful lesson from the Disney movie, "Pollyanna." In the movie, Pollyanna came to live with her aunt after her missionary parents died. Even though she had lost her parents she was able to help many "negative people" with her attitude. She introduced them to the "glad game," to look for things to be glad about in any situation. Her father had taught her this game after she experienced a disappointment. She had always wanted a doll, but her parents never had enough money to buy it for her. Her father sent a request for a second hand doll to his missionary sponsors. By mistake, they sent her a pair of crutches. "What is there to be glad about crutches?" they thought. Then they decided they could be glad because they didn't have to use them. This very simple game changed the attitudes and lives of many people in the movie. Pollyanna especially affected the minister. Before she came to town he preached hellfire and damnation, and he did not seem to be very happy. Pollyanna told him that her father said that the Bible had 800 "Glad Passages," and that if God mentioned being glad that many times, it must be because He wants us to think that way. Focusing on the negative in situations will make you feel bad. Playing the glad game, or looking for the positive will help you feel better. ANT #3 (red ANT): "Fortune Telling" This is where you predict the worst possible outcome to a situation. For example, before you discuss an important issue with your partner you predict that he or she won't be interested in what you have to say. Just having this thought will make you feel tense. I call "fortune telling" red ANTs because when you predict bad things you can make them happen. Say you are driving home from work and you predict that the house will be a wreck and no one will be interested in seeing you. By the time you get home you're waiting for a fight. When you see one thing out of place or no one comes running to the door you explode and ruin the rest of the evening. Fortune telling ANTs really hurt your chances for feeling good. ANT #4 (red ANT): "Mind Reading" This happens when you believe that you know what another person is thinking even when they haven't told you. Mind reading is a common cause of trouble between people. I tell my wife, "Please don't read my mind, I have enough trouble reading it myself!" You know that you are mind reading when you have thoughts such as, "She's mad at me. He doesn't like me. They were talking about me." I tell people that a negative look from someone else may be nothing more than they are constipated! You don't know. You can't read anyone else's mind. You never know what others are really thinking. Even in intimate relationships, you cannot read your partner's mind. When there are things you don't understand, clarify them and stay away from mind reading ANTs. They are very infectious. ANT #5: "Thinking With Your Feelings" The Global Skills Book for Teenagers 35 Look at BIBPenpals.com
This occurs when you believe your negative feelings without ever questioning them. Feelings are very complex, and, often based on powerful memories from the past. Feelings sometimes lie to you. Feelings are not about truth. They are about feelings. But many people believe their feelings even though they have no evidence for them. "Thinking with your feelings" thoughts usually start with the words "I feel." For example, "I feel like you don't love me. I feel stupid. I feel like a failure. I feel nobody will ever trust me." Whenever you have a strong negative feeling, check it out. Look for the evidence behind the feeling. Do you have real reasons to feel that way? Or, are you feelings based on events or things from the past? ANT #6: "Guilt Beatings" Guilt is not a helpful emotion, especially for your deep limbic system. In fact, guilt often causes you to do those things that you don't want to do. Guilt beatings happen when you think with words like "should, must, ought or have to." Here are some examples: "I ought to spend more time at home. I must spend more time with my kids. I should have sex more often. I have to organize my office." Because of human nature, whenever we think that we "must" do something, no matter what it is, we don't want to do it. It is better to replace "guilt beatings" with phrases like "I want to do this...It fits with my goals to do that...It would be helpful to do this...." So in the examples above, it would be helpful to change those phrases to "I want to spend more time at home. It's in our best interest for my kids and I to spend more time together. I want to please my spouse by making wonderful love with him (or her) because he (or she) is important to me. It's in my best interest to organize my office." Get rid of this unnecessary emotional turbulence that holds you back from achieving the goals you want. ANT #7: "Labeling" Whenever you attach a negative label to yourself or to someone else, you stop your ability to take a clear look at the situation. Some examples of negative labels that people use are "jerk, frigid, arrogant and irresponsible." Negative labels are very harmful, because whenever you call yourself or someone else a jerk or arrogant you lump that person in your mind with all of the "jerks" or "arrogant people" that you've ever known and you become unable to deal with them in a reasonable way. Stay away from negative labels. ANT #8: "Personalization" Personalization occurs when innocuous events are taken to have personal meaning. "My boss didn't talk to me this morning. She must be mad at me." Or, one feels he or she is the cause of all the bad things that happen, "My son got into an accident with the car. I should have spent more time teaching him to drive. It must be my fault." There are many other reasons for behavior besides the negative explanations an abnormal limbic system picks out. For example, your boss may not have talked to you because she was preoccupied, upset or in a hurry. You never fully know why people do what they do. Try not to personalize their behavior. ANT #9 (the most poisonous red ANT): "Blame" Blame is very harmful. When you blame something or someone else for the problems in your life, you become a victim of circumstances and you cannot do anything to change your situation. Many relationships are ruined by people who blame their partners when things go wrong. They take little responsibility for their problems. When something goes wrong at home or at work, they try to find someone to blame. They rarely admit their own problems. Typically, you'll hear statements from them like: The Global Skills Book for Teenagers 36 Look at BIBPenpals.com
"It wasn't my fault that...." "That wouldn't have happened if you had...." "How was I supposed to know...." "It's your fault that...." The bottom line statement goes something like this: "If only you had done something differently, I wouldn't be in the predicament I'm in. It's your fault, and I'm not responsible." Whenever you blame someone else for the problems in your life, you become powerless to change anything. The "Blame Game" hurts your personal sense of power. Stay away from blaming thoughts and take personal responsibility to change the problems you have. Summary of A.N.T. Species: 1."Always" thinking: thinking in words like always, never, no one, every one, every time, everything. 2.Focusing on the negative: only seeing the bad in a situation. 3.Fortune telling: predicting the worst possible outcome to a situation. 4.Mind reading: believing that you know what another person is thinking, even though they haven't told you. 5.Thinking with your feelings: believing negative feelings without ever questioning them. 6.Guilt beatings: thinking in words like "should, must, ought or have to." 7.Labeling: attaching a negative label to yourself or to someone else. 8.Personalization: innocuous events are taken to have personal meaning. 9.Blame: blaming someone else for your own problems. Feed Your Anteater and Feel Better Whenever you notice an ANT entering your mind, train yourself to recognize it and write it down. When you write down automatic negative thoughts (ANTs) and talk back to them, you begin to take away their power and gain control over your moods. Kill the ANTs by feeding your emotional anteater. FEED YOUR ANTEATER AND FEEL BETTER EXERCISE is for whenever you need to be in control of your mind. It is for times when you feel anxious, nervous, depressed or frazzled. It is for times when you need to be your best. Whenever you feel depressed or anxious fill out the following ANTEATER form.
EVENT: Write out the event that is associated with your thoughts and feelings.
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A.N.T. SPECIES (write out the automatic (identify the type of automatic negative irrational thought) thoughts)
KILL THE A.N.T. (talk back to the irrational thoughts)
Here are some examples of ways to kill these ANTs: ANT Species of ANT You never listen to me. Always Thinking Kill the ANT I get frustrated when you don't listen to me, but I know you have listened to me and will again. I don't know that. Maybe she's just having a bad day. Bosses are people, too. I don't know that. Maybe they'll really like my speech. Sometimes I do things that aren't too smart, but 38 Look at BIBPenpals.com
The boss doesn't like me. The whole class will laugh at me. I'm stupid.
Mind Reading
Fortune Telling Labeling
I'm not stupid. I need to look at my part of the problems It's your fault we have Blame and look for ways I can these marital problems. make the situation better. Your thoughts really matter. They can either help or hurt your deep limbic system. Left unchecked, ANTs will cause an infection in your whole body system. Whenever you notice ANTs, you need to crush them or they'll affect your relationships, your work, and your entire life. First you need to notice them. If you can catch them at the moment they occur and correct them, you take away the power they have over you. When a negative thought goes unchallenged, your mind believes it and your body reacts to it. ANTs have an illogical logic. By bringing them into the open and examining them on a conscious level, you can see for yourself how little sense it really makes to think these kinds of things to yourself. You take back control over your own life instead of leaving your fate to hyperactive limbic conditioned negative thought patterns. Sometimes people have trouble talking back to these grossly unpleasant thoughts because they feel that such obvious age-old "truisms" simply must be real. They think that if they don't continue to believe these thoughts that they are lying to themselves. Once again, remember that to know what is true and what is not, you have to be conscious of the thoughts and have an intelligent perspective on them. Most negative thinking is automatic and goes unnoticed. You're not really choosing how to respond to your situation, it's being chosen for you, by bad brain habits. To find out what is really true and what is not, you need to question it. Don't believe everything you hear -- even in your own mind! I often ask my patients about their ANT population: Is it high? Low? Dwindling? Or increasing? Keep control over the ANTs in order to maintain a healthy deep limbic environment.
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Maintaining a brain healthy life will increase your reserve or hardiness to deal with pending stresses or trouble. I always want to be increasing my brain reserve, so I can deal with the crises that inevitably will come my way. Here are a number of ways to do it.
Make positive social connections. Engage in new learning. Maintain a healthy diet. Take a daily multiple vitamin. Take fish oil supplements Learn music. Exercise regularly. Dance (of course, without drinking). Engage in positive thinking. Express gratitude.
The Global Skills Book for Teenagers 40 Look at BIBPenpals.com
Meditate.
Daniel Amen
AmenClinics.com
Maintaining a brain healthy life will increase your reserve or hardiness to deal with pending stresses or trouble. I always want to be increasing my brain reserve, so I can deal with the crises that inevitably will come my way. Here are a number of ways to do it. Make positive social connections. Engage in new learning. Maintain a healthy diet. Take a daily multiple vitamin. Take a fish oil supplement. Learn music. Exercise regularly. Dance (of course, without drinking). Engage in positive thinking. Express gratitude. Meditate. If you wish to stay healthy during stressful times, you need adequate brain reserve. Start working today to add more neurons to your life. ============== From MAGNIFICENT MIND AT ANY AGE by Dr. Daniel Amen The First Steps to a Healthier Brain Most of us are never taught about how important the brain is, so we go through life thinking about everything (weight, skin care, finances, children, Internet dating, vacations, careers, sports) but this critically important organ. I live in Newport Beach, California, the heart of Orange County. We have often been called the plastic society because we have more plastic walking around our streets and beaches than almost any other place in the world. I often say that we care more about our faces, our boobs, our bellies, and our butts than we do our brain. How stupid is that? When you really want to change, the place to start is with your brain. In the rest of this chapter I will tell you the first six things you should do to improve your brain health. 1. PROTECT YOUR AMAZING BUT FRAGILE BRAIN The brain is the most complicated organ in the universe. It is estimated that the brain has one hundred billion nerve cells and more connections in it than there are stars in the universe. Even though the brain consists of only about 2 percent of your body's weight, it uses about 25 percent of the calories you consume. If you take a piece of brain tissue the size of a grain of sand, it contains a hundred thousand neurons and a billion connections all communicating with one another. If you are not thoughtful, the brain loses an average of eighty-five thousand brain cells a day, or one per second. Information in the brain travels at the speed of 268 miles per hour, unless of course you are drunk, which really slows things down. The brain is the organ of loving, learning, behaving, intelligence, personality, character, belief, and knowing. The Global Skills Book for Teenagers 41 Look at BIBPenpals.com
The brain is also very soft and it is housed in a really hard skull. Most people think of the brain as firm, fixed, and rubbery. Yet that is not how it is inside your skull. That is how it is once it is fixed in formaldehyde on the pathologist's table. Inside your skull the brain is comprised of 80 percent water and is the consistency of soft butter or custard, somewhere between egg whites and Jell-O. In Another Day in the Frontal Lobe, neurosurgeon Katrina Firlik describes the brain "like tofu, the soft kind, which when caught in suction during surgery slurps into the tube." Your soft tofulike brain is housed in a really hard skull that has many ridges. These ridges damage the brain during trauma, so why would you ever let a child hit a soccer ball with their heads, play tackle football (even with helmets), skateboard, or snowboard or ski without helmets? Unless you didn't like them, why would you buy your teenagers a motorcycle or take them four-wheeling in the desert? From a neuroscientist's point of view, these are dangerous activities that could grievously injure the brain. Sports like boxing, football, motocross, and cage fighting are simply not worth the risk. The brain loves physical activity and it is better to think about safer brain sports such as tennis,
table
tennis, track and field (although not pole vaulting), and basketball. A 2007 study by
John Adams and colleagues at the University of Cincinnati College of Medicine found that hitting a soccer ball with one's head may be linked to long-term brain injury and memory problems later in life. Researchers found evidence of reduced gray matter in the brains of male college soccer players, compared with young men who had never played. The single most important thing I have learned from looking at tens of thousands of scans is that mild traumatic brain injuries change people's whole lives (by damaging their brain) and no one knows it. The braininjured person often subsequent to the injury suffers from emotional, behavioral, or cognitive problems that may lead him to a psychiatrist or psychologist, who typically never looks at the brain. Problems that are physically based are often considered psychological. If you never look at the brain, you will likely miss what many researchers have called the silent epidemic. There are two million reported new brain injury cases every year, and millions of others that go unnoticed. When I first started the imaging work, I saw a lot of brain injury patterns on scans. When I asked patients about a history of head injuries they denied them. When I pressed, a whole new world opened up. I found out that people often forgot significant injuries. I had to ask them three, four, even ten times. Many people forget or they did not realize that they have had a serious brain injury. You would be amazed by how many people after repeatedly saying no to this question suddenly get an "aha" look on their face and say, "Why yes, I fell out of a second-story window at age seven." Or they tell us they went through the windshield of a car headfirst, had concussions playing football or soccer, or fell down a flight of stairs. Not all brain injuries, even serious ones, will cause damagethere is an interaction between genetic vulnerability and trauma. Moreover, the brain is buffered by the cerebrospinal fluid that bathes it. Still, damage can occur more than most know. So many of the troubled people we see at the Amen Clinics have had a brain injury (or two or three). Damaging your brain may limit or impair your ability to be successful in any area of your life. People who have experienced head injuries have a higher incidence of drug abuse, alcoholism, mood problems, divorce, domestic violence, arrests, financial problems, and every other type of trouble that leads to failure. Be smart. If you want to be your best, protect your soft brain.
2. DO A BETTER JOB OF TAKING CARE OF YOUNGER BRAINS Most people think that we become adults when we turn eighteen years old. That is a societal definition, but it is not true from a brain science perspective. The prefrontal cortex, the part of our brain that makes us most human (forethought, judgment, impulse control, learning from our mistakesthe stuff of maturity), does not finish developing until we are about twenty-five The Global Skills Book for Teenagers 42 Look at BIBPenpals.com
years old. The insurance industry knew this long before neuroscientists, as twenty-five is the age when your car insurance rates go down because you become a more thoughtful driver. As the brain matures, nerve cells become wrapped in a white, fatty substance called myelin (a process known as myelinization). Like wrapping copper wires with insulation, myelin protects and helps nerve cells work up to ten times more efficiently. Myelinization starts from the back part of the brain and works forward. The occipital lobes, involved with vision, myelinate within the first few months of life, so we can see more detail. It is not until we are much older that the prefrontal cortex becomes myelinated. Current research, including ours, suggests it is at about age twenty-five. From a study we did at the Amen Clinics, involving more than sixtythree hundred patient scans, we found that the activity in the prefrontal cortex does not become stable until we are in our midtwenties. Why is this so important? Since the brain is not finished developing until we are in our midtwenties, we should be doing a much better job protecting our teenage and young adult brains. Too often parents give up on their teenagers and do not supervise what they eat, allow them to get little sleep, don't get terribly upset about early drinking or marijuana use, and permit them to drive in unsafe vehicles. We allow our kids to go away to college too soon, where they engage in brain-destroying behaviors, such as heavy drinking, nonstop violent video games, Internet gambling, and pornography, and we are ready to toss them out of the house when they are eighteen, if they irritate us. I know my three adult children (ages thirty-one, twenty-six, and twenty-one) have much better judgment now than they did at age eighteen. I can certainly say the same thing about my own behavior. Once this brain research was released, the Supreme Court banned executing murderers who committed their crimes when they were teenagers. Take this concept a step further. Parents spend billions of dollars each year trying to help their children be successful. We spend money on private schools, summer camps, and lessons of all sorts, including martial arts, athletics, music, and dance. We spend time tutoring them or hiring tutors for them. With all the time and effort spent on helping them be their best, we should not forget the most important organ that actually tells the body how to hit the golf shot, remembers the karate kata, hears the prosody of music, and improvises in modern dance. Spending time and money on youth brain health is one of the smartest investments in your child's, teenager's, and young adult's future. Some simple things to do for children and teens is to teach them about the importance of their brain, how to take care of it, protect it, feed it properly, get enough sleep, avoid toxic substances such as drugs or alcohol, and share the major concepts with them from this book and another of my books, Making a Good Brain Great. Once properly educated, I find children and teens are much better at taking care of their own brains. 3. BOOST BLOOD FLOW Blood is especially important to the brain. Even though the brain is composed of only 2 percent of the body's weight, it uses 20 percent of the body's blood flow and oxygen supply. Blood flow to the brain is rarely thought about as important by the general public, unless a disaster strikes, such as a stroke or an aneurysm. Yet good blood flow is absolutely essential to the brain's health. This is one reason I favor brain SPECT as our primary imaging study. It specifically looks at blood flow patterns in the brain. Blood brings oxygen, sugar, vitamins, and other nutrients to the brain and takes away carbon dioxide and other toxic waste products. Anything that limits blood flow prematurely ages all of your body's organs. Consider the skin of smokers. Most people can tell if someone is a smoker by looking at his or her skin. A smoker's skin is more likely to be deeply wrinkled and even perhaps tinged with a yellow or gray color. Why? Nicotine in cigarettes is a powerful constrictor of blood flow to every organ in the body, including the skin and the brain. Deprived of vital nutrients, the smoker's body will look and the brain will think older than they are. Unless you actively do something to change it, blood flow throughout your body decreases over time, especially to the brain. Blood vessels become droopy and blood pressure rises, limiting blood supply. To stay young of heart and mind, it is essential to understand the factors that limit blood flow and eliminate them. Improving blood flow is the fountain of youth. Whatever is good for your heart is good for your The Global Skills Book for Teenagers 43 Look at BIBPenpals.com
brain. Since I wrote Sex on the Brain, I also realized that whatever is good for your heart is good for your brain is also good for your genitals. Blood flow to your genitals is essential for both men and women to have healthy, passionate, satisfying sex lives. Did you know that 40 percent of forty-year-olds have erectile (blood flow) dysfunction? And 70 percent of seventyyear-olds have erectile dysfunction too? No wonder commercials for Cialis, Levitra, and Viagra are everywhere. The startling statistics for erectile dysfunction are an indication that heart and brain problems are also much more common than most people think. Here is a partial list of factors that limit or disrupt blood flow. Stress. The overflow of the stress chemical adrenaline constricts blood flow to many areas of the body. Caffeine. This substance directly constricts blood flow to the brain, disrupts sleep, and is involved in dehydration. Nicotine. This substance constricts blood flow everywhere. Dehydration. The brain is 80 percent water. Anything that dehydrates you makes it harder to think. I once did a scan of a famous bodybuilder. His brain resembled that of a drug addict's, but he vehemently denied it. Then I learned that he significantly dehydrates himself before photo shoots to look leaner for the camera, and he had one of these photo shoots the day after his first scan. When he was adequately hydrated the following week, his brain looked much better (see Images 2.2 and 2.3). Artery disease/heart disease. Both directly limit blood flow. Diabetes. A small blood vessel disease, diabetes limits blood flow, makes blood vessels brittle, and prevents the healing of damaged tissue. Environmental toxins. These toxins poison blood vessels. Lack of sleep. People who get less than six hours a sleep at night have lower overall blood flow to the brain. Lack of exercise. In addition to weakening the heart pump, too little exercise allows blood vessels to become droopy and less efficient. Drug or alcohol abuse. These substances are directly toxic to the vascular system. Drugs or alcohol cause a toxic swiss cheese appearance on scans from the overall decreased blood flow. To increase healthy blood flow throughout your body and brain, you need to get enough sleep; drink plenty of water; avoid substances that dehydrate you, such as caffeine and alcohol; stop any medications or bad habits (like smoking) that may be constricting blood flow; and consider taking supplements such as fish oil, gingko, ginseng, and L-arginine that boost blood flow. Probably the most important thing to do is to eliminate any toxins and to exercise. 4. INCREASE YOUR BRAIN'S RESERVE Have you ever wondered why certain stresses or injuries affect some people and not others? I have. I have wondered why some people get depressed after losing a parent while others, although sad, keep going; why some people, after a minor head injury, seem to really be affected, while others don't; or why some people can work many hours straight, while others are completely spent after a short period of time. Several years ago, after looking at many thousands of brain scans, I started to think about the concept of brain reserve. Brain reserve is the cushion, margin, or extra neurons that we have, to deal with unexpected events or insults. The more reserve we have, the more stresses or injuries we can handle. The less reserve, the more vulnerable we are. When we are conceived, we all start with the same reserve. Many things can erode it; many things can boost it. For example, if your mother smoked, drank much alcohol, or was under constant stress when she was pregnant with you, she decreased your brain's reserve. If she took fish oil, listened to classical music, and meditated every day, it is likely she increased your reserve. If you fell down a flight of stairs at age three, were exposed to chronic stress from an alcoholic mother or father during childhood, were sexually molested as a child or teenager, drank too much alcohol or used drugs, you decreased or limited your brain's reserve. On the other hand, if you were fed a healthy diet, took fish oil, were raised by loving, consistent parents, and were exposed to many different kinds of learning, your brain's reserve was likely increased. Anything that harms brain function starts to erode your brain's reserve. Here are some factors known to decrease brain reserve. Prenatal or birth injuries Brain injuries Excessive alcohol Drug abuse The Global Skills Book for Teenagers 44 Look at BIBPenpals.com
Negative thinking Environmental toxins Lack of sleep / sleep apnea Excessive caffeine Too much television or violent video games
Poor diet Chronic stress Smoking Lack of exercise
Likewise, maintaining a brain healthy life will increase your reserve or hardiness to deal with pending stresses or trouble. I always want to be increasing my brain reserve, so I can deal with the crises that inevitably will come my way. Here are a number of ways to do it. Make positive social connections. Engage in new learning. Maintain a healthy diet. Take a daily multiple vitamin. Take a fish oil supplement. Learn music. Exercise regularly. Dance (of course, without drinking). Engage in positive thinking. Express gratitude. Meditate. If you wish to stay healthy during stressful times, you need adequate brain reserve. Start working today to add more neurons to your life.
I have been following Dr. Amen's recommendations about the use of email for several years. 1. I look at email only once or twice a day 2. I stay focused. Before looking at my email, I write the priorities of my day. 3. Then I look only for email that are related to my priorities of the day. 4. I don't worry about responding to each piece of email. Set aside a day once a week to deal with every other message that you receive. 5. I tell my new clients to send me a text if they want me to look at an email within 24 hours. Generally it takes 72 hours for me to look at every email message.
http://www.amenclinics.com/conditions/brain-injury I pass along this web page because I found it useful
5. MAINTAIN THE BRAIN'S HARDWARE Your brain not only has to grow, develop, and mature, it has to repair itself on an ongoing basis. It is not like a car that can be taken into the mechanic when it needs a tune-up or a part replaced. Your brain has mechanisms to repair the damage as a result of the normal wear and tear of life. The hardware has to be maintained in order for the brain to consistently The Global Skills Book for Teenagers 45 Look at BIBPenpals.com
function at its best. It is still commonly believed that we are born with all the brain cells we will ever have. Because of this notion, scientists considered brain damage irreversible and neurological disease unstoppable. In stunning research within the last decade, investigators demonstrated that adult human brains generate new cells after all. Since then, scientists have been furiously studying the implications that has accelerated research in this area. Neurogenesis means birth, but the birth cycle is begun by death. Let's say you go to a New Year's Eve party and have a little too much champagne. You come home and sleep it off. By the time you awake, several hundred thousand neurons have died from alcohol toxicity. Somehow, the number of neurons in your brain has to be brought back up to normal. Neurogenesis is the process that develops and maintains the functional capacity of brain circuits by replacing neurons that are killed or damaged. The very act of the neurons' dying triggers certain growth factors in the brain to stimulate the formation of new neurons. But neurogenesis doesn't know when to stop; left on its own it will continue creating new neurons until the brain explodes. The brain has to regulate itself so that just the right numbers of neurons are maintained. When the number generated reaches a certain level, cell death is triggered, which miraculously brings the number back down. Yet once again, this death mechanism does not know when to stop killing, and thus new neuron formation is triggered again. This process allows the brain cell growth to stay within a certain range, so that the circuits can always function wellat least under normal conditions. Think of this repair process as the brain's governor, whose main job is to govern the population. It must maintain the right balance or all hell will break loose. Aging occurs when more cells die than are made. Cancer occurs when cells overproliferate. Encouraging brain health encourages neurogenesis. 6. YOUR ABILITY TO CONTROL YOUR LIFE IS DIRECTLY TIED TO THE HEALTH OF YOUR BRAIN Most people have a black or white conception of free will. That was my thought before I started my work with brain imaging. Growing up Roman Catholic I had the idea that we could all equally decide to do good or bad. It was a simple decision that led to heaven or hell, and we all had the same ability to choose, unless of course someone was mentally retarded or had another brain illness, such as Alzheimer's disease or schizophrenia, that took away their self-control. After looking at tens of thousands of brains in my own patients I have come to realize the free will is really a very gray concept. I think most of us have about 85 percent free will, until you drink a six-pack of Bud Lite, which drops free will to about 50 percent. But what if someone, through disease or damage, starts with 50 percent free will? That same sixpack of Bud Lite could cause a disaster in their lives. In the first several years of scanning the brain, criminal attorneys heard about my work and sent us people to scan who had done some really awful things. Most of the time, though not always, these people had really bad brain function. It became clear that the health of the brain was related to decision making. In one very sad case from Healdsburg, a city about an hour north of San Francisco, a sixteen-year-old boy, Jose, senselessly attacked another teenager, Dillon, because of the color of the sweater he wore. Referred to as the Red Sweater Case, the city was outraged. Jose had been "hotboxing" before he lost his temper. A group of teenagers, including Jose, were inside a VW Beetle with the windows rolled up, smoking joints. Being in a closed space with multiple people smoking increases the concentration of marijuana in the body, thus the term hotboxing. Shortly afterward, Jose saw Dillon walking his dog across the street. Dillon was wearing a red sweater. Jose, a wannabe gang member whose color was red, confronted Dillon and asked him what color he claimed. Dillon said he didn't claim any color and started to walk off. Jose said, "Wrong answer," and senselessly beat him nearly to death. Dillon was in a coma for three weeks and ended up with serious brain damage. As part of developing a defense, Jose's attorney sent him for neuropsychological testing, which revealed probable damage to his prefrontal cortex, the part The Global Skills Book for Teenagers 46 Look at BIBPenpals.com
of the brain involved in judgment, empathy, planning, and impulse control. The neuropsychologist suggested the attorney contact me to scan Jose's brain. The SPECT study was very abnormal. Jose had severe decreased activity in his prefrontal cortex and temporal lobes (implicated in learning disabilities and violence) and increased activity in the anterior cingulate gyrus, which is the brain's "gear shifter," causing him to be rigid and inflexible and to fixate on negative thoughts (see Image 2.4). Clearly, Jose had an abnormal brain. He had suffered several brain injuries in the past, including being beaten unconscious by a heavy chain, and he had experienced severe emotional trauma. His mother was murdered when he was eight years old and he had witnessed much violence. Even when he was not smoking marijuana, Jose suffered with a vulnerable brain. Put him in the wrong situation, under the influences of something that diminishes brain function further, even marijuana, and he is likely to explode. I received a lot of criticism for testifying at Jose's trial, even threatening phone calls to my office. People said I was providing a high-tech excuse for bad behavior. But the truth was that Jose did not have full access to his own brain, the organ that controls behavior. It didn't mean that he didn't do the crime. He did. It didn't mean he was not responsible for it. He was. What it does mean is that the jury should take into consideration that he was literally not dealing with a complete set of brain cells and they should send him to a place where he could get appropriate treatment. Odds are, whatever the sentence, he will go home at some point. He will be less likely to reoffend, if his brain was helped. In fact, the jury did use imaging information for mitigation. Rather than receiving twenty-five years, which the prosecution wanted, the jury sentenced him to eleven years, recommending he go to a place that would provide Jose with treatment. Why is it that some people explode in certain situations and others do not? I think we must consider the vulnerability of the brain. The better our brains work, the less likely we are to do bad or stupid things. From Daniel Amen's book Magnificent Mind
I have been following Dr. Amen's recommendations about the use of email for several years. 1. I look at email only once or twice a day 2. I stay focused. Before looking at my email, I write the priorities of my day. 3. Then I look only for email that are related to my priorities of the day. 4. I don't worry about responding to each piece of email. Set aside a day once a week to deal with every other message that you receive. 5. I tell my new clients to send me a text if they want me to look at an emailwithin 24 hours. Generally it takes 72 hours for me to look at every emailmessage.
http://www.amenclinics.com/conditions/brain-injury I pass along this web page because I found it useful

Lateral Thinking puzzles
You are driving down the road in your car on a wild, stormy night, when you pass by a bus stop and you see three people waiting for the bu: 1. An old lady who looks as if she is about to die.
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2. An old friend who once saved your life. 3. The perfect partner you have been dreaming about. Knowing that there can only be one passenger in your car, whom would you choose? -----A man lives in the penthouse of an apartment building. Every morning he takes the elevator down to the lobby and leaves the building. Upon his return, however, he can only travel halfway up in the lift and has to walk the rest of the way - unless it's raining. What is the explanation for this? -----How could a baby fall out of a twenty-story building onto the ground and live?
Here are some links for interesting thought experiments: http://www.folj.com/lateral/
Here are some more:

Name an ancient invention still in use in most parts of the world today that allows people to see through walls. 1.A black man dressed all in black, wearing a black mask, stands at a crossroads in a totally black-painted town. All of the streetlights in town are broken. There is no moon. A black-painted car without headlights drives straight toward him, but turns in time and doesn't hit him. How did the driver know to swerve? 2.A five letter word becomes shorter when you add two letters to it. What is the word? 3.If a man and a half can eat a hot dog and a half in a minute and a half, how long would it take six men to eat six hot dogs? 4.How can you take 1 from 19 and leave 20? 5.How many grooves are there on an old LP record? 6.How many animals of each species did Moses take into the Ark? 7.In what sport are the shoes made of metal? 8.If a plane crashes on the Italian/Swiss border, where do you bury the survivors?
Get the answers here: http://www.kent.ac.uk/careers/sk/puzzles.htm
Vocabulary (FreeVocabulary.com)
Interesting math problems
Interesting Math Problems
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This is a collection of interesting math problems, taken mostly from Yahoo!Answers.

COMBINATIONS: NUMBER THEORY: 1. A ball in each basket 31. Sum of cubes of digits of 3n 2. Twins confuse an election 32. Sum of digit permutations 3. How to assign the rooms? 33. A tripleless list of numbers 4. Taxicab geometry 34. Same number in two bases 5. Distributing drinks 35. Initial n digits divisble by n 6. Boys and girls in a circle 36. Simultaneous Diophantine eq'ns 7. Three-digit numbers 37. Diophantine ratio problem 8. Which problems to do ? 38. Selling books 9. Playing the lottery 39. The Old Water Jug Problem 10. Handshakes 40. 240 divides n^4-1 11. How many rectangles in a grid ? 41. n divides (n-1)! 12. Cover 4x4 with Dominoes 42. n = 3m or 3m+1 13. Tri-ominoes game pieces 43. n = 8m+1 if n is odd 14. Counting subsets with repeats 44. 6 divides n + 11n 15. Tallying votes 45. Even = two composite odds 46. Arrange 1-12 around a circle ALGEBRA: 47. Arrange 1-9 around a triangle 16. Easy way to do mixture problems CRYPTARITHMS: 17. How many cows clear the field? 48. MEMO+FROM=HOMER 18. How wide is the river? 49. BOBBOB=MARLEY 19. Variation on Pythagoras 50. MN MM = NMMN 20. Profit from a mix of products ABCD 4 = DCBA 21. How much money did they 51. ABCDE 4=EDCBA have ? 52. Reverse the digits 22. Dividing an estate equally . Three vehicles, one road 24. Sqrt((n-1)n(n+1)(n+2)+1) 25. x + 1/x >= 2 26. x + y + xy = 1
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PROBABILITY: GRAPH THEORY: 57. Matching socks 83. Two nodes have 58. Who wins at tennis ? same degree 59. A similar problem 84. Connect-the-dots Game 60. Another similar problem 61. Roll 12 or two 7's? OTHER: 62. Tournament chances 85. How far apart are the towns? 63. Conditional Probability 86. Three couples shake hands 64. Home field advantage ? 87. A strange inheritance 65. Two pairs of dice compete formula 66. Poker hands 88. Squares in Arithmetic 67. Dealing 3 cards progression 68. Dealing Face Cards 89. How fast can she run? 69. Two teams square off 90. Irrational Number Base? 70. Is Keno a fair game? 91. n coins = 100 71. Four of a kind in poker 92. Legislative Seat Allocation 72. 4 digit numbers 93. A gorilla transports 73. Draw all 5 red of 20? some bananas 74. Who's watching whom ? 94. Redistributing balls GEOMETRY: 75. Straightedge-only
among some boxes
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ANALYTIC others GEOMETRY INDUCTION: and CALCULUS: 56. Binary Integers LOGIC: 27. Distance between intercepts 82. Who played whom ? 28. Where is the triangle ? 29. Minimizing distance 30. Hamburger Equation You can find this list at: http://www.gottfriedville.net/mathprob/
RECURRENCE RELATIONS: 53. Recursive menu planning 54. Limit of recurrence relation 55. Random walks around a square
. Saving should start early . Compound Interest Constructions 97. Cutting up a cube 76. Slopes of Perpendicular 98. Measuring with just 3 cups lines 99. Sharing a sack of nuts. 77. Largest semi-circle in square 100. Coloring a grid of points 78. Smallest square 101. Shared work: how long? enclosing hexagon 102. How many paths ? 79. Isosceles triangle with consecutive even sides 103. Three related inequalities 104. Tournament rounds 80. Height of isosceles trapezoid double elimination 81. Divide a square 105. Weight distribution into any number of
pyramid of beds
. Mixing wines 107. Make groups of numbers

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The importance of flow (the balance between Bored and Anxious) Learning takes place when the skill level is matched with the right The Global Skills Book for Teenagers 49 Look at BIBPenpals.com
Yes. Many students gain from figuring out the rules of the game, often by testing the game and failing. http://www2.potsdam.edu/betrusak/566/Acr3B.tmp.pdf
At what point does learning stop with a video game? Blood flow to the brain can often be gauged by the expressions on the student's face. If learning is happening, there are changes in the expression (frowning, pursing the lips, tilting the head). If a similar screen keeps showing up and the student has repeated success at passing a certain milestone in the game or if there are no new scenarios on the screen, the student's expression is often flat and unchanging. In the Flow model, there has to be a continuing increase in the difficulty with a matched increase in skill. If the video game's later levels are not more difficult, if the later levels do not introduce new rules, then the brain will settle back. I've seen this before, the brain tells the student. It's just like level 3. The only difference is the scenery. Often you will see a relaxed expression on the student's face. It's time to take a break, walk around the room, write a summary of what happened, and then try a different activity. A Lateral Thinking puzzle (search Lateral Thinking Puzzles on the Internet) or interesting math problems for middle school can be places to start.
When should the student move to another activity? Here are some signs: When the video game becomes a routine, when the student has learned the rules of the game and there are no more levels to achieve, and when the student wants to play the game again and again. These are signs of enjoyment, which equals relaxation, which is outside of the flow model. What is the ideal amount of time to spend on a video activity? Dr. Amen recommends that students do some other activity after about 30 minutes. Walking around, exercise, and other physical movement is recommended after sitting for more than 30 minutes. Here are some highlights from an article about the value of video games in education by Elizabeth Simpson (http://www2.potsdam.edu/betrusak/566/Acr3B.tmp.pdf)
In any game, you have the tools and the talent to be successful on your own, or you may connect with
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someone who has the information you need in order to move forward (collaboration). You see yourself and your friends do amazing things such as save the world from terrorists or alien invasions, beat the best team in the NFL, create thriving civilizations and manage a successful small business. You have the power to control your destiny. You can accomplish anything you want, and therefore you are motivated. Here are some points made by the author: Roles are clear Collaboration takes place Gamers are independent Nothing is impossible Video games have rules (so students learn the value of following rules in a system, which is good practice for other areas where rules are important) Video games offer various routes to success (a student can be a slow reader but can be persistent) The player's effort influences the game's outcome The player is attached to the outcome. Video games simulate real-life consequences
Teaching with video games can open new avenues of communication between teachers and students. They offer the student a familiar environment in which to demonstrate their skills, to move to the next level (Hostetter, 2002; Prensky, 2004). Teachers who are familiar with the covert learning found in video games can create win-win opportunities in the classroom. Ninety percent of all elementary and secondary students polled use their home computers for video games, while only eighty-three percent use them for school assignments (National Center for Educational Statistics, 2003). Why not merge the two? I am not saying that the video game should completely replace the traditional methods of teaching. There are certain foundations that should stay intact. I am, however, saying that the use of video games as a teaching tool deserves serious consideration as a means of presenting information and bridging learning concepts. To explore the use of video games in the classroom forces educators to reevaluate their role as teacher. Video games allow teachers to share learning experiences with the students and to label The Global Skills Book for Teenagers 52 Look at BIBPenpals.com
and extend the students learning in such a way as to truly prepare the child for future challenges.
If you would like to discuss the limited value of video games (note: the use of video games needs to be monitored!), call the teacher. See the contact information at the end of the book. The following activities comes from this page: http://illuminations.nctm.org/Activities.aspx?grade=3
This is the start page for the middle school games. Click on Search after checking the 6-8 box.
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Data Grapher is perhaps the best way through videos to reinforce graphs.
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I was surprised at how quickly Deep Sea Duel became repetitive. It is useful as a review for many students, but it should be quickly passed over after the student is familiar with the rules.
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The graphing software might be advanced for many middle school students, but the activity can be offered as a challenge for students who have completed the classwork.
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One of the benefits of introducing these games to parents is that the parents can try some of the activities, too, and stimulate blood flow to the brain .. a sure way to reduce the effects of aging on the brain.
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The Affine plotter might be over the head of the typical middle school student, but it doesn't hurt to expose the child to the idea of approaching a limit.
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Box Plotters are common in middle school. The Angle Sums game is good preparation for geometry.
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Circle Pool is in common use in middle school. The Chairs game is good preparation for geometry and to help students notice patterns. LookForPatterns.com is a summary of these types of activities.
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Let;s experience the impact of height on a person's ability to see the horizon.
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The Factor Game and the Fraction Game are needed in middle school. Care should be taken to find out when the student becomes bored.
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To find more of these online resources, go to
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The 12 Global Skills

Fill in the blanks COMM_______________ ATION COLL ______________ ATION CR___T _____ TH____KING and probl_____m solving CR_____T___VITY C______RT_____Y and etiqu____te C______R______OSITY INTEG_______TY and hones_____y IMAG_______ATION ACCOMM______________ATION ACC_______SS information ANAL_______ZE information AGIL_____Y ADAPT_______LITY http://www.edutechmag.org/2009/06/28/reviewing- tony-wagners-seven-skillsstudents-desperately-need Learn more! http://www.tonywagner.com/7-survival-skills Now think about what skills you want to build this week.
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The Six Keys for unlocking doors LANG_________ ACAD___________ SOC____________ SKIL_____ SC____RES ON TESTS INHERI______ANCE EXP______________ENCE Think about how each of these skills can be useful for you. Write a reflection in your journal. What percent of your school time should be spent in learning each of these keys? Distribute the percentages and make sure they add up to 100% For example LANG_________ 5% ACAD___________ 30% SOC____________ SKIL_____ 10% SC____RES ON TESTS 30% INHERI______ANCE 10% EXP______________ENCE 15% What do you think?
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10 qualities of learners (ibo.org)

http://www.youtube.com/watch?v=6tjSq4yFo6o
The IB Learner Profile
http://www.youtube.com/watch?v=M9hfU2UYRgY
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Let's learn about the International Baccalaureate

http://en.wikipedia.org/wiki/International_Baccalaureate
Learn more at http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf
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Six transdisciplinary themes Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet Extended essay The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. As a required component, it provides: practical preparation for the kinds of undergraduate research required at tertiary level an opportunity for students to engage in an in-depth study of a topic of interest within a chosen subject. The subject can come from any of the six areas of knowledge. Emphasis is placed on the research process: formulating an appropriate research question engaging in a personal exploration of the topic communicating ideas developing an argument. Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.
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The four skills of Learning from Stonefields Academy in New Zealand

Building Learning Capacity, Collaborating, Making Meaning and Break Through. Visit this blog and learn about the Stonefields Academy's philosophy of learning. http://www.stonefields.school.nz/
Learning
The Schools learning philosophy rests on the four key vision principles - Building Learning Capacity, Collaborating, Making Meaning and Break Through. The focus on developing learners capacity to thrive in tricky situations - knowing what to do when they dont know what to do - is valued highly. Teachers explicitly teach learners strategies to get out of Im stuck situations. Being stuck is celebrated and harnessed as an opportunity to build each individuals learning capacity. We have learner qualities that are integrated into all learning. The Learner Qualities are an important part of Building Learning Capacity and are Reflect, Question, Connect, Think, Be Self Aware, Wonder and Be Determined. The Learning Process is another essential learning strategy that is intentionally taught to enable learners to proactively advance their own learning, problem find and problem solve creatively and face their changing future with confidence. The Learning Process develops learners 'Meaning Making' capacity and ability to think. http://www.youtube.com/watch?v=tMB7b1rmmrM
Making Learning Visible We pride ourselves in making learning visible. Learning progressions are displayed in 'learner friendly' language to help our learners know how am I going?, where am I going? and where to next? By making learning and progress visible we empower both our learners and their parents. The Stonefields School vision and learning philosophy has emerged from a wide range of research and theory. A more comprehensive document outlining 'why we do what we do' can The Global Skills Book for Teenagers 74 Look at BIBPenpals.com
be downloaded from the side bar. Valuing Student Voice We value what our learners think. Here is some examples of recently gathered student voice outlining what they think about learning in open spaces. On the first day of school when I stepped into the class I felt really comfortable and there were a lot of students there which made me more comfortable. At my old class we had set places- you sit here, you sit here, you sit here. But here its nice and comfortable. This notion of our learning spaces being comfortable is a common thread. As adults, where do we choose to learn? Will we make sure were comfortable first? Stephen Heppell suggest that if you ask children to bring in from home the seat that theyd prefer to sit on when reading, none of them would bring in an old wooden kitchen chair. Instead theyd bring bean bags, the couch, an arm chair, or their bed! I sometimes prefer some places to others. Sometimes I like the places with the light. Sometimes I prefer places that are a bit quieter. It depends on what work I'm doing. If it's really hard work sometimes I just go to a quiet place. It's more open. Everything was set )at my old school( and there wasn't much choice. Here there are more people to help you. More people that know more information about what you're learning about. http://www.stonefields.school.nz/page/Learning
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Watch the video: http://www.youtube.com/watch?v=ZEBptQX2-c8
How to get out of the pit (Stonefields)
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Hear the explanation: http://www.youtube.com/watch?v=RC1rNb6eLbg
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Stephen Covey's seven skills for teenagers http://en.wikipedia.org/wiki/The_7_Habits_of_Highly_Effective_Teens

Habit #1: Be Proactive Habit #2: Begin with the End in Mind Habit #3: Put First Thing First Habit #4: Think Win-Win Habit #5: Seek First to Understand, Then to Be Understood. Habit #6: Synergize Habit #7: Sharpen the Saw Habits 1, 2, 3 deal with self-mastery and are called the "private victory". Habits 4, 5, 6 deal with relationships and teamwork and are so known as the "public victory". The last habit, Habit 7, is the habit of renewal. It feeds all of the other six habits.
Sharpen the Saw means preserving and enhancing the greatest asset you have--you. It means having a balanced program for self-renewal in the four areas of your life: physical, social/emotional, mental, and spiritual. Here are some examples of activities: Physical: Beneficial eating, exercising, and resting Social/Emotional: Making social and meaningful connections with others Mental: Learning, reading, writing, and teaching Spiritual: Spending time in nature, expanding spiritual self through meditation, music, art, prayer, or service As you renew yourself in each of the four areas, you create growth and change in your life. Sharpen the Saw keeps you fresh so you can continue to practice the other six habits. You increase your capacity to produce and handle the challenges around you. Without this renewal, the body becomes weak, the mind mechanical, the emotions raw, the spirit insensitive, and the person selfish. Not a pretty picture, is it? Feeling good doesn't just happen. Living a life in balance means taking the necessary time to renew yourself. It's all up to you. You can renew yourself through relaxation. Or you can totally burn yourself out by overdoing everything. You can pamper yourself mentally and spiritually. Or you can go through life oblivious to your well-being. You can experience vibrant energy. Or you can procrastinate and miss out on the benefits of good health and exercise. You can revitalize yourself and face a new day in peace and harmony. Or you can wake up in the morning full of apathy because your The Global Skills Book for Teenagers 78 Look at BIBPenpals.com
get-up-and-go has got-up-and-gone. Just remember that every day provides a new opportunity for renewal--a new opportunity to recharge yourself instead of hitting the wall. All it takes is the desire, knowledge, and skill. https://www.stephencovey.com/7habits/7habits-habit7.php
Here is the list for adults...

Independence The First Three Habits surround moving from dependence to independence (i.e., selfmastery): Habit 1: Be Proactive Take initiative in life by realizing that your decisions (and how they align with life's principles) are the primary determining factor for effectiveness in your life. Take responsibility for your choices and the consequences that follow. Habit 2: Begin with the End in Mind Self-discover and clarify your deeply important character values and life goals. Envision the ideal characteristics for each of your various roles and relationships in life. Create a mission statement. Habit 3: Put First Things First Prioritize, plan, and execute your week's tasks based on importance rather than urgency. Evaluate whether your efforts exemplify your desired character values, propel you toward goals, and enrich the roles and relationships that were elaborated in Habit 2. Interdependence The next three have to do with Interdependence (i.e., working with others): Habit 4: Think Win-Win Genuinely strive for mutually beneficial solutions or agreements in your relationships. Value and respect people by understanding a "win" for all is ultimately a better long-term resolution than if only one person in the situation had got his way. Habit 5: Seek First to Understand, Then to be Understood Use empathic listening to be genuinely influenced by a person, which compels them to reciprocate the listening and take an open mind to being influenced by you. This creates an atmosphere of caring, and positive problem solving. Habit 6: Synergize Combine the strengths of people through positive teamwork, so as to achieve goals no one person could have done alone. Continuous Improvement The final habit is that of continuous improvement in both the personal and interpersonal spheres of influence. Habit 7: Sharpen the Saw Balance and renew your resources, energy, and health to create a sustainable, long-term, effective lifestyle. It primarily emphasizes exercise for physical renewal, prayer (meditation, The Global Skills Book for Teenagers 79 Look at BIBPenpals.com
yoga, etc.) and good reading for mental renewal. It also mentions service to society for spiritual renewal. Covey explains the "Upward Spiral" model in the sharpening the saw section. Through our conscience, along with meaningful and consistent progress, the spiral will result in growth, change, and constant improvement. In essence, one is always attempting to integrate and master the principles outlined in The 7 Habits at progressively higher levels at each iteration. Subsequent development on any habit will render a different experience and you will learn the principles with a deeper understanding. The Upward Spiral model consists of three parts: learn, commit, do. According to Covey, one must be increasingly educating the conscience in order to grow and develop on the upward spiral. The idea of renewal by education will propel one along the path of personal freedom, security, wisdom, and power.[7]
Source: Wikipedia http://en.wikipedia.org/wiki/The_Seven_Habits_of_Highly_Effective_People
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Let's put more humor into math class! Let's talk about shapes relationships changes What is the chance? What is the risk? That's geometry algebra conversions from metric to U.S. Measurements statistics and probability
There are dozens of visual jokes for Math.
Look up the following:
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Look for Patterns

There is a website called www.LookForPatterns.com
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Math in The News (a procedure to encourage students to read more news articles). Many of us use LABELS to separate ourselves from a situation. That program is ridiculous. Here's another way: Give an example to show why you believe the program is ridiculous. Let the example and the numbers in the example speak for you. A Pentagon contract paid $400 for a hammer (which usually costs less than $25 in a store). Doesn't that sound ridiculous? You can be specific with numbers.
Let's use the I FEEL.... statement to make the math more personal.
I feel __________________ when he or she ______________.
Example I feel upset when I read that the Pentagon uses my parents' taxes in this way. Spending ______ percent more than retail for a hammer has shocked me.
MATH IN THE NEWS Ask about percentages How do we calculate the difference? $400 the Pentagon hammer ------$25 a normal hammer. 8 x 25 ------- = 1 x 25
8 times more!
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Math In the News

Around the World Step 1: Search for a photo of a place you want to visit. Example: PARIS! Step 2: Find out the difference in time between that place and Miami Example: 6 hours later in Paris. If it is 1 pm in Miami, the time is 7 pm in Paris. You can check this by going to world time clock (search) http://www.timeanddate.com/worldclock/ Step 3: Estimate the difference. The distance around the world is about $24,000 miles, so that's about 1,000 miles per hour so Paris is about 6,000 miles from Miami. Step 4: How long will it take to fly to that place? Example: 6000 miles divided by 500 mph = 12 hours. We want to know... How far is the place from Miami? How many hours will it take to fly there?
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MATH IN THE NEWS: Mark the time zone
It's also a good idea to put several maps in your journal so you can look at the patterns in the map. If you are interested in Paris, think about these questions: What countries are next to France? What reivers run through the country? What directions do the rivers run? What are some of the other important cities? How many people live in France? What percent of the European population lives in France? What percent of land area in Europe is French?
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Math For Artists There is a blog where additional activities and parts of this book can be found. Www.MathForArtists.com. https://sites.google.com/site/mathforartistsbysteve/home You can also find a blog: http://mathforartists.blogspot.com/
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Your Net Impact

KEY POINT 1: You can have impact by using the LIKE button and by becoming a SUBSCRIBER and a FOLLOWER. KEY POINT 2: You expand your impact by SHARING. Sharing is more active than just clicking "Like." Sharing says, "I found this useful. Perhaps you will find it helpful." KEY POINT 3: You can add videos, ebooks and photos to the world's library. You can help people see new material , like a curator at a museum. Boost Your Internet Impact > Harness the power of online applications > Sharpen the Net skills of your students > Connect the Internet to your class activities > Learn how you can increase your Klout
You can learn more at www.YourNetImpact.com
Typing Skills
Do you know how to touch type? Can you look away from the keyboard and type? If not, these online programs are helpful for training your fingers. http://www.typing-lessons.org/
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http://bibpenpals.wordpress.com/2013/01/ Learn more at www.Youtube.com/bibPenpals www.BIBPenpals.com Facebook: https://www.facebook.com/BibPenpals
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What is it important to use a pen and paper? www.nytimes.com/2011/09/04/technology/technology-in-schools-facesquestions-on-value.html?pagewanted=all
Engaging With Paper
I start with pens and pencils,

are both students. At the beginning of the school year, Ms. Furman tries to inspire her students at Aprende Middle School to write, a task she says becomes increasingly difficult when students reach the patently insecure middleschool years. In one class in 2009 she had them draw a heart on a piece of paper. Inside
says Ms. Furman, 41, who is short and bubbly
and devours young-adult novels to stay in touch with students. Her husband teaches eighth grade in the district, and their son and daughter
the heart, she asked them to write the names of things and people dear to them. One girl started to cry, then another, as the class shared their stories. It was something Ms. Furman doubted would have happened if the students had been using computers.
There is a connection between the physical hand on page,

the paper and the words on the she said. Its intimate.
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Thought for the Day
You can learn more at http://www.easwaran.org/thoughts-for-the-day-quotes.html
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Poems to inspire students Ode to a computer Now I can't think what life was like Before I had you by my side Can't say what I'd do without you Knowing what it's like to have you
from Silver Moons by Annie Little
The purpose of education... To see a world in a grain of sand and a Heaven in a wildflower Hold infinity in the palm of your hand and eternity in an hour. William Blake
This is courage: to be true To the best men see in you; To remember, tempest-tossed, Not to whimper, All is lost! But to battle to the end While you still have strength to spend; Not to cry that hope is gone While youve life to carry on. Edgar Guest
Life is 10% what happens to me and 90% of how I react to it. John Maxwell Your time is limited, so dont waste it living someone elses life. Steve Jobs
Courage must come from the soul within, The man must furnish the will to win. So figure it out for yourself, my lad, You were born with all the great have had, With your equipment they all began. Get hold of yourself, and say: "I Can."
from Collected Verse of Edgar Guest NY:Buccaneer Books, 1976, pg. 666
Successful people are always looking for opportunities to help others. Unsuccessful people are always asking, Whats in it for me? Brian Tracy You cant fall if you dont climb. But theres no joy in living your whole life on the ground. Unknown
If we'd known ten years ago today would be ten years from now Would we spend tomorrow's yesterdays and make it last somehow Or lead the cheers in someone else's game and never learn to play
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And see the rules of thumb are all the same that measure every day The grass is green on both sides of the hill, there's no time to kill. Clint Black
Two roads diverged in a wood, and I took the one less traveled by, and that has made all the difference. Robert Frost
One man in a thousand, Solomon says. Will stick more close than a brother. And it's worth while seeking him half your days If you find him before the other. Nine hundred and ninety-nine depend On what the world sees in you, But the Thousandth Man will stand your friend With the whole round world agin you. R. Kipling
Every child is an artist. The problem is how to remain an artist once he grows up. Pablo Picasso
If you can dream it, you can achieve it. Zig Ziglar I am not a product of my circumstances. I am a product of my decisions. Stephen Covey
Life is what we make it, always has been, always will be. Grandma Moses
Whatever you can do, or dream you can, begin it. Boldness has genius, power and magic in it. Johann Wolfgang von Goethe
We become what we think about. Earl Nightingale
Poems to inspire students Ode to a computer Now I can't think what life was like Before I had you by my side Can't say what I'd do without you Knowing what it's like to have you
from Silver Moons by Annie Little
The purpose of education... To see a world in a grain of sand and a Heaven in a wildflower Hold infinity in the palm of your hand and eternity in an hour.
William Blake
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Courage This is courage: to remain Brave and patient under pain; Cool and calm and firm to stay In the presence of dismay; Not to flinch when foes attack, Even though youre beaten back; Still to cling to what is right, When the wrong possesses might. This is courage: to be true To the best men see in you; To remember, tempest-tossed, Not to whimper, All is lost! But to battle to the end While you still have strength to spend; Not to cry that hope is gone While youve life to carry on. This is courage: to endure Hurt and loss you cannot cure; Patiently and undismayed, Facing life still unafraid; Glad to live and glad to take Bravely for your childrens sake, Burdens they would have to bear If you fled and ceased to care.
-from Lifes Highway, by Edgar A. Guest (Chicago: The Reilly and Lee Co., 1933), 36
Courage must come from the soul within, The man must furnish the will to win. So figure it out for yourself, my lad, You were born with all the great have had, With your equipment they all began. Get hold of yourself, and say: "I Can."
If we'd known ten years ago today would be ten years from now Would we spend tomorrow's yesterdays and make it last somehow Or lead the cheers in someone else's game and never learn to play And see the rules of thumb are all the same that measure every day The grass is green on both sides of the hill, there's no time to kill. Clint Black
95
One man in a thousand, Solomon says. Will stick more close than a brother. And it's worth while seeking him half your days If you find him before the other. Nine hundred and ninety-nine depend On what the world sees in you, But the Thousandth Man will stand your friend With the whole round world agin you. 'Tis neither promise nor prayer nor show Will settle the finding for 'ee. Nine hundred and ninety-nine of 'em go By your looks, or your acts, or your glory. But if he finds you and you find him, The rest of the world don't matter; For the Thousandth Man will sink or swim With you in any water. You can use his purse with no more talk Than he uses yours for his spendings, And laugh and meet in your daily walk As though there had been no lendings. Nine hundred and ninety-nine of 'em call For silver and gold in their dealings; But the Thousandth Man he's worth 'em all Because you can show him your feelings. His wrong's your wrong, and his right's your right, In season or out of season. Stand up and back it in all men's sight With that for your only reason! Rudyard Kipling
Nine hundred and ninety-nine can't bide The shame or mocking or laughter, But the Thousandth Man will stand by your side To the gallows-foot - and after!
Rudyard Kipling
If If you can keep your head when all about you Are losing theirs and blaming it on you; If you can trust yourself when all men doubt you, But make allowance for their doubting too: If you can wait and not be tired by waiting,
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Or, being lied about, don't deal in lies, Or being hated don't give way to hating, And yet don't look too good, nor talk too wise; If you can dream---and not make dreams your master; If you can think---and not make thoughts your aim, If you can meet with Triumph and Disaster And treat those two impostors just the same:. If you can bear to hear the truth you've spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop and build'em up with worn-out tools; If you can make one heap of all your winnings And risk it on one turn of pitch-and-toss, And lose, and start again at your beginnings, And never breathe a word about your loss: If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: "Hold on!" If you can talk with crowds and keep your virtue, Or walk with Kings---nor lose the common touch, If neither foes nor loving friends can hurt you, If all men count with you, but none too much: If you can fill the unforgiving minute With sixty seconds' worth of distance run, Yours is the Earth and everything that's in it, And---which is more---you'll be a Man, my son! Rudyard Kipling If you can trust yourself though others doubt you And conquer fears that limit what you dare So you can freely give to those about you The skills and talents that rare yours to share; If you can live, not for your pleasure only, But gladly lend your gentleness and grace To warm the hearts of those whose lives are lonely And help to make their world a better place; If you can balance dreams with practicality And deal in facts, but never lose ideals, If you can face the harshness of reality And find the truths that prejudice conceals; If you can be courageous when defeated And humble in the face of victory, Or give your best until a task's completed, However difficult that task may be; If you can temper facts with understanding
97
And seek to gently guide, not to control, And neither be too lax nor too demanding, But keep in mind the worth of every soul... If you can strive, not caring who gets credit, And work at building bridges, and not walls, Or hearing idle slander, just forget it And never fail to help someone who falls; If you can give your help without begrudging The patience, time and effort you impart, Or look at others' weakness without judging And see, not with your eyes, but with your heart; If you can take resources that surround you And use them in the way you feel you should, You'll be a woman...and all those around you Will be the richer for your womanhood! Gale Baker Stanton
"If" for Girls

If you can hear the whispering about you And never yield to deal in whispers, too; If you can bravely smile when loved ones doubt you And never doubt, in turn, what loved ones do; If you can keep a sweet and gentle spirit In spite of fame or fortune, rank or place, And though you win your goal or only near it, Can win with poise or lose with equal grace; If you can meet with Unbelief, believing, And hallow in your heart, a simple creed, If you can meet Deception, undeceiving, And learn to look to God for all you need; If you can be what girls should be to mothers: Chums in joy and comrades in distress, And be unto others as you'd have the others Be unto you - - no more, and yet no less; If you can keep within your heart the power To say that firm, unconquerable "No," If you can brave a present shadowed hour Rather than yield to build a future woe; If you can love, yet not let loving master, But keep yourself within your own self's clasp, And not let Dreaming lead you to disaster Nor Pity's fascination loose your grasp; The Global Skills Book for Teenagers 98 Look at BIBPenpals.com
If you can lock your heart on confidences Nor ever needlessly in turn confide; If you can put behind you all pretenses Of mock humility or foolish pride; If you can keep the simple, homely virtue Of walking right with God - - then have no fear That anything in all the world can hurt you - And - - which is more - - you'll be a Woman, dear. From the writings of J. P. McEvoy Equipment by Edgar A. Guest Figure it out for yourself, my lad. Youve got all that the greatest of men have had, Two arms, two hands, two legs, two eyes, And a brain to use if you would be wise. With this equipment they all began, So start for the top and say, "I Can." Look them over, the wise and the great, They take their food from a common plate, And similar knives and forks they use, With similar laces they tie their shoes. The world consider them brave and smart, But youve got all they had when they made their start. You can triumph and come to skill, You can be great if you only will. Youre well equipped for the fight you choose, You have arms and legs and a brain to use. And the man who has risen great deeds to do, Began his life with no more than you. You are the handicap you must face, You are the one who must choose your place, You must say where you want to go, How much you will study the truth to know. God has equipped you for life, but He Lets you decide what you want to be. Courage must come from the soul within, The man must furnish the will to win. So figure it out for yourself, my lad, You were born with all the great have had, With your equipment they all began. Get hold of yourself, and say: "I Can." The Global Skills Book for Teenagers 99 Look at BIBPenpals.com
There's no time to kill between the cradle and the grave Father Time still takes a toll on every minute that you save Legal tender's never gonna change the number on your days The highest cost of livin's dyin', that's one everybody pays So have it spent before you get the bill, there's no time to kill If we'd known ten years ago today would be ten years from now Would we spend tomorrow's yesterdays and make it last somehow Or lead the cheers in someone else's game and never learn to play And see the rules of thumb are all the same that measure every day The grass is green on both sides of the hill, there's no time to kill No time to kill, even I've said it, and probably always will But I can look ahead and see that time ain't standin' still No time to kill but time to change the kind of hurry I've been in And quit this work and worry lookin' back at where I've been If you don't look ahead nobody will, there's no time to kill If we had an hour glass to watch each one go by Or a bell to mark each one to pass, we'd see just how they fly Would we escalate the value to be worth its weight in gold Or would we never know the fortunes that we had 'til we grow old And do we just keep killin' time until there's no time to kill
Clint Black
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Tips for Creating a Personal Learning Plan

1. Reflect on successes, challenges, etc., from the previous year. Also reflect on trends in your industry and/or occupation. What strengths do you want to further develop? What specific skills do you want to work on? 2. Brainstorm some learning goals for the next 6 months. Try using the BHAG approach to goal-setting. 3. Ask yourself if these goals make you feel excited and energized. If they don't, keep working on them until they do. 4. Look at your list and ask yourself, "If I could only accomplish two things on this list, what would they be?" Put the rest on a "some day" list. 5. What mini goals do you want to set for yourself? Where do you want to be a week from now, a month from now, two months from now, at the end of your learning experience? 6. How do you want to learn? What resources are available to you? Can you connect with other people who are want to learn the same thing? Come up with a preliminary plan for pursuing your learning. Also give yourself permission to change that plan as you go through your project. 7. Set specific concrete tasks for yourself to accomplish every day. 8. Be sure to set aside time to accomplish those tasks. Consider your energy levels and use times of day where you're more alert and engaged. Learning shouldn't be relegated to when you're exhausted. 9. At least once a week review and reflect upon both what you've been learning and your learning plan. Document your reflections somehow--written in a blog post, record audio or video. 10. Use your reflections on your learning plan to change course if necessary. Have you found another topic you want to pursue? Are you finding that you're interest in your topic is waning? Do you need to change tactics? Refine your plan as you go. It's critical to pursue learning that gets you really excited and energized, particularly when you won't have the "stick" of your boss or someone else requiring you to learn. That, to me, is one of the most important elements of a personal learning plan.
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- See more at: http://michelemartin.typepad.com/thebambooprojectblog/2008/07/some-noteson-c.html#sthash.sSsSnBLn.dpuf
Thank you for reading to the end of this document. Please send suggestions to Steve at TheEbookman@gmail.com text 954 646 8246 Office hours: 5:30 to 6:45 a.m. and 4 to 5:30 p.m. (commuting times)
Weekends between 10 a.m. And 5 p.m. If there is no answer, please leave a complete message, including the best time to return your call. If you have access to texting, please summarize the message in 160 characters and include your phone number.
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The Global Skills Book For Teenagers (Compiled by Steve McCrea For His Students and Others)

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21

Let's start with these principles

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

Where's the toilet?

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

Do you speak Italian? Yes, a little

Parli Italiano? (inf) Parla italiano? (frm) S, un poco

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

Please speak more slowly Please say that again

Please write it down Do you speak French?

Get well soon

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

English Welcome Hello How are you?

I'm fine, thanks. And you?

Long time no see

What's your name?

Where are you from? I'm from ...

Pleased to meet you

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

Where's the toilet?

Get well soon

Happy Easter Happy Birthday One language is never enough

The Global Skills Book for Teenagers

One language is never enough

(lugha whidah l takf)

The Global Skills Book for Teenagers

English Welcome Hello How are you?

Pleased to meet you

The Global Skills Book for Teenagers

Thank you Response

Where's the toilet?

The Global Skills Book for Teenagers

Call the police!

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

Automatic Negative Thoughts ANTs

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

KILL THE A.N.T. (talk back to the irrational thoughts)

Fortune Telling Labeling

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

Poor diet Chronic stress Smoking Lack of exercise

http://www.amenclinics.com/conditions/brain-injury I pass along this web page because I found it useful

The Global Skills Book for Teenagers

Here are some links for interesting thought experiments: http://www.folj.com/lateral/

Here are some more:

Get the answers here: http://www.kent.ac.uk/careers/sk/puzzles.htm

Interesting math problems

Interesting Math Problems

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This is a collection of interesting math problems, taken mostly from Yahoo!Answers.

. Mixing wines 107. Make groups of numbers

The Global Skills Book for Teenagers

The Global Skills Book for Teenagers

I feel ____ when he or she .