SMOERs: Words of Wisdom

"There is but one good throw upon the dice, which is to throw them away." ---Chatfield

Day #76 - Do not gamble.,

SMOERs: Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for Outstanding Living
An everyday guide full of quotations to uplift your spirits.
Free 10-Day sample: smoers.com

And Then Some News

Thursday’s essay is called, “Children must be taught discipline, but it is a slowly evolving process.” Whenever I think of discipline, it makes me think back to the way I was disciplined in the family in which I grew up. This essay brought back those memories in stark relief. It also discusses four universal truths regarding discipline.

Share your link. Have you written anything about discipline? Are you a person who has experienced discipline first hand and wants to share your experiences? Are you a parent who meted out (or did not!) discipline? Can you share some insights about any of your own (or others) experiences with giving, taking, or experiencing the results of discipline? How important is it? Why does it matter? What would you like to tell people about discipline? Share your link with us. We’ll post it and move traffic in your direction. And, a big “thank you,” in advance, from AndThenSomeWorks.com, for sharing your link.

Thursday's And Then Some Essay preview:
Children must be taught discipline, but it is a slowly evolving process
by Richard L. Weaver II

Excerpt:

Having experienced a form of discipline in my own home, having raised four children myself (along with my wife, of course), and now watching my children discipline their own children, doesn’t make me an expert; however, there are four universal truths parents need to follow. First, parents must be consistent with the rules of behavior, or they will confuse their children. They need to clearly explain the preferred behavior so that children will understand precisely what they expect of them: set routines for bedtime, meals, and chores. Routines help children feel safe, because they know what parents expect.

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And Then Some Works - see you Thursday!!

Book Review Mondays

More information at Amazon.com No obligation to buy Click below:

Moving Forward: Taking the Lead in Your Life
by Dave Pelzer

Book Review by Richard L. Weaver II, PhD.

Dave Pelzer, in this 195-page book, Moving Forward: Taking the Lead In Your Life, has a dual purpose: 1) to explain his own tough life (it's a memoir, in part), and, in doing so, 2) to motivate his readers by the way he was driven to overcome his obstacles and challenges. Pelzer is the host of "The Dave Pelzer Show" on VoiceAmerica Internet radio, and I suspect he has written this book for his listeners, whom he knows well. My problem with the book is well illustrated in a quote from page 71: "Personally speaking, I endured some hard times, but hey, so what? Big deal. Who the heck hasn't? Again, just like you, I'm no different. And at the end of the day, who the hell really cares? My situation happened umpteen years ago. If anything, I was lucky. Darn lucky, in so many ways. I know that and I appreciate and respect that...." This quotation represents 1) his simple writing style (almost elementary), 2) his direct connection with his reader (this is a conversational style), and 3) his very common man/woman approach. The book is motivational in a simplistic way, and his writing is dominated by cliches and commonplace sayings: "that which does not kill you can only make you stronger," "none of us know what tomorrow holds," "Never forget, your esteem is what makes you who you are," "Use it or lose it," "'cowboy the hell up' and fulfill your duty," "Lead, follow, or get the hell out of the way," "leadership is about integrity," "It's you who knows you best," "The good, the bad, and the ugly: It's your life," "Not to worry. Stand tall. Hold the line." I've mentioned these --- and there are hundreds more --- to support a point: if you are looking for a motivational book to help you take the lead in your life, this book offers little that is new or different (with the exception of the author's own story). However, that being said, this book is an enjoyable, quick (about two hours) read --- but, you will come away from it having learned little that you didn't know when you picked it up.

More information at Amazon.com No obligation to buy Click below:

Personal Development for Smart People: The Conscious Pursuit of Personal Growth
by Steve Pavlina

Book Review by Richard L. Weaver II, PhD.

Pavlina was arrested for felony grand theft as a 19-year-old and was subsequently kicked out of college. These events changed his life, and then he completed a dual degree in computer science and mathematics in three semesters, started and ran a successful computer software business, and in 2004, started his blog on personal development which has proven to be wildly successful. His 288-page book is outstanding; however, as opposed to being a quick read, his is a slow read. Why? The number of concepts and ideas in the book overwhelms the senses and challenges your thinking. You read, but you must stop often and regularly to think about what he says and how it relates to your life. This is a book you will like so much that you will read, highlight, write in the margins, put flags on your favorite passages, and reread it many times. How many books can you say that about? His book is tightly structured, and works better for "thinkers" (smart people) than for "feelers." The book is divided into two parts. The seven principles of personal growth are covered in the first part. They include truth, love, power, oneness, authority, courage, and intelligence. They each have sub-principles as well. Some chapters, too, feature potential blocks that interfere with the expression of each principle. Each chapter on the principles ends with ways to develop each one — a practical application section. In the second half of his book, he discusses how you could apply the 7 core principles in the areas of Habits, Career, Money, Health, Relationships, and Spirituality. He offers readers numerous personal views on everyday issues. Pavlina gently guides readers on a path to their own core by making three clear distinctions on Truth, Love, and Power. These three values, according to Pavlina, are fundamental in living the most fulfilling and suitable life. This is an accessible, intelligent, practicable book on personal development, and he delivers his advice in a warm, inviting tone. I strongly recommend this book for those interested in growth, develop, and change in their lives because it is fresh, thorough, and insightful and will make your life better, richer, and fuller.

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Through our reading, researching, and writing, And Then Some Publishing (and our extended family of readers) mine volumes of books representing a wide variety of tastes. We use the books in our writing, test and try suggested techniques, and we read for enjoyment as well. We wouldn't spend the time reviewing the books if we didn't get something out of it. Read more reviews on other fantastic books at our BookWorksRules.com website.

Weekend Words

"Oh wondrous power of words, by simple faith / Licensed to take the meaning that we love!" ---William Wordsworth

How I learned to take responsibility for my education

by Richard L. Weaver II

Throughout my educational career (20 years of formal, classroom experiences) I had outstanding — even extraordinary — teachers. I don’t know if I always recognized or appreciated it at the time (does anyone?), but in retrospect, there is no question about what happened to me. I do not take full responsibility for how it all happened, but I do remember a number of instances that assisted in making it happen. It is true that I was an open, available, and receptive vessel for all that took place. You could even label this open, available, receptivity as an eagerness for and commitment to learning.

What are the purposes for students taking responsibility for their education? When students are encouraged to take responsibility for their own learning, they are more likely to develop higher-order thinking skills such as analysis, synthesis, and evaluation — skills I not only developed but skills, too, I put into full use as I became an assistant debate coach at Indiana University during my graduate years there (proof they were established), and in all my teaching that followed.

One element in the process of assuming responsibility for my education took place at home and supported, in full measure, that which took place at school. I had a comfortable, fully equipped, well lit, independent place to work. I have previously written about this in an essay entitled, “The link between homework and success” .

How did my study area contribute to fostering responsibility? It gave me a place to work at my own pace. It was a place (in addition to locations I found in the local libraries) I chose, I equipped, and I found comfortable. It put me in control of my learning outside of the classroom.

My teachers helped their students take responsibility, too, by encouraging group communication. Whether it was more formal group discussions in class, study groups outside of class, or work groups to solve a problem or complete a project, group interaction promoted the comfort of learning with my peers. Many group activities were project-based. I found group work valuable because I was a hard worker, enjoyed organizing group efforts, and often assumed leadership roles to make certain that organized and productive outcomes resulted.

Throughout my educational career and almost consistently in my classes from term-to-term, teachers not only gave homework — sometimes a great deal of homework — but focused, even in classroom activities and assignments, on independent work and thinking. I was thorough in my homework efforts knowing that very often teachers would ask me to think out answers to questions or challenge my thinking in class based on the foundation supplied by my homework.in the beginning I believed it was teachers who were responsible for my learning.

I think it was during my junior-high school years, although I wish I could remember exactly when, where, and how the change took place since it is such an important one, that I discovered that the person in charge of my education was me. I could learn, or I could not learn! I was in control of my education, and if I wanted to add to my information, increase my knowledge, and expand my horizons, it was entirely up to me not my teachers.

In some cases the motivation for and desire to learn in any particular classroom was subtle. There were a variety of subtle influences. The way teachers decorated their rooms with such a wide array of stimuli: attractive pictures, slogans, lists, and posters. There were always books, pull-down charts, and chalkboards — and always bright colors and interesting and arresting designs. Teachers, too, made use of their stimuli as tools and influences.

But the influences were not always subtle. No need to be with kids. Teachers would explain to us why it was important for us to learn, how the material we were learning related not just to what we already knew, but how it related to the outside world — what we knew and could understand in our homes and communities — as well as how it related to the personal world of the teachers themselves. They personalized the information for us, and it made us understand and remember it because of the student-friendly language and examples as well as their frequent and timely feedback to our applications, explanations, and understandings.

Although it was difficult to perceive at the time, it is certainly clear in retrospect, that teachers introduced activities and tasks that gradually increased in difficulty and complexity. This was especially clear in my math and science courses, but I noticed it, too, in all my classes. I never realized how much I had gained or how far I had come until I would enter a class clearly designed to follow a prior one. I never felt unprepared for a “next-level” class — even throughout my four years of a foreign language in high school.

One thing I learned from all my teachers — as clear and obvious models of good teaching — and was able to utilize in my own teaching, was the need to make my personal expectations, goals, learning outcomes, and course requirements clear at the beginning of each of the courses I taught. I became better and better at it — and polished and honed my course material — as I grew and developed as a teacher. (My three years as a graduate teaching assistant (T.A.) at Indiana University contributed significantly to my development of course material because it gave me time to experiment and change.) I always knew what was expected of me in the classes I taught, and I wanted to do the same for the students in my classes. Some teachers even had me sign learning contracts. These are ways I began to take responsibility for my own learning.

Another facet of my learning — known only in retrospect — was the clarity of course objectives. I have always appreciated knowing the goals: for what was I working? Where is this course headed? What was I trying to accomplish? The teachers I had not only made their objectives known, but they were clear, too, when objectives were achieved. This was important not just to my development but to my learning as well. Providing objectives became a necessity not just in the courses I later taught, but it was essential in the numerous textbooks I wrote as well. In my science courses, many activities were open-ended or problem-based and, thus, demanded me to think and behave based on my own resources — an incredible incentive to responsibility and independent learning.

An important incentive for me throughout my education (and comfortable partly because they were started early and offered often) were the in-class quizzes, minute papers, brief in-class reports, learning logs, and reflective journals designed to test whether I had learned independently.

Now you may better understand why I am so appreciative of my education. All the skills I developed were valuable, however, those specifically designed to develop responsibility were important because I consider those the ones that most directly influenced my desire to continue learning, never to stop learning, and — most important of all — to assist others in their learning.
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At The Creative Career, there is a delightful essay by Allie Osmar, “Students, Take Responsibility for Your Own Education,” in which she offers readers numerous, helpful, and explanatory embedded links. Osmar uses a personal example to make the point and the thesis is: “Your college degree is not a free ticket to a valuable career.”

At InternetBusinessMastery, there is an essay by Sterling (Jeremy Frandsen), “Take Responsibility for Your Learning,” that offers one more personal example of how important it is. Frandsen makes the important point: “Please, for your own sake, don’t fall into the trap of blaming others for your lack of knowledge, success, wealth, etc. Once you take responsibility for your own learning and realize it is going to be a journey and not a destination. Only then can the real ‘magic’ happen.”
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Copyright September, 2009 - And Then Some Publishing L.L.C.

SMOERs: Words of Wisdom

"A sound discretion is not so much indicated by never making a mistake as by never repeating it." ---Bovee

Day #98 - In all things show discretion.

SMOERs: Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for Outstanding Living
An everyday guide full of quotations to uplift your spirits.
Free 10-Day sample: smoers.com

And Then Some News

Thursday’s essay is called, “How I learned to take responsibility for my own education.” It is a point (taking responsibility) that I have made in many of my essays, so I decided to sit down and chronicle (write about) how, when, and where it happened to me. Although it is likely to be different for everyone (that is, when it takes place), it is an important process especially during one’s formal education.

Share your link. Have you written anything on taking responsibility for your education? Are you a person who took responsibility? Do you know how or when it happened to you? Do you know someone else who experienced it? Can you share some insights about any of your own (or their) experiences with taking responsibility for your education? How important is it? How and why does it matter? What would you like to tell people who have yet to achieve this transition or stage of life? Any personal information you would like to share with them? Share your link with us. We’ll post it and move traffic in your direction. And, a big “thank you,” in advance, from AndThenSomeWorks.com, for sharing your link.

Thursday's And Then Some Essay preview:
How I learned to take responsibility for my own education
by Richard L. Weaver II

Excerpt:

One thing I learned from all my teachers — as clear and obvious models of good teaching — and was able to utilize in my own teaching, was the need to make my personal expectations, goals, learning outcomes, and course requirements clear at the beginning of each of the courses I taught. I became better and better at it — and polished and honed my course material — as I grew and developed as a teacher. (My three years as a graduate teaching assistant (T.A.) at Indiana University contributed significantly to my development of course material because it gave me time to experiment and change.) I always knew what was expected of me in the classes I taught, and I wanted to do the same for the students in my classes. Some teachers even had me sign learning contracts. These are ways I began to take responsibility for my own learning.

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And Then Some Works - see you Thursday!!

Book Review Mondays

More information at Amazon.com No obligation to buy Click below:

How to be funny on purpose: Creating and consuming humor
by Edgar E. Willis

The review that follows was written by Misty M. Mulligan, and it can be found on the Amazon.com website. When the review came out, I took a printout of it to the author, who not only approved of it, but said, "She certainly understands what the book is about." The review is reprinted here in its entirety.

How to be Funny on Purpose is an outstanding book. It is a fascinating, one-of-a-kind book on humor. There is so much more here than a book on how to construct jokes, even though that part of the book is excellent. The first thing that catches the reader's attention is the author's command of the whole history of humor in America --- on the radio, on television, and on the Internet as well.

Whether the jokes come from professional humorists, writers of humor, the author's personal life, politicians, or the humor found in everyday life, the range is broad, the selections entertaining, and the jokes are funny.

The second feature that readers will notice is the author's accurate, sensitive, and thorough dissection of humor. Willis's description of the three main theories about the nature of funniness --- the superiority theory, the incongruity theory, and the surprise theory --- and the examples he uses to illustrate these theories, is fascinating as well as simply and clearly explained. Willis writes in a plain, direct, and vivid manner that is both engaging and captivating.

Just reading about the forms of funniness helps one not just realize the world of humor in which we live, but understand and appreciate a whole new world of humor that we so often overlook or fail to be sensitive to. This book educates, instructs, and delightfully adds to your knowledge and understanding.

The third feature of the book that helps make it outstanding is its main one: how to be funny on purpose, or, the construction and use of jokes. Willis's approach to developing jokes is clear, specific, well-illustrated and explained, and contagious. If his information doesn't make you want to try your hand at creating jokes --- as you are reading the book --- I would be surprised and shocked. This feature, alone, makes this book worth purchasing. The suggestions for using the Internet to find and create jokes are instructive and useful.

I might add that once you are aware of how jokes are constructed, you will become a more knowledgeable consumer. You will know what makes certain jokes work and others fail. You will know, too, the circumstances when jokes should be told and when they should not.

A final feature of the book is important as well, and this final feature could justify buying the book just as easily as the previous ones. This is a joke book. It is full of jokes; there are some on every page. Even the joke considered the best one in the world, as well as the runners-up, are included. The beauty of the book is in the scope, variety, and selection of jokes. Willis knows classic jokes, and he knows what jokes merit that label. By reading this book, you will become an expert judge as well.

So, if you are interested in the history and background of humor, if you are looking for a thorough analysis of the topic, if the construction of jokes draws your attention, or if you just want a joke book, this is a well-written, expertly documented, serious look at humor. Willis offers a priceless book that is immeasurable in reader satisfaction, unparalleled in its approach and thoroughness, incomparable in its coverage of jokes, and, in my mind, irreplaceable with respect to its ability to educate and instruct. I will treasure this book forever, and it will be a permanent part of my library. Whether you are a public speaker or someone who would like to give better speeches, a professional humorist or someone who would like to become a better professional, or just a person who enjoys humor, like myself, or someone who would like to find greater pleasure in humor, you will treasure this book as well. It is first-rate.

More information at Amazon.com No obligation to buy Click below:

What I know now: Letters to My Younger Self
by Ellyn Spragins

Book Review by Richard L. Weaver II, Ph.D.

This 208-page book makes a terrific gift for young girls from high school through college. However, I think men -- fathers, husbands, boyfriends, brothers, and employers, too -- could learn a great deal from the stories and personal insights shared by these accomplished women. This book makes a great graduation gift! Spragins has asked 40 well-known women — including Maya Angelou, Senator Barbara Boxer, Trisha Yearwood, Madeleine Albright, Queen Noor of Jordan and clothing designer Eileen Fisher, to name but a few — to write letters to their younger selves sharing insights, inspiration, their most vulnerable moments, and down-to-earth guidelines This is a meaningful, honest, approachable, thought-provoking, book full of sage, wise advice designed specifically for younger women, and because of this it will give them guidance, direction, goals, as well as sage advice. It is a quick, easy, and enjoyable read.

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Through our reading, researching, and writing, And Then Some Publishing (and our extended family of readers) mine volumes of books representing a wide variety of tastes. We use the books in our writing, test and try suggested techniques, and we read for enjoyment as well. We wouldn't spend the time reviewing the books if we didn't get something out of it. Read more reviews on other fantastic books at our BookWorksRules.com website.

Weekend Words

"The ill and unfit choice of words wonderfully obstructs the understanding." ---Francis Bacon

The second anniversary of posted essays

This week is the second anniversary of the blog essays. This essay represents the completion of 104 posted essays. As I said one year ago tomorrow, “For me, it is both a celebration and a surprise. It is wonderful to know that that many essays have been written and posted. The surprise comes because the time went by so quickly. When I first began posting essays, I asked my son (my webmaster) two questions: Will it be possible to write one essay per week? And, if I find the burden too great, can we stop it at any time? The quick response to both questions was, “Yes.’” That was the way I began this essay one year ago tomorrow.

On July 18, 2009, I was sitting in the Amish-built gazebo in our yard having lunch and talking with my son, ANT. He reminded me that this coming September will be the second anniversary of writing our blog — which, if you subscribe, you know has become a five-day contribution, not just a single weekly offering. I encourage all readers to subscribe just for the fun and edification of it all. The responses from those who have subscribed have been outstanding even electrifying.

On the blog we have “Book Review Mondays” which has been expanded to two book reviews every Monday. On Tuesdays there is news about And Then Some as well as a preview of Thursday’s essay. On Wednesdays there is a quotation from the SMOERs book. Each Thursday includes a 1,000-word essay. For much of the summer those essays covered our 14-night “Classical Mediterranean Cruise” aboard Celebrity’s Millennium. Finally, each Friday brings “Weekend Words” which is usually a quote about words or language.

Much has occurred during the past year (since the first anniversary essay), and this essay will allow me to chronicle some of those events. In last year’s essay I mentioned the publication of the ninth edition of the Hybels/Weaver textbook, Communicating Effectively (McGraw-Hill, 2009). One of the biggest events of 2009 thus far occurred on July 7, when McGraw-Hill asked me to write a 10th edition of the book. The book has remained popular for close to 30 years.

What many of you may not realize is that authors have no control over writing a new edition of a textbook — with the exception of saying “No” when asked. It is a “bottom-line decision” made solely by the company; thus, it is a compliment to the author (and his or her book) suggesting it continues to sell well. Although authors of textbooks write them for students, those who adopt them are their peers (faculty); thus, for authors there is a dual concern.

When I told my 96-year-old father-in-law (also a textbook author) that I had been asked by McGraw-Hill to write a tenth edition, he looked at me with surprise and said, “Do you realize how many authors in the world have been asked to write a 10th edition?”

Back to the essays I write, I maintain an ongoing and updated file of essays as I finish them, and over the past year I have written 52 (about 52,000 words). Sounds like that would be normal productivity for the year having posted 52 essays on the blog; however, most of those 52 essays have yet to be posted. On average, I write about an essay per week, but I have found some periods of tremendous productivity just as I have found some periods when I will go weeks without producing a single essay.

I was recently asked how long it takes to write an essay. My response: “It varies.” In some cases the essays come easily, and it may take about a half hour of work. In other cases, where extensive research and investigation is involved, it takes substantially more. (Often, I can flesh out the foundation for an essay during a normal church service. Just as when I jog three times each week, I find such times stimulating when it comes to discovering ideas. That is precisely where this essay was begun. All essays get re-written and polished a number of times.)

I’ve mentioned the textbook and active blogging. My book, Public Speaking Rules: All you need for a GREAT speech!, was published by And Then Some Publishing L.L.C. in 2008, as was my book, You Rules — Caution: Contents leads to a better life . My book, SMOERs — Self Motivation, Optimism, Encouragement Rules: Daily reminders for outstanding living, came out early in 2009, and it is composed of 365 daily reminders supported by over 1600 quotations. A second book was published in 2009 as well. My book, Relationship Rules: For long-term happiness, security, and commitment has as its cover, an outstanding original painting by my son ANT.

There is another element about each of the books that And Then Some Publishing L.L.C. has published thus far (There are five total.). If you have an opportunity I hope you will take the time to check out the websites (click on the hyperlinks above) for each of the five books. First, you will quickly discover that they are professionally constructed. Each is a masterful work-of-art put together by my webmaster, ANT, and, second, each one includes essays (and, in some cases, videos) that support the book advertised on the website.

I should mention that a sixth book has already been written, and it is likely to be published toward the end of 2009 or early in 2010. One thing at a time, but it’s important to think ahead.

The point in mentioning this number of books and the amount of writing I have done over the past couple of years (I retired from full-time teaching in 1996) is to answer the question posed in the opening paragraph: “Will it be possible to write one essay per week?” Good heavens yes!

In addition to all of these projects and, in this case, because of the encouragement of my son, ANT, I have begun blogging daily on Facebook, too. You can find me there at: richard weaver. You won’t find me discussing what I do each day. Rather, I make comments on news items, politics, current events, and, occasionally, I even add a touch of humor to my entries.

All of this is part of the “professional writer” package I have become. Yes, my writing has become an outlet for my opinions, ideas, and musings. But, even more than that, it has spurred my creativity, prodded my imagination, inspired my vision, and entertained my spirit. I hope my readers are likewise spurred, prodded, inspired, and entertained.


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At the website, DART Center for Journalism and Trauma, “Second Anniversaries are Different,” the quote regarding the second anniversary reads: “Second anniversaries tend to be low-key and harder to focus on. It is too soon to forget, but not long enough to remember in a big way again. Of course, families and survivors must be tapped for measurements on how they’re doing, what has changed, what they plan to do on this notable day, and so forth. Sometimes a story comes from that — from groups they formed or ways they’ve moved on or struggles they still face.”

At the website called “2nd Anniversary Celebration Suggestions,” it says, “By the time a couple celebrates their second anniversary, they are more cozy with one another, making cotton the appropriate anniversary gift. Here are some second wedding anniversary ideas and symbols to help you choose cotton or china gifts associated with your 2nd marriage anniversary.” I certainly cotton to these suggestions.

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Copyright September 2009 by And Then Some Publishing L.L.C.

SMOERs: Words of Wisdom

People who laugh actually live longer than those who don’t laugh. Few persons realize that health actually varies according to the amount of laughter. —James J. Walsh

Day #76 - Keep in good health.

SMOERs: Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for Outstanding Living
An everyday guide full of quotations to uplift your spirits.
Free 10-Day sample: smoers.com

And Then Some News

Thursday’s essay is called, “The second anniversary of posted essays.” Not only is it intended to celebrate the second year of essays, it is a chronicle of some of what has taken place over the past two years as well.

Share your link. Have you written anything on second anniversaries? Celebrations? Are you a person who truly believes in celebrating various events? Do you know others who believe this? Can you share some insights about any of your own (or their) experiences with anniversaries or celebrations? How do people cope with such occasions? Any personal information you would like to share? Share your link with us. We’ll post it and move traffic in your direction. And, a big “thank you,” in advance, from AndThenSomeWorks.com, for sharing your link.

Click here to LINK your And Then Some story

Thursday's And Then Some Essay preview:
The second anniversary of posted essays
by Richard L. Weaver II

Excerpt:

There is another element about each of the books that And Then Some Publishing L.L.C. has published thus far (There are five total.). If you have an opportunity I hope you will take the time to check out the websites for each of the five books. First, you will quickly discover that they are professionally constructed. Each is a masterful work-of-art put together by my webmaster, ANT, and, second, each one includes essays (and, in some cases, videos) that support the book advertised on the website.

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And Then Some Works - see you Thursday!!

Book Review Mondays

More information at Amazon.com No obligation to buy Click below:

Achieving Lasting Happiness: Timeless Secrets to Transform Your Life
by Robert E. Canright, Jr.

Book Review by Richard L. Weaver II, PhD.

In this 280-page book, Canright uses the lessons of Confucius to encourage readers to live a good, prosperous, and happy life. The book has two parts and four chapters: Part 1, The Timeless Way, and Part 2, Timeless Lessons, The Analects of Confucius. Chapter 1, The Eternal Question, is divided into 18 sections and explains why we ought to look at Confucianism. Some knowledge of Chinese culture is helpful to understand the Analects. Chapter 2, The Timeless Answer, is divided into ten sections and explains Confucius’s concepts and relates them to American culture. Chapter 3, From Dream to Reality, is divided into 12 parts, and presents a four-step process for self-transformation. Chapter 4, A Better Life, A Better World, is a 28-day (4-Week) guided study, showing readers how to use the Analects within the four-step process. The plan Canright advocates is a path of self-transformation guided by four main principles: Seek Truth; Commit Yourself; Live Joyfully; Share Hope. Since Confucianism is a philosophy and not a religion, people of all faiths, including atheists, can enjoy this book and bring its lessons into their lives. It is definitely a “thinking person’s” guide to self-development and self-improvement.

More information at Amazon.com No obligation to buy Click below:

Save the males: Why men matter why women should care
by Kathleen Parker

Book Review by Richard L. Weaver II, PhD.

In this 240-page book, Parker, a syndicated columnist who appears in our local newspaper (The (Toledo) Blade), with her sense of humor and delightful wit (which make the book truly enjoyable) fulfills the description explained on the book’s jacket: “[Parker] argues that the feminist movement veered off course from it’s original aim of helping women achieve equality and ended up making enemies of men.” This book is well-written, well-reasoned, humorous (tongue-in-cheek), and a quick read. More than anything else, it is a delightful collection of observations that the war between the sexes and radical feminism have high costs. For those unaware of the problem regarding the marginalization of males, this is a great introduction. Parker’s book immediately reminded me of Ralph Ellison’s, Invisible Man which was first released in 1952. That book, like this one, will arouse your sensibilities. Kosto Barry Granlund "K.R.G." (New York, NY), in his review of Parker’s book, writes: “The author attempts to make excuses for men and their hopeless, helpless, childish, pathetic behavior and where its gotten them. She valiantly attempts to defend ‘males’ and to re-focus the present-day perspectives on how useless and worthless men really are. The focus of this book ( between the lines, that is ) seems to be that self-responsibility and the individual adult don't really have very much to do with one another, and that they shouldn't.” I don’t disagree with Granlund, but Parker effectively calls attention to an important and, now, ongoing problem. Males can deny the problem or the extent of it, but that doesn’t make it go away. This book is likely to be more relevant for mothers and women generally than for men, and it needs to be made clear that it is the mature man’s job to save himself. Granlund’s review does not deny the contribution that Parker makes. Her book will be a resource for those interested in gender issues, family issues, and men's and women's issues because it is full of common sense with which they will identify.

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Through our reading, researching, and writing, And Then Some Publishing (and our extended family of readers) mine volumes of books representing a wide variety of tastes. We use the books in our writing, test and try suggested techniques, and we read for enjoyment as well. We wouldn't spend the time reviewing the books if we didn't get something out of it. Read more reviews on other fantastic books at our BookWorksRules.com website.

Weekend Words

"I fell in love --- that is the only expression I can think of --- at once, and am still at the mercy of words, though sometimes now, knowing a little of their behavior very well, I think I can influence them slightly and have even learned to beat them now and then, which they appear to enjoy." ---Dylan Thomas

Self-examination and then some

by Richard L. Weaver II

“I’m a profundity wrapped in a conundrum,” I always loved to say. Profundity means “deep intellect” and “conundrum” means “an intricate and difficult problem,” thus, “I’m a profundity wrapped in a conundrum” means “I’m a deep intellect wrapped in an intricate and difficult problem.” It was a saying a number of us developed while in college to answer the question, “Who do you think you are?” It was devised as a joke, however, it signaled a situation much deeper and more important than a simple, “humorous,” label. It signaled a desire of a number of us to try to find labels to fit our personalities.

The labels, it is true, were a bit of a lark, but the self-examination it required to come up with appropriate labels was not. All of us were part of the “self-discovery” generation — those encouraged by their teachers to discover who we really were. Why? Because, we were told, our success and happiness heavily depended on answers to that question: who are you?

To begin serious self-assessment we must begin by asking what we think of ourselves? What are our positive and negative traits? This is an important question at various times during our lives. For example, when looking for a job, it is a common question that employers ask. When we are dating, it is a question we are often asked by a potential relationship partner. It is helpful to have a solid grasp of the characteristics — both positive and negative — before deciding to enter a relationship, a new job, or any unfamiliar life adventure.

Because we discover who we are through the eyes of others, it is important to discover how others see us. We need to obtain feedback. For example, do others see us as an introvert or an extrovert? Do others see us as helpful, friendly, courteous, kind, and cheerful? Would others choose us as an office mate? A colleague? A team member?

It is easy, especially when receiving feedback from others, to reject it when it is negative. “Oh, they don’t know what they’re talking about,” or “That isn’t the way I really am,” or “And I don’t think much about you either.” To engage in any kind of self-assessment that is to have meaning and impact on our lives, we must be honest and sincere with ourselves and open about the truth. If we accept the comments made from others as a result of soliciting feedback, it will likely give us a fairly accurate picture of our current status and, thus, a place to begin work.

Just as difficult as it is to accept any negative comments about ourselves (remember, we’re all perfect until we’re not perfect!) is accepting change. It is easier to say, “I like me just the way I am,” than it is to see change as good, positive, and beneficial. Change is always risky, and it is difficult to accurately predict what’s on the other side of change. “What happens if I change, and things get worse?” The bottom line of any self-assessment is growth, otherwise it is merely a vacant and useless exercise, and the only way to grow is to be accessible to change.

To change, demands that we develop a clear picture of how we want to change, or, better yet, a visualization of ourselves after the changes we desire have taken place. Patience is key since change — especially changes such as these — do not take place overnight. The bigger the transformation desired, the more patience required, and the more effort it will take to make it happen. Nobody can expect immediate results no matter how immediately he or she develops their picture.

Be specific about the steps we want to take to obtain the changes. Change is unlikely to occur without a clear plan with clear steps, a clear goal, and a clear end point. For example, if we wanted to overcome a fear of public speaking, we would begin small by giving brief, informal “speeches” to friends and family members, we would volunteer to give short speeches or reports in our clubs, church groups, and businesses. Only then would we begin to attack our fear on a larger level. Do we want to lose weight, become more outgoing, clearly support our ideas and opinions, reveal a sense of humor, become a leader, or just become more respected? All change requires careful planning, and the better the plan, the more likely the change.

Change, too, requires continual evaluation of ourselves and our progress. Even though we have a plan, and even though we are committed to our plan and it seems to be working, every day brings about new things — obstacles as well as opportunities — and everyday our lives change in new and, perhaps, unexpected ways. Continual evaluation allows us to assess how new experiences impinge upon our lives and how we respond to those new experiences. To stop evaluating is to stop measuring our growth, development, and change.

We need to allow ourselves room to grow. Life isn’t perfect, and as hard and long as we work at making personal changes, our results won’t be perfect. Holding up perfection as our goal will always result in disappointment. We need to strive to be better, to improve, and to make progress. Along the way, we will make mistakes, but the most important lesson we can take from implementing our plan is: learn from our mistakes.

Earlier in this essay I made the comment, “Because we discover who we are through the eyes of others....” This comment holds even greater relevance now that change has begun. Growth of this nature requires interaction with others. Friends and family members are likely to be impediments to our growth, development, and change because they expect the “old us,” they want the “old us,” they understand the “old us,” and they know how to react to the “old us.” We need interaction, but our best interaction will be with those unfamiliar with the “old us” and those willing to accept, support, and love the “new us.” Dealings with others contributes to change.

Embrace who we are becoming. We are totally unique from anyone else in the world, and by striving to be a better person, we are letting go of traits we don’t like, and incorporating those we see as positive, productive, encouraging, and confident. We are building the personality and character that will effectively deal with disappointment and failure, flourish in this vibrant and unpredictable world, and, ultimately, achieve greater success than can be imagined.

Just knowing about ourselves will help us plan our lives better and make important life decisions based on what will work best for us. Although, I admit, it’s fun being a profundity wrapped in a conundrum, but there is so much more to self-assessment — so much more that can have serious, meaningful, consequential, and worthwhile benefits to our lives. It’s self-examination And Then Some.

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I love this essay by David H Lyman entitled, “Who Am I? Thoughts on the Self-
Discovery Process,” at the website TheDigitalJournalist . Lyman is president of Rockport College on the Maine coast, and he has played many, many roles in his life. Although he directs this essay to students coming to Rockport, it can be read by everyone, and it is a worthwhile experience.

Wow! Check out this website at aish.com . The essay by Rabbi Noah Weinberg is called, “48 Ways to Wisdom,” and talk about a complete inventory for truly delving deeply into who you are, this is a great place to start. This is an informative, thought-provoking essay, and Weinberg ends it by saying: “You can't afford to wait too long to get to know yourself. Because you are the most fascinating person you'll ever meet.”

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Copyright September, 2009 - And Then Some Publishing L.L.C.

SMOERs: Words of Wisdom

Change and growth take place when a person has risked himself and dares to become involved with experimenting with his own life. —Herbert Otto

Day #75 - Experiment with your life.

SMOERs: Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for Outstanding Living
An everyday guide full of quotations to uplift your spirits.
Free 10-Day sample: smoers.com

And Then Some News

Thursday’s essay is called, “Self-examination and then some.” Originally I called the essay, “‘I’m a profundity wrapped in a conundrum’ — Self-examination and then some,” but it was too long, so I placed the quotation, “I’m a profundity wrapped in a conundrum,” as the first line of the essay. Don’t worry, if you don’t know what it means, I explain it right up front in the essay as well.

Share your link. Have you written anything on self-examination? Self-discovery? Are you a person who has gone through a self-examination or self-discovery process yourself? Do you know anyone who has? Can you share some insights about any of your own (or their) experiences with self-growth, development, or change through such processes as self-examination and self-discovery? What would you like to tell people who want to change? Any personal information you would like to share with them? Share your link with us. We’ll post it and move traffic in your direction. And, a big “thank you,” in advance, from AndThenSomeWorks.com, for sharing your link.

Click here to LINK your And Then Some story

Thursday's And Then Some Essay preview:
Self-examination and then some
by Richard L. Weaver II

Excerpt:

Earlier in this essay I made the comment, “Because we discover who we are through the eyes of others....” This comment holds even greater relevance now that change has begun. Growth of this nature requires interaction with others. Friends and family members are likely to be impediments to our growth, development, and change because they expect the “old us,” they want the “old us,” they understand the “old us,” and they know how to react to the “old us.” We need interaction, but our best interaction will be with those unfamiliar with the “old us” and those willing to accept, support, and love the “new us.” Dealings with others contributes to change.

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And Then Some Works - see you Thursday!!

Book Review Mondays

More information at Amazon.com No obligation to buy Click below:

The Energy Bus: 10 Rules to Fuel Your Life, Work, and Team with Positive Energy
by Jon Gordon

Book Review by Richard L. Weaver II, PhD.

In this 192-page book, Gordon writes an easy-to-read parable that is engaging, entertaining, and self-reflective. The question he addresses is, what choices are necessary in your life to create and maintain energy? Gordon’s story is structured around 10 easy-to-remember rules: 1) You're the driver of your bus, 2) Desire, vision, and focus move your bus in the right direction, 3) Fuel your ride with positive energy (negative energy is friction), 4) Invite people on your bus and share your vision for the road ahead, 5) Don't waste your energy on those who don't get on your bus, 6) Post a sign that says no energy vampires allowed on your bus (get rid of the malcontents), 7) Enthusiasm attracts more passengers and energizes them for the ride, 8) Love your passengers by giving them your time, listening, recognition, service - work to bring out the best in them, 9) Drive with purpose, 10) Have fun and enjoy the ride. These are good, simple, basic rules that apply to work, life, and family. Gordon’s is a step-by- step method, that is fast paced, easy to read, and gets right to the point. Once you get on the energy bus, you will want others to join the ride.

More information at Amazon.com No obligation to buy Click below:

How Wikipedia works, and how you can be a part of it
by Phoebe Ayers, Charles Matthews, and Ben Yates

Book Review by Richard L. Weaver II, PhD.

The back cover of this 507-page book says that by reading the book, you will learn to: 1) Find information and evaluate the quality and reliability of articles, 2) Contribute to existing articles by copyediting, writing new material, and fact-checking, 3) Add new articles that conform to Wikipedia's guidelines and best practices-so that your hard work won't be deleted, 4) Communicate with other Wikipedians through Talk pages, discussion forums, direct messaging, and more, 5) Understand Wikipedia's policies and procedures and how they're created and enforced, 6) Resolve content disputes and deal with vandals and other malicious editors. The authors do not disappoint. It is all there in an easy-to-read (sometimes technical, although the authors warn you in advance of those sections), well-written, and detailed analysis. As a constant and active user of Wikipedia, (as a researcher, to answer specific questions that come up in conversations, and out of curiosity alone), I was thoroughly impressed and informed. This book could as easily have been called Wikipedia for Dummies. As an active writer, one chapter I found interesting was Chapter 6: Good Writing and Research. If you are an aspiring writer, you are currently involved in writing projects, or you have been a writer in the past and want to begin again, the advice, direction, and encouragement the authors provide in this 37-pages is spot-on — priceless, accurate, and well presented. Yes, this is a big book, and it offers you far more than you will ever need or use (It reminds me of the cliche, “everything you ever wanted to know about Wikipedia and more....”), but with all its examples, illustrations, explanations, informative inserts, suggested further readings (on the Internet with specific URLs), and chapter summaries, this is a wonderful, complete, and accurate reference book that you will want as a permanent part of your at-home library.

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Through our reading, researching, and writing, And Then Some Publishing (and our extended family of readers) mine volumes of books representing a wide variety of tastes. We use the books in our writing, test and try suggested techniques, and we read for enjoyment as well. We wouldn't spend the time reviewing the books if we didn't get something out of it. Read more reviews on other fantastic books at our BookWorksRules.com website.

Weekend Words

"My father still reads the dictionary every day. He says that your life depends on your power to master words." ---Arthur Scargill

Students who understand, set, and follow goals are empowered for life

by Richard L. Weaver II

In the letter my sister wrote to me after finishing And Then Some - Book I, she said, “I never had any goals and never had any great urge to get further than I was at the time.” That surprised me, but I didn’t blame my sister for this. I blame our educational system — especially those who teach the elementary grades. For some reason, I learned about goals, set them for myself, and followed them. To be honest, I have been amazingly successful in attaining them as well. The point of this essay, however, has nothing to do with my success.

One of the primary characteristics of highly effective individuals is their ability to take the initiative and responsibility for their own lives. But this characteristic does not arrive naturally or spontaneously. It was always my assumption that the students I taught at the college level instinctively had this ability and desire. Whether it occurred as a result of a genetic trait, happened because of the family environment in which they were raised, or came about because of their education never mattered. I just could not believe that students would be enrolled in college without it.

My sister’s letter shocked me. In a way, it brought me to my senses. It made me realize two things. First, one of the reasons many students drop out of college is they don’t see the potential role education could play in their lives — especially when they have no goals. Second, students enrolled in a basic speech-communication course (where it affected me directly as the director of such a course), may have little or no interest in this skill set — no matter how enthusiastic or motivational instructors might be — if they don’t see it making a contribution to their lives. If they have no goals, becoming more effective communicators makes no difference..

My contention is that students should be introduced to goals before they even enter the formal educational system. Parents can help children set short-term goals: obtaining rewards for good behavior, getting a pat on the back or a big smile when they say please and thank you, having a desert when all the small portions of food on their plate are finished, or getting to use a special toy or going outside when they have finished making their bed, cleaning their room, or picking up after themselves. Long-term goals should depend on the child’s maturity.

It is a child’s personal experiences with goals that they bring to their education, and having knowledge of goals will assist them in learning and achieving on their own. This is how they pursue outcomes that matter to them despite obstacles they encounter. Goals, and the strategies for obtaining them, keep them going and sustain their focus.

Teachers must begin using goal-oriented strategies from the very start, and they must continue using goal-oriented strategies throughout the educational curriculum. In her online essay, “Helping Students Set Goals: A Basic Skill for Life” (sponsored by the National Educational Association, MarthaElin Mountain reported, as a result of her study on goal setting, students rely on a core of four basic skills for setting and meeting their goals: 1) reflecting and making judgments (self-assessment, planning, decision making, and strategizing), 2) focusing (attending to strengths, honoring priorities and time commitments, and using resources effectively), 3) organizing (as with thoughts, time, and resources), 4) identifying and dealing with consequences (as in solving problems, identifying and using appropriate resources, and anticipating potential obstacles).

With this in mind, Mountain states that in her study, it was “teachers’ sincere caring and demonstrated belief in their students [that] was the number one influence on students’ success with their goals.”

There are three ways teachers have for emphasizing and encouraging student goal setting. First, they need to engage in teacher-student interaction by listening to students, thinking out loud with them, demonstrating sincere caring about their successes, modeling personal interest in goal setting, and using positive, optimistic language.

The second way to encourage student goal setting is to incorporate it into their curricular design. This includes integrating the concepts and vocabulary of goal setting, designing lessons, assignments, and projects that allow students to practice the four basic skills, using clearly defined rubrics, benchmarks, and performance standards that guide students to target clear, specific outcomes, and including opportunities for students to make commitments, and then to help them follow through on those commitments.

The third way to encourage student goal setting is within teachers’ routine instruction and classroom procedures. They can do this by giving students opportunities to practice with goal setting, exploring and clarifying individual interests and priorities, building conversations about goals and goal setting, identifying the specific goal-related behaviors students use, and helping them consciously acquire the self-knowledge they need to build their sense of self-efficacy and personal locus of control for building personal success with goals.

In addition to these routine instructional and procedural methods, teachers also can incorporate regular, quiet opportunities for students to reflect, consider, and plan. Teachers can provide clear, immediate, and constructive feedback, practice decision making and problem solving in dealing with setbacks and obstacles, and practice simple planning and time-management skills. Also, teachers can help students see their knowledge and experience as resources, and talk about and focus on the “big idea” or larger goal of the work they are doing. Encouraging risk taking in ideas and strategies, building meaningful connections with potential mentors, celebrating mistakes as learning opportunities, and celebrating their progress are useful strategies as well.

I know that my personal success in life came from my ability to set and achieve realistic, positive goals. There is no doubt that goal setting has been essential to the success of students, statesmen, writers, artists, scientists, professionals, and achievers of all kinds, as Mountain points out in her essay. Students must come to know that their ability to understand, set, and use personal goals will lead to positive benefits for themselves, their families, neighbors, and the larger society. To begin this early in the educational system, will quickly show results as students tackle problems they want to solve, pursue passions burning inside, and invest themselves in purposes they believe in. To help them throughout their educational careers recognize and connect with their aspirations will be one of the greatest gifts teachers can bestow on them because these behaviors empower people for life.

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Check out John Barell’s essay “Working Toward Student Self-Direction and Personal Efficacy as Educational Goals,” at the website of the North Central Regional Educational Laboratory - Learning Point Associates. Barell is a professor of education at Monclair State University and former director of the ASCD Network on Teaching Thinking.

Also see “Goal-Setting for Beginners: Teaching Your Child the Basics for Success,” at the website Inspiring Teachers Publishing, Inc.

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Copyright September, 2009 - And Then Some Publishing L.L.C.

SMOERs: Words of Wisdom

I am optimistic and confident in all that I do. I affirm only the best for myself and others. I am the creator of my life and my world. I meet daily challenges gracefully and with complete confidence. —Anonymous

Day #74 - Take an optimistic point of view.

SMOERs: Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for Outstanding Living
An everyday guide full of quotations to uplift your spirits.
Free 10-Day sample: smoers.com

And Then Some News

Thursday’s essay is the third and final one of three on “Teaching the Spark.” All three of these essays provide specific ways parents or teachers have for getting their children/students involved in education to such a degree that they begin to take responsibility for (become inherently interested in) their own learning. This essay focuses specifically on teachers, however, the role parents can play is mentioned. The essay is entitled, “Students who understand, set, and follow goals are empowered for life.”

Share your link. Have you written anything on goals? Are you a teacher who has created activities that support goal achievement? Do you know another teacher who has? Can you share some insights about any of your own (or their) experiences with goal setting, goal achievement, or rewarding goal activity? What would you like to tell people who want to get students involved in goal setting? Any personal information you would like to share with them? Share your link with us. We’ll post it and move traffic in your direction. And, a big “thank you,” in advance, from AndThenSomeWorks.com, for sharing your link.

Click here to LINK your And Then Some story

Thursday's And Then Some Essay preview:
Students who understand, set, and follow goals are empowered for life
by Richard L. Weaver II

Excerpt:

I know that my personal success in life came from my ability to set and achieve realistic, positive goals. There is no doubt that goal setting has been essential to the success of students, statesmen, writers, artists, scientists, professionals, and achievers of all kinds, as Mountain points out in her essay. Students must come to know that their ability to understand, set, and use personal goals will lead to positive benefits for themselves, their families, neighbors, and the larger society. To begin this early in the educational system, will quickly show results as students tackle problems they want to solve, pursue passions burning inside, and invest themselves in purposes they believe in. To help them throughout their educational careers recognize and connect with their aspirations will be one of the greatest gifts teachers can bestow on them because these behaviors empower people for life.

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And Then Some Works - see you Thursday!!