Friday's Laugh . . . And Then Some!

Barry took a girl out on her first date.  When they pulled off into a secluded area around midnight, the girl said, "My mother told me to say no to everything."

"Well," Barry said, "do you mind if I put my arm around you?"

"No," the girl replied.

"Do you mind if I put my other hand on your leg?"

"N-n-no," the girl replied.

"You know," Barry said, "We're going to have a lotta fun if you're on the level about this."

Laugh Like There's No Tomorrow: Over 2,000 jokes from the Internet

From our upcoming book compiled by Richard L. Weaver II
Laugh is setup with just over 4 jokes a day, all 365 days, and can be read in any order!
Expected Release Date: Fall 2010

Communication competence builds on competence

Having taught speech communication for thirty years, one question students raised on a continuing basis was “What is communication competence?”  A related question was “How do I know if I am a competent communicator?”  You see, most people already think they are competent communicators; thus, the underlying purpose of such questions is “What’s wrong with me?” or “Why don’t I measure up?” 

The most important reason that competent communication is important is because it has been proven to aid in gaining success in a wide range of social and occupational situations.  It is a process through which interpersonal impressions are shaped and satisfactory outcomes are derived from an interaction.  So, the real question becomes, how often do you offer others the impression you intend and derive the outcome you want? 

In this essay, I will define the characteristics perceived to comprise competent communication.  There are five. 

Low anxiety is the first one.  To be competent, communicators should not reveal excessive perspiration, shakiness, a rigid posture, vocal tremors, or a minimal response to others.  Being fearful, scared, or excessively worried about a job interview, a speech, or a forthcoming confrontation can produce anxiety.  Some anxiety is expected, of course.  As-a-matter-of-fact, some anxiety is valuable because it can drive an animated, passionate, vibrancy that may not occur otherwise.  In my experience I have found the tingle of anxiety both energizing and motivational. 

The second characteristic of competent communicators is immediacy.  Those who practice immediacy show interest in other people.  They are attentive and engage in the positive reinforcement of others and their ideas. 

You have probably been in the presence of another person who gives you their full and undivided attention when you talk with them.  When my wife and I were shopping for a foyer ceiling fan, we visited a store that specialized in them.  Upon entering, I noticed the sales clerk approach and stand before my wife, asking her if there was anything she could do for her.  The signs of immediacy were obvious.  She stood physically close to her.  She had an open and direct body posture.  She revealed positive reinforcers such as smiling, nodding, and eye contact.  And when my wife explained what she was looking for, all the sales clerk’s gestures were strong, effective, and animated. 

The third area of competent behaviors is expressiveness.  People who reveal expressiveness are perceived to be involved and animated in both their use of words and in their nonverbal behaviors.  Ask yourself, what is it about a communicator that holds your attention, that embeds the essential message in your consciousness, and that causes you to be convinced by the message?  Often, it is expressiveness. 

When I conducted an informal survey of students, I found out that teachers who demonstrated appropriate emotion and volume, who laughed and smiled, who used appropriate gestures, postures, and facial expressions, but did not know their subject well, were more desired as instructors, than those who knew their subject extremely well but could not (or did not) deliver the material as effectively.  These informal results revealed to me that students preferred expressiveness (effectiveness in delivery) over competence in subject matter.   

These informal results make sense when you consider that students cannot really judge subject competence, but they are not only effective judges of expressiveness, they require strong and effective expressiveness to hold their attention and to make a subject interesting.     

The fourth characteristic of competent communicators is interaction management.  The effective management of communication requires order.  The obvious question is, “What do two individuals who are trying to create order in their interactions do?”  Each is trying to gain the desired response from the other person; thus, each needs to solicit the cooperation of the other person in obtaining the goal—a goal that cannot be attained alone. 

Those who manage their interactions are interested in maintaining some control over their communication.  First, they see the relationship between communication and rewards (getting what they want).  Second, they monitor their communication in relation to the goals they seek.  Third, as they gain new information about how the other person responds to what they say and do, they adjust their communication.  At the same time interaction managers are respectful of others and enable them to achieve their goals, too, where possible, and allow room for their expressive behavior. 

Sometimes interaction management is easy.  Conversing is comfortable, interruptions feel natural, there are few awkward pauses, and the indications of when to speak are clear.  Sometimes, however, it is difficult; conversing is uncomfortable, there are unnatural interruptions, numerous awkward pauses, and you find yourself stepping on the other’s lines. 

The final characteristic of communication competence is other orientation.  Other orientation is the complete antithesis of a “me orientation” where everything revolves entirely around the communicator alone.  When you are in the presence of people who possess a strong other orientation, they will adapt to your needs, express empathy and concern for your feelings, listen well, and provide relevant feedback to you during the conversation. 

These five characteristics provide a fairly broad foundation; however, if you consider them overall goals to be achieved, you will find the important perception, listening, feedback, language, and nonverbal skills necessary for moving closer to achieving them on a regular basis.  The nice thing is that awareness of these five characteristics that can establish a solid and inter-personally competent foundation and as you gain more experience — especially positive, supportive, and rewarding results — you will have constructive, practical, and productive personal examples that you can use to build an even more competent future.  That is why it can be said that competence helps build greater competence. 

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The title on the page reads, “Communication Competence: The Essence of Aligning Action,” and in the short essay there by Richard D. Rowley,  you will find five characteristics discussed: 1) commitment and good faith, 2) empathy, 3) flexibility, 4) sensitivity to consequences, and 5) adeptness.  It is an informative little essay with a useful chart explaining the interrelationship of the parts. 

At the NCLRC (The National Capital Language Resource Center), there is an essay entitled, “Teaching Goals and Methods — Goal: Communicative Competence.”  It is a short essay that discusses: “Communicative competence [as] made up of four competence areas: linguistic, sociolinguistic, discourse, and strategic.” 

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Copyright October, 2010, by And Then Some Publishing, LLC
    

Day #219 - Always choose joy.

SMOERs: Words of Wisdom

"I've grown to realize the joy that comes from little victories is preferable to the fun that comes from ease and the pursuit of pleasure."  ---Lawana Blackwell

Day #219 - Always choose joy.

SMOERs: Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for Outstanding Living
An everyday guide full of quotations to uplift your spirits.
Free 30-Day sample: smoers.com

S'Mores, Campfires, and Communication

And Then Some Publishing News

The leaves are changing colors, campfires are cooking up S'Mores, and friends to help keep you warm. It's Fall. The smells, sensations, and of course the gooey warmth of melted chocolate, marshmallows, with a graham cracker crust rushes memories of times well spent with friends. 


When sharing S'Mores with friends invariably quotes come up from famous and not so famous people. Some quotes you remember far into next week, the next month, and in the end become a staple of your conversations retold numerous times. It's that S'More and your friends that fire those memories and keep that time alive.


This is what SMOERs is all about. Quotes that inspire the mind. Find out what SMOERs stands for and delicious examples. Find your quote... find inspiration. SMOERs offers more... and then some!

Thursday's And Then Some Essay preview:

Thursday’s essay is called, "Communication competence builds on competence."  The most important reason that competent communication is important is because it has been proven to aid in gaining success in a wide range of social and occupational situations.  It is a process through which interpersonal impressions are shaped and satisfactory outcomes are derived from an interaction.  So, the real question becomes, how often do you offer others the impression you intend and derive the outcome you want?  In this essay, I will define the characteristics perceived to comprise competent communication.

Communication competence builds on competence
by Richard L. Weaver II

Excerpt:
These five characteristics provide a fairly broad foundation; however, if you consider them overall goals to be achieved, you will find the important perception, listening, feedback, language, and nonverbal skills necessary for moving closer to achieving them on a regular basis.  The nice thing is that awareness of these five characteristics that can establish a solid and interpersonally competent foundation and as you gain more experience — especially positive, supportive, and rewarding results — you will have constructive, practical, and productive personal examples that you can use to build an even more competent future.  That is why it can be said that competence helps build greater competence.

And Then Some Works!

Intellectuals and Society

Book Club... And Then Some!

Intellectuals and Society
 

by Thomas Sowell




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

This is a 398-page book with 50-pages of notes.

I found this book repetitive, deep, verbose, complex, and extremely difficult in holding my attention.  To provide readers of my reviews a fair shake, I quote here from reviews provided at Amazon.com.

The following are the ideas Sowell covers in this book:
    1: Intellect and Intellectuals
    2: Knowledge and Notions
    3: Intellectuals and Economics
    4: Intellectuals and Social Visions
    5: Optional Reality in the Media and Academia
    6: Intellectuals and the Law
    7: Intellectuals and War
    8: Intellectuals and War: Repeating History
    9: Intellectuals and Society

Robert Kirk of Rancho Cucamonga, CA), wrote the following review of Sowell’s book at Amazon.com, and I’d like to say that it perfectly reflects my feelings about the book: “. . . It's by far his [Sowell's] most difficult book to read because it's subject matter is a bit scattered. However, Mr. Sowell does what many can't do, he makes you think and question ‘conventional wisdom.’ Be prepared to slow down a bit while reading this one since it is a bit more dense than his other books.  It is well worth the effort.”

Callidus Asinus, at Amazon.com, writes this about Sowell’s book: “In his book, Sowell examines the influence intelligentsia (which he defines as all persons who make their living off the production of ideas). Within the class of intelligentsia, Sowell includes such people as university faculty and the media. He excludes people with mentally demanding jobs such as doctors, lawyers and engineers because these people, unlike intellectuals rely on the empirical verifiability of their ideas and practices to survive economically.

Sowell asserts that intellectuals generally have a negative effect on society because their ideas are not subject to the same empirical verification as doctors, lawyers and engineers. Because of this, they can make claims or sweeping judgments on society which they lack the qualifications to make (he cites examples of people such as literature professors making condemnations of the capitalist system without any prior training in economics). Furthermore, he shows that when the ideas of intellectuals are shown to be verifiably wrong, they loose no credibility, and usually use their verbal skills to avoid admitting their errors.”

This lack of accountability among intellectuals causes problems when they begin to sway public opinion in favor of their policies (which are often counterproductive). He cites examples such as the pacifist sentiment in pre-WWII Britain and France which prevented them from taking any aggressive action on Hitler until he had already built up his military. And now we get to the central theme of Sowell's book, which is to have a healthy suspicion of the ideas propagated by intellectuals to mitigate their sway over public opinion. In a democratic nation such as ours, this is an essential quality for the citizens to have so that they can cast their votes more wisely.”

Mindy Rader, at Amazon.com, writes, “Thomas Sowell is a strong critic of intellectuals, traditional and modern, European and American. He specifically discusses definitions of intellectuals and gives us a better understanding of those intellectuals who have for better or worse, had a major influence on society in United States history. He talks about philosophers, government leaders, progressives and intellectual activists. We can learn from the ideas of all those highly respected intellectuals who throughout history have positioned themselves politically on the right or left. The ideas of these scholars, including those of Sowell, are important as they have shaped culture and society. All in all, Sowell's book is interesting and understandable.”

Several reviewers took Sowell to task for concentrating so heavily on liberal intellectuals with whom he disagreed, and if you already know (before reading him) his politics, then you will have some idea of what to expect.  One reviewer even suggested that Sowell should have titled his book, “Liberal Intellectuals and Society.”  I tend to agree. 

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This book is available from Amazon.com: Intellectuals and Society

Friday's Laugh . . . And Then Some!

ATTORNEY:  This myasthenia gravis, does it affect your memory at all?

WITNESS:  Yes.

ATTORNEY:  And in what ways does it affect your memory?

WITNESS:  I forget.

ATTORNEY:  You forget?  Can you give us an example of something you forgot?

Laugh Like There's No Tomorrow: Over 2,000 jokes from the Internet

From our upcoming book compiled by Richard L. Weaver II
Laugh is setup with just over 4 jokes a day, all 365 days, and can be read in any order!
Expected Release Date: Fall 2010

Feedforward will improve the accuracy and quality of your communication

On the first day of classes, just after students were settled in their classroom seats, I began my first-day lecture outlining some of the rules and expectations designed to govern their future behavior in my class.  When we took in a computer for repair, we gave the technicians an explanation (supported by a written list) of all the things we had previously done to get to the place where we needed their help.  In a third example, an employer began an interview with a prospect by clarifying the skills she expected from those occupying the position being sought, and by telling the prospect, “The questions you will be asked today are designed to examine how well you have demonstrated the skills we expect.” 

We use feedforward prior to future messages.  It is the information sent before new messages are delivered.  They may help recipients predict, anticipate, understand, or prepare for forthcoming messages, but their point, clearly, is to set the stage for what might come next.  They don’t always appear at the beginning of a message sequence; they can occur at any time during an interaction.  The only prerequisite for feedforward messages is that they come before what may follow. 

In a potential romantic situation, they may indicate whether those involved have any interest in each other.  Antonio saw Maria in the produce aisle of a grocery store, and when both reached for the same bunch of bananas, he smiled at her and chose another similar bunch instead of the one she wanted.  After that brief encounter, a very small door had been opened (feedforward).  Then, as Maria turned to go down the cereal aisle, she immediately met Antonio picking out cereals.  This time, she smiled at him — a prolonged smile that indicated there was interest.  By the time they accidentally met while waiting behind each other at the checkout counter, they were talking.  Notice in this instance how feedforward opened other channels of communication and paved the way for anything else to happen. 

As in each of the opening three examples feedforward can be used to provide a preview of what is to come.  Also, it can be used to offer disclaimers.  A disclaimer is a verbal device designed to ward off and defeat, in advance (feedforward), doubts and any potentially negative results from intended future conduct.  The goal in using feedforward as a disclaimer is to present others with cues that will lead to desired responses.  For example, if you knew, in advance, that you were going to act in a way that others might think is stupid, or even take offense to, you use feedforward to try to deflect those impressions.  You might say, before acting, “I know this is going to look stupid, but here goes....”  Or, if you thought what you were going to do might be offensive, you might say, “Now, please don’t take offense to what I am going to do.  I’m not trying to be offensive.”   

Disclaimers are used to define forthcoming conduct in such a way that the typical, expected, potential characterization of our behavior does not occur.  They can take many forms.  Here are examples of a few common disclaimers: “I’m not prejudiced, because some of my friends are _________, but...,” “This is just off the top of my head, so...,” or “What I’m going to do may seem strange, so bear with me...,” or “This may make you unhappy, but....” 

Feedforward messages can also suggest roles for others to take.  What we want them to do as a result of a message we give them is to take on an identity that will be consistent with our goals.  For example, we might say to a friend, “If you were me, what would you have done in this situation?”  Often, this is said to try to have a friend confirm for us that our behavior was appropriate or proper.  Examples are numerous: “What would you do if you were the teacher?,” or “If you were the boss, how would you have handled the situation?,” or “If you had a million dollars, what would you do?” 

Like feedback, feedforward is something often taken for granted in our communication.  We just do not think about it often.  But, as demonstrated here, it is not only common, but it relates to a wide variety of situations; thus, the more we understand it, the better we will be able to control our use of it and get the results we desire in communication situations.  Understanding simply gives us better control. 

There are six ways to improve your skills in feedforward.  First, when you know how valuable it is to opening channels, previewing what is to come, disclaiming, and suggesting roles, you can learn to make your feedforward signals clear, accurate, and distinct.  In this way, one you become aware of what you are doing, it is more likely that your signals will be easily and accurately received. 

Second, feedback is likely to occur at the same time as feedforward.  For example, to your smile you might receive a smile in return.  To your preview of important forthcoming information, you may perceive increased attention or alertness on the part of receivers.  Also, it is likely others will provide you with their own feedforward messages simultaneously with yours.  Thus, feedforward is unlikely to be a completely unilateral (source to receiver) process.  You need to be aware of both sending messages and receiving messages in these situations at the same time. 

Third, feedforward messages are likely to most effective if they are brief and to the point.  Attention spans are short, and people consider their time valuable.  Thus, when feedforward is especially complex, includes too much specificity, or involves needless information, it may not serve its purpose well. 

Fourth, strive for accuracy.  Feedforward messages must accurately reveal the message to come.   Inaccurate feedforward may negatively affect a communicator’s credibility, or it may cause listeners to discount future feedforward messages or, perhaps, any message that follows. 

Probably the most important suggestion regarding using feedforward is the same as the one that applies to using all forms of communication: monitor it.  Don’t just monitor your own use of feedforward messages, but monitor their effect as well.  When critical feedforward messages have not been received or understood, or if they have been received inaccurately, you may need to adjust or repeat the message.  This could be especially important when a life-or-death message is going to follow, or, too, if the message to follow could be critical to a third person. 

The heart of the feedforward process lies in your ability to anticipate situations.  Your ability at feedforward will help improve the accuracy and quality of your interpersonal communication. 

----- 

Marshall Goldsmith has a great essay, “Want to give feedback?  Rather try feedforward,”   —especially his 10 suggestions for trying feedforward.   For the introduction to his essay, he writes: “Focusing on solutions, rather than mistakes, on the future, rather than the past, will enhance the self-image of business leaders and employees alike and propel them on the road to success.” 

At the Self-Defense website, the essay, “Anticipation – How to Prepare Yourself for a Dangerous Situation,” offers specific advice that would be incorporated in a feedforward perspective.  I quote here from the essay: “Anticipation in regards to self-defense means that you use whatever is handy in protecting yourself against an attacker. It means buying time while assessing the environment around you for a way out or potential weapon. Anticipation also means you should always carry with you a few items for self-defense that cannot be seen but can easily is reached in case of an attack on you as well as know how to use them comfortably so that the act is effortless.” 

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Copyright October, 2010, by And Then Some Publishing, LLC.

Day #218 - Change the way you treat those with whom you disagree.

SMOERs: Words of Wisdom

"If you have learned how to disagree without being disagreeable, then you have discovered the secret of getting along---whether it be business, family relations, or life itself."  ---Bernard Meltzer

Day #218 - Change the way you treat those with whom you disagree.

SMOERs: Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for Outstanding Living
An everyday guide full of quotations to uplift your spirits.
Free 30-Day sample: smoers.com

Two Baby Memory Books gets a Face-lift and Feedforward you Communication Preview

And Then Some Publishing News


We previously built a one page website for Special Delivery: A Baby Memory Scrapbook for Boys or Girls at BabyMemoriesBooks.com. That website was o.k. for the time being, but we knew it needed an upgrade. The upgrade is here! 


The new website features multiple pages with better explanations of the baby books. Now that the website presents you with a better idea of what the books are about stay tuned. We will be adding more videos and How-To articles from Lynne Hall and Anthony Weaver, plus links... And Then Some!


Visit the new BabyMemoriesBooks.com and see why both books make a great baby shower gift!

Thursday's And Then Some Essay preview:

Thursday’s essay is called, "Feedforward will improve the accuracy and quality of your communication."  We use feedforward prior to future messages.  It is the information sent before new messages are delivered.  They may help recipients predict, anticipate, understand, or prepare for forthcoming messages, but their point, clearly, is to set the stage for what might come next.  They don’t always appear at the beginning of a message sequence; they can occur at any time during an interaction.  The only prerequisite for feedforward messages is that they come before what may follow. 

Feedforward will improve the accuracy and quality of your communication
by Richard L. Weaver II

Excerpt:
Like feedback, feedforward is something often taken for granted in our communication.  We just do not think about it often.  But, as demonstrated here, it is not only common, but it relates to a wide variety of situations; thus, the more we understand it, the better we will be able to control our use of it and get the results we desire in communication situations.  Understanding simply gives us better control.



And Then Some Works!

Wisdom: From philosophy to neuroscience

Book Club... And Then Some!

Wisdom: From philosophy to neuroscience    

by Stephen S. Hall


Book Review by Richard L. Weaver II, Ph.D.
 
This is a 333-page book with a 14-page index, 15-page bibliography, 23-page section of notes, and a 5-page acknowledgments section.  This makes it 272-pages of content.  There is nothing negative in noting this; however, be aware that this (comparatively speaking) is a large book.

The front flyleaf clarifies the content: “[The book] is a dramatic history of wisdom, from its sudden emergence in four different locations (Greece, China, Israel, and India) in the fifth century B.C. to its modern manifestations in education, politics, and the workplace.  We learn how wisom became the provenance of philosophy and religion through its embodiment in individuals such as Buddha, Confucius, and Jesus; how it has consistently been a catalyst for social change; and how revelatory work in the last fifty years by psychologists, economists, and neuroscientists has begun to shed light on the biology of cognitive traits long associated with wisdom—and in doing so, has begun to suggest how we might cultivate it.”

There are three parts.  The first discusses the definition of wisdom, the second, eight neural pillars of wisdom, and the third, becoming wise.  The 15 chapters give you a better idea of how well the book relates to people’s lives (after the first three on philosophical and psychological roots): the art of coping, establishing value, judging right from wrong, the biology of loving-kindness and empathy, the gift of perspective, social justice, fairness, and the wisdom of punishment, temptation and delayed gratification, change, the wisdom of aging, and everyday wisdom.

There is a great deal of substance in this book, and clearly it is not of the “pop-psych” variety—full of cute quips, lively anecdotes, and suggestions for improvement and change.  On the other hand, you get an extremely well-written, easy-to-follow book, that includes great illustrations, many historical references and stories, the incorporation of interesting and relevant recent research, insights and revelations that only a science writer like Hall would not just understand but digest and make palatable for readers, and a fascinating—maybe even a landmark—examination of a topic relevant to everyone.

What Hall delivers is interesting discourse, as witnessed when he talks about the content of his book: “The world doesn’t need another book about neuroeconomics, and this doesn’t plan on being one.  But a lot of recent research in neuroeconomics and (in a broader sense) social neuroscience—including related fields like cognitive neuroscience, behavioral psychology, moral philosophy, and the like—strikes me as an immensely fertile area to till for fresh new insights into the nature of wisdom” (p. 16).

Dr. Vivian Clayton offers this excellent review of Hall’s book on Amazon.com: “Stephen Hall's book on Wisdom manages to integrate the empirical research that's been conducted over the last thirty-five years in a style and convivial manner that has eluded the scientific community. I felt the book delivered on its promise: it offered much information about the ways we go about making complex life decisions. It reflected honestly on the real life shortcomings of people who have always been perceived as wise historically, such as Solomon. In my opinion, the best part of the book was delivered by offering examples of how adopting a wisdom based approach can affect how things are done in settings such as the classroom and the boardroom.

This is not a ‘How to be wise’ manual. If you like labyrinths, and recognize that many paths can lead to the center of things, this is the book for you. Like many portraits in an art gallery, you will find yourself pausing at various junctures to look more carefully at this or that quality of wisdom - be it patience, humility or compassion. Fortunately, there is no 'closing time' to this gallery. At the end of my visit, I personally felt a sense of gratitude that a writer could capture such an illusive topic without diminishing its potential for further study in matters both personal and societal.”

With all of this information it should be easy now to know whether this book would be one that would interest you.  I found it wonderful, interesting, insightful, and full of valuable information seldom found elsewhere. 

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This book is available from Amazon.com: Wisdom: From philosophy to neuroscience.

Friday's Laugh . . . And Then Some!

A man enters a full elevator and shouts, "Ballroom please."

A lady standing in front of him turns around and says, "I'm sorry, I didn't realize I was crowding you."

Laugh Like There's No Tomorrow: Over 2,000 jokes from the Internet

From our upcoming book compiled by Richard L. Weaver II
Laugh is setup with just over 4 jokes a day, all 365 days, and can be read in any order!
Expected Release Date: Fall 2010

How to reach students in today’s technology-driven world

My wife and I made a special effort to drive to Grand Rapids, Ohio, for their “Canal Days” (Sunday, September 10, 2006) because there was to be a Lewis & Clark educational program there.  The two fellows who performed as Lewis and Clark were former junior high school history teachers, and the fellow playing the role of Clark had actually ridden his bicycle the length of the trail just last year.  People (maybe 25 or 30 altogether) meandered in and out of the shelter where, wearing the same clothes Lewis and Clark might have worn, they gave their talk.   

Several things held our attention during the presentation.  First, both actors knew what they were talking about.  Having just driven the entire Lewis & Clark trail ourselves last year, we could verify much of what they said from our own experience and observations.  Second, the actors were animated, and their enthusiasm held audience attention.  Not only did they display a great deal of energy, but they played to their audience—some of whom were children.   

Another part of their program involved props, and they had many.  Some were maps laid out on the picnic tables at the front of the small pavilion.  The actors held in their hands the same kind of spears Lewis and Clark would have carried, and they had guns, animal skeletons, beads, pictures, a wood trap used to ensnare animals, and even the medallions they would give to the Indians they met along the trail.  There was a replica of the tent they would have slept in along the trail, and on one of the posts beside them was a framed picture of Sacagawea, the young Shoshone Indian woman who accompanied them on much of their trip.  

The point of this essay isn’t really what these two gentlemen said during their talk, it’s about what they did to make history come alive for their listeners.  In a Time magazine article entitled “History Goes Hollywood” (September 18, 2006, pp. 64-66), Nathan Thornburgh points out that schools are teaching less history, “so kids have less of an idea about what happened ...or why it matters (p. 64).”  But teaching less history is a small part of the problem—but definitely part of it. 

Because of theme parks, video games, movies, and the Internet, “Passive exhibits just aren’t going to attract young people today,” says Thornburgh, and because his article is about museums and historical sites, he discusses what many of them are doing because of dwindling crowds and shorter attention spans. 

For example, the Abraham Lincoln Presidential Library & Museum has a talking Honest Abe hologram “and a host of other educational parlor tricks (p. 64).”   The Marine Corps museum in Quantico, Virginia, is using changes in temperature and humidity to immerse visitors in harrowing and heroic battlescapes.  In Colonial Williamsburg they are using Palm Pilots that visitors can point at various landmarks to get video presentations.  At Mount Vernon, Virginia, home of George Washington, they offer a heavy dose of showmanship: a scrolling cartoon of Washington’s life, an action flick about Washington at war where visitor’s seats will rumble when the cannons go off and where the audience is dusted with simulated snow when Washington crosses the Delaware River. 

For many museums, it is the cost that is keeping them from going the entertainment/ showmanship route.  Government funding for the arts has dried up.  Many of the large foundations that once supported such endeavors through their philanthropy are now supporting social causes and leaving both museums and history behind. 

There are important implications in all of this for education.  When museums and historical sites try to boost their attendance by dumbing down history, ripping out intellectually challenging exhibits to make room for vapid video presentations, writes Thornburgh, what does this say about the consumer?  How does this bear on education? 

Lonnie Bunch, founding director of the planned National Museum of African American History and Culture in Washington says, “we also have to give visitors what they need.”  “But,” writes Thornburgh, “increasingly what visitors really need may be the same as what they want: less in-depth education, and more seduction....When it comes to history, Americans don’t lack information; they lack the attention span to wade through the dusty collections of the old history museums.” 

It’s a whole new generation, one labeled “The ‘Daily Show’ generation,” in an article by Mary Zeiss Stange (USA Today, September 12, 2006, p. 15A), a college professor.  One major demographic for John Stewart’s “Daily Show” are students—young (14-22 years old), well-educated, moderates (or liberals) who get their news, for the most part (almost 60%), from the Web.  Why are they attracted to “The Daily Show”?  It doesn’t take a scientific study to determine the reasons—Stewart’s is an entertaining, highly engaging, humorous, satirical riff on the news.  It is precisely designed for those entertained by the media and the Internet. 

These are the same students who occupy the seats in classrooms across the U.S.A.  The question that begs an answer is: How can educators compete?  It isn’t just in the history classroom, it is in the math, science, English, foreign language, and other classrooms as well.  Not only are there few resources and little financial support to obtain more, but what do the new technology-driven students with their short attention-spans and desperate need to be entertained require to satisfy their educational needs?  Is there hope?  

Teachers can’t dress up in costumes every day and use a wide array of props to make their points.  Daily lessons do not need to be dumbed down and the intellectually challenging assignments eliminated and replaced by vapid video presentations—less in-depth education and more seduction.   And teacher-education programs don’t need to begin offering circus training, costume designing, acting, and text messaging courses.  This is obvious.  But what is the answer?  How do educators make certain they are reaching today’s students and making the kind of impression that makes learning—knowledge acquisition—enjoyable enough to inspire a lifetime of continued interest in further learning?   

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“Fifteen guidelines for developing attention-holding lessons,” by Dr. Ronald Partin,  at his own website ronpartin.com, is an excellent essay with terrific suggestions.  All teachers need to read this essay. 

Heather Carriero, at the associated content website, in his essay, “Teacher Tips: How to Keep Student Attention,” includes at least five excellent suggestions. 

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Copyright October, 2010, by And Then Some Publishing, LLC.
    
   

Day #217 - Start today to grow, develop, and change.

SMOERs: Words of Wisdom

"The great thing in the world is not so much where we stand, as in what direction we are moving."  ---Oliver Wendell Holmes

Day #217 - Start today to grow, develop, and change.

SMOERs:  Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for  Outstanding Living
An everyday guide full of quotations to  uplift your spirits.
Free 30-Day sample: smoers.com

New Facebook Pages and Essay Preview - How to reach students in today's technology-driven world

And Then Some Publishing News

Have you seen our new Facebook pages? We've added a page for And Then Some Publishing, Edgar E. Willis' World War II memoir, Civilian in an Ill-fitting Uniform and How to Be Funny on Purpose, plus Lynne Hall's Special Delivery baby memories books.


Facebook Page: And Then Some Publishing
Website: AndThenSomePublishing.com
The library of And Then Some Publishing books, videos, and blogs.


Facebook Page: Civilian in an Ill-fitting Uniform: A Memoir of World War II
Facebook Page: How to be Funny on Purpose
Website: EdgarEWillis.com
Books by Edgar E Willis, videos series and interview, 
It's how to be funny and not for dummies including the video series "How to be Funny on Purpose." It's World War II in an unvarnished approach and shockingly truthful account with a video interview of Edgar E. Willis at 96 years old!


Facebook Page: Special Delivery: A Baby Memory Scrapbook for Boys or Girls
Website: BabyMemoriesBooks.com
Baby memories books that are a keepsake for a lifetime for you or as a gift. Theme based illustrations and text so you can add as much or as little as you want. Add comments, pictures, and special memories. Videos, Table of Contents, and page examples.


Visit And Then Some Publishing's Facebook pages and don't forget to "Like" us!

Thursday's And Then Some Essay preview:

Thursday’s essay is called, "How to reach students in today’s technology-driven world."  The point of this essay isn’t really what these two gentlemen [playing Lewis & Clark] said during their talk, it’s about what they did to make history come alive for their listeners.  In a Time magazine article entitled “History Goes Hollywood” (September 18, 2006, pp. 64-66), Nathan Thornburgh points out that schools are teaching less history, “so kids have less of an idea about what happened ...or why it matters (p. 64).” 

How to reach students in today's technology-driven world
by Richard L. Weaver II

Excerpt:
Teachers can’t dress up in costumes every day and use a wide array of props to make their points.  Daily lessons do not need to be dumbed down and the intellectually challenging assignments eliminated and replaced by vapid video presentations—less in-depth education and more seduction.   And teacher-education programs don’t need to begin offering circus training, costume designing, acting, and text messaging courses.  This is obvious.  But what is the answer?  How do educators make certain they are reaching today’s students and making the kind of impression that makes learning—knowledge acquisition—enjoyable enough to inspire a lifetime of continued interest in further learning? 



And Then Some Works!

Everyone communicates, few connect: What the most effective people do differently

Book Club... And Then Some!

Everyone communicates, few connect: What the most effective people do differently 
        

by John C. Maxwell


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

When I lectured to freshmen and sophomore students at Bowling Green State University (Ohio) for more than 22 years (over 80,000 students), about communication, I taught it as a life skill—an essential skill necessary for everything students wanted to do in their lives.  If they couldn’t communicate, they would find it difficult to cope at work, home, school, and in their relationships.  I felt the same way when I wrote the book, Communicating Effectively, now going into its 10th edition.  It is, indeed, these facts that drew me to Maxwell’s book in the first place.

As a side note: I was not—in my lecturing—what Maxwell described as a self-centered teacher, whose philosophy he described as:
            Ram it in—jam it in,
            Students’ heads are hollow.
            Cram it in—slam it in,
            There is more to follow.
I am certain there are some students of the many to whom I lectured, who feel—probably to this day—that that was exactly my philosophy!  You can’t, after all, win them all!

Maxwell has an informed and engaging approach.  He uses the methods in writing this book that he explains in the book itself.

Because of the practical, specific, and well-described suggestions he makes, people who have the desire to improve their communication skills will definitely improve.  Too often, I found during my teaching career, people believe they already communication well (if not well enough).  It is those same people who would/will find little need for this book, let along any book on communication.

Maxwell writes about the basic essentials of effective communication.  It is the foundation or cornerstone of effectiveness, and in today’s world where messages and information (along with the characteristics of effectiveness and accuracy) are absolutely necessary, and where being an effective leader is a given, this book offers surprising, rewarding, practical information for anyone interested in improving his or her communication skills.

Maxwell says it well: “If you are responsible for leading people or communicating with others, it is especially vital for you to find ways to recharge” (p. 91).  This book can be a vital aid in your re-charging.
  
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Civilian in an Ill-fitting Uniform: A Memoir of World War II

by Edgar E. Willis


Book Review by Marlene C. Francis.


 
Edgar E. Willis has written an excellent memoir about his experience in World War II.  Called Civilian in an Ill-fitting Uniform (what a great title!), the book describes Edgar’s years and adventures in “the strange new world” of the U.S. Navy.  Edgar was a flight director on the battle cruiser Alaska which saw service in the Pacific, including the battles of Iwo Jima and Okinawa.  The book has chapters on those battles as well as stories about officer indoctrination and training, shore duty, standing watch, disciplining sailors, and dealing with apparently irrational navy rules and regulations.  This memoir does more than just describe what happened; it includes personal detail and Edgar’s own judgments.  For example, he describes and names the good captain who was as considerate of the crew as he was an effective leader, and the bad captain whose arbitrary decisions made life miserable for the sailors and who himself couldn’t even steer the ship straight (he was promoted to rear admiral and left the ship, to the relief of the crew).  Whether you know the author or not, you will hear his voice through his stories, some funny, some sad, all full of rich detail about navy life as experienced by an “unreconstructed civilian.”

I loved reading this book, and I am sure it will be enjoyed by anyone who served in the military during wartime, students of America’s role in World War II, and those interested in U.S. history.  High school and college students will appreciate the personal stories that bring alive some critical years of our country’s history.  The book is available on Amazon.com, and if you want more information about the book or about Dr. Willis, you can visit his website at edgarewillis.com.

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These books are available from Amazon.com: Everyone communicates, few connect: What the most effective people do differently.  Civilian in an ill-fitting Uniform: A Memoir of World War II.

Friday's Laugh . . . And Then Some!

Returning home from work, a blonde was shocked to find her house ransacked and burglarized.  She telephoned the police at once and reported the crime.  The police dispatcher broadcast the call on the radio, and a K-9 unit, patrolling nearby, was the first to respond.

As the K-9 officer approached the house with his dog on a leash, the blonde ran out on the porch, shuddered at the sight of the cop and his dog, then sat down on the steps.

Putting her face in her hands, she moaned, "I come home to find all my possessions stolen.  I call the police for help, and what do they do?  They send me a BLIND policeman."

Laugh Like There's No Tomorrow: Over 2,000 jokes from the Internet

From our upcoming book compiled by Richard L. Weaver II
Laugh is setup with just over 4 jokes a day, all 365 days, and can be read in any order!
Expected Release Date: Fall 2010

Through words, you become an architect of your own reality

Whatever.  I’m talkin’ an essay that, best-case scenario, takes no prisoners as it puts its ass on the line, kicks some butt, walks the walk, produces some roadkill, and gives 110 percent to explain that even though pop words rock, they, like, really suck.  Oh, they sound smart, but, trust me, I’m going to step up, break ‘em down, and show you they ain’t called no-brainers for nothing. 

With the exception of the word “essay” which I substituted for her word “book,” these words come from the prologue to Leslie Savan’s Slam Dunks and No-Brainers: Language in Your Life, the Media, Business, Politics, and, Like, Whatever (Alfred A. Knopf, 2005)—a brilliant, well-documented, extremely well-written book based upon her thirteen years of writing a column about advertising and commercial culture for The Village Voice. 

If you are like me you are feeling immersed (submerged?) in a world of popular catchwords, buzzphrases, and quickie concepts that Americans seem unable to communicate without using.  This verbal kudzu tells more about how we think than we think.   There is no doubt that many of these words and phrases—when used in the proper context—pack rhetorical oomph and social punch, but, as Savan notes, “today’s pop talk projects a personality that has mastered the simulation of conversation.  It’s a sort of air guitar for the lips, seeking not so much communication as a confirmation that...hey, we’re cool (pp. 10-11).” 

“Movie talk,” according to Savan, “suffers not so much from a dearth of good writers but from the assumption of producers and writers, bolstered by market research, that flattering and exciting audiences is more profitable than challenging them (p. 119).”  In the same way, the language drawn from the media—in this case movies—creates a physical sensation, often the pleasant one of numbing out—zingers offered for the sake of the zing, not for hard truths and obdurate realities. 

The main problem with catchwords, buzzphrases, and quickie concepts is that they are simply a form of entertainment that anyone can perform.  They connect people instantly and can keep conversations bobbing with humor and liveliness, but they work against taking ourselves seriously.  They are accessible, but they reveal no depth.   They are easy to understand, easygoing, and pleasant, but there is no substance attached to them.   Pop language is fun, useful, and free in the same way that advertising-supported media is fun, useful, and “free,” but there are obvious trade-offs, and the most important one is thought replacement.  “Repeated and mentally applauded over years,” Savan writes, “pop language carves tunnels that ideas expressed otherwise are too fat to fit through (p. 13).” 

The perfect metaphor for the effect that pop language has on communication is the way that people’s clothes and their delivery style commands the attention of listeners far and above anything communicators might say.  Using catchwords, buzzphrases, and quickie concepts, whatever points communicators make gain acceptance not on their merits but on how familiarly they are presented and how efficiently listeners’ tongues snap into grooves.  It is as if these phrases are themselves “no-brainers.”  Buzz-loaded repertoire displaces thinking with a pleasant buzz!  Truth drowned in a sea of irrelevance! 

There is true value in using catchwords, buzzphrases, and quickie concepts.  For example, high-profile words allow listeners “to feel special, individualistic, above the crowd—and, simultaneously, very much part of the crowd, drawing power from the knowledge that they’re speaking the same language as millions of others clued-in individuals,” writes Savan (p. 17).  The word, phrase, or concept becomes a thought, or more accurately, a stand-in for a thought. 

Savan sums up this idea, using the appropriate catchwords and buzzphrases, saying, “The thrill is gone; been there, done that; same old, same old.  But that’s neither here nor there, because if a phrase has the right stuff, it doesn’t merely express an idea, it owns the motha’ (p. 20).” 

“Phrases like these aren’t just cliches.  They’re more like a bad case of televisionary Tourett’s—involuntary, canned punch lines that bring the rhythms of sitcom patter into everyday experience,” writes Savan. 

Human communication holds greater possibilities than catchwords, buzzphrases, and quickie concepts, but this pop language is not designed to plumb life’s mysteries.  Rather, it establishes the fact that users recognize and can characterize any pre-characterized thing or situation.  If people can produce the right phrase at the right time, it reassures them that they are awake and can connect. 

Even more important than being awake and connecting, catchwords, buzzphrases, and quickie concepts come with built-in applause signs and laugh tracks.  They are a direct reflection of our entertainment culture—whether it is movies, television, or the Internet—and being absorbed in this culture creates commercial-flavored norms that shape values and expectations.  “And keeping us on track,” writes Savan, “they provoke in us click responses, the sort of electronic-entertainment tic we twitch and jerk with more often lately (p. 12).” 

Again, borrowing from Savan’s prologue, “You don’t have to be a brain surgeon to see that too much pop is totally lame-o.  But what if a rocket scientist just doesn’t get it and refuses to opt out?  What if he hollers, ‘Pop words rule!”? 

“No prob:,” Savan writes, “I’ll grab him by the lapels, jerk him around, yank his chain, bust his chops, rattle his cage, push his buttons, hang him out to dry, and let him twist slowly, slowly in the wind.  Oh, he’ll be one sick puppy, and he won’t be a happy camper.  He might even throw a hissy fit.  But here’s the beauty part: He’ll get with the program (p. 8).” 

“Our language puts blinders on us,’ says linguist Robin Lakoff, author of The Language War.  “The way we construct language influences the way we see reality, and reality influences language.”  Students of all ages need to be involved in language-rich environments so they can be sure of words, find alternatives to catchwords, buzzphrases, and quickie concepts, and become, through their words, architects of their own realities.

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Sarah White writes a short essay, “The Power of Language,” at the website I’m So Corporate, which nicely explains how powerful it can be. 

At TeachingK-8,  Mary Ellen Bafumo has written a thorough, clear, and interesting essay on “The power of language.”  She is a Program Director for the Council on Educational Change, an Annenberg legacy group, and divides her essay into three parts: 1) Language inspires us, 2) Language Moves Us to Action, and 3) Language has power.  Under the third category she offers 10 specific ways to develop power through the use of language. 

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Copyright October, 2010, by And Then Some Publishing, LLC.

Day #215 - Be aware of your habits.

SMOERs: Words of Wisdom

"Habits are safer than rules; you don't have to watch them.  And you don't have to keep them either.  They keep you."  ---Frank Crane


Day #215 - Be aware of your habits.

SMOERs:  Self-Motivation, Optimism, Encouragement Rules! - Daily Reminders for  Outstanding Living
An everyday guide full of quotations to  uplift your spirits.
Free 30-Day sample: smoers.com

And Then Some News

And Then Some News

We  have been busy updating our look on Edgar E. Willis' web site.  It has a cleaner smoother look, and is easier to navigate.  Pop over and check it out.  Just click the link at the top of our home page.  While your there be sure to watch Edgar's videos on How to be Funny on Purpose - An Anatomy of Humor and Civilian in an Ill-fitting Uniform: A Memoir of World War II.  You can also read the first chapter of his book Civilian in an Ill-fitting Uniform. I guarantee it is worth the look.

Thursday's And Then Some Essay preview:

Thursday’s essay is called, "Through words, you become the architect of your own reality."  The main problem with catchwords, buzzphrases, and quickie concepts is that they are simply a form of entertainment that anyone can perform.  They connect people instantly and can keep conversations bobbing with humor and liveliness, but they work against taking ourselves seriously.  They are accessible, but they reveal no depth.   They are easy to understand, easygoing, and pleasant, but there is no substance attached to them.   Pop language is fun, useful, and free in the same way that advertising-supported media is fun, useful, and “free,” but there are obvious trade-offs, and the most important one is thought replacement. 

Through words, you become the architect of your own reality
by Richard L. Weaver II

Excerpt:
If you are like me you are feeling immersed (submerged?) in a world of popular catchwords, buzzphrases, and quickie concepts that Americans seem unable to communicate without using.  This verbal kudzu tells more about how we think than we think.   There is no doubt that many of these words and phrases—when used in the proper context—pack rhetorical oomph and social punch, but, as Savan notes, “today’s pop talk projects a personality that has mastered the simulation of conversation.  It’s a sort of air guitar for the lips, seeking not so much communication as a confirmation that...hey, we’re cool (pp. 10-11).”

---

And Then Some Works!

The Waxman report: How congress really works

Book Club... And Then Some!

The Waxman report: How congress really works  
     

by Henry Waxman (with Joshua Green)



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

Waxman’s introduction to his book, which chronicles the April 14, 1994, hearings on the American tobacco industry and tobacco’s dangers (provided in detail in Chapter 9, “The Tobacco Wars”) gives but a hint—albeit a valuable one—about what is to come in his book and how stories like this one can effectively hold the reader’s attention.

Waxman (and Green’s) prose is described accurately by one of his reviewers as “swift and penetrating, and a pleasure.”

Although this book is a political autobiography, it is not the usual kind.  This one, instead, explains the five different laws Waxman worked on (HIV/AIDS and the Ryan White Act, the Orphan Drug Act, the Clean Air Act, Nutrition Labeling and Dietary Supplements, and Pesticides and Food), and the two major oversight investigations of which he was part (the tobacco wars and steroids and major league baseball).  This focus allows Waxman not only to highlight some of the most important health and safety issues of the past 30 years, but to clearly and vividly explain the give and take (horse trading) that goes on in Congress, the obstinate and immovable personalities that are always present, and some of the legislative tricks necessary to get legislation passed.

There is drama, as well as corruption and cynicism.  There is legislative craftsmanship, too, and no matter your political persuasion, here is a template for anyone who has a true interest in making the government serve the people, making the laws of Americans better, and making government—and its elected officials—take responsibility for their actions.

Waxman’s book is highly informative, insightful, interesting, well-written, and a true pleasure to read. 

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This book is available from Amazon.com: The Waxman report: How congress really works

Friday's Laugh . . . And Then Some!

A University of Georgia student was visiting a Yankee relative in Boston over the holidays.  He went to a large party and met a pretty co-ed.  He was attempting to start up a conversation with the line, "Where do ya'll go to school?"

The co-ed, of course, was not overly impressed with his grammar or southern drawl, but answered his question, "Yale."

The Georgia student took a big, deep, breath and shouted, "WHERE DO YA'LL GO TO SCHOOL?"

Laugh Like There's No Tomorrow: Over 2,000 jokes from the Internet

From our upcoming book compiled by Richard L. Weaver II
Laugh is setup with just over 4 jokes a day, all 365 days, and can be read in any order!
Expected Release Date: Fall 2010