Monday 25 July 2011

The difference that a statement can make in the life of a man, woman, or child is nothing short of phenomenal.

Change your mind - change your life!

Brain Wave Entrainment

Brain wave entrainment is the brain's response to either audio or visual stimulus. In other words it is all about the brain's electrical response to rhythmic sense stimulation. Leveraging this technology for personal growth and success just makes very good sense. Your success will be radical when you use it.
Brain wave entrainment, is also referred to as brain wave Synchronization.
Brain wave Synchronization happens when the frequency of your brain's naturally occurring brain waves change and become synchronized with the strongest external stimulus. The most common form of external stimuli that cause this phenomenon are audio and visual signals.
Brain wave synchronization is different than 'hemispheric synchronization'. Hemispheric synchronization is the process where both halves of your brain start working at the same frequency. When the hemispheres are not in synch, bad things can happen.

Your Brain & Brain Wave Entrainment

The physical construction of your gray matter consists of billions of specialized cells called 'neurons'. These cells, use electricity to communicate with each other. When billions of brain cells start communicating with each other the net result is an electrical storm.
Scientists can detect this electrical storm of neuron activity using sensitive medical equipment like an EEG. (Electroencephalogram)
You don't have to know how an EEG operates , but it helps to know what it does.
When an EEG measures the electrical activity of your mind it detects a distinct pattern. The pattern is cyclic and if you were to draw it, you would see a wave pattern like this:
Brainwave
The most useful part of this information is that along with the discovery of brain waves came the discovery that electric activity in the brain will change depending on what your current activity is. For example the picture above represents what your brain waves look like when you're awake. When you are sleeping the waves look less chaotic they become much slower.
Modern technology is on the cusp of finding out exactly what the various brain waves mean and what they can tell us about a person's health and state of mind.

 It's an obvious step - improve your concentration to improve your memory. To concentrate simply means to focusing intensely. If you aren't focused, you won't be able to memorize new facts or recall information you memorized previously.
Here's some great news: Concentration is a mental skill you can develop.
There are two ways to improve your concentration:


First, increase your brain's natural ability to concentrate regardless of the environment - in other words, increasing your attention.
Second, adjust your environment to make concentrating easier. This approach is especially important when you are actively studying something new for school, work, or leisure.

Step 1: Power Up Your Brain


To improve your concentration takes a little time and effort, but it can be worth it. In my experience you can make noticeable improvement in a relatively short time.
As recent books on neuroplasticity such as Train Your Mind, Change Your Brain (by Sharon Begley) explain, the structure and function of the adult brain is not set in stone as scientists have always said. In fact, each time you learn a new skill, memorize information, or develop new habits, the neurons and connections in your brain grow and change.
This is an exciting discovery, and is further evidence that your brain's abilities - including the ability to concentrate effectively - can be changed for the better. Research shows that these changes do not occur overnight, however. You have to work at it consistently and regularly. After all, you are literally reshaping your brain!
So, where should you begin if you want to improve your concentration? Start building into your daily schedule habits that lead to increased brain power. These include:

  • Mindfulness meditation. Start with five minutes in the morning and five minutes before bed, every day. A great guide if you are just getting started with meditation is Andrea Weiss' book Beginning Mindfulness. I have this book and am working through the 10 week course in mindfulness it describes. See the Mediation and Memory page for more information.
  • Proper sleep. Sorry to say it, but unless you are getting sufficient restful sleep, you are not going to be as mentally focused as you could be. See the Sleep & Memory page for tips and more information.
    Here's an idea: consider upgrading your crummy old mattress. You know, the one that's so uncomfortable it makes you toss and turn all night? I recently bought a new Spring Air mattress to replace my old bad mattress and have never slept better. It wasn't cheap, but I look at it as an investment in my health (and my memory!).
  • Vitamins and other supplements. I've tried a number of brain enhancement supplements and other vitamins for memory. One in particular that seemed to help me concentrate better is "Attend" by VAXA. This is a non-prescription supplement for adults who may have Adult Attention Deficit Disorder.
    I have never been diagnosed with ADD, but I found this product almost immediately improved my ability to focus. The effect is like being "in the zone", where you visually and mentally lock in on the person you are speaking to, or the material you are reading.
    I can't guarantee it will improve your concentration as much as it seemed to improve mine, but I'm a believer. The cheapest I've been able to find Attend is on Amazon.com, but you may want to shop around. You might also want to take a look at Synaptol, a supplement for concentration sold by MicroNutra.
    Second, I recommend you take a mulitivitamin each day. That way, just in case your diet is not the greatest, you can perhaps avoid a vitamin deficiency that could hurt your brain. It also doesn't hurt to supplement with Vitamin C and fish oil capsules which are good for brain health.
    One important note - always consult your doctor if you have questions about your diet or any supplements you plan to take.
  • Brain games. The more you use certain skills, the more they are reinforced in the brain, research shows. So it makes sense that playing concentration games and games that require you to focus will improve your concentration ability.
    My Brain Games page has over 25 free brain games you can play anytime. Again, though, you need to be consistent. Play for at least 10 minutes each day. Have fun, and get the benefits, too.
  • Eat healthier. Your brain needs the proper nutrients to allow you to focus, and your blood sugar needs to be properly regulated (the brain consumes glucose, a sugar, as its primary fuel). See the Diet & Memory page for more about this.


 
Document Actions

The power of concentration

Concentration means inner vigilance and alertness. There are thieves all around us and within us. Fear, doubt, worry and anxiety are inner thieves that are trying to steal our inner poise and peace of mind. When we learn how to concentrate, it is very difficult for these forces to enter into us. If doubt enters into our mind, the power of concentration will tear doubt to pieces. If fear enters into our mind, the power of concentration will chase away our fear. Right now we are victims to unlit, obscure, destructive thoughts, but a day will come when, on the strength of our concentration, disturbing thoughts will lie afraid of us.
Concentration is the mind's dynamic will that operates in us for our acceptance of light and rejection of darkness. It is like a divine warrior in us. What concentration can do in our life of aspiration is unimaginable. It can easily separate Heaven from hell, so that we can live in the constant delight of Heaven and not in the perpetual worries, anxieties and tortures of hell while we are here on earth.
Concentration is the surest way to reach our goal, whether the goal is God-realisation or merely the fulfilment of human desires. A real aspirant sooner or later acquires the power of concentration either through the Grace of God, through constant practice or through his own aspiration.

Concentrate on Courage

Achieving Your Dreams And Goals
Turning dreams into reality
By Remez Sasson
Achieving your dreams and goals depends on several factors:
1. You should have a specific goal.
2. You have to be sure that you really want to achieve your goal.
3. You need to have a clear mental image of your goal.
4. You need a strong desire.
5. You need to disregard and reject doubts and thoughts about failure.
6. Show confidence and faith and persevere until you gain success
How many people fulfill all the above-mentioned requirements? Just a few! Most people do not know that there are some laws governing success, which should be followed.
It is so easy and simple to daydream and then say, "Well it is just a daydream. It will never come true". It is so easy to give up due to lack of faith.
Achieving your goals shouldn't be a tough ordeal. In fact, it can be fun and pleasure, if you go in the right way. It is not hard physical work that brings success. Great success does not require hard physical labor. In fact, you need to do mental work.
Visualization and repeating affirmations make up this mental work, and are important stepping stones to achieving success. When you visualize and affirm you focus and channel your energies toward your goal. Your mind is geared toward finding solutions to bring your goal into manifestation.
By thinking in a positive manner on your goal, and not letting any doubts enter your mind, your intuition starts working, you see opportunities, and you have energy at your disposal to follow your goals and dreams.
Some people listen to subliminal messages, for programming their minds for success. There are many CD's available today, which implant subliminal messages into the mind, so as to activate its power. Some people prefer to use them, because this does not require any effort on their part. It is said that these subliminal messages, which go straight to the subconscious mind, bring faster results. Maybe they do, but then you have no control on what goes into your mind.
When you visualize and affirm your goals, you gain much more then just programming your mind passively with subliminal messages. The attention, intention and energy you channel toward visualizing and affirming, develop in you inner strength, concentration, willpower and self-discipline. You actively develop your inner powers.
One of the advantages of visualization and affirmations is that you can use them wherever you are, at any time, without the necessity of any external instruments. All you need is your mind.
Success appears in various ways, sometimes in a miraculous way, sometimes in an ordinary way, and sometimes through an opportunity that appears. A door opens, but you have to get in and take advantage of the opportunity.
Correctly following these methods will bring you more ambition, inspiration and motivation, which would enhance your chances of success.
Remember, there are big goals and there are many small daily goals, which visualization and affirmations can make them easier and faster to achieve.
People often erroneously think that goals mean only big goals, such as:
becoming wealthy,
getting an expensive car,
possessing a big house with a swimming pool,
building a very successful business.
The truth is that the following are no less important goals:
getting to work on time,
spending more time with the family,
reading a book,
going to see a movie,
eating less.
How do you visualize and affirm?
Are there any special rules and instructions?
Yes, there are!

Like any other subject, if you want to do it right you need to study it right. It is simple and easy to learn to achieve success through visualization and affirmations. Anyone can learn to use them right. Browse the website, and you will find a lot of practical and useful information.


Books on Achieving Dreams and Goals
"Visualize and Achieve" and "Affirmations - Words of Power" are two books that teach everything about creative visualization and affirmations, and how to use them to improve your life and achieve dreams and goals.
These books were written in a very clear and easy to understand language that everyone can understand and follow. Everyone desiring to improve his or her life will find them very useful and practical.

Visualize and Achieve
Affirmations - Words Power
The Power of Affirmations
By Remez Sasson
Affirmations are positive statements that describe a desired situation, and which are repeated many times, in order to impress the subconscious mind and trigger it into positive action. In order to ensure the effectiveness of the affirmations, they have to be repeated with attention, conviction, interest and desire.
Imagine that you are swimming with your friends in a swimming pool. They swim fifteen rounds, something you have never done before, and as you want to win their respect, you want to show them that you can make it too. You start swimming, and at the same time keep repeating in your mind, "I can do it, I can do it...". You keep thinking and believing that you are going to complete the fifteen rounds. What are you actually doing? You are repeating positive affirmations.
Most people repeat in their minds negative words and statements concerning the situations and events in their lives, and consequently, create undesirable situations. Words and statements work at both ways, to build or destroy. It is the way we use them that determines whether they are going to bring good or harmful results.
Often, people repeat negative statements in their minds, without even being aware of what they are doing. Do you keep thinking and telling yourself that you cannot do something, you are too lazy, lack inner strength, or that you are going to fail? Your subconscious mind accepts as true what you keep saying, and eventually attracts corresponding events and situations into your life, irrespective whether they are good or bad for you, so why not choose only positive statements?
Affirmations program the mind in the same way commands and scripts program a computer. They work in the same manner as creative visualization. The repeated words help you focus your mind on your aim, and automatically build corresponding mental images in the conscious mind, which affect the subconscious mind. The conscious mind, the mind you think with, starts this process, and then the subconscious mind takes charge. By using this process consciously and intently, you can affect your subconscious mind and thereby transform your habits, behavior, mental attitude and reactions, and even reshape your external life.
Sometimes results appear quickly, but often more time is required. Depending on your goal, sometimes you might attain immediate results, and sometimes it might take days, weeks, months or more. Getting results depends on several factors, such as the time, focus, faith and feelings you invest in repeating your affirmations, on the strength of your desire, and on how big or small is your goal.
It is important to understand that repeating positive affirmations for a few minutes, and then thinking negatively the rest of the day, neutralizes the effects of the positive words. You have to refuse to think negative thoughts, if you wish to attain positive results.

How to Repeat Affirmations
It is advisable to repeat affirmations that are not too long, as they are easier to remember. Repeat them every time your mind is not engaged in something important, such as while traveling in a bus or a train, waiting in line, walking, etc., but do not affirm while driving or crossing a street. You may also repeat them in special sessions of 5-10 minutes each, several times a day.
Relax any physical, emotional or mental tension while affirming. The stronger the concentration, the more faith you have in what you are doing, the more feelings you put into the act, the stronger and faster will be the results.
Choose only positive words, describing what you really want. If you desire to lose weight, do not tell yourself "I am not fat" or "I am losing weight." These are negative statements, bringing into the mind mental images of what you do not want. Say instead, "I am getting slim" or "I have reached my right weight". Such words evoke positive images in the mind.
Always affirm in the present tense, not the future tense. Saying, "I will be rich", means that you intend to be rich one day, in the indefinite future, but not now. It is more effective to say, and also feel, "I am rich now", and the subconscious mind will work at overtime to make this happen now, in the present.
The power of affirmations can help you to transform your life. By stating what you want to be true in your life, you mentally and emotionally see and feel it as true, irrespective of your current circumstances, and thereby attract it into your life.

Positive Affirmations

- I am healthy and happy.

- Wealth is pouring into my life.

- I am sailing on the river of wealth.

- I am getting wealthier each day.

- My body is healthy and functioning in a very good way.

- I have a lot of energy.

- I study and comprehend fast.

- My mind is calm.

- I am calm and relaxed in every situation.

- My thoughts are under my control.

- I radiate love and happiness.

- I am surrounded by love.

- I have the perfect job for me.

- I am living in the house of my dreams.

- I have good and loving relations with my wife/husband.

- I have a wonderful and satisfying job.

- I have the means to travel abroad, whenever I want to.

- I am successful in whatever I do.

- Everything is getting better every day.

POWER OF CONCENTRATION

The Power of Concentration - Part One
By Remez Sasson
When I was a child, I saw how a magnifying glass could burn a piece of paper, when the rays of the sun were focused through it. The fire could start only when the sun's rays were concentrated to a small point. When the magnifying glass was moved too far away or too close to the paper, the rays were not focused enough and nothing happened. This experience describes vividly the power of concentration.
This power can be described as focused attention. It is the ability to direct the attention to one single thought or subject, to the exclusion of everything else.
When our mind is focused, our energies are not dissipated on irrelevant activities or thoughts. This is why developing concentration is essential to anyone who aspires to take charge of his or her life. This skill is essential for every kind of success. Without it, our efforts get scattered, but with it, we can accomplish great things.
Concentration has many uses and benefits. It assists in studying and understanding faster, improves the memory, and helps in focusing on any task, job, activity or goal, and achieving it more easily and efficiently. It is also required for developing psychic powers, and is a powerful tool for the efficient use of creative visualization.
When this ability is developed, the mind obeys us more readily and does not engage in futile, negative thoughts or worries. We gain mental mastery and we experience true peace of mind.
This ability also plays an important role in meditation. Without it, the mind just jumps restlessly from one thought to another, not allowing us to meditate properly.
Do you now realize, why it is very important and worthwhile to develop and improve the ability to concentrate?
To develop this power you need to train and exercise it. Forget all your excuses about not having the time or being too busy. Do not say that the circumstances are not appropriate or that you cannot find a quiet place to exercise. With a little planning, desire and motivation you can always find the time to exercise each day, no matter how busy you are.

The Restless Mind
Thoughts claim our attention incessantly, and waste our time and energy on unimportant and useless matters. They actually rule our life. We have become so used to this slavery, that we take it for granted, and have become unconscious of this habit, except on certain occasions.
While breathing, we do not need to pay attention to each inhalation and exhalation. We become conscious of the process of breathing, only when we have some difficulty with breathing, such as when our nose is clogged, due to a cold, or when we are in an unventilated room.
It is the same with thinking. We become conscious of the constant onslaught of our thoughts, and of our inability to calm them down, only when we need to concentrate, solve a problem or study. We are also acutely aware of them when we have worries or fears.
Look at the following familiar situation. You need to study something for your job or for an exam. You sit comfortably on the sofa with the book in your hands and start reading. After a while you feel hungry and go to the kitchen to eat something.
You return to read, and then hear you people talking outside. You listen to them for several moments and then bring your attention back to the book.
After a while you feel restless and switch on the radio to listen to some music. You continue to read for a little while, and then remember something that happened yesterday, and you start thinking about it.
When you look at your watch, you are amazed to find out that one complete hour has passed and you have hardly read anything.
This is what happens when one lacks concentration. Imagine what you could have accomplished, if you could control your attention and focus your mind!
Work that requires physical strength, such as carrying heavy loads for example, develops physical strength. Yet, it is not as exercising daily to the gym in a systematic manner. It is the same with concentration. Reading, studying and trying to pay attention to what we do, develop some of this ability, but practicing exercises diligently each day is something else, it is like training in a gym.

Inner resistance to developing concentration

In order to develop this ability we have to train our minds. Most people think that concentration is a strenuous and tiring activity, and that it involves exertion and tension, which are difficult and unpleasant.

This belief starts at an early age. Parents and teachers expect children to study, do their homework and get good grades. This brings up in the children a feeling of being coerced and forced to do something they don't like doing. When they are too often told that they are not concentrating good enough, they develop a loathing for concentration, and often for studying too. These become associated with coercion, lack of freedom, doing something they do not like to do, and which is against their will. When they grow up, it is no wonder that their powers of concentration are weak, and they have no desire to strain their minds.
Though most people acknowledge the fact that good concentration is a great asset, yet most of them do nothing to strengthen it, because they don't know how, and because they lack the motivation. It is hoped that this article will provide the necessary information and motivation.
Concentration can be fun, if approached in the right way. It should be practiced with joy, positive attitude, optimism, and understanding of its great possibilities.


The benefits of developing concentration

Sometimes you can find strong powers of concentration in yourself. When you really and earnestly want to excel in your studies, pass an important exam or solve a problem, this power becomes available to you. In such cases, it appears because of some need or desire, but developing it in a systematic way brings it under your control, and grants you the ability to use it intentionally, whenever you need it. To do so, you need to practice special exercises on a daily basis.
Here is what you can gain by developing this power:
-Control of your thoughts.
-The ability to focus your mind.
-Peace of mind.
-Freedom from futile and annoying thoughts.
-The ability to choose your thoughts.
-Better memory.
-Self-confidence.
-Inner strength.
-Will power.
-Decisiveness.
-The ability to study and comprehend more quickly.
-Inner happiness.
-Enhanced capability to develop psychic abilities.
-More powerful and efficient use of creative visualization.
-Enhanced ability to meditate.
-And much more...

Seems too good to be true? Develop the power of concentration and find out for yourself!
So what about starting to develop concentration power today?
In part two of this article you will find advice and exercises for developing and strengthening this ability.
The Power of Concentration Part Two

Thursday 14 July 2011

QUOTES





Quote of the DayEnjoy five great Quotes of the Day


Your Favorite TopicsLove Quotes
Life Quotes
Funny Quotes
Friendship Quotes
Wisdom Quotes
Motivational Quotes
Inspirational Quotes

MORAL QUOTES

Moral Quotes
1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14

If we can find God only as he is revealed in nature we have no moral God.
Reinhold Niebuhr

We become strong, I feel, when we have no friends upon whom to lean, or to look to for moral guidance.
Benito Mussolini

America is never wholly herself unless she is engaged in high moral principle. We as a people have such a purpose today. It is to make kinder the face of the nation and gentler the face of the world.
George H. W. Bush

The ultimate test of a moral society is the kind of world that it leaves to its children.
Dietrich Bonhoeffer

My success and my misfortunes, the bright and the dark days I have gone through, everything has proved to me that in this world, either physical or moral, good comes out of evil just as well as evil comes out of good.
Giacomo Casanova

If the poet has pursued a moral objective, he has diminished his poetic force.
Charles Baudelaire

There are those who believe Black people possess the secret of joy and that it is this that will sustain them through any spiritual or moral or physical devastation.
Alice Walker

Moral indignation is jealousy with a halo.
H. G. Wells

It may be that religion is dead, and if it is, we had better know it and set ourselves to try to discover other sources of moral strength before it is too late.
Pearl S. Buck

Not all moral issues have the same moral weight as abortion and euthanasia. There may be legitimate diversity of opinion even among Catholics about waging war and applying the death penalty, but not... with regard to abortion and euthanasia.
Pope Benedict XVI

There is a fine line between censorship and good taste and moral responsibility.
Steven Spielberg

Beauty, whether moral or natural, is felt, more properly than perceived.
David Hume

The final purpose of art is to intensify, even, if necessary, to exacerbate, the moral consciousness of people.
Norman Mailer

It seems to me that socialists today can preserve their position in academic economics merely by the pretense that the differences are entirely moral questions about which science cannot decide.
Friedrich August von Hayek

Our moral traditions developed concurrently with our reason, not as its product.
Friedrich August von Hayek

The fundamental issue is the moral issue.
David Attenborough

It's a moral question about whether we have the right to exterminate species.
David Attenborough

Where painting is weakest, namely, in the expression of the highest moral and spiritual ideas, there music is sublimely strong.
Harriet Beecher Stowe

The message that President Obama delivered in his speech at Notre Dame was: morality is immoral. Pro-life is the extremist position, not a moral position. Yet we should compromise and work to reduce abortions. Where's the compromise between life and death - and why work to reduce the number of them occurring if there's nothing wrong with them?
Rush Limbaugh

It contributes greatly towards a man's moral and intellectual health, to be brought into habits of companionship with individuals unlike himself, who care little for his pursuits, and whose sphere and abilities he must go out of himself to appreciate.
Nathaniel Hawthorne

MORAL EDUCATION

Only a handful of educational theorists hold the view that if only the adult world would get out of the way, children would ripen into fully realized people. Most thinkers, educational practitioners, and parents acknowledge that children are born helpless and need the care and guidance of adults into their teens and often beyond. More specifically, children need to learn how to live harmoniously in society. Historically, the mission of schools has been to develop in the young both the intellectual and the moral virtues. Concern for the moral virtues, such as honesty, responsibility, and respect for others, is the domain of moral education.
Moral education, then, refers to helping children acquire those virtues or moral habits that will help them individually live good lives and at the same time become productive, contributing members of their communities. In this view, moral education should contribute not only to the students as individuals, but also to the social cohesion of a community. The word moral comes from a Latin root (mos, moris) and means the code or customs of a people, the social glue that defines how individuals should live together.

A Brief History of Moral Education

Every enduring community has a moral code and it is the responsibility and the concern of its adults to instill this code in the hearts and minds of its young. Since the advent of schooling, adults have expected the schools to contribute positively to the moral education of children. When the first common schools were founded in the New World, moral education was the prime concern. New England Puritans believed the moral code resided in the Bible. Therefore, it was imperative that children be taught to read, thus having access to its grounding wisdom. As early as 1642 the colony of Massachusetts passed a law requiring parents to educate their children. In 1647 the famous Old Deluder Satan Act strengthened the law. Without the ability to read the Scriptures, children would be prey to the snares of Satan.
The colonial period. As common school spread throughout the colonies, the moral education of children was taken for granted. Formal education had a distinctly moral and religion emphasis. Harvard College was founded to prepare clergy for their work. Those men who carved out the United States from the British crown risked their fortunes, their families, and their very lives with their seditious rebellion. Most of them were classically educated in philosophy, theology, and political science, so they had learned that history's great thinkers held democracy in low regard. They knew that democracy contained within itself the seeds of its own destruction and could degenerate into mobocracy with the many preying on the few and with political leaders pandering to the citizenry's hunger for bread and circuses. The founders' writings, particularly those of Thomas Jefferson, James Madison, John and Abigail Adams, and Benjamin Franklin, are filled with admonitions that their new country make education a high priority. While the early leaders saw economic reasons for more and longer schooling, they were convinced that the form of government they were adopting was, at heart, a moral compact among people.
Nineteenth century. As the young republic took shape, schooling was promoted for both secular and moral reasons. In 1832, a time when some of the Founding Fathers were still alive, Abraham Lincoln wrote, in his first political announcement (March 9,1832), "I desire to see a time when education, and by its means, morality, sobriety, enterprise and industry, shall become much more general than at present." Horace Mann, the nineteenth-century champion of the common schools, strongly advocated for moral education. He and his followers were worried by the widespread drunkenness, crime, and poverty during the Jacksonian period in which they lived. Of concern, too, were the waves of immigrants flooding into cities, unprepared for urban life and particularly unprepared to participate in democratic civic life. Mann and his supporters saw free public schools as the ethical leaven of society. In 1849, in his twelfth and final report to the Massachusetts Board of Education, he wrote that if children age four to sixteen could experience "the elevating influences of good schools, the dark host of private vices and public crimes, which now embitter domestic peace and stain the civilization of the age, might, in 99 cases in every 100, be banished from the world"(p. 96).
In the nineteenth century, teachers were hired and trained with the clear expectation that they would advance the moral mission of the school and attend to character formation. Literature, biography, and history were taught with the explicit intention of infusing children with high moral standards and good examples to guide their lives. Students' copybook headings offered morally uplifting thoughts: "Quarrelsome persons are always dangerous companions" and "Praise follows exertion." The most successful textbooks during the nineteenth and early twentieth centuries were the famed McGuffey readers, which were filled with moral stories, urgings, and lessons. During this period of our evolution as a nation, moral education was deep in the very fabric of our schools.
There was, however, something else in the fabric of moral education that caused it to become problematic: religion. In the United States, as a group of colonies and later as a new nation, the overwhelming dominant religion was Protestantism. While not as prominent as during the Puritan era, the King James Bible was, nevertheless, a staple of U.S. public schools. The root of the moral code was seen as residing there. However, as waves of immigrants from Ireland, Germany, and Italy came to the country from the mid-nineteenth century forward, the pan-Protestant tone and orthodoxy of the schools came under scrutiny and a reaction set in. Concerned that their children would be weaned from their faith, Catholics developed their own school system. Later in the twentieth century, other religious groups, such as Jews, Muslims, and even various Protestant denominations, formed their own schools. Each group desired, and continues to desire, that its moral education be rooted in its respective faith or code.
Twentieth century. During this same late-nineteenth-century and twentieth-century period, there was also a growing reaction against organized religion and the belief in a spiritual dimension of human existence. Intellectual leaders and writers were deeply influenced by the ideas of the English naturalist Charles Darwin, the German political philosopher Karl Marx, the Austrian neurologist and founder of psychoanalysis Sigmund Freud, and the German philosopher and poet Friedrich Nietzsche, and by a growing strict interpretation of the separation of church and state doctrine. This trend increased after World War II and was further intensified by what appeared to be the large cracks in the nation's moral consensus in the late 1960s. Since for so many Americans the strongest roots of moral truths reside in their religious beliefs, educators and others became wary of using the schools for moral education. More and more this was seen to be the province of the family and the church. Some educators became proponents of "value-free" schooling, ignoring the fact that it is impossible to create a school devoid of ethical issues, lessons, and controversies.
During the last quarter of the twentieth century, as many schools attempted to ignore the moral dimension of schooling, three things happened: Achievement scores began to decline, discipline and behavior problems increased, and voices were raised accusing the schools of teaching secular humanism. As the same time, educators were encouraged to address the moral concerns of students using two approaches: values clarification and cognitive developmental moral education.
The first, values clarification, rests on little theory other than the assumption that students need practice choosing among moral alternatives and that teachers should be facilitators of the clarification process rather than indoctrinators of particular moral ideas or value choices. This approach, although widely practiced, came under strong criticism for, among other things, promoting moral relativism among students. While currently few educators confidently advocate values clarification, its residue of teacher neutrality and hesitance to actively address ethical issues and the moral domain persists.
The second approach, cognitive developmental moral education, sprang from the work of the Swiss psychologist Jean Piaget and was further developed by Lawrence Kohlberg. In contrast to values clarification, cognitive moral development is heavy on theory and light on classroom applications. In its most popular form, Kohlberg posited six sequential stages of moral development, which potentially individuals could achieve. Each stage represents a distinctive way an individual thinks about a moral situation or problem. Teachers are encouraged to engage students from an early age and throughout their schooling in discussion of moral issues and dilemmas. In the later years of his life, Kohlberg was urging educators to transform their schools into "just communities," environments within which students' moral stage development would accelerate.

The Return of Character Education

In the early 1980s, amid the widespread concern over students' poor academic achievements and behavior, educators rediscovered the word character. Moral education had a religious tinge, which made many uneasy. Character with its emphasis on forming good habits and eliminating poor habits struck a popular and traditional chord. The word character has a Greek root, coming from the verb "to engrave." Thus character speaks to the active process of making marks or signs (i.e., good habits) on one's person. The early formation of good habits is widely acknowledged to be in the best interests of both the individual and society.
In addition, character formation is recognized as something that parents begin early, but the work is hardly completed when a child goes to school. Implicit in the concept of character is the recognition that adults begin the engraving process of habituation to consideration of others, self-control, and responsibility, then teachers and others contribute to the work, but eventually the young person takes over the engraving or formation of his own character. Clearly, though, with their learning demands and taxing events, children's school years are a prime opportunity for positive and negative (i.e., virtues and vices) character formation.
The impetus and energy behind the return of character education to American schools did not come from within the educational community. It has been fueled, first, by parental desire for orderly schools where standards of behavior and good habits are stressed, and, second, by state and national politicians who responded to these anxious concerns of parents. During his presidency, William Clinton hosted five conferences on character education. President George W. Bush expanded on the programs of the previous administration and made character education a major focus of his educational reform agenda. One of the politically appealing aspects of character education, as opposed to moral education with its religious overtones, is that character education speaks more to the formation of a good citizen. A widely repeated definition (i.e., character education is helping a child to know the good, to desire the good, and to do the good) straddles this issue. For some people the internal focus of character education comfortably can be both religious and civic and for others the focus can be strictly civic, dealing exclusively on the formation of the good citizen.

Current Approaches to Moral Education

The overwhelming percentage of efforts within public education to address the moral domain currently march under the flag of character education. Further, since these conscious efforts at addressing issues of character formation are relatively recent, they are often called character education programs. The term program suggests, however, discrete initiatives that replace an activity or that are added to the school's curriculum (e.g., a new reading program or mathematics program). And, although there are character education programs available, commercially and otherwise, most advocates urge the public schools to take an infusion approach to educating for character.
The infusion approach. In general, an infusion approach to character education aims to restore the formation of students' characters to a central place in schooling. Rather than simply adding on character formation to the other responsibilities of schools, such as numeracy, literacy, career education, health education, and other goals, a focus on good character permeates the entire school experience. In essence, character education joins intellectual development as the overarching goals of the school. Further, character education is seen, not in competition with or ancillary to knowledge- and skill-acquisition goals, but as an important contributor to these goals. To create a healthy learning environment, students need to develop the virtues of responsibility and respect for others. They must eliminate habits of laziness and sloppiness and acquire habits of self-control and diligence. The infusion approach is based on the view that the good habits that contribute to the formation of character in turn contribute directly to the academic goals of schooling.
A mainstay of the infusion approach is the recovery, recasting, or creating of a school's mission statement, one that reflects the priority placed on the development of good character. Such a statement legitimizes the attention of adults and students alike to this educational goal. It tells administrators that teachers and staff should be hired with good character as a criterion; it tells teachers that not only should character be stressed to students but also their own characters are on display; it tells coaches that athletics should be seen through the lens of sportsmanship rather than winning and losing; and it tells students that their efforts and difficulties, their successes and disappointments are all part of a larger process, the formation of their characters.
Critical to the infusion approach is using the curriculum as a source of character education. This is particularly true of the language arts, social studies, and history curricula. The primary focus of these subjects is the study of human beings, real and fictitious. Our great narrative tales carry moral lessons. They convey to the young vivid images of the kinds of people our culture admires and wants them to emulate. These subjects also show them how lives can be wasted, or worse, how people can betray themselves and their communities. Learning about the heroism of former slave Sojourner Truth, who became an evangelist and reformer, and the treachery of Benedict Arnold, the American army officer who betrayed his country to the British, is more than picking up historical information. Encountering these lives fires the student's moral imagination and deepens his understanding of what constitutes a life of character. Other subjects, such as mathematics and science, can teach students the necessity of intellectual honesty. The curricula of our schools not only contain the core knowledge of our culture but also our moral heritage.
In addition to the formal or overt curriculum, schools and classrooms also have a hidden or covert curriculum. A school's rituals, traditions, rules, and procedures have an impact on students' sense of what is right and wrong and what is desired and undesired behavior. So, too, does the school's student culture. What goes on in the lunchroom, the bathrooms, the locker rooms, and on the bus conveys powerful messages to students. This ethos or moral climate of a school is difficult to observe and neatly categorize. Nevertheless, it is the focus of serious attention by educators committed to an infusion approach.
An important element of the infusion approach is the language with which a school community addresses issues of character and the moral domain. Teachers and administrators committed to an infusion approach use the language of virtues and speak of good and poor behavior and of right and wrong. Words such as responsibility, respect, honesty, and perseverance are part of the working vocabulary of adults and students alike.
Other approaches. One of the most popular approaches to character education is service learning. Sometimes called community service, this approach is a conscious effort to give students opportunities, guidance, and practice at being moral actors. Based on the Greek philosopher Aristotle's concept of character formation (e.g., a man becomes virtuous by performing virtuous deeds; brave by doing brave deeds), many schools and school districts have comprehensive programs of service learning. Starting in kindergarten, children are given small chores such as feeding the classroom's gerbil or straightening the desks and chairs. They later move on to tutoring younger students and eventually work up to more demanding service activities in the final years of high school. Typically, these high-school level service-learning activities are off-campus at a home for the blind, a hospital, or a day-care center. Besides placement, the school provides training, guidance, and problem-solving support to students as they encounter problems and difficulties.
In recent years, schools across the country have adopted the virtue (or value) of the month approach, where the entire school community gives particular attention to a quality such as cooperation or kindness. Consideration of the virtue for that particular month is reflected in the curriculum, in special assemblies, in hallway and classroom displays, and in school-home newsletters. Related to this are schoolwide programs, such as no put-downs projects, where attention is focused on the destructive and hurtful effects of sarcasm and insulting language and students are taught to replace put-downs with civil forms of communication.
There are several skill-development and classroom strategies that are often related to character formation. Among the more widespread are teaching mediation and conflict-resolution skills, where students are given direct teaching in how to deal with disagreements and potential fights among fellow students. Many advocates of cooperative learning assert that instructing students using this instructional process has the added benefit of teaching students habits of helping others and forming friendships among students with whom they otherwise would not mix.

Issues and Controversies

The moral education of children is a matter of deep concern to everyone from parents to civic and religious leaders. It is no accident, then, that this subject has been a matter of apprehension and controversy throughout the history of American schools. Issues of morality touch an individual's most fundamental beliefs. Since Americans are by international standards both quite religiously observant and quite religiously diverse, it is not surprising that moral and character education controversies often have a religious source. Particularly after a period when moral education was not on the agenda of most public schools, its return is unsettling to some citizens. Many who are hostile to religion see this renewed interest in moral education as bringing religious perspectives back into the school "through the back door." On the other hand, many religious people are suspicious of its return because they perceive it to be an attempt to undermine their family's religious-based training with a state-sponsored secular humanism. As of the beginning of the twenty-first century, however, the renewed attention to this area has been relatively free of controversy.
Contributing to the positive climate is the use of the term character rather than moral. While moral carries religious overtones for many, the word character speaks to good habits and the civic virtues, which hold a community together and allow us to live together in harmony.
A second issue relates to the level of schools and the age of students. The revival of character education in our schools has been evident to a much greater degree in elementary schools. Here schools can concentrate on the moral basics for which there is wide public consensus. The same is true, but to a somewhat lesser degree, for middle and junior high schools. And although there are many positive examples of secondary schools that have implemented broad and effective character education programs, secondary school faculties are hesitant to embrace character education. Part of it is the departmental structures and the time demands of the curriculum; part of it is the age and sophistication of their students; and part of it is that few secondary school teachers believe they have a clear mandate to deal with issues of morality and character.
A third issue relates to the education of teachers. Whereas once teachers in training took philosophy and history of education–courses that introduced them to the American school's traditional involvement with moral and character education–now few states require these courses. At the beginning of the twenty-first century, the American schools are seeing the large-scale retirement of career teachers and their replacement with large numbers of new teachers. These young teachers tend to be products of elementary and secondary schools where teachers gave little or no direct attention to moral and character education. In addition, a 1999 study by the Character Education Partnership of half of the nation's teacher education institutions showed that although over 90 percent of the leaders of these programs thought character education ought to be a priority in the preparation of teachers, only 13 percent were satisfied with their institution's efforts.

Evaluation of Moral and Character Education

There are a few character education programs with encouraging evaluation results. The Character Development Project (CDP) has more than 18 years of involvement in several K–6 schools, and in those schools where teachers received staff development and on-site support over 52 percent of the student outcome variables showed significant differences. The Boy Scouts of America developed the Learning For Life Curriculum in the early 1990s for elementary schools. This commercially available, stand-alone curriculum teaches core moral values, such as honesty and responsibility. In a large-scale controlled experiment involving fifty-nine schools, students exposed to the Learning For Life materials showed significant gains on their understanding of the curriculum's core values, but they were also judged by their teachers to have gained greater self-discipline and ability to stay on a task.
Still, evaluation and assessment in character and moral education is best described as a work in progress. The field is held back by the lack of an accepted battery of reliable instruments, a lack of wide agreement on individual or schoolwide outcomes, and by the short-term nature of most of the existent studies. Complicating these limitations is a larger one: the lack of theoretical agreement of what character is. Human character is one of those overarching entities that is the subject of disciples from philosophy to theology, from psychology to sociology. Further, even within these disciplines there are competing and conflicting theories and understandings of the nature of human character. But although the evaluation challenges are daunting, they are dwarfed by the magnitude of the adult community's desire to see that our children possess a moral compass and the good habits basic to sound character.


Read more: Moral Education - A Brief History of Moral Education, The Return of Character Education, Current Approaches to Moral Education http://education.stateuniversity.com/pages/2246/Moral-Education.html#ixzz1S560d79C

Friday 8 July 2011

Tutorials for High School Mathematics presents twenty-six online tutorial lessons designed to help students review high school mathematics topics. The topics are basic to student success in post-secondary science, computer science, and engineering courses.
Each tutorial lesson features a short video of a teacher reviewing the key mathematical procedures and ideas and demonstrating their application. Students are encouraged to work along as they watch the video. Several videos require the use of a graphing calculator. After viewing the video, students should take the Self-Check to evaluate their understanding of the topic. In addition to the video and Self-Check, each tutorial includes a printable copy of the video presentation and provides a list of additional online resources for further study.




1

Caruthers Headshot
Scientific Notation: Basics
Video Runtime: 7:09
Writing numbers in scientific notation.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




2

Hutchens Headshot
Scientific Notation: Computation
Video Runtime: 16:21
Computing with scientific notation, using significant digits, and explaining the meaning of precision and accuracy.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




3

Darfus Headshot
Working with Metric Units and Prefixes
Video Runtime: 5:01
Converting between metric units.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




4

Darfus Headshot
Metric and English Unit Conversions and Dimensional Analysis
Video Runtime: 7:04
Converting between metric and English units and using dimensional analysis.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




5

Darfus Headshot
Area and Volume: Concepts and Calculations
Video Runtime: 9:05
Understanding and finding area and volume for regular and irregular shapes.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




6

Caruthers Headshot
Parallel Lines, Polygons, and the Pythagorean Theorem
Video Runtime: 11:37
Finding values for alternate interior angles, finding values for the exterior angles of regular polygons, and using the Pythagorean theorem.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




7

Caruthers Headshot
Graphing Linear Equations
Video Runtime: 11:14
Introducing the coordinate plane and the graphing of linear equations.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




8

Dillion Headshot
Graphing Quadratic and Cubic Equations Using Technology
Video Runtime: 11:37
Graphing quadratic and cubic equations and how to find their roots and extrema. Discussion includes the general shapes and the family of graphs.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




9

Lentz Headshot
Graphing in 3-D
Video Runtime: 8:27
Defining the axes and exploring the planes in three dimensions.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




10

Darfus Headshot
Solving One-Step Literal Equations
Video Runtime: 6:25
Using inverse operations to solve simple equations.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




11

Darfus Headshot
Solving Multiple-Step Literal Equations
Video Runtime: 6:39
Using inverse operations to solve complex equations based on real-world examples.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




12

Coleman Headshot
Graphing and Finding Roots for Quadratic and Cubic Equations
Video Runtime: 20:54
Exploring types of roots and applying the rational root theorem and synthetic division.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




13

Coleman Headshot
Generating Polynomial Equations for Given Roots
Video Runtime: 18:19
Using factoring, multiplying binomials, and graphing to build equations.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




14

Coleman Headshot
Factoring Using Algebra
Video Runtime: 21:29
Using factoring methods including the quadratic formula. Discussion includes what the quadratic formula means and how it works.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




15

Coleman Headshot
Solving Systems of Linear Equations
Video Runtime: 24:33
Finding solutions by graphing and by using substitution and elimination. Discussion includes the solutions for the special cases.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




16

Hutchens Headshot
Mixture and Concentration Problems
Video Runtime: 9:33
Setting up and solving mixture and concentration problems with science examples.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




17

Dillion Headshot
Using Rates and Proportions
Video Runtime: 5:31
Working with unit rates, ratios, and proportions.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




18

Hutchens Headshot
Data Display
Video Runtime: 14:18
Organizing information into tables and graphs with titles, legends, correct units, error bars, and fitting functions.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




19

Hutchens Headshot
Graphing Data
Video Runtime: 9:13
Working with a spreadsheet to create different types of graphs with discussion of appropriateness.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




20

Coleman Headshot
Exponents
Video Runtime: 5:43
Understanding exponents and using the rules for computation.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




21

Lentz Headshot
Logarithms
Video Runtime: 15:19
Definition of and computation with both common logarithms and base e natural logarithms.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




22

Lentz Headshot
Right Triangle Trig
Video Runtime: 14:49
Reviewing trig definitions and applying trig in practical problems.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




23

Coleman Headshot
The Laws of Sines and Cosines
Video Runtime: 16:17
Reviewing the laws and their applications.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




24

Dillion Headshot
Probability Basics
Video Runtime: 7:34
Exploring theoretical and experimental probability with tree diagrams and the fundamental counting principle.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




25

Dillion Headshot
Measures of Center and Dispersion
Video Runtime: 7:34
Discussing the meaning of measures of center and using a calculator to explore measures of dispersion.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources




26

Dillion Headshot
Lines of Fit
Video Runtime: 10:03
Defining and finding lines of best fit using real data.
Launch Video Tutorial:
(Choose your format)
View in Adobe FlashView in Windows Media Player
Supporting Materials: 
Handout
 | 
Self-Check
 | 
Additional Resources



Ralph Regula School of Computational Science