Tag: taarak mehta ka ooltah chashmah

Travel Blogging and Making Money: There's More Than Meets The Eye

Qoʻqon UZ - Dakhmai-Shokhon 06

People that are dreaming of having jobs while traveling will instantly think about those famous bloggers that get to see the great wall of China or float down the Amazon river, while they take awesome pictures and stamp on their laptop. Those who are travel blogging constantly receive the question about how to earn while traveling. How is it possible? How do you do it? People are either surprised or they are in disbelief that these people are actually getting paid to travel. Making a travel blog is not really that easy, but if you really love to travel, this is the ideal job for you and is all worth it.

How to Get Paid for Traveling

Making a travel blog is not all that glamorous. During the first year, you will find it exhausting and rarely rewarding. It's just like starting any other business-it takes a lot of blood sweat and tears when you start. But the payoff is when you are able to experience diverse cultures and observe wide arrays of scenery that will surely take your breath away. That's when you will say to yourself that this is the best job in the world.

The first consideration when starting your travel blogging job is how in the world are you going to make money. There are different ways in which you can make money through travel blogs and all these will generate the cash you need to go on your next expedition. The cool thing is that you can produce money from almost everything. But before you start counting your pennies, there is a lot of work that needs to be done within the first year or two. Becoming a travel blogger requires a solid foundation in order for your blog to be a success. That means your content must be great … not good, not alright, "great". You need to be direct with the message that you are trying to convey, as well as branding yourself and the travel site.

Creating a travel blog requires informative and quality content in order to create qualified leads. Trying to generate a following from scratch is difficult, so you need to pay attention and observe other professional and effective travel sites. These all have a basic navigation system that is easy to understand, online tools, social media accounts, and other resources. Observe their network and followers, as well as their media kit with positive testimonials from real people.

I do not care if you're the most famous writer in North America, it is never easy starting a travel blog from scratch and make money. If you are already prepared to work hard, do not give up and put forth a lot of time & effort towards this new business, it will be a lot easier on you, mentally. But, if you do not have the right frame of mind, or not prepared to work your tail off, your journey as a travel blogger will be short lived. If it was easy, everyone would do it.

When making a travel blog, it is essential that you find a teacher or mentor that can guide you in this experience. Having a mentor will save you from the pitfalls, mistakes and the large amount of money you have to invest during the first years of your job as a travel blogger. Remember that if you are doing the things you love and not getting paid, it's a hobby. You have to look at this as your only source of income because it's your job. But, it's a pretty sweet job that allows you to travel the world and live the life you want to live.

Exciting Words for Your Ads and Promotion Copy

Lluent.

In my article Dump Those Helping Verbs from Your Ads and Promotion Copy (Even if your teacher made you memorize all 23) I told you to not use helping verbs or passive verbs in your ads or promotion copy. They weaken your copy. Few will respond to what you say.

Those “few” are potential or new customers. Is that what you want?

No! You want lots of potential and new customers.

Probably the most powerful word which was included on this list is FREE. Nothing is cheaper than free.

Here are some other suggested words. I’ll bet you can squeeze in a few more:

Absolutely… Amazing… Approved… Attractive… Authentic…

Bargain… Beautiful… Better… Big…

Colorful… Colossal… Complete… Confidential… Crammed…

Delivered… Direct… Discount…

Easily… Endorsed… Enormous… Excellent… Exciting… Exclusive… Expert… Elegant…

Famous… Fascinating… Fortune… Free… Full…

Genuine… Gift… Gigantic… Greatest… Guaranteed…

Helpful… Highest… Huge…

Immediately… Improved… Informative… Instructive… Interesting…

Largest… Latest… Lavishly… Liberal… Lifetime… Limited… Lowest…

Magic… Mammoth… Miracle…

Noted…

Odd… Outstanding…

Personalized… Popular… Powerful… Practical… Professional… Profitable… Profusely… Proven…

Quality… Quickly…

Rare… Reduced… Refundable… Remarkable… Reliable… Revealing… Revolutionary…

Scarce… Secrets… Security… Selected… Sensational… Simplified… Sizable… Special… Startling… Strange… Strong… Sturdy… Successful… Superior… Surprise…

Terrific… Tested… Tremendous…

Unconditional… Unique… Unlimited… Unparalleled… Unsurpassed… Unusual… Useful…

Valuable… Wealth… Weird… Wonderful.

The above list fits many products and services. What if you’re selling candy? Might it be tasty, creamy, delicious, etc.? You will have to add to or delete from this list as you test your ads.

What! You don’t run test ads?

Well, you should.

Try these words suggested by Robert W. Bly in his book The Copywriter’s Handbook: how to… why… sale… quick… easy… bargain… last chance…guarantee, results… proven… save.

Robert W. Bly says in his book that in some copy the word “free” is used over thirty times.

That must be a good one!

I have a classified ad running this week and it starts out with guess what: Free! The word is capitalized and in bold print and the ad is in a box.

That should do it.

I’ll still talk to you when I’m rich.

What Makes a Person Intelligent?

Casa Monica Hotel St Augustine, Florida

In traditional intelligence theories when one is asked the question “What makes a person intelligent?” the most common responses will often note a person’s ability to solve problems, utilize logic, and think critically. These typical traits of intelligence are sometimes grouped together under the heading “raw intelligence”. A person’s intelligence, traditionally speaking, is contained in their intellect. In other words, how we each understand, evaluate or respond to external stimuli, regardless as to whether it is a mathematical problem or anticipation of an opponent’s next move in a game, is our collective intelligence. Our intelligence therefore, is our individual, collective ability to act or react in a continually changing environment.

The principal problem in traditional intelligence theories is that they promote “fractured learning”. Many educational reformers have clearly stated that “taking tests merely shows that a student is skilled at taking tests”. At best, traditional tests focus on only about one tenth of an individual’s intellect. Note that Albert Einstein and Thomas Edison, two of history’s most famous examples of brilliant minds, were terrible at taking traditional tests, therefore terrible at “school” in general. Multiple Intelligences theory then, demonstrates that the ability to take traditional tests is almost entirely in the realm of the Logical – Mathematical

intelligence. This intelligence will be detailed later along with the Interpersonal intelligence, which imparts in some students the ability to second guess a teacher’s structuring of a test. Traditional IQ tests predict school performance with considerable accuracy, but they are only an indifferent predictor of performance in a profession after formal schooling.

In an interesting but controversial study conducted during the 1960’s by Biologist Marion Diamond, of the University of California at Berkeley, two sets of rats were raised in different environments; One set had toys to play with, playmates to romp with and a roomy box that was kept clean and fresh. The second set was put in solitary confinement; all alone in a much smaller cage with no toys to enjoy. After several weeks, Diamond measured the size of each rat’s cerebral cortex, the brain area which is responsible for higher nerve functions. The rats in the sociable, clean and stimulating environment grew brains bigger than the rats with the impoverished surroundings. “Does the enriched environment increase the dimensions of the brain, and does the impoverished environment decrease the dimensions of the brain?”, asked Diamond. “The answer, very clearly, is YES.” Similar results were replicated with cats, monkeys and later with humans. So a stimulating, enriched learning environment is crucial to mental development. If we likewise incorporate the varying student intelligences in our teaching activities, our success as well as our students success, will be markedly improved. That each of us possess all the intelligences, that they can each be developed further, that these multiple intelligences work together in a complex manner, and that there are, in fact, many different ways to be “intelligent” are inclusive in a study by Armstrong. Here briefly, in retrospect, are eight of the major intelligences of Howard Gardener’s theory and their relative traits:

Verbal-Linguistic Intelligence:

The capacity to use words effectively, either orally or in writing. It is highly developed in story-tellers, orators, politicians, poets, playwrights, editors, language teachers and journalists. Students with a high degree of this intelligence think in words; learn by listening, reading, and verbalizing. They enjoy writing, like books, records, and tapes, and have a good memory for verse, lyrics, or trivia. Getting into discussions, telling jokes and debating are also characteristics of this intelligence. Maya Angelou is strong in this intelligence.

Visual-Spatial Intelligence:

The ability to perceive the world accurately and to perform transformations upon one’s perceptions. This is highly developed in guides, interior designers, architects, artists, fashion designers and inventors. Students with a high degree of spatial intelligence think in images and pictures, like mazes and jigsaw puzzles. They like to draw and design things, and enjoy films, slides, videos, diagrams, maps, charts. The daydreamers and those who may have strong opinions about such things as colors that go together, textures that are appropriate and pleasing and decorating are included in this intelligence. Pablo Picasso was strong in this intelligence.

Musical – Rhythmic Intelligence: The capacity to perceive, discriminate, transform, and express musical forms is most highly developed in musical performers, music aficionados, and music critics. Students with a high degree of musical intelligence learn through rhythm and melody, play a musical instrument, or May need music to study. They notice nonverbal sounds in the environment: the chirp of a cricket, rain on the roof, varying traffic patterns, and usually learn things more easily if sung, tapped out, or whistled. These people love music and rhythmic patterns and can often reproduce a melody or rhythmic pattern after hearing it only once. Various sounds, tones, and rhythms may have a visible effect on them (that is, you can see a change in facial expressions, body movement, or emotional responses). They enjoy singing and listening to a wide variety of music, and are often quite skilled at mimicking sounds, language accents, and others’ speech patterns, and recognizing different musical instruments in a composition. Paul McCartney is strong in this intelligence.

Logical-Mathematical Intelligence:

The capacity to use numbers effectively and to reason well. This intelligence is highly developed in mathematicians, tax accountants, statisticians, scientists, computer programmers, and logicians. Students with a high degree of this intelligence often reason things out logically and clearly; look for abstract patterns and relationships; frequently like brain teasers, logical puzzles, and strategy games. They also like to use computers and to classify and categorize. These people think conceptually and abstractly and are able to see patterns and relationships that others often miss. They like to experiment, solve puzzles and other problems, ask cosmic questions and think. They love the challenge of complex problems to solve and always have a logical rationale or argument for what they are doing or thinking. Albert Einstein was strong in this intelligence.

Bodily-Kinesthetic Intelligence: Consists of expertise in using one’s whole body to express ideas and feelings, and facility in using ones hands to produce or transform things. A highly developed intelligence in actors, mimes, athletes, dancers, sculptors, mechanics, and surgeons. Students with a high degree of bodily-kinesthetic intelligence process knowledge through bodily sensations; move, twitch, tap, or fidget while sitting in a chair or at a desk and learn by touching, manipulating, and moving. They typically like role playing and creative movement and generally like physical games of all kinds and demonstrating how to do something. They communicate well through body language and other physical gestures. They can often perform a task only after seeing someone else do it. They find it difficult to sit still for a long time and are easily bored if they are not actively involved in what is going on around them. Michael Jordan is strong in this intelligence.

Interpersonal Intelligence:

The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. This Intelligence can include sensitivity to facial expressions, voice, and gestures, as well as the ability to respond effectively to such cues. Students with a high degree of interpersonal intelligence understand and care about people; like to socialize; learn more easily by relating and cooperating and are good at teaching other students. These people learn through person-to-person interaction. They generally have lots of friends; show a great deal of empathy for other people and understanding of different points of view. They are skilled at drawing others out in a discussion, conflict resolution and mediation when people are in radical

opposition to each other. Mother Teresa and Mahatma Gandhi were strong in this intelligence.

Intra-personal Intelligence:

Self-knowledge and the ability to act adaptively on the basis of that knowledge define this group. This is an intelligence which can include having an accurate picture of one’s strengths and limitations, awareness of one’s moods and motivations, and the capacity for self-discipline. Students with a high degree of this intelligence seem to be self-motivating; need their own quiet space; may march to the beat of a different drummer and tend to learn more easily with independent study, self-paced instruction, individualized projects and games.

These people like to work alone and sometimes shy away from others. They are self-reflective and self-aware and thus tend to be in tune with their inner feelings, values, beliefs, and thinking processes. They are frequently bearers of creative wisdom and insight, are highly intuitive, and are inwardly motivated rather than needing external rewards to keep them going. They are often strong-willed, self-confident, and definite, well-thought-out opinions on almost any issue (although they are sometimes off-the-wall). Other people will often come to them for advice and counsel, but others will sometimes view them as distant or weird. Emily Dickinson and Stephen King are examples of this intelligence.

Naturalist Intelligence:

Environmental knowledge and the ability to identify and categorize plants, animals and nature on the basis of that knowledge. The Naturalist Intelligence can include having an accurate picture of the ambient environment, awareness of the interrelationship of natural elements, and the capacity for self-analysis of these elements. It is found most highly developed in archeologists, animal handlers, animal trainers, veterinarians, biologists, racehorse jockeys, zoologists, environmentalists, wilderness guides and naturalists. Students who have a high degree of the naturalist intelligence seem to be nature-oriented, seek to be outdoors or in the elements and learn more easily with nature-related study and environmental projects and activities. They like to collect items from nature, study them, and group them. They tend to be aware of subtleties in appearance, texture, and sounds that those weaker in this intelligence may not grasp. Charles Darwin, Jacques Cousteau, and John James Audubon were strong in this intelligence.

One of the great promises of Multiple Intelligences theory in education is that it will help us to find individual pathways into and out of our students’ minds. Recent advances in educational psychology and research in applied MI theory offer educators a real possibility of developing the potential of all students. Both educators and students should derive from Gardner’s Multiple Intelligence theory that all people are different and learn differently, and that we should respect, value, and nurture that diversity.

Reference Websites:

Reference website for multiple intelligences links and activities:

[http://surfaquarium.com/im.htm]

Exploring Multiple Intelligences: New Dimensions of Learning

[http://www.multi-intell.com/]

Multiple Intelligences Resources

http://www.theatreinmotion.com/resources.htm

Basic MI Theory

http://edweb.gsn.org/edref.mi.th.html

Multiple Intelligence Theory: Principles

http://www.harding.edu/~cbr/midemo/prin.html

Multiple Intelligences: Theory and Practice in the K-12 Class

[http://www.indiana.edu/~eric_rec/ieo/bibs/multiple.html]

Task Card Overview/Multiple Intelligences

[http://www.metronet.com/~bhorizon/teach.htm]

Association for the Promotion and Advancement of Science Education activities website – http://discoverlearning.com/forensic/docs/index.html

Naturalist Intelligence – Sea World / Busch Gardens website for students

http://www.seaworld.org/animal_bytes/animal_bytes.html

70 Romantic Phrases That Make Men Fall Deeper In Love

Laguna di Caorle

Romantic communication is just one of the proven communication tools you can use to make your man fall madly in love and fulfill your heart’s romantic desires. There is a lot of love-creating power in the romantic words that come out of your mouth. This article will reveals 70 romantic phrases you can start using today to make your man fall madly in

love. You may not say these things phrased exactly the way I have written them, but if you want your man to be addicted to your love, you must speak to him with words that will melt the walls he has build around his heart.

Feel free to use any of the romantic phrases that best suit your communication style.

1. All I care about is being with you forever.

2. All the gold and diamond in the world are not enough to buy the love I have for you.

3. God created you for just for me.

4. I am addicted to your love.

5. I am crazy about you.

6. I cannot live without you.

7. I cannot stop thinking about you.

8. I did not mean to hurt your feelings.

9. I do not want to wake up from this wonderful dream with you.

10. I feel safe when I am with you.

11. I get lost in ecstasy when you make love to me.

12. I have finally discovered true love – you.

13. I love talking to you.

14. I love the way you make love to me.

15. I miss your hugs and kisses when we are apart.

16. I thank God for the day he brought you into my life.

17. I want to spend forever with you.

18. I will give anything to be with you.

19. I will give you my heart, my body, and my soul.

20. I will go with you to the ends of the world as long as you keep loving me.

21. I will rather be broke than trade your love for a million dollars.

22. I will travel a thousand miles to be with you.

23. I wish God had brought you to me sooner.

24. If anything happens to you, I will go crazy.

25. If I could I would make love to you a thousand times.

26. If I had to live life over again, I would live it with you.

27. If loving you is a sin, then let me be guilty.

28. If our love is blind, then I never want it to see the light of day.

29. Life without you will be like going to sleep and never having sweet dreams.

30. Loving you feels like heaven.

31. Loving you has made life even sweeter.

32. Loving you has made my life so full of joy and happiness.

33. My heart cries when we are apart.

34. You are my love, my heart, and my life.

35. No man has loved me the way you love me.

36. Nothing will ever stop me from loving you.

37. Ooh sweetie, you are so good to me.

38. Your warm hugs and your tender kisses are more precious than gold.

39. Talking to you is like sipping the most delicious wine – I want it to last forever.

40. The times we spend together are like precious gems that money cannot buy.

41. Time stops when you hold me in your arms.

42. When I am with you, my troubles seem to melt away.

43. When I look at you I see a man that I find irresistible.

44. Words are not enough to express how much I love you.

45. You are my prince.

46. You are my soul mate.

47. You are the most important person in my life.

48. You are the music that makes my heart sing.

49. You are the only man I ever want in my life.

50. You are the other half that makes me feel whole.

51. You are the perfect man for me.

52. You are the sweetest man I know.

53. You bring nothing but love, peace, joy, and happiness to my soul.

54. You bring so much joy and happiness to my life.

55. You love me gently.

56. You make me feel like a woman.

57. You make me feel so good I want to kiss you from your head to your toe.

58. You make me want you more each day.

59. You treat me like a princess and I love you with all my heart.

60. Your are the kindest man I know.

61. Your caring words touch the deepest part of me.

62. Your hugs and kisses melt my heart like chocolate ice cream on a warm summer day.

63. Your kisses are like warm chocolate on a cold winter night.

64. Your kisses are so good I feel tingles all over.

65. Your love is like a solid rock that will never break.

66. Your love is so good I can’t get away even if I wanted to.

67. Your love warms my heart like the glow of a candle light in a midsummer night’s dream.

68. Your loving whispers in a moon-lit night are like soothing wine, they put me in the mood.

69. Your smile is so comforting it makes my tears go away.

70. Your gentle touch sends chills up and down my spine.

Life without endearing words is like being in a garden without flowers. Endearing words create a feeling that transcends our reality and makes life worth living.

Feel free to to share this article with all your friends.

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Sissinghurst Castle Gardens

The Relationship Between Dance and Music

The Punch Tavern, 99 Fleet Street, London

What exactly is dance? Dance is an art form which expresses ideas, emotions, spiritualism and stories through graceful, rhythmic and coordinated body motions consisting of steps, turns, shakes and other movements. What music and dance share in common is actually rhythm, one of the core components of music, along with pitch. In fact, there can be dance with rhythm alone, usually performed on percussion instruments, such as is common in several West African and Middle Eastern countries. However, most dances are also based on melody. This, of course, is very natural. You will even notice a baby eagerly bounce up and down upon hearing a song. He is, essentially, dancing to rhythm and melody.

Dance is actually very important for a musician to know. It is an auxiliary subject. Just as an actor does not study acting alone but studies the whole range of performing arts, including dance, a musician should also know the broader scope of his subject. In fact, some of the most world-class composers even composed whole sets of music based on dance, usually known as suites or independent movements. This was especially prevalent after the Renaissance and during the Baroque periods, though it is continued on, even to this day. Examples of such dances include the bourrée, minuet, jig, courante, sarabande, barcarole, mazurka, tarantella, bolera and waltz, to name a few.

Some forms of dance emphasize a control of a certain body part, such as Irish stepdancing (legs), the Tahitian tamure (hips) and the Balinese Kecak (arms). Dance in general will help a musician learn to gain better control over his body, which is something to master while also playing an instrument. Stiffness will tend to go away and one will become more relaxed and flexible so as to move with ease while performing his instrument. Some Persian and Armenian dances, for instance, simulate energy being released from certain gestures with the arms, wrists and hands. For a pianist, say, this would be invaluable to master. The musician, knowing dance, plays the music that inspires dance, which, in turn, motivates him to motion. This, in turn, becomes momentum for more expressive playing. In this way, dance and music compliment each other.

This interrelationship between music and dance is so profound that it is even one of the most sacred of all expressions, being ritualistic in many religions and even considered one of the highest forms of connecting with a deity.

by Evelyn Simonian

© 2011. Evelyn Simonian

History of the Brahmin Handbag

Pat Boone key fob from the fifties

In 1882, Joan and Bill Martin began Brahmin Leather Works which was a small entrepreneurial enterprise in Massachusetts. The company began in their home where they were to create handbags that would capture the imagination of high society women in Massachusetts. The term Brahmin originally comes from the caste system of India where the elite class, the highest caste, were called Brahmins. The term also means learned one, and denotes one of the highest societies of the Indian caste system of the 1800’s. In Boston, the socialites of those days who were of high standing were called Boston Brahmins. The term was embraced by Bill Martin and stuck ever since.

As the years went by, the Martins realized that the company would amount to much more than a small Boston handbag shop. They soon began working with others to create a brand name and the Brahmin name took off like a shooting star. The high quality of Brahmin bags coupled with their fashionable designs are what made the company a symbol of fashion and the finest craftsmanship. Made of Italian leather and polished with a unique sheen, the bags became popular with the well to do of the New England area very quickly.

Today, while operations are large scale, there remains only four Brahmin handbag retailers. All of these are in the New England area. The company is still very much family owned, but has cooperated extensively with sales professionals from all over the country to promote their products. A recent big step for Brahmin was to collaborate with Dillards to sell their handbags. You can now find Brahmin hand bags in Dillards along with all your favorite high end brands. The only difference is that their handbags will be at a surprisingly low rate compared to other high end brands.

There are literally hundreds of styles and colors of hand bags to choose from. Brahmin has come up with a unique style of naming their purses to categorize them for easy reference. They use girls names like Rosaline, Alyssa, and Dana, to name a few to tell styles apart. You can find a variety of wrist purses, cross body bags, business bags, as well as party hand bags. The list is endless to what you can find. If you would like to locate a specific color and style you can do so easily by logging on to the Brahmin web site which is the official site for the renowned handbag.

The 4 Stages of the Counseling Process: What Every Youth Counselor Should Know

Lake @ the Lake District

There is a natural progression that takes place within the context of the helping relationship. This process enables you and the person you are working with to build a relationship, assess the situation, set goals and come up with a plan to bring about your desired results. This progression is known as the counseling process. There are four stages of the counseling process. They are: developing a relationship, making an informed assessment, establishing mutually agreed upon goals and objectives and developing an implementation plan.

Phase 1. Developing A Relationship

In order to develop positive helping relationships with youth, you’ve got to be able to connect with them. This can only happen when youth are made to feel like you genuinely care about their well-being and that you understand where they are coming from. It’s about behaving in a way that demonstrates the core conditions of genuineness, respect and empathy.

To develop solid relationships with youth, you need to create a safe environment where young people will feel comfortable enough to open up to you and talk to you about anything that is on their minds. You also need to help youth see that despite their circumstances they have strengths. In short, you should start things off from a strengths-based perspective.

Questions to Consider When Trying to

Develop A Relationship

· In what ways can you build better relationships with the youth in your program?

· If there are youth who are not actively engaged, what can you do differently to engage them?

· If a youth is resistant, what steps can you take to reduce resistance?

· What worked in the past with resistant youth?

· How do you know when you’ve built a solid relationship with a youth? Could you use these indicators to strengthen your relationships with other youth?

Phase 2. Making An Informed Assessment

An informed assessment happens when both you and the youth gather information in order to figure out what’s “really” going on so that you can assess what needs to happen next in order to change the situation for the better or build up the youth’s coping skills to better deal with a problematic situation. The first step in making an assessment is to find out if change is necessary, and if it is what needs to happen for change to take place. If you have determined that change is necessary, then the next step is to figure out what needs to change. Is it a behavior? An attitude? A situation?

A good assessment can provide an opportunity for a young person to see how his/her behavior or attitude might be contributing to an undesirable or unhealthy situation. Assessment is an ongoing process. You need to regularly check in with your youth to see how things are going. Reassessments enable you to ensure that you and the youth are on the right track.

How do you gather information in order to make an informed assessment? You can gather information in a number of ways: talking with youth, observing the youth’s behavior and interactions, discussions with other people who are involved in the young person’s life, and reading any documented information on the young person. Keep in mind that when utilizing someone else’s verbal or written report as a source of background information, you run the risk of subjecting yourself to their biases and assumptions.

Points to Keep In Mind When Making An Assessment

· Be aware of your biases and how they impact on the assessments you make.

· Involve youth in the assessment process.

· Don’t rely on one single source to make an assessment, gather as much information as you can from a variety of sources.

· Don’t automatically label a behavior as dysfunctional because you don’t understand it, or it is not germane to your culture.

· Make sure to point out a young person’s strengths even when addressing problematic behavior.

Phase 3. Establishing Mutually Agreed Upon Goals and Objectives

Why is it important to establish “mutually agreed” upon goals and objectives? Because if a young person is in agreement with the goals then he/she is more likely to follow through on them. When a youth is actively involved in the goal setting process and is in agreement with the goals, then he/she is more inclined to take ownership of the goals. What are goals? Goals are broad statements that identify what you want to accomplish. Think of goals as the end result that you are trying to achieve. While goals are broad statements that identify what you want to accomplish overall, objectives are the measurable steps that you take to achieve your goals. For example if you have a goal that states, “youth will be better able to manage her anger.” One of your objectives might be, “youth will recognize emotional triggers that lead to angry outbursts and use positive, self-talk to calm herself down.” Your objectives should always be concrete and measurable. They should also be derived from the overall goal.

Questions to Consider When Developing

Goals and Objectives

· What do you and the young person want to achieve?

· How are you going to achieve it?

· When do you want to achieve your stated goal?

· What obstacles do you anticipate?

· How will you address these obstacles?

· How will you use to measure and monitor progress?

· Are your goals realistic?

Phase 4. Implementation Plan

The implementation plan is a plan that you and the youth work on together. It is designed to prevent, intervene, or address unhealthy behaviors and practices. The implementation plan identifies who will perform the activities, where the activities will occur, how frequently they will occur, how they will be carried out and when they will be carried out. Implementation activities are designed to help individuals re-think risky behavior, work through problematic issues, address unhealthy lifestyles practices, learn new skills and build strengths. Implementation activities can include: counseling, crisis intervention, training and education, supportive services, concrete services and constructive use of free time.

As you can see, each stage of the counseling process builds upon the former. As you move through each stage, you will come to realize that it takes patience and practice to counsel youth effectively, but if you are committed to the goal you’ll do just fine. You may not feel completely confident in your ability as a counselor, but as you expand your knowledge base, gain more experience and strengthen your helping skills, you will become a more effective counselor.

Copyright © 2006 by Cassandra Mack

Excerpted from Cassandra Mack’s book, “Smart Moves That Successful Youth Workers Make”

How To Write Songs: 5 Ways to Beat Writer’s Block

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This is part of an article series about how to write songs, which I am writing entirely from my own experience as a songwriter. I don’t have any formal training and haven’t studied under any great teachers in the field, but I seem to have a knack for it, and it is my passion and livelihood. I have taught a number of successful songwriting workshops and am happily pursuing a career as an independent recording artist, performer, and producer. I hope these articles help you. If you like what you see, please comment with your own songwriting tips, questions, or success stories.

In this article I will share five different techniques that have helped me to shake myself free of writer’s block.

1. Take a Walk

I have written many, many songs while walking. I once wrote an entire song while delivering flyers for my home teaching business. (If you’re a fan of my music, you might be interested to know that I’m talking about It All Winds Up in the Glass from Thought Experiment.)

Taking a walk is a time-honoured technique for clearing the mind. Try not to think too much about the songwriting process at first, and don’t give yourself a destination. Just walk around for a while and the ideas will start to flow, like magic. It might be a good idea to take a recording device along with you to record your ideas, unless you have a very good memory. If you normally write with an instrument, like a guitar or piano, you might be surprised at how beneficial it can be to get away from your instrument for once. Which brings me to my next tip:

2. Change Instruments

If you normally write on the guitar, give the piano or keyboard a try. Even if you don’t think you know how to play the piano, plunking around on the keys might give you an idea for a melody. Getting away from instruments entirely can also be helpful. We tend to fall into certain habits and patterns when we play an instrument. If we get away from them and just hum or sing to ourselves, it gives us a chance to approach songwriting from a new angle.

3. Automatic Writing

Sit down in a quiet, calm place with a pen and paper (or your computer) and just write. Write as fast as you can and do your best not to think about it. If you haven’t done this before, you may feel self-conscious at first, but be patient. Once you learn to write without thinking, you will begin accessing your subconscious mind and giving it a voice. You may be very surprised at what comes out. This is a good way to come up with lyric ideas. They may need editing, but automatic writing can produce some wonderfully visceral and powerful lyrics.

4. Draw Stories From Your Life

Some of the best songs you can write will be based on your own experience. I’m talking about vivid life experiences: the very best and very worst things that have ever happened to you. What matters most, though, is not so much what has happened to you, but how you feel about it. For instance, if you had a difficult breakup, you may resist writing a song about it, thinking that it’s already been done to death. If you think about your own experience of that breakup, though, you will find something unique that could make a truly beautiful song. How did the pain feel, physically, in your chest, belly or throat? What were the dreams that you had to give up? What are the images that come to your head when you think of it? Going to the heart of your own experiences can create very powerful lyrics.

5. Draw Stories from Mythology and History

Are you interested in history or mythology? If you haven’t really thought about it before, this is a good time to start. There are millions of wonderful stories that make wonderful subject matter for songwriting. Singing of the deeds of heroes, the power of gods, and the fate of nations has kept songwriters busy for millennia.