Tuesday, November 29, 2011
Effective Power Points
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=5&ved=0CHYQFjAE&url=http%3A%2F%2Fwww.iasted.org%2Fconferences%2Fformatting%2FPresentations-Tips.ppt&ei=0SnVTuKeC4Ty2QXCwvhZ&usg=AFQjCNEIgqx6x4ULHFXzzYDzCITuUJOczA
Effective Power Points
Tips for Effective PowerPoint Presentations
Fonts
§ Select sans-serif fonts such as Arial or Helvetica. Avoid serif fonts such as Times New Roman or Palatino as they are sometimes more difficult to read.
§ Use no font size smaller than 24 point.
§ Clearly label each screen. Use a larger font (35-45 points) or different color for the title.
§ Use a single sans-serif font for most of the presentation. Use different colors, sizes and styles (bold, underline) for impact.
§ Avoid italicized fonts as they are difficult to read quickly.
§ No more than 6-8 words per line
§ For bullet points, use the 6 x 6 Rule. One thought per line with no more than 6 words per line and no more than 6 lines per slide
§ Use dark text on light background or light text on dark background. However, dark backgrounds sometimes make it difficult for some people to read the text.
§ Do not use all caps except for titles.
To test the font, stand back six feet from the monitor and see if you can read the slide.
Graphics and Design
§ Keep the background consistent and subtle.
§ Use only enough text when using charts or graphs to explain clearly label the graphic.
§ Keep the design clean and uncluttered. Leave empty space around the text and graphics
§ Use quality clipart and use it sparingly. The graphic should relate to and enhance the topic of the slide.
§ Try to use the same style graphics throughout the presentation (e.g. cartoon, photographs)
§ Limit the number of graphics on each slide.
§ Check all graphics on a projection screen before the actual presentation.
§ Avoid flashy graphics and noisy animation effects unless they relate directly to the slide.
§ Limit the number of transitions used. It is often better to use only one so the audience knows what to expect.
Color
§ Limit the number of colors on a single screen.
§ Bright colors make small objects and thin lines stand out. However, some vibrant colors are difficult to read when projected.
§ Use no more than four colors on one chart.
§ Check all colors on a projection screen before the actual presentation. They may project differently than what appears on the monitor.
General Presentation
§ Check the spelling and grammar.
§ Do not read the presentation. Practice the presentation so you can speak from bullet points. The text should be a cue for the presenter rather than a message for the viewer.
§ Give a brief overview at the start. Then present the information. Finally review important points.
§ It is often more effective to have bulleted points appear one at a time so the audience listens to the presenter rather than reading the screen.
§ Use a wireless mouse or pick up the wired mouse so you can move around as you speak.
§ If sound effects are used, wait until the sound has finished to speak.
§ If the content is complex, print out the slides so the audience can take notes.
§ Do not turn your back on the audience. Try to position the monitor so you can speak from it.
Adapted from:
§ Bankerd, Kathy. “How to Optimize Projection Technology: Using Fonts, Graphics, and Color to Maximize the Effectiveness of Your Presentation”. Syllabus. November/December 1997.
§ Bird, Linda. “Avoid the Mistakes of PowerPoint Rookies.” Smart Computing. January 2001.
§ Brown, David G. “PowerPoint-Induced Sleep.” Syllabus. January 2001.
Fonts
§ Select sans-serif fonts such as Arial or Helvetica. Avoid serif fonts such as Times New Roman or Palatino as they are sometimes more difficult to read.
§ Use no font size smaller than 24 point.
§ Clearly label each screen. Use a larger font (35-45 points) or different color for the title.
§ Use a single sans-serif font for most of the presentation. Use different colors, sizes and styles (bold, underline) for impact.
§ Avoid italicized fonts as they are difficult to read quickly.
§ No more than 6-8 words per line
§ For bullet points, use the 6 x 6 Rule. One thought per line with no more than 6 words per line and no more than 6 lines per slide
§ Use dark text on light background or light text on dark background. However, dark backgrounds sometimes make it difficult for some people to read the text.
§ Do not use all caps except for titles.
To test the font, stand back six feet from the monitor and see if you can read the slide.
Graphics and Design
§ Keep the background consistent and subtle.
§ Use only enough text when using charts or graphs to explain clearly label the graphic.
§ Keep the design clean and uncluttered. Leave empty space around the text and graphics
§ Use quality clipart and use it sparingly. The graphic should relate to and enhance the topic of the slide.
§ Try to use the same style graphics throughout the presentation (e.g. cartoon, photographs)
§ Limit the number of graphics on each slide.
§ Check all graphics on a projection screen before the actual presentation.
§ Avoid flashy graphics and noisy animation effects unless they relate directly to the slide.
§ Limit the number of transitions used. It is often better to use only one so the audience knows what to expect.
Color
§ Limit the number of colors on a single screen.
§ Bright colors make small objects and thin lines stand out. However, some vibrant colors are difficult to read when projected.
§ Use no more than four colors on one chart.
§ Check all colors on a projection screen before the actual presentation. They may project differently than what appears on the monitor.
General Presentation
§ Check the spelling and grammar.
§ Do not read the presentation. Practice the presentation so you can speak from bullet points. The text should be a cue for the presenter rather than a message for the viewer.
§ Give a brief overview at the start. Then present the information. Finally review important points.
§ It is often more effective to have bulleted points appear one at a time so the audience listens to the presenter rather than reading the screen.
§ Use a wireless mouse or pick up the wired mouse so you can move around as you speak.
§ If sound effects are used, wait until the sound has finished to speak.
§ If the content is complex, print out the slides so the audience can take notes.
§ Do not turn your back on the audience. Try to position the monitor so you can speak from it.
Adapted from:
§ Bankerd, Kathy. “How to Optimize Projection Technology: Using Fonts, Graphics, and Color to Maximize the Effectiveness of Your Presentation”. Syllabus. November/December 1997.
§ Bird, Linda. “Avoid the Mistakes of PowerPoint Rookies.” Smart Computing. January 2001.
§ Brown, David G. “PowerPoint-Induced Sleep.” Syllabus. January 2001.
Informative Speech Outline
SAMPLE INFORMATIVE SPEECH OUTLINE
WARNING: BY THE VERY NATURE OF THE WEB, I GUARANTEE THAT THE MARGINS OF THIS OUTLINE WILL BECOME TWISTED, SKEWED, RE-ARRANGED, ETC..
I HAVE TRIED EVERYTHING TO ENSURE THE MARGINS' PLACEMENT BE ALIGNED...BUT ALAS, THE WEB-BEAST WINS! SO -- IF IT IS OUT OF WACK WITH MARGINS, THERE'S NOTHING I KNOW OF THAT I CAN DO...OH WELL!
PRINTED WITH EXPRESS PERMISSION OF THE AUTHOR:
Erin Solomon
Title: Candlemaking
Specific purpose: To inform my audience on how to make candles.
I. Introduction
A. Attention Material: What comes to mind when you see candles? We associate candles with celebrations (like Christmas or birthdays) or special occasions. Candles date back to the Ancient Egyptians who are credited with making the first candles. They used torches made by soaking the spongy core of reeds in melted tallow (National Candle Association: History of Candlemaking, p. 1).
B. Tie to the audience: I’m sure that all of us at some point have used candles for celebrations, romantic experiences, or for just plain decoration. The great part about making your own candles is that they are inexpensive to make and you shape the wax into something special. What could be more special than to make someone you love a homemade gift?
C. Credibility material: Two years ago, I made candles for decoration and also for people to purchase during a medieval Madrigal dinner production that our A Cappella choir put on. I have also made candles since then as a part of my church youth group around the Christmas season.
D. Preview: I will explain three basic things which include how to go about finding the right materials, how to melt the wax, and how to make a molded ice-cube candle.
[Transition: Let’s start by doing the most important thing, which is to find all of the materials, and tools needed to make candles.]
II. Body
A. The first step is to gather the equipment you will need (The Basics and Cool Candlemaking Ideas, p. 1).
1. You will need wax; you can either use old, worn out candles which are obviously free or you can purchase paraffin wax from a craft store.
2. You will need wicks; you can make wicks from heavy, braided cotton string or can purchase wicks from a craft store. I read in Ray Shaw’s book entitled Candle Art that heavy braided cotton string works just as good (Shaw 25-26). I’ve never tried the cotton string but it’s worth a try.
3. You need to set up a double boiler.
a. You can use an actual double boiler
b. You can make your own using a pan and a jar or coffee can.
4. You will need a mold if you are planning on making a molded candle. This can be anything; a milk carton, Dixie cups, tin can, paper towel tube, etc.
5. There are two optional ingredients.
a. You can use crayons of the desired color to color the wa or buy wax dye.
b.You can purchase scented oil to make your candles smell wonderful.
[Transition: Once you have all the material that you need, you can move on to melting the wax.]
B. Your second step is to melt the wax (Pioneer Clubs: Trailblazer Handbook, p. 165).
1. Start by placing wax in the double boiler or in a coffee can put in a pan of water.
2. Heat until the water boils.
3. Make sure to turn down the heat, and let the wax melt. Don’t let it boil.
4. Add wax dye, crayons, or scent (if desired) and stir.
[Transition: Now that the wax is melted, you can let your creativity run wild and have fun making candles. You can make just about anything but I’m going to show you how to make a molded ice-cube candle. ]
C. This is how you go about making a molded ice-cube candle (Pioneer Clubs: Trailblazer Handbook, p.166).
1. Cut off the top of a milk carton.
2. Place a candle the height of the carton in the center of the carton. This makes an excellent wick.
3. Break ice-cubes into chunks
a. Finely crushed ice creates small holes.Large cubes create large openings.
b.Fill the mold with crushed ice.
c. Quickly pour hot wax into the carton while someone holds the candle straight.
d. Pour off the excess water when the wax is completely hardened.
[Transition to conclusion: Now that you know how to make an ice-cube candle, let’s go over what I showed you today.]
III. Conclusion
A. Final Review: So today I showed you how to do three basic things.
1. I showed you how to find the right materials.
2. I showed you how to correctly melt the wax.
3. I showed you how to make an ice-cube candle. The tricky part is keeping the wick in the center of the mold.
B. Tie back to the audience: Today we use candles for almost any kind of occasion or celebration. Candles continue to grow in popularity and we see them just about everywhere. They are really inexpensive to make and a lot of fun!
C. Concluding remarks: So when you try making candles on your own, use your imagination and be very creative. Your candle can be anything you like. Have a great time experimenting and having fun making your own candles to enjoy.
Works Cited:
The Basics and Cool Candlemaking Ideas. [Online] Available
http://homepage.interaccess.com/~bmolo/basics.html.
National Candle Association: History of Candlemaking. [Online] Available
http://www.candles.org/history.htm
Pioneer Clubs (1994). Pioneer Clubs: Trailblazer Handbook. Wheaton, IL: Published by
Pioneer Clubs
Shaw, R. (1973). Candle Art. New York: William Morrow & Company, Inc.
Erin Solomon
RESULTS OF MY AUDIENCE SURVEY:
(NOTE THAT THIS MAY BE DIFFERENT THAN THE QUESTIONS I ASKED THIS SEMESTER...BUT HERE SAMPLE YOU GIVE YOU AN IDEA OF HOW TO RESPOND...CHECK YOUR ASSIGNMENT FOR THE SPECIFIC QUESTIONS.)
1. My audience survey included one fixed-response question, one ranked question, and one open question. The fixed-response question was: Have you ever made your own candles? Yes or no. Twelve out of the seventeen students in the class responded no. So the average response was that they had not made their own candles before.
2. The ranked question was: On a scale of 1 to 10, how much do you know about the history of candlemaking and how it came about? (1 being very little knowledge and 10 being a great amount of knowledge). The entire class responded to this question with a 4 or below. The average was a 1 being that they had very little knowledge of the history of candlemaking.
3. The open question was: What do you think is the hardest part of making candles? I got a wide variety of responses. The most common response was dealing with the wick, such as "making wick stay in the middle." Other responses were patience and creativity.
4. I took this information and wrote my speech accordingly. Since the majority of the class had not made candles before, I included how to go about finding the right materials and how to melt the wax. Since there were a few students that had made candles before, I decided to show the class how to make a molded ice-cube candle which something many people probably haven’t made before. I found out through my survey that the class doesn’t know much about the history of candlemaking so I decided to include a quick fact about the first candles in my introduction. I also took into account that people thought that keeping the wick in the center is the hardest part about candlemaking. So I chose to show them how to make a molded ice-cube candle so I could show them how to keep the wick in the center. So I did take into consideration the responses that I received from the other students when I wrote my informative speech.
WARNING: BY THE VERY NATURE OF THE WEB, I GUARANTEE THAT THE MARGINS OF THIS OUTLINE WILL BECOME TWISTED, SKEWED, RE-ARRANGED, ETC..
I HAVE TRIED EVERYTHING TO ENSURE THE MARGINS' PLACEMENT BE ALIGNED...BUT ALAS, THE WEB-BEAST WINS! SO -- IF IT IS OUT OF WACK WITH MARGINS, THERE'S NOTHING I KNOW OF THAT I CAN DO...OH WELL!
PRINTED WITH EXPRESS PERMISSION OF THE AUTHOR:
Erin Solomon
Title: Candlemaking
Specific purpose: To inform my audience on how to make candles.
I. Introduction
A. Attention Material: What comes to mind when you see candles? We associate candles with celebrations (like Christmas or birthdays) or special occasions. Candles date back to the Ancient Egyptians who are credited with making the first candles. They used torches made by soaking the spongy core of reeds in melted tallow (National Candle Association: History of Candlemaking, p. 1).
B. Tie to the audience: I’m sure that all of us at some point have used candles for celebrations, romantic experiences, or for just plain decoration. The great part about making your own candles is that they are inexpensive to make and you shape the wax into something special. What could be more special than to make someone you love a homemade gift?
C. Credibility material: Two years ago, I made candles for decoration and also for people to purchase during a medieval Madrigal dinner production that our A Cappella choir put on. I have also made candles since then as a part of my church youth group around the Christmas season.
D. Preview: I will explain three basic things which include how to go about finding the right materials, how to melt the wax, and how to make a molded ice-cube candle.
[Transition: Let’s start by doing the most important thing, which is to find all of the materials, and tools needed to make candles.]
II. Body
A. The first step is to gather the equipment you will need (The Basics and Cool Candlemaking Ideas, p. 1).
1. You will need wax; you can either use old, worn out candles which are obviously free or you can purchase paraffin wax from a craft store.
2. You will need wicks; you can make wicks from heavy, braided cotton string or can purchase wicks from a craft store. I read in Ray Shaw’s book entitled Candle Art that heavy braided cotton string works just as good (Shaw 25-26). I’ve never tried the cotton string but it’s worth a try.
3. You need to set up a double boiler.
a. You can use an actual double boiler
b. You can make your own using a pan and a jar or coffee can.
4. You will need a mold if you are planning on making a molded candle. This can be anything; a milk carton, Dixie cups, tin can, paper towel tube, etc.
5. There are two optional ingredients.
a. You can use crayons of the desired color to color the wa or buy wax dye.
b.You can purchase scented oil to make your candles smell wonderful.
[Transition: Once you have all the material that you need, you can move on to melting the wax.]
B. Your second step is to melt the wax (Pioneer Clubs: Trailblazer Handbook, p. 165).
1. Start by placing wax in the double boiler or in a coffee can put in a pan of water.
2. Heat until the water boils.
3. Make sure to turn down the heat, and let the wax melt. Don’t let it boil.
4. Add wax dye, crayons, or scent (if desired) and stir.
[Transition: Now that the wax is melted, you can let your creativity run wild and have fun making candles. You can make just about anything but I’m going to show you how to make a molded ice-cube candle. ]
C. This is how you go about making a molded ice-cube candle (Pioneer Clubs: Trailblazer Handbook, p.166).
1. Cut off the top of a milk carton.
2. Place a candle the height of the carton in the center of the carton. This makes an excellent wick.
3. Break ice-cubes into chunks
a. Finely crushed ice creates small holes.Large cubes create large openings.
b.Fill the mold with crushed ice.
c. Quickly pour hot wax into the carton while someone holds the candle straight.
d. Pour off the excess water when the wax is completely hardened.
[Transition to conclusion: Now that you know how to make an ice-cube candle, let’s go over what I showed you today.]
III. Conclusion
A. Final Review: So today I showed you how to do three basic things.
1. I showed you how to find the right materials.
2. I showed you how to correctly melt the wax.
3. I showed you how to make an ice-cube candle. The tricky part is keeping the wick in the center of the mold.
B. Tie back to the audience: Today we use candles for almost any kind of occasion or celebration. Candles continue to grow in popularity and we see them just about everywhere. They are really inexpensive to make and a lot of fun!
C. Concluding remarks: So when you try making candles on your own, use your imagination and be very creative. Your candle can be anything you like. Have a great time experimenting and having fun making your own candles to enjoy.
Works Cited:
The Basics and Cool Candlemaking Ideas. [Online] Available
http://homepage.interaccess.com/~bmolo/basics.html.
National Candle Association: History of Candlemaking. [Online] Available
http://www.candles.org/history.htm
Pioneer Clubs (1994). Pioneer Clubs: Trailblazer Handbook. Wheaton, IL: Published by
Pioneer Clubs
Shaw, R. (1973). Candle Art. New York: William Morrow & Company, Inc.
Erin Solomon
RESULTS OF MY AUDIENCE SURVEY:
(NOTE THAT THIS MAY BE DIFFERENT THAN THE QUESTIONS I ASKED THIS SEMESTER...BUT HERE SAMPLE YOU GIVE YOU AN IDEA OF HOW TO RESPOND...CHECK YOUR ASSIGNMENT FOR THE SPECIFIC QUESTIONS.)
1. My audience survey included one fixed-response question, one ranked question, and one open question. The fixed-response question was: Have you ever made your own candles? Yes or no. Twelve out of the seventeen students in the class responded no. So the average response was that they had not made their own candles before.
2. The ranked question was: On a scale of 1 to 10, how much do you know about the history of candlemaking and how it came about? (1 being very little knowledge and 10 being a great amount of knowledge). The entire class responded to this question with a 4 or below. The average was a 1 being that they had very little knowledge of the history of candlemaking.
3. The open question was: What do you think is the hardest part of making candles? I got a wide variety of responses. The most common response was dealing with the wick, such as "making wick stay in the middle." Other responses were patience and creativity.
4. I took this information and wrote my speech accordingly. Since the majority of the class had not made candles before, I included how to go about finding the right materials and how to melt the wax. Since there were a few students that had made candles before, I decided to show the class how to make a molded ice-cube candle which something many people probably haven’t made before. I found out through my survey that the class doesn’t know much about the history of candlemaking so I decided to include a quick fact about the first candles in my introduction. I also took into account that people thought that keeping the wick in the center is the hardest part about candlemaking. So I chose to show them how to make a molded ice-cube candle so I could show them how to keep the wick in the center. So I did take into consideration the responses that I received from the other students when I wrote my informative speech.
Friday, November 18, 2011
Wednesday, November 9, 2011
Blog #11: Is anything really private?
Public Anomie
Jul 07, 2010
No Comments by Oliver Benjamin
How The Internet Has Destroyed Privacy
Everyone knows the old adage ‘there’s no such thing as a free lunch.’ That is, if someone offers you something for free, you can be pretty sure there are strings attached.
The Internet seems to have turned this timeworn chestnut on its head — these days there seem to be no end to the free services available to the average netizen of the World Wide Web. From free email like Hotmail to free online photo storage like Flickr to full-blown software suites like Google Docs, everyday things you once had to pay for (snail mail, photo albums, software) now increasingly come at no charge. That’s what you’re meant to think, anyway.
A humorous (and scary for some) bumper sticker is making the rounds in the United States that says ‘You can’t hide your browsing history from God.’ Yet it may not be some omniscient deity one has to worry about. The fact is that all these free services are storing everything you do in huge data banks for marketing and research purposes. In The Cost of Free, an episode of a recent BBC series called The Virtual Revolution, the narrator shows that someone with access to that data could find out things about you you’d never want them to know. In fact, as an experiment, a hacker did just that — using deductive reasoning to trace down a single US woman by the things she searched for via her AOL (America Online) browser, triangulating her identity by the data trails she left behind.
It’s enough to make your skin crawl. Most of us don’t realise it, but everything we have ever searched for has been recorded. And it is not likely to just sit there. At some point in the future, it’s probable that computers far more advanced than the ones we have today will easily be able to mine though decades of data and piece together a picture of our lives, much the same way historians do about famous figures through their letters and correspondence. Only the amount of information we expose about ourselves, just in the ordinary acts of browsing Google or Yahoo, is in order of magnitude, more rich with detail than a few letters, not to mention far less censored.
This all would be bad enough if we weren’t such willing participants in the sabotage of our own secrets. Certainly the most astonishing revolution in our attitudes about privacy has come as a result of the incredible rise of the social networking site Facebook. Lured by the thrill of sharing information with friends, untold millions of people are at this very moment laying themselves bare to the world, so to speak. Yet only recently have the implications of our Facebook behaviour come to light.
One thing people were shocked to find out was that you can never actually delete your data. Sure, you can remove it from your ‘wall’ or your messaging inbox, but it’s still there on Facebook’s servers. Forever. That photo your college pal posted of you drunk and passed out on the floor? Immortalised. Your brief membership in the Miss Piggy fan club? Not as brief as you think. That insulting comment about Facebook CEO Mark Zuckerberg? Let’s just hope he’s the more forgiving type of power-mad CEO. Facebook continues and will continue to use any and all your data for marketing purposes, even stuff you wish you’d never let out of the bag. And it’s unclear just what they consider themselves legally able to do with those factoids of your life.
As many pundits have pointed out, however, we have only ourselves to blame. Fans of reality shows regularly bear witness to the shamelessness people display when confronted with an opportunity to be the centre of attention. Facebook capitalises on this bizarre human compulsion by offering everyone a sounding board, making them feel important, and helping them to connect with people — even people they don’t particularly care for. But appealing to our most base and unflattering drives is what marketers do, and Facebook has merely fulfilled a need that has gone unchanged since cavemen jockeyed to tell stories and gossip around the campfire.
Recently a ‘Quit Facebook Day’ was organised. It was a total flop. A tiny percentage of people cancelled their accounts — many of whom didn’t realise that their data wasn’t going anywhere anyway. For better or for worse, it seems that social networking is here to stay and we will all have to get used to the idea that our lives are no longer wholly our own. Even those who are circumspect about keeping privacy controls locked down and posting only what is necessary can’t keep their friends from tagging them in embarrassing pictures taken late one night down at the pub. And this is true even if they don’t have a Facebook account at all, or even any ‘friends’ — thanks to Facebook, that word has all-but lost its meaning.
Andy Warhol famously said that in the future, everyone would be famous for fifteen minutes. The implication of that statement was unclear at the time — it seems that we will be famous for fifteen minutes whether we like it or not.
Religious people have always felt that they had to be on their best behaviour because ‘God sees everything’ — even your browsing history, as the bumper sticker says. Yet perhaps humankind no longer needs religion (or Father Christmas) to feel that worrying sense of being watched and held to account. Technology may be rapidly and irreversibly taking over the responsibility.
Thoughts???? Why do we so freely give up our privacy?
Wednesday, November 2, 2011
Blog #9: "That Sex Thing"
Yeserday all of the dignitas students and their instructors watched our first common experience event called, "That Sex Thing". Sex is never an easy topic especially in an auditorium with hundreds of people. However, sex is something that we need to talk about. Open communication about sex is very important. Effective communication is even more important. After reading below what consensual sex means. I would like you to comment on what role communication plays in safe, healthy, and consensual sex. I would like you to discuss something that you took from this event. Which dialogue impacted you the most. Do you think your peers took this event seriously? Finally, what more can be done to create an event that will be educational and informative to all.
Consensual sex is when both partners are freely and willingly agreeing, or consenting, to whatever sexual activity is occurring.
The issue of consent is very clear. Consent is an active process and a responsibility shared by both partners in any relationship. Consent cannot be given when an individual is intoxicated. Sex without consent is sexual assault/rape. You cannot assume that you have consent – you need to ask.
Make sure the sex you are having is consensual:
•Do not make assumptions about consent; lack of a “no” is not a “yes”
•Ask for consent – it communicates respect and generally sex is better if both partners can talk about what they like/don’t like
•Communicate clearly – talk about your sexual desires and limits
•Know that if someone is intoxicated they cannot legally consent to sex. Having sex with someone who is intoxicated is rape.
•Approach relationships as equal partners, openly communicating in an atmosphere of mutual respect and shared decision-making.
This applies to both males and females (straight, gay, lesbian, bi-sexual and transgender). It is important that everyone be held accountable for unconsensual sex. Recongizing that anyone can be taken advantage of is very important. By doing this, the survivor will feel more able to seek help.
Tuesday, October 25, 2011
How to Become More Open-Minded
By Erica Starks, eHow Contributor
Become More Open-Minded
Open-mindedness is the ability to view a given situation in the clearest, most unbiased fashion possible. It is also a way of viewing the world and the people in it through a perspective unobstructed by judgment, preconceived notions and personal expectations. Being open-minded can aid you in avoiding conflict, but it is not a trait which comes naturally for everyone. Here you will find methods of expanding your tolerance levels, leading to a more opened mind and increased contentment with your life.
Instructions
1
Validate dissenting opinions and viewpoints other than your own by accepting that disagreement doesn't mean one party has to be wrong. Ridding yourself of the notion that everyone who feels differently about an issue than you is wrong will open your mind analytically and emotionally, even if your own viewpoint never changes.
2
Keep anger, accusations and belittlement out of heated discussions with others. The fastest way to close your mind and those of others is to disrespect them in an effort to win an argument. Think of how it feels when someone tries to tear you down, and use this recollection to avoid inflicting this feeling on anyone else.
3
Research and ask questions about the alternate viewpoint of where you stand on an issue. For example, if you are staunchly against gun ownership, speak to gun owners to gain insight into their particular thought processes. Although a handful of people can't speak for everyone, open-mindedness comes when you let go of the idea that others who feel differently than you are somehow misinformed or less intelligent.
4
Remain open to discussions and questions from those who don't agree with you on a given subject. It won't be easy to feel as if you have to defend your position on something, but this openness may reinforce your feelings on the subject and also help others understand where you are coming from.
5
Step out of your comfort zone in visceral ways. Sample foods you never thought you'd like, take a trip to a place you never considered interesting, and try a hobby or sport that never caught your interest before. Whether you love or hate the activity, your opinion will now be based on personal experience rather than closed-minded speculation.
How will you step out of your comfort zone to become more open-minded?
Wednesday, October 19, 2011
NO BLOG THIS WEEK!
Please focus on your Applying Theory To Practice assignment this week.
Have a great week,
monica
Wednesday, October 12, 2011
Blog #6: Tolerance Through Communication
Information taken from: http://technorati.com/lifestyle/article/diversity-tolerance-through-communication-part-1/
There are many controversies currently happening around us, including the Arizona Immigration law, racial profiling, the Cordoba Mosque and the Dove movement, that inspired me to share some peaceful thoughts, and not get into the debate of who is right and who is wrong or even take sides. Hopefully, I'll be able to start a healthy dialog.
The US is a great country - if not the greatest; the founding fathers built it on the spirit of human rights, tolerance, and acceptance of all differences. The US is built on diversity, on a combination of flavors to strengthen the foundation of this country, one flavor enhances the other.
One doesn’t have to agree or like everyone, but one has to treat everyone and every person with respect and equality.What someone thinks is their business, how they act it out is what is important as it concerns others. Having flexibility to integrate is what will get us all to the safe side of the river.
Prejudice is a natural human reaction, we all have distrust and fear from people that don’t look like us or are different from ourselves. Confronting our belief system and find our biases becomes crucial so we can make smart choices about our behavior. Healthy conflicts bring positive changes, effective communications provide safe environment to discuss conflicts and differences. Effective communications creates tolerance, which creates acceptance and respect; both are key solutions to most of our problems.
When people are asked what they think represents difficult communications with others, the answers include:
People that get angry for no reason
People with heavy accents
People that talk all the time and don’t listen
People that listen to us - then re-arrange our words the way they want to understand them
People that always think they are right
People with egos
People that are indirect.
People assume that people that are different from them either by color, age, race, religion, gender, political views are difficult to communicate with, and this is where the communications’ barriers start erecting.
Just because we speak the same language doesn’t mean that we understand each other, perhaps because of factors like where or the way we grew up, the kind of work we do, or our ethnicity, religion and language origin.
But we can effectively communicate and bridge the gaps to a diverse world, and better understand and respect each other words, feelings, thoughts and actions. Effective communication has many forms; the most practical forms are dialog and debate.
Dialog is a collection of skills we communicate with to develop understanding and trust. Dialog is conducted between two people, or a group of people. Dialog is a non judgmental, two-way conversation. It is about putting ourselves in the other person's shoes and trying to feel how they feel. It is about developing sets of shared assumptions to use as a foundation to work together to find a way to agree in a non combative way.
While in a debate, we try to win. We concentrate on the weakness of our opponent, on what is wrong with their argument, to prove why our position is right. In a debate we stand our ground, defend our point of view and criticize other perspectives. The goal is to win, but at the end no one really wins.
It is important to understand the difference between dialog that respects both sides, and debate where the belief is that only one opinion is right, and of course it is ours.
In a perfect diverse world, people develop strong opinions. Let their feelings emerge through the process of dialog, but not in a way to cause conflict or in a way to prevent moving forward.
Hmmm....What do you think? Ponder on this statement, "Just because we speak the same language doesn’t mean that we understand each other, perhaps because of factors like where or the way we grew up, the kind of work we do, or our ethnicity, religion and language origin. But we can effectively communicate and bridge the gaps to a diverse world, and better understand and respect each other words, feelings, thoughts and actions. Effective communication has many forms; the most practical forms are dialog and debate."
Read more: http://technorati.com/lifestyle/article/diversity-tolerance-through-communication-part-1/#ixzz16of8QvT4
Writing Help: Not Blog Assignment
Writing Help
1. Review of Assignment/Paper Standards
a. Typed in Times New Roman 12 pt. font.
b. 1” margins
c. Printed and Stapled prior to class
d. Header (click ‘View’ on toolbar, then ‘Header and Footer’)
e. Page numbers (click ‘Insert on toolbar, then ‘Page Numbers’)
i. Lower right hand corner
f. Reference page when appropriate
i. APA format/MLA Format
ii. Unless an English/Business major you will need to learn APA format ASAP- this is what you will be expected to know and use throughout college!!! Invest in a good manual or use credible online search engines.
g. Title of project when appropriate (different from assignment name)
2. Writing Center
a. If you have problems, or if you simply would like another set of eyes to proof your paper… If you need help understanding format… Can’t seem to figure out what scholarly writing means… Come here!
b. Check it out http://www.css.edu/x1635.xml
c. For more information contact Steve Backus: sbackus@css.edu or writingcenter@css.edu.
d. 2121
1. Review of Assignment/Paper Standards
a. Typed in Times New Roman 12 pt. font.
b. 1” margins
c. Printed and Stapled prior to class
d. Header (click ‘View’ on toolbar, then ‘Header and Footer’)
e. Page numbers (click ‘Insert on toolbar, then ‘Page Numbers’)
i. Lower right hand corner
f. Reference page when appropriate
i. APA format/MLA Format
ii. Unless an English/Business major you will need to learn APA format ASAP- this is what you will be expected to know and use throughout college!!! Invest in a good manual or use credible online search engines.
g. Title of project when appropriate (different from assignment name)
2. Writing Center
a. If you have problems, or if you simply would like another set of eyes to proof your paper… If you need help understanding format… Can’t seem to figure out what scholarly writing means… Come here!
b. Check it out http://www.css.edu/x1635.xml
c. For more information contact Steve Backus: sbackus@css.edu or writingcenter@css.edu.
d. 2121
Wednesday, October 5, 2011
Blog #5: You think you know who you are but you may have no idea
In order for people to communicate effectively with each other, they need to begin the process of respecting, understanding, and empathize with people of all genders, races, cultures, classes, ethnics, religions, and sexual orientations to name a few. If we cannot do that, we cannot communicate effectively. By educating ourselves about our differences and engaging in respectful behavior, communication will flourish and meaningful relationships will develop. I don't just mean friendships, I mean even communicating with a stranger on the street that is from a different background than you. Prejudice lives within us all, regardless if we believe so or not. By accepting this, you will be a better person and embrace the need for development in your own character.
Crashing Through Prejudice
by Rebecca Schingel
Crash. It is the perfect analogy of how we as a human race deal with life, people and our own experiences. Physical characteristics and racial differences may be interpreted as two distinguishing traits that separate us. I think it’s what keeps us apart. That leaves several abstract questions that the film Crash illustrates. What are the origins of personal prejudice? Do individual experiences fuel standing stereotypes? Is it easier to perpetuate existing stereotypes because “things will never change?” Can people battle internal struggles within their own ethnic group? What prohibits us from overcoming these prejudices?
Ponder these questions and respond
Wednesday, September 28, 2011
Blog #4: Developing Your Group
The Breakfast Club takes place at an Illinois high school, where five dissimilar students are sentenced to spend a Saturday detention session together. In attendance is a "princess" (Ringwald), an "athlete" (Estevez), a "brain" (Hall), a "criminal" (Nelson), and a "basket case" (Sheedy). These titles identify the roles the students play during the school week. Because of stereotypes and status levels associated with each role, the students want nothing to do with each other at the outset of the session. However, when confronted by the authoritarian detention teacher (Gleason) and by eight hours of time to kill, the students begin to interact. Through self-disclosure they learn that they are more similar than different. Each wrestles with self-acceptance; each longs for parental approval; each fights against peer pressure. They break through the role barriers and gain greater understanding and acceptance of each other and of themselves. They ultimately develop a group identity and dub themselves, "The Breakfast Club."
1. Discuss the group's developmental stages.
The developmental stages of forming, storming, norming, and performing can be seen in the movie. The group is formed because each student has broken the school rules; they are together because they are all serving detention (except for Allison, who at day's end admits she is there because she had nothing better to do). During the storming stage, both types of social tension are exhibited. Primary tension can be seen in Claire's statement that she doesn't "belong here." It is also evident when Brian gives up his seat to Bender and in Allison's nail biting. Examples of secondary tension include Bender's antagonistic exchanges with Claire, the shouting matches between Bender and Andrew, and Allison's strange outburst during Claire's disclosure about her parents.
Mr. Vernon attempts to set explicit norms by stating that there is to be no talking, no moving, and no monkey business. However, this attempt to establish norms is unsuccessful because the norms are not accepted by the group. Implicit norms develop in the group, such as yelling, questioning, disrespect for authority, and, most notably, self-disclosure. Many of these norms are initiated by Bender, which points to his power, status, and leadership in the group.
Regarding performing, the group ultimately accomplishes its explicit task--writing a detention essay--by assigning it to Brian. The group also has a number of less-explicit goals that it achieves. The most obvious is that they successfully kill eight hours of detention with a minimum of boredom. They perform many of the functions of an encounter group, learning about themselves and each other through intimate self-disclosures. They also band together in a variety of rebellious acts, from roaming the halls to smoking pot. All of these acts suggest a level of "groupness" that develops in a few short hours.
2. What factors contribute to the group's cohesiveness?
The first factor leading to the group's cohesiveness is the amount of time and interaction they have with each other. While time alone does not insure the development of cohesiveness, the group has nothing else to do and plenty of opportunity to talk. After weathering some primary and secondary tension, the group starts to congeal when it identifies a mutual enemy: Mr. Vernon. An early indicator of group identity emerges in Bender's use of "we" as he asks, "Why don't we close that door? We can't have any party with Vernon checking us out." They begin to perform as a group after Bender removes the screw from the door leading to Vernon's office. The other students cover for him when Vernon comes back asking, "How did that door get shut?"
Cohesion is further developed through self-disclosure. Bender gets Claire to self-disclose about her feelings toward her parents. Andrew then turns and asks Bender to tell about his parents. This discussion is critical to the development of cohesion because the group members begin to see the similarity of their struggles and they identify with each other. Later, the group pressures Claire to confess her virginity. An embarrassed Claire calls Allison "bizarre" for lying to force the confession. Andrew replies, "We are all pretty bizarre. Some of us are better at hiding it, that's all." This marks another point of similarity: they all protect their self-concepts by putting on faces in line with the expectations that others have for them. Andrew describes his struggle to live up to his father's athletic expectations and Bender tells of his father's abuse. Thus, two very different characters find common ground, typified by Bender's comment to Andrew: "I think my dad and your dad ought to get together and go bowling."
As they band together to fight against mutual enemies--parents, peer pressure, authority figures, stereotypes, boredom--the Breakfast Club develops into a highly cohesive group.
QUESTIONS!
What stages do you predict your group will go through? How do you see your group developing group-cohesiveness? Do you think self-disclosure will help your group bond? What about the class as a whole?
RESPONSE REQUIRED!
Disclosure is important in team building. Disclose 5 things about yourself that you feel are important about you to your group members. It does not have to be something confidential, just something unique and special about you!
Tuesday, September 20, 2011
Monday, September 19, 2011
Blog #3, Does it Still Happen Today?
Nearly all of my student papers on the Lack's story implied that we have made progress and this could never happen in our day.
Check on this story from the 1990's about lead dust and children. It has all the same issues: families did not know what the danger of participating in the study was, poor black subjects, lack of medical treatment, and guess which medical institution in Baltimore is named in the suit. The Maryland Court of Appeals compared this study to the Tuskegee Syphilis experiment.
http://www.nytimes.com/2011/09/16/us/suit-accuses-baltimore-institute-of-exposing-children-to-lead.html
Can you find other examples of this. You may be very surprised with what you find. We must become aware of what goes on in our world today. Awareness gives us power to make a difference and then we can bring change. Post an article that you find that is similair to our book and this article above. Comment on what you think we need to do in our communication to be sure things like this are no longer allowed to happen.
I look forward to your comments.
~m
Wednesday, September 14, 2011
Blog #2: First Impressions
First Impressions
Within the first three seconds (not 30!)of a new encounter, you are evaluated… even if it is just a glance. That is as quickly as you take a picture! People appraise your visual and behavioral appearance from head to toe. They observe your demeanor, mannerisms, and body language and even assess your grooming and accessories – watch, handbag, briefcase. Within only three seconds, you make an indelible impression. You may intrigue some and disenchant others.
This first impression process occurs in every new situation. Within the first few seconds, people pass judgment on you – looking for common surface clues. Once the first impression is made, it is virtually irreversible. Interesting huh? Lets think about what we did in class and reflect about it a bit.
In class you met all of the students and spent only 1 to 3 minutes with them. How quickly did you know if you wanted to be in a group with them or not? How did you make this decision? Was it a feeling or a thought? Was it hard for you to go back after you meet everyone and select 5 people out of 22 that you would want to be in a group with? Was this harder than when you had to decided immediately after meeting them? Did your thought process get in the way?
Have you heard of snap decisions and thin slicing? These are speaking about one's adaptive unconscious. These are decisions that we do not ponder over, but may make as quickly as a blink of an eye. I want you to think about how these decisions may be every bit as good as cautionously deliberated decsions. Second, I want you to think of some examples of when you thin slice and make snap decisions. Should we trust those thin slices and snap decisions? How do they affect how we communicate? Support your responses.
Tuesday, September 6, 2011
What Does Dignity Mean to You?
"Education can give you a skill, but a liberal education can give you dignity" Ellen Key
"What should move us to action is human dignity: the inalienable dignity of the oppressed, but also the dignity of each of us. We lose the dignity if we tolerate the intolerable." author unknown
What do these quotes mean to you? What do they say about dignity? Give an example of how these quotes can be applied to your everyday life. What have you done today that shows dignity?
Dignity....
All people are created equal
Everyone deserves to be treated with dignity
Communities transform through partnerships, not handouts
Human dignity is paramount in relieveing human distress.
What do you believe?
What does Dignity mean to you?
What would you add to this?
Listen to this song and reflect on what it means.
http://www.youtube.com/watch?v=tms-ayMYzb8
How does it protray dignity?
What have you done today to make you feel proud?
Reflect and respond in a short paragraph or more.
Tuesday, April 26, 2011
Check list
CHECK LIST ALL ABILITIES AWARENESS BALL!
EVERYONE
· Pick up cakes
· Pick up fish
· Who’s working what at what time
o Meeter/Greeter J (4:45-6:00) - Kayla, Maggie D, Jake, Katelyn
§ Hand out tickets, clicker
o Socialize with tables (5:00-6:00) - Maria, Lauren, Coyer, Krista, Nikki, Kristin
o Announcer (official welcome) (5:15) - Monica, Kyle, Michelle
o Raffle (5:30, 6:00, 6:30) - Maggie C, Meghan, Kyle
o Education Area (5:00-6:00) – Mary, Sher
o Cake Server – Lane, Jake T, Kelsey
o Dancers – EVERYONE!
o Media – Krista, Amanda, Monica
· Decorate
· Business poster board
· Organize clean up
· Set up car pooling
· Thank you’s
· What time we should be there on Wednesday and Thursday
o Wednesday - 2:05 Lauren, Maggie D, Maggie C, Kyle, Meghan, Coyer, Krista, Jake H
o 3:30 Kayla, Kristin, Nikki, Kelsey
§ Tables, windows, walls
§ Fill bowls with water (must be treated)
o Thursday
§ Pick up cake (4:00 Kristin, Nikki, Jake H)
§ Pick up fish, bring two boxes (1:00 Kelsey, Kayla, Katelyn, Maria, Maggie D)
§ Everyone MUST SHOW UP at 4:00!
§ Pick up cookies from GDR (Maggie C, Lauren)
§ Poster Transport (pick up from Monica’s office)
· People on the look out for those who need assistance
· Who will show the DJ where to set up
· Make sure DJ gets to Spirit early enough.
· Set up educational area (window to the left)
· United for Africa group (will be dancing). Start off dance at 5:30.
· Someone needs to work with the Equal Access for All group
· Someone needs to work with the OT group
· Dress Appropriately. (no jeans, conservative)
· Someone ask for an announcement at the presentation in Mitchell tonight about the Ball. Chris Godsey
· How will people recognize our class? (Monica)
EVERYONE
· Pick up cakes
· Pick up fish
· Who’s working what at what time
o Meeter/Greeter J (4:45-6:00) - Kayla, Maggie D, Jake, Katelyn
§ Hand out tickets, clicker
o Socialize with tables (5:00-6:00) - Maria, Lauren, Coyer, Krista, Nikki, Kristin
o Announcer (official welcome) (5:15) - Monica, Kyle, Michelle
o Raffle (5:30, 6:00, 6:30) - Maggie C, Meghan, Kyle
o Education Area (5:00-6:00) – Mary, Sher
o Cake Server – Lane, Jake T, Kelsey
o Dancers – EVERYONE!
o Media – Krista, Amanda, Monica
· Decorate
· Business poster board
· Organize clean up
· Set up car pooling
· Thank you’s
· What time we should be there on Wednesday and Thursday
o Wednesday - 2:05 Lauren, Maggie D, Maggie C, Kyle, Meghan, Coyer, Krista, Jake H
o 3:30 Kayla, Kristin, Nikki, Kelsey
§ Tables, windows, walls
§ Fill bowls with water (must be treated)
o Thursday
§ Pick up cake (4:00 Kristin, Nikki, Jake H)
§ Pick up fish, bring two boxes (1:00 Kelsey, Kayla, Katelyn, Maria, Maggie D)
§ Everyone MUST SHOW UP at 4:00!
§ Pick up cookies from GDR (Maggie C, Lauren)
§ Poster Transport (pick up from Monica’s office)
· People on the look out for those who need assistance
· Who will show the DJ where to set up
· Make sure DJ gets to Spirit early enough.
· Set up educational area (window to the left)
· United for Africa group (will be dancing). Start off dance at 5:30.
· Someone needs to work with the Equal Access for All group
· Someone needs to work with the OT group
· Dress Appropriately. (no jeans, conservative)
· Someone ask for an announcement at the presentation in Mitchell tonight about the Ball. Chris Godsey
· How will people recognize our class? (Monica)
Thursday, April 14, 2011
Updates and Reminders
Hello All,
Reminders:
~Be sure to sign up for the Keith Wann lab if you have not already done so. This is necessary for your requirement.
~Common Experience: All Dignitas students are required to attend: That Sex Thing, April 26th, 6:30 in Mitchell. Students that do not attend will need to write a 5 page paper on sex and sexuality.
Our accomplishments: (impressive!)
Advertising:
***Shirts will be part of the costs of advertising this event. Each shirt cost $9.00 dollars for a total of $270.00. *** All students will wear their shirts on Tuesday before the event. I would like to ask the students to make the final decision if this should come out of our budget. These shirts were optional and we did not have to make them. The students decided that they would each like to have one so they were made and ordered with the understanding we would each pay for these. Each student agreed to pay $9.00 a piece. We received a check on Tuesday from Dana Norton for $500.00 to be used toward this event. Purchasing these shirts takes more than half of this donation. This was given to us to use for this population because they do not have the opportunity to experience things like this very often.
*posters are up at CSS and community
*Cable will place an ad
*TV stations have been notified
*Agencies were sent invites
*Amazing Banner is completed thanks to Lauren's mother
*flyers will be put in napkin holders
*UMD Access For All personally invited
*shirts completed and passed out
Donations:
**donations will decide how to give our prizes during the evening***
~table will be set up with all prizes and an advertisement/thank you board with all donations given. This will include everything we have received to make this event possible. A list needs to be given to this group asap.
*Several donations have been donated! More donated this year then ever before!
*Poster board thanking businesses will be created (please begin to develop this SAVE RECEIPTS they need to show transactions)
*Thank you cards will be written and sent out (please create a thank you card)
*several businesses have been contacted and physically visited throughout the community
*Please decide how you wish to give these out (gift bags combining some of the donations?)
* bracelet fundraiser wrapping up the remaining bracelets will be given to the first 100 people that attend the event
Food and Decorations
I will email a total budget amount that this group will have to spend. Be sure to keep receipts and have be sure that transitions are on them to receive your refund.
*fish bowl decorations will be purchased for tables((fish, glass bowls, rocks, water drops and lights for around bowls)be sure to bring the cost of this to the next class meeting) They NEED HELP PICKING THESE UP
*balloon arch donated
*Tule fabric donated over dance floor
*multi colored lights to be purchased for poles (cost needs to be reported)
*fabric for draping from ceiling (cost needs to be reported)
*8 doz. doughnuts donated from Tobey's
*3 Cakes will be ordered from Sam's Club and pictures of possible cake options (3) will be brought to class next week What will these cakes look like?
OT (club)
*creating a sensory area
Equal Access For All (club)
*students will provide information about their unique abilities
*dance lessons will be given
*table will be set up with club information
Monica
*location reserved and secured
*Menu finalized
*interpreters hired
*Dj confirmed : crunchy bunch
*OT club (2 meetings)
*Equal access for All (2 meetings)
*Disability Resource Office contacted and students that use services have been invited
*Entertainment (dance) by students on campus will be provided: United for Africa
* Equipment for power points on reserve
*ASL classes invited
*Dignitas program has been invited
Amanda
* Tobey;s doughnut donation and will pick up on Wednesday before the event will be reimbursed for gas(thank you)
*announcements and facebook contacting
Groups:
Power points to be finalized.
Begin to make your posters and create your table. Each group has $25.00. KEEP YOUR RECEIPTS these must show transactions!
What you are experiencing will help you learn:
The frustrations and roadblocks that you have been running into is only an ounce of what people with disabilities face everyday. Embrace this, it is teaching you more about privileges than possibly any lesson could. They do not give up,they can't. They continue to push ahead. Feeling like you are not being heard, not getting responses from people that you need, not knowing where to turn for help or assistance, not being understood or respected, and things you need to happen so you can be successful that just aren't, are what people with disabilities are faced with over and over again. You may feel like you are not learning anything and I am not teaching you much, but keep in mind much of what you will learn this semester is indirect and depends on what you are willing to put in. This semester is not meant to be a lecture orientated classroom. I am not leading this class as I did last semester; I have give you the reins. Often education does not do this and it may be very unfamiliar to you. It is okay to ask for guidance but I am not going to tell you what to do, how to think or how to do it. You can do this. Practice it here in this class. it will prepare you for what is to come.
********HOMEWORK********
~finalize powerpoint must be at least 25 slides and will be turned in *****APRIL 19TH*****. 100 points
~Call your agencies that work with people that experience your disability and personally invite them by *****APRIL 19th*****. I strongly encourage you visit the agency if possible. Learning about your disability is crucial for a successful event. I need to RSVP next Tuesday, April 19th.
~Poster boards Final posterboards are due***** APRIL 26th*****. 25 points
~Provide the class with your meeting minutes and work on accomplishing what you have told that class you planned to do this week. Do NOT put this off any more. These minutes MUST be posted on this blog each week by Monday at 12:00 am AND A HARD COPY IS TO BE TURNED IN AT THE START OF CLASS (TYPED). 10 points each
*********STUDENTS MUST CREATE AND SIGN THE WEEKLY MINUTES FOR BOTH THE COMMITTEES AND DISABILITY GROUPS TO SHOW THEY ATTENDED AND THIS IS TO BE GIVEN TO AMANDA BEFORE CLASS. STUDENTS THAT DO NOT ATTEND WILL NEED TO PROVIDE THE REASON AND PROOF OF ABSENCE, IF FOR EXAMPLE IT IS SPORT RELATED, YOUR COACH NEEDS TO EMAIL ME***********IF YOU DO NOT ATTEND YOUR MEETINGS YOU WILL NOT PASS THIS CLASS. THIS CLASS IS EFFECTIVE COMMUNICATION IN GROUPS MEANING YOU KNEW WHEN SIGNING UP FOR THIS CLASS GROUP WORK WOULD BE BE REQUIRED.
I have allowed you to take minutes whatever way you wanted but since I have not gotten them I am setting up what I want from you.
Formal or Informal Meeting Minutes Format?
Formal meeting minutes formats are often governed by company policy, and must be recorded and communicated in a pre-determined way, such as company annual general meetings. If in doubt, ask for a copy of previous meeting minutes to establish the normal meeting minute format.
The Role of the Minute Taker
Your role as minute taker can affect how you interact during the meeting. Traditionally secretaries sat quietly taking notes, but chances are you will be expected to take part in the meeting AND take notes.
Top Tip - Make it easier to take good notes and provide valuable input by agreeing with the meeting owner what your role is. It's often best if the meeting owner, facilitator and note taker are 3 different people.
Choose Your Weapon Wisely!
There are plenty of gadgets to help you take better notes, for example you can type directly onto a laptop, use a voice recorder or even get hold of a white-board that print what's written on it. But beware; even the shiniest, fastest laptop is worthless when the battery life-span is shorter than the meeting.
Top Tip - Always take a backup pen and paper!
Standard Meeting Minute Template
Meeting minutes normally include these elements as standard;
Time, date and venue.
Attendees and apologies from absentees.
Key outcomes from the meeting - decisions made, actions agreed and open issues.
Top Tip - Remember who said what by making a named seat plan at the start of the meeting when introductions are made, and referring to it as necessary.
A good meeting will have a pre-prepared agenda, and all attendees will be clear about the meeting objective and expected outcomes. Use the agenda to structure your note-taking, and be prepared to clarify points as the meeting progresses.
Top Tip - Aim to record key themes not verbatim comments
Some meetings work better if the notes taken are available for all to see, for example on flip charts or on over-heads. If so, remember to take these notes with you and write up the meeting minutes while they are fresh in your head.
Before you circulate the minutes, spell check and if necessary, ask the meeting owner to proof read the minutes. Well written, clear minutes, circulated in a timely manner are always well received!
These tips on how to take meeting minutes will increase the quality of any further meetings and increase the teams' effectiveness.
~Really look at our campus this week. How accommodating is it for someone with the disability that you are studying? Become aware.
How you are being evaluated:
Effective communication during class meeting, work performed leading to event, peer's evaluation of your performance, and participation in event 55%
~Final reflection on your growth as a student, individual and a community member: 5%
~Poster Board and Table Education at the event: 5%
-powerpoint: 30%
-Weekly Minute Reports: 5%
We are getting closer! This event will be amazing. Keep up the hard work. There is light at the end of the tunnel.
As always, your partner in learning,
Monica
Reminders:
~Be sure to sign up for the Keith Wann lab if you have not already done so. This is necessary for your requirement.
~Common Experience: All Dignitas students are required to attend: That Sex Thing, April 26th, 6:30 in Mitchell. Students that do not attend will need to write a 5 page paper on sex and sexuality.
Our accomplishments: (impressive!)
Advertising:
***Shirts will be part of the costs of advertising this event. Each shirt cost $9.00 dollars for a total of $270.00. *** All students will wear their shirts on Tuesday before the event. I would like to ask the students to make the final decision if this should come out of our budget. These shirts were optional and we did not have to make them. The students decided that they would each like to have one so they were made and ordered with the understanding we would each pay for these. Each student agreed to pay $9.00 a piece. We received a check on Tuesday from Dana Norton for $500.00 to be used toward this event. Purchasing these shirts takes more than half of this donation. This was given to us to use for this population because they do not have the opportunity to experience things like this very often.
*posters are up at CSS and community
*Cable will place an ad
*TV stations have been notified
*Agencies were sent invites
*Amazing Banner is completed thanks to Lauren's mother
*flyers will be put in napkin holders
*UMD Access For All personally invited
*shirts completed and passed out
Donations:
**donations will decide how to give our prizes during the evening***
~table will be set up with all prizes and an advertisement/thank you board with all donations given. This will include everything we have received to make this event possible. A list needs to be given to this group asap.
*Several donations have been donated! More donated this year then ever before!
*Poster board thanking businesses will be created (please begin to develop this SAVE RECEIPTS they need to show transactions)
*Thank you cards will be written and sent out (please create a thank you card)
*several businesses have been contacted and physically visited throughout the community
*Please decide how you wish to give these out (gift bags combining some of the donations?)
* bracelet fundraiser wrapping up the remaining bracelets will be given to the first 100 people that attend the event
Food and Decorations
I will email a total budget amount that this group will have to spend. Be sure to keep receipts and have be sure that transitions are on them to receive your refund.
*fish bowl decorations will be purchased for tables((fish, glass bowls, rocks, water drops and lights for around bowls)be sure to bring the cost of this to the next class meeting) They NEED HELP PICKING THESE UP
*balloon arch donated
*Tule fabric donated over dance floor
*multi colored lights to be purchased for poles (cost needs to be reported)
*fabric for draping from ceiling (cost needs to be reported)
*8 doz. doughnuts donated from Tobey's
*3 Cakes will be ordered from Sam's Club and pictures of possible cake options (3) will be brought to class next week What will these cakes look like?
OT (club)
*creating a sensory area
Equal Access For All (club)
*students will provide information about their unique abilities
*dance lessons will be given
*table will be set up with club information
Monica
*location reserved and secured
*Menu finalized
*interpreters hired
*Dj confirmed : crunchy bunch
*OT club (2 meetings)
*Equal access for All (2 meetings)
*Disability Resource Office contacted and students that use services have been invited
*Entertainment (dance) by students on campus will be provided: United for Africa
* Equipment for power points on reserve
*ASL classes invited
*Dignitas program has been invited
Amanda
* Tobey;s doughnut donation and will pick up on Wednesday before the event will be reimbursed for gas(thank you)
*announcements and facebook contacting
Groups:
Power points to be finalized.
Begin to make your posters and create your table. Each group has $25.00. KEEP YOUR RECEIPTS these must show transactions!
What you are experiencing will help you learn:
The frustrations and roadblocks that you have been running into is only an ounce of what people with disabilities face everyday. Embrace this, it is teaching you more about privileges than possibly any lesson could. They do not give up,they can't. They continue to push ahead. Feeling like you are not being heard, not getting responses from people that you need, not knowing where to turn for help or assistance, not being understood or respected, and things you need to happen so you can be successful that just aren't, are what people with disabilities are faced with over and over again. You may feel like you are not learning anything and I am not teaching you much, but keep in mind much of what you will learn this semester is indirect and depends on what you are willing to put in. This semester is not meant to be a lecture orientated classroom. I am not leading this class as I did last semester; I have give you the reins. Often education does not do this and it may be very unfamiliar to you. It is okay to ask for guidance but I am not going to tell you what to do, how to think or how to do it. You can do this. Practice it here in this class. it will prepare you for what is to come.
********HOMEWORK********
~finalize powerpoint must be at least 25 slides and will be turned in *****APRIL 19TH*****. 100 points
~Call your agencies that work with people that experience your disability and personally invite them by *****APRIL 19th*****. I strongly encourage you visit the agency if possible. Learning about your disability is crucial for a successful event. I need to RSVP next Tuesday, April 19th.
~Poster boards Final posterboards are due***** APRIL 26th*****. 25 points
~Provide the class with your meeting minutes and work on accomplishing what you have told that class you planned to do this week. Do NOT put this off any more. These minutes MUST be posted on this blog each week by Monday at 12:00 am AND A HARD COPY IS TO BE TURNED IN AT THE START OF CLASS (TYPED). 10 points each
*********STUDENTS MUST CREATE AND SIGN THE WEEKLY MINUTES FOR BOTH THE COMMITTEES AND DISABILITY GROUPS TO SHOW THEY ATTENDED AND THIS IS TO BE GIVEN TO AMANDA BEFORE CLASS. STUDENTS THAT DO NOT ATTEND WILL NEED TO PROVIDE THE REASON AND PROOF OF ABSENCE, IF FOR EXAMPLE IT IS SPORT RELATED, YOUR COACH NEEDS TO EMAIL ME***********IF YOU DO NOT ATTEND YOUR MEETINGS YOU WILL NOT PASS THIS CLASS. THIS CLASS IS EFFECTIVE COMMUNICATION IN GROUPS MEANING YOU KNEW WHEN SIGNING UP FOR THIS CLASS GROUP WORK WOULD BE BE REQUIRED.
I have allowed you to take minutes whatever way you wanted but since I have not gotten them I am setting up what I want from you.
Formal or Informal Meeting Minutes Format?
Formal meeting minutes formats are often governed by company policy, and must be recorded and communicated in a pre-determined way, such as company annual general meetings. If in doubt, ask for a copy of previous meeting minutes to establish the normal meeting minute format.
The Role of the Minute Taker
Your role as minute taker can affect how you interact during the meeting. Traditionally secretaries sat quietly taking notes, but chances are you will be expected to take part in the meeting AND take notes.
Top Tip - Make it easier to take good notes and provide valuable input by agreeing with the meeting owner what your role is. It's often best if the meeting owner, facilitator and note taker are 3 different people.
Choose Your Weapon Wisely!
There are plenty of gadgets to help you take better notes, for example you can type directly onto a laptop, use a voice recorder or even get hold of a white-board that print what's written on it. But beware; even the shiniest, fastest laptop is worthless when the battery life-span is shorter than the meeting.
Top Tip - Always take a backup pen and paper!
Standard Meeting Minute Template
Meeting minutes normally include these elements as standard;
Time, date and venue.
Attendees and apologies from absentees.
Key outcomes from the meeting - decisions made, actions agreed and open issues.
Top Tip - Remember who said what by making a named seat plan at the start of the meeting when introductions are made, and referring to it as necessary.
A good meeting will have a pre-prepared agenda, and all attendees will be clear about the meeting objective and expected outcomes. Use the agenda to structure your note-taking, and be prepared to clarify points as the meeting progresses.
Top Tip - Aim to record key themes not verbatim comments
Some meetings work better if the notes taken are available for all to see, for example on flip charts or on over-heads. If so, remember to take these notes with you and write up the meeting minutes while they are fresh in your head.
Before you circulate the minutes, spell check and if necessary, ask the meeting owner to proof read the minutes. Well written, clear minutes, circulated in a timely manner are always well received!
These tips on how to take meeting minutes will increase the quality of any further meetings and increase the teams' effectiveness.
~Really look at our campus this week. How accommodating is it for someone with the disability that you are studying? Become aware.
How you are being evaluated:
Effective communication during class meeting, work performed leading to event, peer's evaluation of your performance, and participation in event 55%
~Final reflection on your growth as a student, individual and a community member: 5%
~Poster Board and Table Education at the event: 5%
-powerpoint: 30%
-Weekly Minute Reports: 5%
We are getting closer! This event will be amazing. Keep up the hard work. There is light at the end of the tunnel.
As always, your partner in learning,
Monica
Wednesday, April 6, 2011
Reminders & Information (some new & some old)
Hello All,
Reminders:
~Be sure to register tonight or tomorrow night at 12:01am! Follow the steps we reviewed in class and you will be just fine. Good luck!
~Keith Wann! Mitchell at 8:00 Thursday, April 7th. I look forward to seeing all of you there. This can be used towards one of your lab requirements. Bring a friend! This will be a culture immersion experience!
~Common Experience: All Dignitas students are required to attend: That Sex Thing, April 26th, 6:30 in Mitchell. Students that do not attend will need to write a 5 page paper on sex and sexuality.
Our accomplishments: (impressive!)
Advertising:
*posters are up at CSS and community
*Cable will place an ad
*TV stations have been notified
*Agencies were sent invites
*Amazing Banner is completed thanks to Lauren's mother
*flyers will be put in napkin holders
*UMD Access For All personally invited
*shirts completed
Donations:
*Several donations have been donated! More donated this year then ever before!
*Poster board thanking businesses will be created (please begin to develop this SAVE RECEIPTS)
*Thank you cards will be written and sent out (please create a thank you card)
*several businesses have been contacted and physically visited throughout the community
*Please decide how you wish to give these out (gift bags combining some of the donations?)
* bracelet fundraiser wrapping upqq1
Food and Decorations
*fish bowl decorations will be purchased for tables((fish, glass bowls, rocks, water drops and lights for around bowls)be sure to bring the cost of this to the next class meeting)
*balloon arch donated
*Tule fabric donated over dance floor
*multi colored lights to be purchased for poles (cost needs to be reported)
*fabric for draping from ceiling (cost needs to be reported)
*8 doz. doughnuts donated from Tobey's
*3 Cakes will be ordered from Sam's Club and pictures of possible cake options (3) will be brought to class next week
* Cookies too?
OT (club)
*creating a sensory area
Equal Access For All (club)
*students will provide information about their unique abilities
*dance lessons will be given
*table will be set up with club information
Monica
*location reserved and secured
*Menu finalized
*interpreters hired
*Dj confirmed : crunchy bunch
*OT club (2 meetings)
*Equal access for All (2 meetings)
*Disability Resource Office contacted and students that use services have been invited
*Entertainment (dance) by students on campus will be provided
* Equipment for power points on reserve
*ASL classes invited
*Dignitas program has been invited
Amanda
* Tobey;s doughnut donation
*announcements and facebook contacting
Groups:
Power points are looking good. Now it is time to finalize them.
Begin to purchase products to make your posters and create your table. Each group has $25.00. KEEP YOUR RECEIPTS!
What you are experiencing will help you learn:
The frustrations and roadblocks that you have been running into is only an ounce of what people with disabilities face everyday. Embrace this, it is teaching you more about privileges than possibly any lesson could. They do not give up,they can't. They continue to push ahead. Feeling like you are not being heard, not getting responses from people that you need, not knowing where to turn for help or assistance, not being understood or respected, and things you need to happen so you can be successful that just aren't, are what people with disabilities are faced with over and over again. You may feel like you are not learning anything and I am not teaching you much, but keep in mind much of what you will learn this semester is indirect and depends on what you are willing to put in. This semester is not meant to be a lecture orientated classroom. I am not leading this class as I did last semester; I have give you the reins. Often education does not do this and it may be very unfamiliar to you. It is okay to ask for guidance but I am not going to tell you what to do, how to think or how to do it. You can do this. Practice it here in this class. it will prepare you for what is to come.
********HOMEWORK********
~finalize powerpoint must be at least 25 slides and will be turned in *****APRIL 19TH*****. 100 points
~Call your agencies that work with people that experience your disability and personally invite them by *****APRIL 19th*****. I strongly encourage you visit the agency if possible. Learning about your disability is crucial for a successful event.
~Poster boards DRAFTS will be reviewed in class next week on April 12th. I have these if you turned them in and will return them to you and provide feedback. Final posterboard is due***** APRIL 26th*****. 25 points
~Provide the class with your meeting minutes and work on accomplishing what you have told that class you planned to do this week. Do NOT put this off any more. These minutes MUST be posted on this blog each week by Monday at 12:00 am AND A HARD COPY IS TO BE TURNED IN AT THE START OF CLASS (TYPED). 10 points each
*********STUDENTS MUST CREATE AND SIGN THE WEEKLY MINUTES FOR BOTH THE COMMITTEES AND DISABILITY GROUPS TO SHOW THEY ATTENDED AND THIS IS TO BE GIVEN TO AMANDA BEFORE CLASS. STUDENTS THAT DO NOT ATTEND WILL NEED TO PROVIDE THE REASON AND PROOF OF ABSENCE, IF FOR EXAMPLE IT IS SPORT RELATED, YOUR COACH NEEDS TO EMAIL ME***********IF YOU DO NOT ATTEND YOUR MEETINGS YOU WILL NOT PASS THIS CLASS. THIS CLASS IS EFFECTIVE COMMUNICATION IN GROUPS MEANING YOU KNEW WHEN SIGNING UP FOR THIS CLASS GROUP WORK WOULD BE BE REQUIRED.
I have allowed you to take minutes whatever way you wanted but since I have not gotten them I am setting up what I want from you.
Formal or Informal Meeting Minutes Format?
Formal meeting minutes formats are often governed by company policy, and must be recorded and communicated in a pre-determined way, such as company annual general meetings. If in doubt, ask for a copy of previous meeting minutes to establish the normal meeting minute format.
The Role of the Minute Taker
Your role as minute taker can affect how you interact during the meeting. Traditionally secretaries sat quietly taking notes, but chances are you will be expected to take part in the meeting AND take notes.
Top Tip - Make it easier to take good notes and provide valuable input by agreeing with the meeting owner what your role is. It's often best if the meeting owner, facilitator and note taker are 3 different people.
Choose Your Weapon Wisely!
There are plenty of gadgets to help you take better notes, for example you can type directly onto a laptop, use a voice recorder or even get hold of a white-board that print what's written on it. But beware; even the shiniest, fastest laptop is worthless when the battery life-span is shorter than the meeting.
Top Tip - Always take a backup pen and paper!
Standard Meeting Minute Template
Meeting minutes normally include these elements as standard;
Time, date and venue.
Attendees and apologies from absentees.
Key outcomes from the meeting - decisions made, actions agreed and open issues.
Top Tip - Remember who said what by making a named seat plan at the start of the meeting when introductions are made, and referring to it as necessary.
A good meeting will have a pre-prepared agenda, and all attendees will be clear about the meeting objective and expected outcomes. Use the agenda to structure your note-taking, and be prepared to clarify points as the meeting progresses.
Top Tip - Aim to record key themes not verbatim comments
Some meetings work better if the notes taken are available for all to see, for example on flip charts or on over-heads. If so, remember to take these notes with you and write up the meeting minutes while they are fresh in your head.
Before you circulate the minutes, spell check and if necessary, ask the meeting owner to proof read the minutes. Well written, clear minutes, circulated in a timely manner are always well received!
These tips on how to take meeting minutes will increase the quality of any further meetings and increase the teams' effectiveness.
~Really look at our campus this week. How accommodating is it for someone with the disability that you are studying? Become aware.
How you are being evaluated:
Effective communication during class meeting, work performed leading to event, peer's evaluation of your performance, and participation in event 55%
~Final reflection on your growth as a student, individual and a community member: 5%
~Poster Board and Table Education at the event: 5%
-powerpoint: 30%
-Weekly Minute Reports: 5%
Hang in there. Take a deep breathe and realize the power that you have as a class to make this one of the most memorable experiences in someone's life. Be a part of the movement.
I have decided to start from this week forward for your weekly minutes points. PLEASE COMPLETE THEM! From this point forward you will be strictly evaluated.
As always, your partner in learning,
Monica
Reminders:
~Be sure to register tonight or tomorrow night at 12:01am! Follow the steps we reviewed in class and you will be just fine. Good luck!
~Keith Wann! Mitchell at 8:00 Thursday, April 7th. I look forward to seeing all of you there. This can be used towards one of your lab requirements. Bring a friend! This will be a culture immersion experience!
~Common Experience: All Dignitas students are required to attend: That Sex Thing, April 26th, 6:30 in Mitchell. Students that do not attend will need to write a 5 page paper on sex and sexuality.
Our accomplishments: (impressive!)
Advertising:
*posters are up at CSS and community
*Cable will place an ad
*TV stations have been notified
*Agencies were sent invites
*Amazing Banner is completed thanks to Lauren's mother
*flyers will be put in napkin holders
*UMD Access For All personally invited
*shirts completed
Donations:
*Several donations have been donated! More donated this year then ever before!
*Poster board thanking businesses will be created (please begin to develop this SAVE RECEIPTS)
*Thank you cards will be written and sent out (please create a thank you card)
*several businesses have been contacted and physically visited throughout the community
*Please decide how you wish to give these out (gift bags combining some of the donations?)
* bracelet fundraiser wrapping upqq1
Food and Decorations
*fish bowl decorations will be purchased for tables((fish, glass bowls, rocks, water drops and lights for around bowls)be sure to bring the cost of this to the next class meeting)
*balloon arch donated
*Tule fabric donated over dance floor
*multi colored lights to be purchased for poles (cost needs to be reported)
*fabric for draping from ceiling (cost needs to be reported)
*8 doz. doughnuts donated from Tobey's
*3 Cakes will be ordered from Sam's Club and pictures of possible cake options (3) will be brought to class next week
* Cookies too?
OT (club)
*creating a sensory area
Equal Access For All (club)
*students will provide information about their unique abilities
*dance lessons will be given
*table will be set up with club information
Monica
*location reserved and secured
*Menu finalized
*interpreters hired
*Dj confirmed : crunchy bunch
*OT club (2 meetings)
*Equal access for All (2 meetings)
*Disability Resource Office contacted and students that use services have been invited
*Entertainment (dance) by students on campus will be provided
* Equipment for power points on reserve
*ASL classes invited
*Dignitas program has been invited
Amanda
* Tobey;s doughnut donation
*announcements and facebook contacting
Groups:
Power points are looking good. Now it is time to finalize them.
Begin to purchase products to make your posters and create your table. Each group has $25.00. KEEP YOUR RECEIPTS!
What you are experiencing will help you learn:
The frustrations and roadblocks that you have been running into is only an ounce of what people with disabilities face everyday. Embrace this, it is teaching you more about privileges than possibly any lesson could. They do not give up,they can't. They continue to push ahead. Feeling like you are not being heard, not getting responses from people that you need, not knowing where to turn for help or assistance, not being understood or respected, and things you need to happen so you can be successful that just aren't, are what people with disabilities are faced with over and over again. You may feel like you are not learning anything and I am not teaching you much, but keep in mind much of what you will learn this semester is indirect and depends on what you are willing to put in. This semester is not meant to be a lecture orientated classroom. I am not leading this class as I did last semester; I have give you the reins. Often education does not do this and it may be very unfamiliar to you. It is okay to ask for guidance but I am not going to tell you what to do, how to think or how to do it. You can do this. Practice it here in this class. it will prepare you for what is to come.
********HOMEWORK********
~finalize powerpoint must be at least 25 slides and will be turned in *****APRIL 19TH*****. 100 points
~Call your agencies that work with people that experience your disability and personally invite them by *****APRIL 19th*****. I strongly encourage you visit the agency if possible. Learning about your disability is crucial for a successful event.
~Poster boards DRAFTS will be reviewed in class next week on April 12th. I have these if you turned them in and will return them to you and provide feedback. Final posterboard is due***** APRIL 26th*****. 25 points
~Provide the class with your meeting minutes and work on accomplishing what you have told that class you planned to do this week. Do NOT put this off any more. These minutes MUST be posted on this blog each week by Monday at 12:00 am AND A HARD COPY IS TO BE TURNED IN AT THE START OF CLASS (TYPED). 10 points each
*********STUDENTS MUST CREATE AND SIGN THE WEEKLY MINUTES FOR BOTH THE COMMITTEES AND DISABILITY GROUPS TO SHOW THEY ATTENDED AND THIS IS TO BE GIVEN TO AMANDA BEFORE CLASS. STUDENTS THAT DO NOT ATTEND WILL NEED TO PROVIDE THE REASON AND PROOF OF ABSENCE, IF FOR EXAMPLE IT IS SPORT RELATED, YOUR COACH NEEDS TO EMAIL ME***********IF YOU DO NOT ATTEND YOUR MEETINGS YOU WILL NOT PASS THIS CLASS. THIS CLASS IS EFFECTIVE COMMUNICATION IN GROUPS MEANING YOU KNEW WHEN SIGNING UP FOR THIS CLASS GROUP WORK WOULD BE BE REQUIRED.
I have allowed you to take minutes whatever way you wanted but since I have not gotten them I am setting up what I want from you.
Formal or Informal Meeting Minutes Format?
Formal meeting minutes formats are often governed by company policy, and must be recorded and communicated in a pre-determined way, such as company annual general meetings. If in doubt, ask for a copy of previous meeting minutes to establish the normal meeting minute format.
The Role of the Minute Taker
Your role as minute taker can affect how you interact during the meeting. Traditionally secretaries sat quietly taking notes, but chances are you will be expected to take part in the meeting AND take notes.
Top Tip - Make it easier to take good notes and provide valuable input by agreeing with the meeting owner what your role is. It's often best if the meeting owner, facilitator and note taker are 3 different people.
Choose Your Weapon Wisely!
There are plenty of gadgets to help you take better notes, for example you can type directly onto a laptop, use a voice recorder or even get hold of a white-board that print what's written on it. But beware; even the shiniest, fastest laptop is worthless when the battery life-span is shorter than the meeting.
Top Tip - Always take a backup pen and paper!
Standard Meeting Minute Template
Meeting minutes normally include these elements as standard;
Time, date and venue.
Attendees and apologies from absentees.
Key outcomes from the meeting - decisions made, actions agreed and open issues.
Top Tip - Remember who said what by making a named seat plan at the start of the meeting when introductions are made, and referring to it as necessary.
A good meeting will have a pre-prepared agenda, and all attendees will be clear about the meeting objective and expected outcomes. Use the agenda to structure your note-taking, and be prepared to clarify points as the meeting progresses.
Top Tip - Aim to record key themes not verbatim comments
Some meetings work better if the notes taken are available for all to see, for example on flip charts or on over-heads. If so, remember to take these notes with you and write up the meeting minutes while they are fresh in your head.
Before you circulate the minutes, spell check and if necessary, ask the meeting owner to proof read the minutes. Well written, clear minutes, circulated in a timely manner are always well received!
These tips on how to take meeting minutes will increase the quality of any further meetings and increase the teams' effectiveness.
~Really look at our campus this week. How accommodating is it for someone with the disability that you are studying? Become aware.
How you are being evaluated:
Effective communication during class meeting, work performed leading to event, peer's evaluation of your performance, and participation in event 55%
~Final reflection on your growth as a student, individual and a community member: 5%
~Poster Board and Table Education at the event: 5%
-powerpoint: 30%
-Weekly Minute Reports: 5%
Hang in there. Take a deep breathe and realize the power that you have as a class to make this one of the most memorable experiences in someone's life. Be a part of the movement.
I have decided to start from this week forward for your weekly minutes points. PLEASE COMPLETE THEM! From this point forward you will be strictly evaluated.
As always, your partner in learning,
Monica
Tuesday, March 1, 2011
Weekly Minutes: Location Has Been Decided
Hello Everyone,
Each Group MUST post what they put on the board today in class. Each week I want this to happen. Weekly minutes are so important and without these we cannot have successful communication. You MUST also post your weekly minutes for this weeks meeting.
I understand that many of you may have felt offended today when Amanda and I addressed our concerns. Please know and realize that this is all a part of the learning process. We expect that things will not always go smoothly, that communication will break down, conflicts will arise, and emotions will take control of our actions at times. Learn from these experiences. Communicating with your peers, teachers, campus, as well as the community is all a part of this process.
Advice:
Do the things you say that you are going to do, take control of your event, take responsibility, and follow through so task can be competed.
I would like to share some of the things today that I noticed in class that were NOT examples of effective communication. Being aware of what we are doing that is not effective, teaches us what we should do to be effective. If you are not sure how to correct something, do not hesitate to ask.
~Students did not have information (weekly minutes) for each other so each committee could be aware of what that committee has accomplished or wishing to accomplish. This is something that Amanda and I have been reminding you from the beginning.
*weekly minutes need to be completed prior to each class meeting. Students need to be ready to share with their classmates
what they have accomplished and what they are working on.
~Students finger pointed at each other for things not being completed.
*Everyone in the committee is responsible. Check in with each other to make sure things that you say will be completed before the next class period are. Create a check list and provide it to each other if necessary. I would suggest starting this right away.
~Students were not taking responsibility for their errors.
*take ownership in your error, apologize for them, and do what you can to correct them.
~Students failed to complete tasks that were assigned weeks ago and the excuses provided were not acceptable.
*There are excuses and reasons. Reflect and ask yourself is this a reason or an excuse. If something is not working and things are not going as planned, take a different route of action( a student suggested to physically go to a place that was not getting back to them(Awesome!)).
~ When students were faced with roadblocks they did not troubleshoot and try to find solutions instead things were left not completed.
*Seek help contact Amanda and I if all else fails. We are not going to do this event for you but from the beginning we told you we will help you if needed.
~Students spoke over each other.
*Raise your hand! Take turns!
~ When committees were reporting their information students were not paying attention.
*everything else should be put away and all students should be paying attention to each other. Give each other that respect (a student physically got up in class to address why we were doing something and questioned what we were doing and why(Excellent!))
~ Students did not provide each other feedback that could help each other accomplish goals.
*Give feedback both critical and positive to each other. Accept this feedback and learn from it. Becoming defensive and finger pointing will get us no where.
~Students still have not completed things that they said they would do weeks ago (many of these things were NOT because of the location issue)
*Create a list and give yourself deadlines to complete your tasks in a timely fashion. Do what you say you will do.
~Some students were completely disengaged .
*When things are chaotic, students that are very organized in their everyday life, often cannot handle when things are not going smoothly. They begin to pull away and not become involved. If you see this with a committee member, draw them back in. Their input is valuable and we need everyone. People that may not be "holding their own" may feel overwhelmed and not know what to do. Give them your support. Ask them what they wish to be doing and if they are not sure, give them a task.
I would like to share some of the things today that I noticed in class that were examples of effective communication:
~Individual students were working together to complete goals.
~Students expressed opinions, ideas and thoughts.
~Students questioned each other and me to get things moving along.
~Students began to work together and try to accomplish things in a timely fashion.
~Students shared information that other committees could use to complete their goals.
~Students communicated the need to move forward and began to take control of their event.
Personal Note:
I too feel frustrated and extremely fearful that this event is not coming together. I have pondered if I should pull this event and give the college back their money. I too have left class in despair and had several discussion with Amanda about what to do. But, I have not given up on you and you should not give up on each other. I want this to be YOUR event. I want you to be proud of what you accomplish. I cannot do this for you but I can guide you. Pull together, become a community not just a classroom filled with individuals. Tap into the resources that are right in front of you and do not wait for others to get the job done for you. Do not put things off. Troubleshoot and work on your roadblocks before the next class meeting. Inform us of the problems you are facing but the solutions that you have come up with that we can ponder on with you. If you are not getting the response you need, try approaching it differently. Coming to class with only problems and no solutions, do not move us forward. If you do not know where something is on campus then ask people to help you. Do not wait a week to come to class informing us that you didn't know where to go. This project allows you to learn and explore your campus and community. You will be here for 4 years or longer, you will need these tools to be successful here.
We are learning, but you may not even be aware of it:
The last few weeks we have learned that what we have been doing has not been successful so what are you going to do to change it? Our communication has not be effective. How can we make it effective? We have disengaged because we could not handle the chaos. Life is not always smooth. You will experience a lot of this in your college career and future employment. Take a moment, embrace this, learn from it and push forward. Do not give up. Effective communication is also recognizing what doesn't work and changing it.
What you are experiencing will help you learn:
The frustrations and roadblocks that you have been running into is only an ounce of what people with disabilities face everyday. Embrace this, it is teaching you more about privileges than possibly any lesson could. They do not give up,they can't. They continue to push ahead. Feeling like you are not being heard, not getting responses from people that you need, not knowing where to turn for help or assistance, not being understood or respected, and things you need to happen so you can be successful that just aren't, are what people with disabilities are faced with over and over again. You may feel like you are not learning anything and I am not teaching you much, but keep in mind much of what you will learn this semester is indirect and depends on what you are willing to put in. This semester is not meant to be a lecture orientated classroom. I am not leading this class as I did last semester; I have give you the reins. Often education does not do this and it may be very unfamiliar to you. It is okay to ask for guidance but I am not going to tell you what to do, how to think or how to do it. You can do this. Practice it here in this class. it will prepare you for what is to come.
********HOMEWORK********
~powerpoint draft must be at least 20 slides and will be turned in after our next class meeting. Each group will email me their powerpoint after it is viewed in class. You must provide me with a hard copy of your powerpoint ( so I may write comments) and email your power point to be as well so I may view how the transitions take place.
~Research agencies that work with people that experience your disability. Be sure to consider this campus as well. Provide contact information (Name, address, phone number, contact person and a brief summary of their services) Contact this agency and let them know what we are doing and ask if they would like information so their clients can attend. Ask them what they think is the most important information to share with others. Ask them to send you materials to help you learn as much as you can. Keep these materials for the event for your disability tables. I strongly encourage you visit the agency if possible. Learning about your disability is crucial for a successful event.
~Begin thinking about ideas for your poster board that will represent your disability.
~Storm the Dorms on Thursday Evening if you cannot attend find another way to sell your bracelets
~Provide the class with your meeting minutes and work on accomplishing what you have told that class you planned to do this week. Do NOT put this off any more. These minutes MUST be posted on this blog each week by Monday at 12:00 am AND A HARD COPY IS TO BE TURNED IN AT THE START OF CLASS (TYPED).
*********STUDENTS MUST CREATE AND SIGN THE WEEKLY MINUTES FOR BOTH THE COMMITTEES AND DISABILITY GROUPS TO SHOW THEY ATTENDED AND THIS IS TO BE GIVEN TO AMANDA BEFORE CLASS. STUDENTS THAT DO NOT ATTEND WILL NEED TO PROVIDE THE REASON AND PROOF OF ABSENCE, IF FOR EXAMPLE IT IS SPORT RELATED, YOUR COACH NEEDS TO EMAIL ME***********IF YOU DO NOT ATTEND YOUR MEETINGS YOU WILL NOT PASS THIS CLASS. THIS CLASS IS EFFECTIVE COMMUNICATION IN GROUPS MEANING YOU KNEW WHEN SIGNING UP FOR THIS CLASS GROUP WORK WOULD BE BE REQUIRED.
I have allowed you to take minutes whatever way you wanted but since I have not gotten them I am setting up what I want from you.
Formal or Informal Meeting Minutes Format?
Formal meeting minutes formats are often governed by company policy, and must be recorded and communicated in a pre-determined way, such as company annual general meetings. If in doubt, ask for a copy of previous meeting minutes to establish the normal meeting minute format.
The Role of the Minute Taker
Your role as minute taker can affect how you interact during the meeting. Traditionally secretaries sat quietly taking notes, but chances are you will be expected to take part in the meeting AND take notes.
Top Tip - Make it easier to take good notes and provide valuable input by agreeing with the meeting owner what your role is. It's often best if the meeting owner, facilitator and note taker are 3 different people.
Choose Your Weapon Wisely!
There are plenty of gadgets to help you take better notes, for example you can type directly onto a laptop, use a voice recorder or even get hold of a white-board that print what's written on it. But beware; even the shiniest, fastest laptop is worthless when the battery life-span is shorter than the meeting.
Top Tip - Always take a backup pen and paper!
Standard Meeting Minute Template
Meeting minutes normally include these elements as standard;
Time, date and venue.
Attendees and apologies from absentees.
Key outcomes from the meeting - decisions made, actions agreed and open issues.
Top Tip - Remember who said what by making a named seat plan at the start of the meeting when introductions are made, and referring to it as necessary.
A good meeting will have a pre-prepared agenda, and all attendees will be clear about the meeting objective and expected outcomes. Use the agenda to structure your note-taking, and be prepared to clarify points as the meeting progresses.
Top Tip - Aim to record key themes not verbatim comments
Some meetings work better if the notes taken are available for all to see, for example on flip charts or on over-heads. If so, remember to take these notes with you and write up the meeting minutes while they are fresh in your head.
Before you circulate the minutes, spell check and if necessary, ask the meeting owner to proof read the minutes. Well written, clear minutes, circulated in a timely manner are always well received!
These tips on how to take meeting minutes will increase the quality of any further meetings and increase the teams' effectiveness.
~Really look at our campus this week. How accommodating is it for someone with the disability that you are studying? Become aware.
How you are being evaluated:
Effective communication during class meeting, work performed leading to event, peer's evaluation of your performance, and participation in event 55%
~Final reflection on your growth as a student, individual and a community member: 5%
~Poster Board and Table Education at the event: 5%
-powerpoint: 30%
-Weekly Minute Reports: 5%
Hang in there. Take a deep breathe and realize the power that you have as a class to make this one of the most memorable experiences in someone's life. Be a part of the movement.
As always, your partner in learning,
Monica
COMMENT THAT YOU HAVE READ THIS!
Wednesday, February 23, 2011
Community Day: Become an Advocate!
I hope all of you were able to participate in Community Day this week. I am very honored to work at a campus that excuses class for an entire day so that the entire campus can give back to their community. Now that the day is done, and you have completed what you set out to do, the journey has just begun. Acknowledge the problem and become part of the solution. I have provided some information below to help you get started.
I have adopted two children from impoverished countries. This was not the solution to the problems that these countries are facing. By adopting my children, I have seen and learned that there is so much that I must do. Going to the root of the problem and talking to people about what I have experienced and what has happened in my children's lives helps build community. Building communities brings people together to work to solve the problem. Working together we can get donations to provide these countries with medicine, food, clean water, health care, education and the necessities that they need so that parents do not die, parents are able to provide for their children, and so women do not feel that their pregnancies have to be terminated because they cannot provide for their children. I hold my children close and try to imagine how their mothers felt to give up their children to give them the life they wanted them to have. I cannot imagine their heartache and their sorrow. These women have given me the greatest gift and I owe it to them and all the other mothers and fathers placed in these situations to build a community to address this problem. My youngest daughter's parents did not have to die from aids. We can change this. I will be an advocate and I will do all I can to end poverty.
So what can we do and why should we do it? Why would I want to advocate for others?
When you advocate for others, you represent the needs and hopes of people to develop and make change in your community. This doesn’t just help the people in need, it improves your entire community.
How do I advocate for low-income people?
People often want to help others, but don’t know where to begin. Here is a list of some things to think about if you are considering becoming an advocate. One great way to get started is to contact your local Community Action Agency. They can work with you to examine community needs and ways you can help.
Define your issues
What problem(s) do you see in your community?
Is there a lack of living wage jobs? Are employers offered incentives to move into the community?
Is there adequate safe, affordable housing for low income workers?
Is there local childcare available to allow people to work?
Is there affordable medical care in the community?
Are local services like Police and Ambulance services available to protect and serve low income people?
Is affordable public transportation available to help low income people get to work, school, and medical care?
Is there access to banks so people can build assets like checking and savings accounts, and get fair home loans?
Create solutions. It is important that once you know your issues you should be able to offer solutions that address the needs of the community.
A change in local policy to encourage more employers to pay a "living wage".
A plan to develop safe and affordable housing for low income people.
Improving public transportation.
Creating better childcare facilities.
Starting a community health clinic.
Discuss the issues and gather support from civic groups, churches, schools, local government and charitable organizations.
Discuss the issue with friends and people you know.
Attend town hall meetings.
Get involved with city council.
Write your representative.
A letter to the editor of your newspaper.
Implement your plan and see your entire community benefit.
Weekly Minutes will be posted soon
Thursday, February 3, 2011
Weekly Minutes (week 3)
Hello Class,
We are now getting into this event more than ever, which means a lot of frustrations and fears. Keep your focus, communicate with each other, and ask for assistance when you need it. Amanda and I are here for you. We will help you in any way we can as long as you put forth your time and efforts as well. We want you to have an event that YOU created and that you can be proud of. It's happening but a lot of pieces have to come together to make it successful. We have learned and explore that we are a very diverse group of people, tap into that diversity. The resources we have among us are amazing!
Communicate effectively with each other. Some important communication reminders: raise your hand, wait until you have everyone's attention before speaking, address the class not just your group, speak clearly and explain things to your best abilities, ask for feedback, stop and ask the class what you are saying to be sure they are understanding your message, and share your thoughts, ideas and opinions as well as respecting others.
Class this week was not easy. It feels as if we are not moving forward. I ask you during these times to continue to push ahead and think outside of the box if needed. During class stay busy, work with each other, stop and listen when committees are reporting their information, do not only hear but listen to what people are presenting, ask each other questions, do not be afraid to offer advice or assistance to another group, keep your phones out of sight unless you have asked permission to make or accept a call. Effective Communication is the key for what we are doing. Remember what you learned last semester and apply it to now.
***********From this week on, your committee is responsible for their own weekly minutes. These minutes must be well organized, typed, sent to Amanda and I, and 10 hard copies need to be printed and brought to class each week. These will be distributed to all committees to keep in their folders. This means that Amanda and I must have your minutes by 10:00pm Monday evening.********
I know that this is not going to be easy and there will be days of frustration and despair. But, I can promise you the best things in life are never easy and when you do the work and see what you have accomplished, there is no feeling like it. Making a difference, being the difference and embracing the difference is what this is all about.
Here is a recap on what we covered today.
~Decided to stay with the theme: Firework
~Slogan: Come and Let Your Colors Burst!
~Theme: Fun Sophisticated
~Fundraiser: Bracelets are ordered. They will arrive in March and we can begin to sell them. ******* Each student owes Meghan $10.00. She has a check list and will check you off after she has been paid. If you cannot or do not want to participate, please let her know. We can take money from our account to make up the difference. She needs to be paid ASAP since she paid for these bracelets with her own funds. THANKS MEGHAN!*******
~Location: we do not have one yet. This needs to be found ASAP. UMD is looking like our best option right now.
Fundraising:
Mission: Creating a list for possible donations and creating a letter to ask for donations. Will continue to contact Student Senate and Bekah's mother that works for the local group homes for additional funds.
Coyer
Jake
Kyle
Mary
Meghan
Advertising:
Mission:find out how much it costs for local advertising. Create a list and provide class with what form of advertising you select and provide the cost for that service.
The Committee is working on samples of the poster and invitation. They will have three examples of each to share with the class next week.
The committee has been asked for next week to continue to seek more places to advertise, find out exactly how much this will cost & propose this to the class, create three drafts for our poster and invitations. Poster and invitation computerized drafts will be brought to class next week for the class to discuss. Students will vote which they would like to use.
Kayla
Michelle
Maggie D
Jake T
Katelyn
Maria
Maggie C
Food/Dec.Food/Dec:
Mission: Look for possible locations.
The committee is having trouble finding an accessible and affordable location for our event. The committee is still waiting to hear from UMD to find out costs, accessibility, and liable issues. They will continue to search for other locations as well. They will report locations, costs, accessibility, and insurance next week.
For next week, this committee has been asked to create what this ball will look like in regards to decorations that may our theme. They are to collect ideas and find out how much they would cost. Three ideas will be presented. The students will create samples for the class so we can visualize the event. Food will be discussed when a location has been decided.
Krista
Lane
Sher
Kristin
Nikki
Kelsey
Lauren
Jake
******************HOMEWORK!********************
Kayla will make our~Facebook Page. Please be prepared to show us during class.
We need to learn about our disabilities. We must get started ASAP. I will be inviting the UMD Access For ALL group to come and share their stories with us very soon.
~Begin to place your research on your disability into a powerpoint slide. Be sure to meet with your group and create 10 slides. This is your first draft of many. Please do not panic, this is only the starting point. Amanda and I will look at each groups powerpoint and give feedback. The first draft is due during week 7, the next draft is due week 9 & 10 & 12 and the final project is due one week before the event. For the power point you need to define your disability, give local agencies that work with this disability, create a day and a life with this disability, provide factual information about your disability (be sure to cite), provide accommodations used, and provide something that is inspiring(youtube has a wealth of information). You can decide how you want to arrange this. This is worth 100 points. This is 25% of your final grade.
I have provided some websites that provide very valuable information on how to create a powerpoint.
http://www.microsoft.com/atwork/skills/presentations.aspx
http://desktoppub.about.com/od/microsoft/bb/powerpointrules.htm
~Each committee must get together this week and post important information and questions you may have. (only one student from each group needs to do this. Be sure all students names that were PRESENT are listed)
~If anyone has any other ideas that they would like to share here. Please feel free to do so!
********COMMUNITY DAY********
Our class will need to participate in our annual community day: Thanksgiving in the Spring. We have been assigned to help in the kitchen on Monday from 3:00 to 4:30. We are to report for cooking
duty with Jack at the Greenview kitchen on the Monday Feb. 21st.
Tuesday, January 25, 2011
Weekly Minutes (Week 2 ) Come and let your colors burst!
**please note that the weekly minutes will act as our "syllabus".
Incredible work today everyone! I am proud of all of you and how passionately you have embraced our goal. In celebration of our first of many accomplishments watch this video.
http://www.youtube.com/watch?v=nByWHdu1pXY
I know that this is not going to be easy and there will be days of frustration and despair. But, I can promise you the best things in life are never easy and when you do the work and see what you have accomplished, there is no feeling like it. Making a difference, being the difference and embracing the difference is what this is all about.
So much is going on and all of us are being pulled in so many directions. It is hard to keep focused. I would suggest that we begin raising our hands and allowing only the people presenting to talk. It is hard when creative juices are flowing and ideas are popping into our heads so quickly, but waiting will allow us all to be heard. I am enjoying hearing from many of you but I want to hear from all of you. Please do not sit back and just listen. Become engaged and let us hear your voice. All of you have so much to bring to the table.
Here is a recap on what we covered today.
~Decided to stay with the theme: Firework
~Let your colors burst! (Slogan)
*changed to: Come and Let Your Colors Burst!
~Have every color (each color represent a disability?)
*Have not decided on a color theme yet.
~Have a moment of silence and light candles
*Did not discuss this today
Fundraising:
Mission: Contact Pat Hagen and Student Senate and see how much money they would be willing to donate. Today the class and instructor discussed why this event needed to happen, came up with how this event matches our core outcomes as dignitas students, and then put this information into a letter. The committee headed up to Pat Hagen's office at 1:00 and presented our cause. They returned 10 minutes later that they had successfully secured $1500.00! The letter created will be delivered to the students senate in the near future when more details are known.
The next action they wish to take is to purchase bracelets to raise more funds. It has been decided that each dignitas student would like to donate $10.00 towards the cost of these bracelets so we can purchase 500 and sell them for $1.00 a piece. Students that are not comfortable or able are not expected to contribute. The committee and class decided on embossed bracelets for accessibility. Color(s) have not yet been selected. Bracelets will read: I heart all abilities. Students will be responsible for selling them. The committee has sent them a question regarding fees and waiting for a response at this time.
Coyer (not present)
Jake
Kyle
Mary
Meghan
Advertising:
Mission:find out how much it costs for local advertising.
The Committee reported that they have looked at what and where to advertise our event. They stated they are targeting The Cable, Duluth News Tribune ($64.00 for 3 days M-W), Stall Street Journal, Posters all over campus including bathrooms, the sign outside of the campus, radio stations, and television program running in storms.
The committee has been asked for next week to seek for more places to advertise, find out exactly how much this will cost & propose this to the class, create ideas for our poster and invitations. Poster and invitation computerized drafts will be brought to class next week for the class to discuss.
Kayla
Michelle
Maggie D
Jake T
Katelyn
Maria
Maggie C
Food/Dec.Food/Dec:
Mission: Look for possible locations.
Locations such as the Radisson, Holiday, Depot, where checked into for possible locations for this event. The committee is still waiting to hear from these establishments to find out costs, accessibility, and liable issues.
For next week, this committee has been asked to search more locations such as the Greysolon Ballroom and report to class the costs and liability issues. They have also been asked to create what this ball will look like in regards to decorations that may our theme. they are to collect ideas and find out how much they would cost. Three ideas will be presented. Food will be discussed when a location has been decided.
Krista
Lane
Sher
Kristin
Nikki
Kelsey
Lauren
Jake
HOMEWORK!
Kayla will make our~Facebook Page
~Begin to research your disability. Bring your definition and local agencies that work with your disability to class next week.
~Each committee get together this week and post your minutes from your meeting. (only one student from each group needs to do this. Be sure all students names that were PRESENT are listed)
~Anyone has any other ideas that they would like to share here. Please feel free to do so!
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