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string(16) "WAKE-UP CALL (2)"
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string(31) "Sat, 31 Jan 2009 01:32:27 +0000"
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string(338) "Procedure
1. About one week before a scheduled brainstorming session, provide the following instructions for all participants to do every evening:
? Set your alarm clock to awaken you 20 to 30 minutes earlier than usual in the morning.
? Note what time it is when you wake up and quickly begin writing down ideas about some problem. [...]"
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string(2460) "Procedure
1. About one week before a scheduled brainstorming session, provide the following instructions for all participants to do every evening:
? Set your alarm clock to awaken you 20 to 30 minutes earlier than usual in the morning.
? Note what time it is when you wake up and quickly begin writing down ideas about some problem. As you list your ideas, suspend all judgment.
? Continue writing ideas until you can?t think of any more. Then note what time it is.
? The next morning, repeat these steps, but try to spend 5 more minutes writing ideas. If you run out of ideas before the 5 minutes is up, keep writing whatever you can think of, even if the ideas seem impractical.
? Continue this exercise for at least three more days.
? Review all the ideas and try to transform the impractical ideas into more practical ones, writing them down in a notebook or as a word processing file.
? Select your three best ideas.
2. Convene the meeting of the groups and tell the group members to take turns sharing one of their three best ideas from the past several days.
3. Ask the other group members to try to build on or improve this idea and to write down any new ones on Post-itŪ Notes, one idea per note.
4. Repeat this process until all ideas have been shared or time runs out.
5. Tell them to write down any ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Debrief/Discussion
Debrief using the following types of questions:
? In general, how well did this approach work for you as individuals?
? Were your ideas better than they normally would have been without the time upfront?
? Did you have trouble clearing your mind on first awakening?
? Was there any change in the quality of the ideas over time?
Also, consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity and Problem Solving
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["title"]=>
string(16) "Imaginary Mentor"
["link"]=>
string(32) "http://impactlearning.net/?p=707"
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["pubdate"]=>
string(31) "Fri, 30 Oct 2009 05:00:10 +0000"
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string(313) "Background
Did you ever have a secret friend to whom you told all your problems? Do you have an inner voice that helps you solve problems? Are they out to get you? If you answered yes to all three questions, you may want to obtain professional counseling!
If you answered yes to the first two questions, you [...]"
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Did you ever have a secret friend to whom you told all your problems? Do you have an inner voice that helps you solve problems? Are they out to get you? If you answered yes to all three questions, you may want to obtain professional counseling!
If you answered yes to the first two questions, you may want to delay treatment. Apparently, many people listen to an inner voice for guidance. For instance, General Douglas MacArthur supposedly conjured up his hero-father for advice on military strategy. The poet Milton called his inner guide ?Celestial Patroness? and described how she helped him compose his writings.
I?m not suggesting that we all have a little person living inside us. Instead, I believe we all have subconscious motives, impulses, feelings, and images. All this material has tremendous potential as a vast, untapped reservoir of creativity.
The problem is that we can?t always access our subconscious on demand. We have no set of commands or buttons to push to enter our subconscious minds. Instead, we have to enter them more indirectly. One way to access our subconscious thoughts is to create a personal, internal mentor.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(313) "Background
Did you ever have a secret friend to whom you told all your problems? Do you have an inner voice that helps you solve problems? Are they out to get you? If you answered yes to all three questions, you may want to obtain professional counseling!
If you answered yes to the first two questions, you [...]"
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Did you ever have a secret friend to whom you told all your problems? Do you have an inner voice that helps you solve problems? Are they out to get you? If you answered yes to all three questions, you may want to obtain professional counseling!
If you answered yes to the first two questions, you may want to delay treatment. Apparently, many people listen to an inner voice for guidance. For instance, General Douglas MacArthur supposedly conjured up his hero-father for advice on military strategy. The poet Milton called his inner guide ?Celestial Patroness? and described how she helped him compose his writings.
I?m not suggesting that we all have a little person living inside us. Instead, I believe we all have subconscious motives, impulses, feelings, and images. All this material has tremendous potential as a vast, untapped reservoir of creativity.
The problem is that we can?t always access our subconscious on demand. We have no set of commands or buttons to push to enter our subconscious minds. Instead, we have to enter them more indirectly. One way to access our subconscious thoughts is to create a personal, internal mentor.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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["title"]=>
string(18) "Idea Links Handout"
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["description"]=>
string(347) "If your problem is to improve a table fan, you might set it up as follows:
Improve ___________ ___________ ___________ ____________ ____________ fan.
Next, begin free associating by filling in the blanks:
Finally, use the free associations to think of ideas. For instance, you might put a fan on wheels to roll around on a table (from ?car?) [...]"
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string(1186) "If your problem is to improve a table fan, you might set it up as follows:
Improve ___________ ___________ ___________ ____________ ____________ fan.
Next, begin free associating by filling in the blanks:
Finally, use the free associations to think of ideas. For instance, you might put a fan on wheels to roll around on a table (from ?car?) or design a fan that blows air in pulses, like a cough (from ?congestion?).
Here?s another example:
These words prompt ideas such as putting a chemical on the blades to blow scented air (from ?butter?) and making a fan with gold blades (from ?dough?).
Note: Although the connection between the words may not appear to be logical, that is O.K. Free association does not have to ?make sense.? For instance, in the example immediately above, the word ?butter? follows the word ?better.? When I thought of butter, it was because that is what saying a word similar in sound made me think of. The connections between ?butter? and ?bread? and ?dough? are more transparent. However, following ?dough? with ?blow? was based only on rhyming.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(347) "If your problem is to improve a table fan, you might set it up as follows:
Improve ___________ ___________ ___________ ____________ ____________ fan.
Next, begin free associating by filling in the blanks:
Finally, use the free associations to think of ideas. For instance, you might put a fan on wheels to roll around on a table (from ?car?) [...]"
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Improve ___________ ___________ ___________ ____________ ____________ fan.
Next, begin free associating by filling in the blanks:
Finally, use the free associations to think of ideas. For instance, you might put a fan on wheels to roll around on a table (from ?car?) or design a fan that blows air in pulses, like a cough (from ?congestion?).
Here?s another example:
These words prompt ideas such as putting a chemical on the blades to blow scented air (from ?butter?) and making a fan with gold blades (from ?dough?).
Note: Although the connection between the words may not appear to be logical, that is O.K. Free association does not have to ?make sense.? For instance, in the example immediately above, the word ?butter? follows the word ?better.? When I thought of butter, it was because that is what saying a word similar in sound made me think of. The connections between ?butter? and ?bread? and ?dough? are more transparent. However, following ?dough? with ?blow? was based only on rhyming.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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["title"]=>
string(23) "3. Be emotionally aware"
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string(349) "3. Be emotionally aware. Emotional awareness means being consciously aware of your emotions in relation to an event. Memories are registered best when the event has emotional meaning but doesn’t overwhelm you with extreme anxiety or stress. This is why weddings and funerals are indelibly etched in our minds, yet there may be some parts [...]"
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string(2762) "3. Be emotionally aware. Emotional awareness means being consciously aware of your emotions in relation to an event. Memories are registered best when the event has emotional meaning but doesn’t overwhelm you with extreme anxiety or stress. This is why weddings and funerals are indelibly etched in our minds, yet there may be some parts that are simply not registered properly in memory because the emotions were too overwhelming. Focusing on the exact emotion you felt during the event will help you remember it better.
4. Focus to register a memory. Recognize the positive and negative influences that impact on your ability to remember.
5. Stay motivated. Scientists, athletes, writers, artists, computer scientists? they do not forget what they’re supposed to do. Their motivation is so high that total concentration is a given, and the notion that they will lose track of what they’re doing is unthinkable. In fact, on the rare occasion that it does occur? when a tennis star swings and completely misses the ball, or a baseball player takes his eye off the ball and makes an error in the field? we are surprised, even shocked. These maestros never forget their goal, and their focus is so strong that they can lose track of the passage of time.
And in your own life, when you are really enjoying a movie does your attention waver and lose track of what’s happening? Of course not. You are so engrossed in the movie’s details that forgetting isn’t an issue. The same thing applies to reading a book that fascinates you. Motivation is what generates a high degree of concentration, and this leads to excellent recall of the event. But if you’re not motivated to remember what you need to remember, here are a couple of tips:
a. Place the event in context to give it meaning. Focus on why you need to remember. Think about the positive aspects of the event and relate it to something else you like and know well. For example, if you’re in a boring meeting, focus on someone you know or like in the room
and link the points that you need to remember to imaginary actions carried out by this person.
b. Practice repetition. Even if you’re not very motivated, repeating things in your mind will help you register the event. If you hear a piece of music often enough, and this includes music you don’t really like, the tune will start playing in your head. That is how your hippocampus
operates: if it receives a stimulus often enough, it gets registered as a piece of memory.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
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string(349) "3. Be emotionally aware. Emotional awareness means being consciously aware of your emotions in relation to an event. Memories are registered best when the event has emotional meaning but doesn’t overwhelm you with extreme anxiety or stress. This is why weddings and funerals are indelibly etched in our minds, yet there may be some parts [...]"
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string(2762) "3. Be emotionally aware. Emotional awareness means being consciously aware of your emotions in relation to an event. Memories are registered best when the event has emotional meaning but doesn’t overwhelm you with extreme anxiety or stress. This is why weddings and funerals are indelibly etched in our minds, yet there may be some parts that are simply not registered properly in memory because the emotions were too overwhelming. Focusing on the exact emotion you felt during the event will help you remember it better.
4. Focus to register a memory. Recognize the positive and negative influences that impact on your ability to remember.
5. Stay motivated. Scientists, athletes, writers, artists, computer scientists? they do not forget what they’re supposed to do. Their motivation is so high that total concentration is a given, and the notion that they will lose track of what they’re doing is unthinkable. In fact, on the rare occasion that it does occur? when a tennis star swings and completely misses the ball, or a baseball player takes his eye off the ball and makes an error in the field? we are surprised, even shocked. These maestros never forget their goal, and their focus is so strong that they can lose track of the passage of time.
And in your own life, when you are really enjoying a movie does your attention waver and lose track of what’s happening? Of course not. You are so engrossed in the movie’s details that forgetting isn’t an issue. The same thing applies to reading a book that fascinates you. Motivation is what generates a high degree of concentration, and this leads to excellent recall of the event. But if you’re not motivated to remember what you need to remember, here are a couple of tips:
a. Place the event in context to give it meaning. Focus on why you need to remember. Think about the positive aspects of the event and relate it to something else you like and know well. For example, if you’re in a boring meeting, focus on someone you know or like in the room
and link the points that you need to remember to imaginary actions carried out by this person.
b. Practice repetition. Even if you’re not very motivated, repeating things in your mind will help you register the event. If you hear a piece of music often enough, and this includes music you don’t really like, the tune will start playing in your head. That is how your hippocampus
operates: if it receives a stimulus often enough, it gets registered as a piece of memory.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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["title"]=>
string(27) "Fairy Tale Time Handout (3)"
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["pubdate"]=>
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string(292) "While he leaves the house to bury his ex-wife, Cinder picks up the dipper and begins to pour some punch into a cup. The dipper slips and crashes to the ground, breaking into two pieces. Cinder panics and picks up one of the pieces, turns on her left slipper, and bolts out the door with [...]"
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string(2233) "While he leaves the house to bury his ex-wife, Cinder picks up the dipper and begins to pour some punch into a cup. The dipper slips and crashes to the ground, breaking into two pieces. Cinder panics and picks up one of the pieces, turns on her left slipper, and bolts out the door with the mice in hot pursuit. The farmer hears all the commotion and returns to the cottage in time to see Cinder running away with the not-so-nice mice in pursuit and Cinder holding the remainder of the dipper. He pushes away a lock of his hair and then vows, to no one in particular: ?Somehow, someday, I?ll find the fair maiden with the glass dipper!?
Based on this story, here are a few sample ideas for reducing employee theft:
? Install hidden video cameras that record everything employees do (from ?visually challenged mice?).
? Have a subliminal audiotape that periodically reminds employees not to steal (from ?stepsisters . . . tell her to bake a pumpkin pie instead?).
? Use voice-recognition locks on storage areas where too many keys might exist (from ?laugh in her face?).
? Provide rewards to customers who report incidents of theft (from ?they decide to toast each other?).
? Have weekly tea or coffee breaks where managers solicit theft-reduction ideas (from ?pour some punch into a cup?).
? Install body temperature sensors that notify security whenever an unauthorized employee enters an ?off limits? area (from ?bolts out the door with the mice in hot pursuit?).
? Offer a free ?makeover? for employees who report shoplifting or theft (from ?The pumpkin turns into a beautiful maiden?).
? Recruit an employee from another division to work undercover and report on theft problems (from ?sneak into the castle kitchen?).
? Install locks with retina identification that works only with certain employees?an alarm sounds if anyone else tries to open the locks (from ?her magic wand only works with mice and pumpkins).
? Have all employees submit to a voice stress analyzer to determine if they are telling the truth about theft (from ?The farmer rushes in to say goodbye to his dying wife?).
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(292) "While he leaves the house to bury his ex-wife, Cinder picks up the dipper and begins to pour some punch into a cup. The dipper slips and crashes to the ground, breaking into two pieces. Cinder panics and picks up one of the pieces, turns on her left slipper, and bolts out the door with [...]"
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string(2233) "While he leaves the house to bury his ex-wife, Cinder picks up the dipper and begins to pour some punch into a cup. The dipper slips and crashes to the ground, breaking into two pieces. Cinder panics and picks up one of the pieces, turns on her left slipper, and bolts out the door with the mice in hot pursuit. The farmer hears all the commotion and returns to the cottage in time to see Cinder running away with the not-so-nice mice in pursuit and Cinder holding the remainder of the dipper. He pushes away a lock of his hair and then vows, to no one in particular: ?Somehow, someday, I?ll find the fair maiden with the glass dipper!?
Based on this story, here are a few sample ideas for reducing employee theft:
? Install hidden video cameras that record everything employees do (from ?visually challenged mice?).
? Have a subliminal audiotape that periodically reminds employees not to steal (from ?stepsisters . . . tell her to bake a pumpkin pie instead?).
? Use voice-recognition locks on storage areas where too many keys might exist (from ?laugh in her face?).
? Provide rewards to customers who report incidents of theft (from ?they decide to toast each other?).
? Have weekly tea or coffee breaks where managers solicit theft-reduction ideas (from ?pour some punch into a cup?).
? Install body temperature sensors that notify security whenever an unauthorized employee enters an ?off limits? area (from ?bolts out the door with the mice in hot pursuit?).
? Offer a free ?makeover? for employees who report shoplifting or theft (from ?The pumpkin turns into a beautiful maiden?).
? Recruit an employee from another division to work undercover and report on theft problems (from ?sneak into the castle kitchen?).
? Install locks with retina identification that works only with certain employees?an alarm sounds if anyone else tries to open the locks (from ?her magic wand only works with mice and pumpkins).
? Have all employees submit to a voice stress analyzer to determine if they are telling the truth about theft (from ?The farmer rushes in to say goodbye to his dying wife?).
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(59) "If You?re Highly Educated, Subtle Memory Loss Is a Red Flag"
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string(350) "This example shows that the impact of education (and culture) on cognitive test performance is almost as large as the effect of age itself. Education increases brain reserve capacity and thus decreases the likelihood of memory loss and intellectual decline. My colleague Dr. Yaakov Stern published a paper in the Journal of the American Medical [...]"
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string(4289) "This example shows that the impact of education (and culture) on cognitive test performance is almost as large as the effect of age itself. Education increases brain reserve capacity and thus decreases the likelihood of memory loss and intellectual decline. My colleague Dr. Yaakov Stern published a paper in the Journal of the American Medical Association demonstrating that highly educated people can mask memory loss by ?talking around the problem?? in the early stages of Alzheimer’s disease. Presumably, their association cortex around the hippocampus is better developed, giving them a ?cognitive reserve? that can be brought into play when the brain’s frontline attempt at recall fails. So if you’re highly educated, even subtle memory loss may be more serious than it seems, because it says that your strong cognitive reserve is breaking down.
The Kentucky Nuns Controversy
In a study of nuns residing in a convent, David Snowdon and his colleagues from the University of Lexington in Kentucky examined the autobiographical essays that all the candidate nuns were required to write when they joined the convent. The young nuns who had low ?idea
density? (number of ideas per every ten words) were significantly more likely to be diagnosed with Alzheimer’s disease (diag nosed by brain autopsy) in their old age, compared to nuns who had written essays with high idea density when they joined the convent.
Does this mean that the template for developing Alzheimer’s disease in old age is already set when we are young? We know that there is a strong genetic component to this disease, but for some reason it does not show up clinically until we are much older. Could it be that the educational process, and the additional mental challenges that galvanize us in many of our occupations, can stave off the
illness for years, maybe even an extra decade? If that were true, it would represent one of the most intriguing interactions between genetics and environment.
But if you step back and think about this issue a little, you will recognize a few flaws in this tale. First, ?idea density? is a poorly studied concept that does not directly follow from education or intelligence. Second, based on the results of the nuns study, the number of people with Alzheimer’s disease should be far greater in underdeveloped countries with low levels of education and high levels of illiteracy, but cross-national studies show that this is definitely not the case. Stay tuned as further research helps to clarify this puzzle.
Techniques to Improve Your Memory
There are many books devoted to memory improvement by using a variety of tricks and techniques. I will not discuss techniques used by high school and college students to cram for exams, and instead will focus only on those methods that can help prevent age-related memory loss in people above the age of forty.
1. Pay attention. Pay attention to what needs to be learned or remembered. This seems obvious, but it’s easy to lose track and forget things when you are pulled in many directions by personal or career demands. Reducing stress, and making a strong effort to maintain your concentration whenever necessary, are essential to improving your memory.
2. Heighten your sensory awareness. Heightened sensory awareness is essential to maintaining peak attention. Auditory memory makes use of the patterns, the rhythms of speech. Simple phrases, connected words that can be strung into a tune, these are techniques used by
advertisers to zero in on your sensory awareness and get you to remember. The Nike, or Michael Jordan, phrase ?Just do it!? is something most of you will always remember, even if you have mild memory loss. Or the small elderly woman yelling, ?Where’s the beef??? in the hamburger ad. Three factors help imprint these memories in your brain:
a. The dramatic nature of their content.
b. The emotions they evoke in you.
c. Frequent repetition that helps create a permanent auditory memory.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(350) "This example shows that the impact of education (and culture) on cognitive test performance is almost as large as the effect of age itself. Education increases brain reserve capacity and thus decreases the likelihood of memory loss and intellectual decline. My colleague Dr. Yaakov Stern published a paper in the Journal of the American Medical [...]"
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The Kentucky Nuns Controversy
In a study of nuns residing in a convent, David Snowdon and his colleagues from the University of Lexington in Kentucky examined the autobiographical essays that all the candidate nuns were required to write when they joined the convent. The young nuns who had low ?idea
density? (number of ideas per every ten words) were significantly more likely to be diagnosed with Alzheimer’s disease (diag nosed by brain autopsy) in their old age, compared to nuns who had written essays with high idea density when they joined the convent.
Does this mean that the template for developing Alzheimer’s disease in old age is already set when we are young? We know that there is a strong genetic component to this disease, but for some reason it does not show up clinically until we are much older. Could it be that the educational process, and the additional mental challenges that galvanize us in many of our occupations, can stave off the
illness for years, maybe even an extra decade? If that were true, it would represent one of the most intriguing interactions between genetics and environment.
But if you step back and think about this issue a little, you will recognize a few flaws in this tale. First, ?idea density? is a poorly studied concept that does not directly follow from education or intelligence. Second, based on the results of the nuns study, the number of people with Alzheimer’s disease should be far greater in underdeveloped countries with low levels of education and high levels of illiteracy, but cross-national studies show that this is definitely not the case. Stay tuned as further research helps to clarify this puzzle.
Techniques to Improve Your Memory
There are many books devoted to memory improvement by using a variety of tricks and techniques. I will not discuss techniques used by high school and college students to cram for exams, and instead will focus only on those methods that can help prevent age-related memory loss in people above the age of forty.
1. Pay attention. Pay attention to what needs to be learned or remembered. This seems obvious, but it’s easy to lose track and forget things when you are pulled in many directions by personal or career demands. Reducing stress, and making a strong effort to maintain your concentration whenever necessary, are essential to improving your memory.
2. Heighten your sensory awareness. Heightened sensory awareness is essential to maintaining peak attention. Auditory memory makes use of the patterns, the rhythms of speech. Simple phrases, connected words that can be strung into a tune, these are techniques used by
advertisers to zero in on your sensory awareness and get you to remember. The Nike, or Michael Jordan, phrase ?Just do it!? is something most of you will always remember, even if you have mild memory loss. Or the small elderly woman yelling, ?Where’s the beef??? in the hamburger ad. Three factors help imprint these memories in your brain:
a. The dramatic nature of their content.
b. The emotions they evoke in you.
c. Frequent repetition that helps create a permanent auditory memory.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(330) "With a wave of her wand, FG transforms Cinder into a pumpkin. FG waves
her wand again and visually challenged mice materialize to take Cinder to the ball. Off they go into the night. Their goal: the castle ball. Their plan: sneak into the castle kitchen and offer the pumpkin for dessert.
Being visually challenged, the mice [...]"
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string(1204) "With a wave of her wand, FG transforms Cinder into a pumpkin. FG waves
her wand again and visually challenged mice materialize to take Cinder to the ball. Off they go into the night. Their goal: the castle ball. Their plan: sneak into the castle kitchen and offer the pumpkin for dessert.
Being visually challenged, the mice can?t see too well, however. Instead of
going to the castle, they go to a poor farmer?s cottage. The farmer?s wife chases away the mice with her carving knife. (Did you ever see such a sight in your life?) Unfortunately, Mrs. Farmer slips on the mice tails and falls on her knife. The farmer rushes in to say goodbye to his dying wife and decides to make a pumpkin pie with the pumpkin the nice mice brought.
The Fairy Godmother has been watching all of this. She sees the farmer raise
his dead wife?s knife to carve the pumpkin. Suddenly there is a . . . POOF! The pumpkin turns into a beautiful maiden, thanks to FG. The farmer is awed by Cinder?s beauty and asks her to marry him. Cinder agrees and they decide to toast each other with pumpkin punch in the punch bowl.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(330) "With a wave of her wand, FG transforms Cinder into a pumpkin. FG waves
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Being visually challenged, the mice [...]"
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string(1204) "With a wave of her wand, FG transforms Cinder into a pumpkin. FG waves
her wand again and visually challenged mice materialize to take Cinder to the ball. Off they go into the night. Their goal: the castle ball. Their plan: sneak into the castle kitchen and offer the pumpkin for dessert.
Being visually challenged, the mice can?t see too well, however. Instead of
going to the castle, they go to a poor farmer?s cottage. The farmer?s wife chases away the mice with her carving knife. (Did you ever see such a sight in your life?) Unfortunately, Mrs. Farmer slips on the mice tails and falls on her knife. The farmer rushes in to say goodbye to his dying wife and decides to make a pumpkin pie with the pumpkin the nice mice brought.
The Fairy Godmother has been watching all of this. She sees the farmer raise
his dead wife?s knife to carve the pumpkin. Suddenly there is a . . . POOF! The pumpkin turns into a beautiful maiden, thanks to FG. The farmer is awed by Cinder?s beauty and asks her to marry him. Cinder agrees and they decide to toast each other with pumpkin punch in the punch bowl.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(40) "I have taken the liberty of paraphrasing"
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string(318) "I have taken the liberty of paraphrasing what he said to make his gruff and curt utterances more reader-friendly. But the kernel of truth in his brief monologue, which I must confess had escaped me despite my having trained and worked for many years in both countries, is very important. I now think of ?compound [...]"
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string(3418) "I have taken the liberty of paraphrasing what he said to make his gruff and curt utterances more reader-friendly. But the kernel of truth in his brief monologue, which I must confess had escaped me despite my having trained and worked for many years in both countries, is very important. I now think of ?compound learning? in the same way that I view compound interest in an investment portfolio.
A 10 percent annual increment in knowledge does not merely double the effect of a 5 percent annual advance. An annual 5 percent knowledge gain leaves you with a 70 percent increase in knowledge after ten years, whereas an annual 10 percent gain leaves you with a 180 percent increase after ten years. For an annual 20 percent knowledge gain, the increase after ten years is approximately 420 percent, which is literally six times the 70 percent increase seen with a 5 percent annual growth rate. So you should view learning as a lifelong and continuous process, and not sit
back and vegetate after reaching a permanent position.
How Education Affects Memory: Rosa’s Story
Rosa Gonzalez, a sixty-four-year-old woman from the Dominican Republic, was brought by her daughter into our Memory Disorders Center for evaluation of her declining memory. Rosa Gonzalez had forgotten to turn off the stove on one occasion and had begun to forget the names of distant relatives. Otherwise, she was functioning quite well at home, managing her daily chores without any difficulties. The neurological, psychiatric, and brain imaging workup revealed no significant abnormalities, but her neuropsychological test results threw us into a quandary. She scored in the range that would merit a diagnosis of dementia. However, her subpar scores were most prominent in naming, language, and general knowledge. She couldn’t name any of the past five American presidents. From a set of ten pictures of objects, she couldn’t name five: a camel, dominoes, a pretzel, a tennis racquet, and an igloo. On the Selective Reminding Test, which requires repeated learning and recall of a list of common nouns (like apple, chair, sky), she scored slightly below normal for someone of her age.
Rosa was tested in Spanish by a native Spanish-speaker. We expected Rosa to have difficulties in general knowledge and naming, because the tests are culturally biased against someone who did not grow up in the United States. However, tests of memory are more immune from cultural effects, and her below normal performance on the test requiring recall of a list of common nouns suggested a real deficit. Rosa Gonzalez supposedly had eight years of education, but on further discussion with her daughter it became clear that she’d had only four years of formal schooling.
Education is well known to have a major impact on performance for most cognitive tests, though less so for memory. I thought that this was probably age-related memory loss and not early dementia but wasn’t sure. During the next four years, Rosa Gonzalez did not worsen in her neuropsychological test performance, confirming that she indeed did have memory loss due to aging and not a dementing process like Alzheimer’s disease.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
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string(318) "I have taken the liberty of paraphrasing what he said to make his gruff and curt utterances more reader-friendly. But the kernel of truth in his brief monologue, which I must confess had escaped me despite my having trained and worked for many years in both countries, is very important. I now think of ?compound [...]"
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A 10 percent annual increment in knowledge does not merely double the effect of a 5 percent annual advance. An annual 5 percent knowledge gain leaves you with a 70 percent increase in knowledge after ten years, whereas an annual 10 percent gain leaves you with a 180 percent increase after ten years. For an annual 20 percent knowledge gain, the increase after ten years is approximately 420 percent, which is literally six times the 70 percent increase seen with a 5 percent annual growth rate. So you should view learning as a lifelong and continuous process, and not sit
back and vegetate after reaching a permanent position.
How Education Affects Memory: Rosa’s Story
Rosa Gonzalez, a sixty-four-year-old woman from the Dominican Republic, was brought by her daughter into our Memory Disorders Center for evaluation of her declining memory. Rosa Gonzalez had forgotten to turn off the stove on one occasion and had begun to forget the names of distant relatives. Otherwise, she was functioning quite well at home, managing her daily chores without any difficulties. The neurological, psychiatric, and brain imaging workup revealed no significant abnormalities, but her neuropsychological test results threw us into a quandary. She scored in the range that would merit a diagnosis of dementia. However, her subpar scores were most prominent in naming, language, and general knowledge. She couldn’t name any of the past five American presidents. From a set of ten pictures of objects, she couldn’t name five: a camel, dominoes, a pretzel, a tennis racquet, and an igloo. On the Selective Reminding Test, which requires repeated learning and recall of a list of common nouns (like apple, chair, sky), she scored slightly below normal for someone of her age.
Rosa was tested in Spanish by a native Spanish-speaker. We expected Rosa to have difficulties in general knowledge and naming, because the tests are culturally biased against someone who did not grow up in the United States. However, tests of memory are more immune from cultural effects, and her below normal performance on the test requiring recall of a list of common nouns suggested a real deficit. Rosa Gonzalez supposedly had eight years of education, but on further discussion with her daughter it became clear that she’d had only four years of formal schooling.
Education is well known to have a major impact on performance for most cognitive tests, though less so for memory. I thought that this was probably age-related memory loss and not early dementia but wasn’t sure. During the next four years, Rosa Gonzalez did not worsen in her neuropsychological test performance, confirming that she indeed did have memory loss due to aging and not a dementing process like Alzheimer’s disease.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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["title"]=>
string(10) "Objectives"
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string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
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string(2726) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
? Copies of common fairy tales such as ?Rapunzel,? ?Hansel and Gretel,? ?Little Red Riding Hood,? ?Tom Thumb,? ?Sleeping Beauty,? ?Snow White,? and ?Rumpelstiltskin?
Handout
? Fairy Tale Time Handout
Time
60 minutes
Related Activities
? ALikely Story [15]
? Tabloid Tales [47]
? Super Heroes [80]
Procedure
1. Distribute the Fairy Tale Time Handout and copies of the fairy tales, review the exercise example with the participants, and answer any questions they may have.
2. Tell participants to select one of the fairy tales and have one person read it aloud.
3. Have them write down, on the flip chart, the story?s major elements (characters, actions, dialogue, plot, morals, events).
4. Instruct them to use these elements as stimuli for triggering ideas.
5. Tell them to write down any ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Debrief/Discussion
One major advantage of this technique is that it can allow a group to really express its creativity in developing a story or playing off of a known fairy tale. The fact that most fairy tales are unrelated to most problem challenges can help produce unique perspectives. If time is available, ask the participants if they think it would be more productive to make up their own fairy tales, modify existing ones, or use existing ones without changing
them. Have them discuss why any such preferences might exist.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Variation
? If time is available, ask the participants to write their own fairy tales and repeat Steps 3 and 4 above.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
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string(2726) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
? Copies of common fairy tales such as ?Rapunzel,? ?Hansel and Gretel,? ?Little Red Riding Hood,? ?Tom Thumb,? ?Sleeping Beauty,? ?Snow White,? and ?Rumpelstiltskin?
Handout
? Fairy Tale Time Handout
Time
60 minutes
Related Activities
? ALikely Story [15]
? Tabloid Tales [47]
? Super Heroes [80]
Procedure
1. Distribute the Fairy Tale Time Handout and copies of the fairy tales, review the exercise example with the participants, and answer any questions they may have.
2. Tell participants to select one of the fairy tales and have one person read it aloud.
3. Have them write down, on the flip chart, the story?s major elements (characters, actions, dialogue, plot, morals, events).
4. Instruct them to use these elements as stimuli for triggering ideas.
5. Tell them to write down any ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Debrief/Discussion
One major advantage of this technique is that it can allow a group to really express its creativity in developing a story or playing off of a known fairy tale. The fact that most fairy tales are unrelated to most problem challenges can help produce unique perspectives. If time is available, ask the participants if they think it would be more productive to make up their own fairy tales, modify existing ones, or use existing ones without changing
them. Have them discuss why any such preferences might exist.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Variation
? If time is available, ask the participants to write their own fairy tales and repeat Steps 3 and 4 above.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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[8]=>
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["title"]=>
string(41) "Exercise Action Steps for a Better Memory"
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string(465) "Perform moderate, regular exercise three to six times per week.
Regulate aerobic and anaerobic exercises to your age, health, and tolerance level.
Aerobic: brisk walking thirty minutes, jogging twenty-five minutes, swimming twenty minutes, formal exercise program in aerobics classes.
Mixed aerobic and anaerobic: running, tennis, exercise equipment (stationary cycle, StairMaster, treadmill, NordicTrack, newer, low-impact workout machines).
Before you lift [...]"
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string(2445) "Perform moderate, regular exercise three to six times per week.
Regulate aerobic and anaerobic exercises to your age, health, and tolerance level.
Aerobic: brisk walking thirty minutes, jogging twenty-five minutes, swimming twenty minutes, formal exercise program in aerobics classes.
Mixed aerobic and anaerobic: running, tennis, exercise equipment (stationary cycle, StairMaster, treadmill, NordicTrack, newer, low-impact workout machines).
Before you lift weights, start with at least twenty minutes of aerobic or anaerobic cardiovascular fitness exercise (any of the options listed above).
Yoga and related exercises are excellent for mobility but burn few calories.
Keep a regular routine: don’t overexert one week and become a couch potato the next.
Stop if breathing difficulty or palpitations or faintness develops.
The bottom line is that proper diet and exercise make up the fundamental foundations of a sound program to prevent memory loss due to the aging process.
CHAPTER 6
Train Your Brain to Remember
Never Stop Learning
In the mid-1990s, a professor at one of my alma maters, the National Institute of Mental Health and Neurosciences in Bangalore, India, planted himself at my doorstep in New York. He was on a trip to
Rio de Janeiro for an international conference and had arranged an ?essential, educational ? detour in North America before proceeding south. During his stay with me, he observed various facets of our
department at Columbia University in action. Before he left for Rio, he summarized his New York experience.
?Here in America, you people keep learning all the time. From your interns and residents all the way to your senior faculty at the top. In India, we are just as good as the people in the United States at the stage when we finish residency training, but we tend to stop learning after we get a permanent faculty position. Your learning curve is a straight line that keeps going up, whereas ours climbs early on but then slows down and completely levels off. That is why you have accomplished so much more than your former classmates, who were just as good as you were, until you left and came to the States.?
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(465) "Perform moderate, regular exercise three to six times per week.
Regulate aerobic and anaerobic exercises to your age, health, and tolerance level.
Aerobic: brisk walking thirty minutes, jogging twenty-five minutes, swimming twenty minutes, formal exercise program in aerobics classes.
Mixed aerobic and anaerobic: running, tennis, exercise equipment (stationary cycle, StairMaster, treadmill, NordicTrack, newer, low-impact workout machines).
Before you lift [...]"
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Regulate aerobic and anaerobic exercises to your age, health, and tolerance level.
Aerobic: brisk walking thirty minutes, jogging twenty-five minutes, swimming twenty minutes, formal exercise program in aerobics classes.
Mixed aerobic and anaerobic: running, tennis, exercise equipment (stationary cycle, StairMaster, treadmill, NordicTrack, newer, low-impact workout machines).
Before you lift weights, start with at least twenty minutes of aerobic or anaerobic cardiovascular fitness exercise (any of the options listed above).
Yoga and related exercises are excellent for mobility but burn few calories.
Keep a regular routine: don’t overexert one week and become a couch potato the next.
Stop if breathing difficulty or palpitations or faintness develops.
The bottom line is that proper diet and exercise make up the fundamental foundations of a sound program to prevent memory loss due to the aging process.
CHAPTER 6
Train Your Brain to Remember
Never Stop Learning
In the mid-1990s, a professor at one of my alma maters, the National Institute of Mental Health and Neurosciences in Bangalore, India, planted himself at my doorstep in New York. He was on a trip to
Rio de Janeiro for an international conference and had arranged an ?essential, educational ? detour in North America before proceeding south. During his stay with me, he observed various facets of our
department at Columbia University in action. Before he left for Rio, he summarized his New York experience.
?Here in America, you people keep learning all the time. From your interns and residents all the way to your senior faculty at the top. In India, we are just as good as the people in the United States at the stage when we finish residency training, but we tend to stop learning after we get a permanent faculty position. Your learning curve is a straight line that keeps going up, whereas ours climbs early on but then slows down and completely levels off. That is why you have accomplished so much more than your former classmates, who were just as good as you were, until you left and came to the States.?
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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array(13) {
["title"]=>
string(15) "Fairy Tale Time"
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string(373) "Background
Story telling is an ancient art dating back to when humans first communicated with words. It has provided most societies with an oral history long before written records were kept. Stories help perpetuate the foundational myths people use to teach succeeding generations about their cultures. For instance, fables, nursery rhymes, and fairy tales have been [...]"
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Story telling is an ancient art dating back to when humans first communicated with words. It has provided most societies with an oral history long before written records were kept. Stories help perpetuate the foundational myths people use to teach succeeding generations about their cultures. For instance, fables, nursery rhymes, and fairy tales have been used to transmit life?s lessons to countless people in a number of different cultures.
Although modern technology has diminished its importance, story telling still has the potential to help solve problems. Stories from the past can help suggest ideas for today?s problems. Create a story and we create stimuli that can trigger new thoughts and concepts. The richer and more elaborate our stories, the richer and more elaborate the stimuli.
One special type of story, with great potential for sparking ideas, is the fairy tale?a story of magical events with a moral. Such stories are excellent sources of idea stimuli for
all sorts of problems. Because they serve as a source of unrelated stimuli, stories do not have to be related to the problem or faithful to the original fairy tale. In fact, it sometimes is beneficial if the story is as different as possible.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(373) "Background
Story telling is an ancient art dating back to when humans first communicated with words. It has provided most societies with an oral history long before written records were kept. Stories help perpetuate the foundational myths people use to teach succeeding generations about their cultures. For instance, fables, nursery rhymes, and fairy tales have been [...]"
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string(1334) "Background
Story telling is an ancient art dating back to when humans first communicated with words. It has provided most societies with an oral history long before written records were kept. Stories help perpetuate the foundational myths people use to teach succeeding generations about their cultures. For instance, fables, nursery rhymes, and fairy tales have been used to transmit life?s lessons to countless people in a number of different cultures.
Although modern technology has diminished its importance, story telling still has the potential to help solve problems. Stories from the past can help suggest ideas for today?s problems. Create a story and we create stimuli that can trigger new thoughts and concepts. The richer and more elaborate our stories, the richer and more elaborate the stimuli.
One special type of story, with great potential for sparking ideas, is the fairy tale?a story of magical events with a moral. Such stories are excellent sources of idea stimuli for
all sorts of problems. Because they serve as a source of unrelated stimuli, stories do not have to be related to the problem or faithful to the original fairy tale. In fact, it sometimes is beneficial if the story is as different as possible.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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[10]=>
array(13) {
["title"]=>
string(36) "Describing a detailed daily exercise"
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string(337) "Describing a detailed daily exercise program is beyond the scope of this book, but a few points are worth noting. Both aerobic and anaerobic exercises are good for the heart and brain. Aerobic exercise involves medium-level effort in which the heart rate usually does not rise by more than forty beats per minute.
For most people, [...]"
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string(2366) "Describing a detailed daily exercise program is beyond the scope of this book, but a few points are worth noting. Both aerobic and anaerobic exercises are good for the heart and brain. Aerobic exercise involves medium-level effort in which the heart rate usually does not rise by more than forty beats per minute.
For most people, this translates into a rise from 70 to approximately 110 beats per minute. More severe exertion raises your heart rate even further and takes you into the anaerobic range, when the body can no longer keep up with the intensity of the exercise by utilizing glucose and has to switch to a less efficient, anaerobic, energy-producing system. This is why we cannot
keep up anaerobic activity for long, and sprinting full tilt beyond one or two hundred yards or meters is virtually impossible. As you grow older, there is a good chance that you will choose to shift from mixed aerobic-anaerobic (tennis, running) to purely aerobic activity (walking, golf). Long, brisk walks are always a good form of aerobic exercise.
After a good round of physical exercise, you feel exhausted. At the same time, you feel energized, even a little high. This uplift is due to the release of brain endorphins, which are chemicals that attach themselves to opiate receptors, the same receptors that attract morphine and heroin. Endorphin release heightens attention and vigi- lance, so your cognitive radar becomes a little sharper. This effect is short-lived, but regular exercise can prolong this effect.
Studies in animals show that exercise increases the availability of substances in the brain called neurotrophic factor and nerve growth factor, which stimulate the formation of new connections among nerve cells. Increased connections among nerve cells may indirectly protect against, or at least delay, degeneration of nerve cells during the aging process.
Regular physical exercise not only improves one’s general feeling of well-being and quality of life, but it also has preventive and therapeutic properties against most of the major maladies that affect us as we grow older: heart disease, arthritis, and memory loss.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(337) "Describing a detailed daily exercise program is beyond the scope of this book, but a few points are worth noting. Both aerobic and anaerobic exercises are good for the heart and brain. Aerobic exercise involves medium-level effort in which the heart rate usually does not rise by more than forty beats per minute.
For most people, [...]"
["atom_content"]=>
string(2366) "Describing a detailed daily exercise program is beyond the scope of this book, but a few points are worth noting. Both aerobic and anaerobic exercises are good for the heart and brain. Aerobic exercise involves medium-level effort in which the heart rate usually does not rise by more than forty beats per minute.
For most people, this translates into a rise from 70 to approximately 110 beats per minute. More severe exertion raises your heart rate even further and takes you into the anaerobic range, when the body can no longer keep up with the intensity of the exercise by utilizing glucose and has to switch to a less efficient, anaerobic, energy-producing system. This is why we cannot
keep up anaerobic activity for long, and sprinting full tilt beyond one or two hundred yards or meters is virtually impossible. As you grow older, there is a good chance that you will choose to shift from mixed aerobic-anaerobic (tennis, running) to purely aerobic activity (walking, golf). Long, brisk walks are always a good form of aerobic exercise.
After a good round of physical exercise, you feel exhausted. At the same time, you feel energized, even a little high. This uplift is due to the release of brain endorphins, which are chemicals that attach themselves to opiate receptors, the same receptors that attract morphine and heroin. Endorphin release heightens attention and vigi- lance, so your cognitive radar becomes a little sharper. This effect is short-lived, but regular exercise can prolong this effect.
Studies in animals show that exercise increases the availability of substances in the brain called neurotrophic factor and nerve growth factor, which stimulate the formation of new connections among nerve cells. Increased connections among nerve cells may indirectly protect against, or at least delay, degeneration of nerve cells during the aging process.
Regular physical exercise not only improves one’s general feeling of well-being and quality of life, but it also has preventive and therapeutic properties against most of the major maladies that affect us as we grow older: heart disease, arthritis, and memory loss.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1254294291)
}
[11]=>
array(13) {
["title"]=>
string(40) "Physical Fitness Leads to Mental Fitness"
["link"]=>
string(32) "http://impactlearning.net/?p=860"
["comments"]=>
string(41) "http://impactlearning.net/?p=860#comments"
["pubdate"]=>
string(31) "Sun, 27 Sep 2009 07:01:10 +0000"
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string(397) "In addition to its effects on the body, physical exercise also leads to ?mental fitness?? improved cognitive performance, including memory. A clinical study showed that elderly people who completed a ten-week walking program showed significantly superior mood and intellectual performance compared to another group of elderly subjects who continued their sedentary lifestyle. This effect has [...]"
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string(1529) "In addition to its effects on the body, physical exercise also leads to ?mental fitness?? improved cognitive performance, including memory. A clinical study showed that elderly people who completed a ten-week walking program showed significantly superior mood and intellectual performance compared to another group of elderly subjects who continued their sedentary lifestyle. This effect has been confirmed in other studies that involved running and other strenuous forms of exercise. But how does physical exercise work against memory loss? There are at least three possible explanations:
1. Effects on circulation in the brain.
2. Release of endorphins.
3. Impact on nerve cell branching within the brain.
Exercise Improves Your Circulation and Mood
Can exercise increase ?brain tone?? by improving blood circulation and thus enhance memory? We know that regular exercise over a sustained period of time can reduce the formation of cholesterolrich plaques that can block blood vessels, sometimes even dissolving plaques that have already been formed, and thereby decrease the risk of both heart attacks and strokes. Just as lack of exercise leads to fat deposition and plaque formation in arteries, which can block blood circulation, exactly the opposite process may occur when a sound exercise regimen is implemented.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(397) "In addition to its effects on the body, physical exercise also leads to ?mental fitness?? improved cognitive performance, including memory. A clinical study showed that elderly people who completed a ten-week walking program showed significantly superior mood and intellectual performance compared to another group of elderly subjects who continued their sedentary lifestyle. This effect has [...]"
["atom_content"]=>
string(1529) "In addition to its effects on the body, physical exercise also leads to ?mental fitness?? improved cognitive performance, including memory. A clinical study showed that elderly people who completed a ten-week walking program showed significantly superior mood and intellectual performance compared to another group of elderly subjects who continued their sedentary lifestyle. This effect has been confirmed in other studies that involved running and other strenuous forms of exercise. But how does physical exercise work against memory loss? There are at least three possible explanations:
1. Effects on circulation in the brain.
2. Release of endorphins.
3. Impact on nerve cell branching within the brain.
Exercise Improves Your Circulation and Mood
Can exercise increase ?brain tone?? by improving blood circulation and thus enhance memory? We know that regular exercise over a sustained period of time can reduce the formation of cholesterolrich plaques that can block blood vessels, sometimes even dissolving plaques that have already been formed, and thereby decrease the risk of both heart attacks and strokes. Just as lack of exercise leads to fat deposition and plaque formation in arteries, which can block blood circulation, exactly the opposite process may occur when a sound exercise regimen is implemented.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1254034870)
}
[12]=>
array(13) {
["title"]=>
string(25) "Trace Metals in Your Diet"
["link"]=>
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["comments"]=>
string(41) "http://impactlearning.net/?p=858#comments"
["pubdate"]=>
string(31) "Thu, 24 Sep 2009 06:55:11 +0000"
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["description"]=>
string(345) "Selenium is a trace element that has antioxidant properties and is claimed to be an antimemory-loss agent, but it has not been tested rigorously in people who have memory loss. There are other elements? magnesium and zinc in particular? that are necessary for normal brain function in small quantities, or traces. Until more solid evidence [...]"
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string(2969) "Selenium is a trace element that has antioxidant properties and is claimed to be an antimemory-loss agent, but it has not been tested rigorously in people who have memory loss. There are other elements? magnesium and zinc in particular? that are necessary for normal brain function in small quantities, or traces. Until more solid evidence is forthcoming, and given the potential toxicity of these metallic elements and compounds, I don’t recommend taking supplements of any trace metals. The amounts of these various substances present naturally in foods (and most multivitamin tablets) easily reach the FDA minimum daily requirement guidelines, so nutritional deficiency states are
extremely rare.
Promemory Diet Action Steps
Decrease intake of saturated fats such as red meat, pizza, desserts.
Maintain your water and fluid (nonalcohol) intake.
Eat fruits and vegetables, which are vital sources of antioxidants.
Take a multivitamin tablet daily.
Supplement with vitamin E and consider vitamins A and C as well.
Keep Exercising
Even very old people can benefit from a rigorous exercise program. Maria Fiatarone, a geriatrician at Tufts University, published a study in the New England Journal of Medicine in which a hundred frail, elderly nursing home residents (averaging eighty-seven years old) were randomized (equal chances of entering one treatment condition or another, like tossing a coin and seeing if it’s heads or tails) to be in an exercise program that included progressive resistance weight training, intensive nutritional supplementation, a combination of the exercise program and nutritional supplementation, or a comparison (control) group that did not receive weight training. Compared to the control group, people in the exercise group more than doubled their leg strength in eight weeks. Perhaps even more important, nutritional supplementation alone did not do much good for physical strength and
stamina, but the exercise plus nutritional supplementation group performed as well as the exercise only group.
The results of this study were striking, and the advantages of regular exercise are now universally accepted as part of any good health program, regardless of age. A recent study by Kramer and colleagues (1999) also produced impressive results: in 174 previously sedentary people sixty to seventy-five years old, regular walking led to improved performance on cognitive tests of executive function (memory was not systematically assessed in that study). As with diet, exercise should be a lifelong effort and not cease abruptly when you reach fifty or sixty or seventy. The body is a dynamic system and needs constant physical pruning and reshaping to perform optimally.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(345) "Selenium is a trace element that has antioxidant properties and is claimed to be an antimemory-loss agent, but it has not been tested rigorously in people who have memory loss. There are other elements? magnesium and zinc in particular? that are necessary for normal brain function in small quantities, or traces. Until more solid evidence [...]"
["atom_content"]=>
string(2969) "Selenium is a trace element that has antioxidant properties and is claimed to be an antimemory-loss agent, but it has not been tested rigorously in people who have memory loss. There are other elements? magnesium and zinc in particular? that are necessary for normal brain function in small quantities, or traces. Until more solid evidence is forthcoming, and given the potential toxicity of these metallic elements and compounds, I don’t recommend taking supplements of any trace metals. The amounts of these various substances present naturally in foods (and most multivitamin tablets) easily reach the FDA minimum daily requirement guidelines, so nutritional deficiency states are
extremely rare.
Promemory Diet Action Steps
Decrease intake of saturated fats such as red meat, pizza, desserts.
Maintain your water and fluid (nonalcohol) intake.
Eat fruits and vegetables, which are vital sources of antioxidants.
Take a multivitamin tablet daily.
Supplement with vitamin E and consider vitamins A and C as well.
Keep Exercising
Even very old people can benefit from a rigorous exercise program. Maria Fiatarone, a geriatrician at Tufts University, published a study in the New England Journal of Medicine in which a hundred frail, elderly nursing home residents (averaging eighty-seven years old) were randomized (equal chances of entering one treatment condition or another, like tossing a coin and seeing if it’s heads or tails) to be in an exercise program that included progressive resistance weight training, intensive nutritional supplementation, a combination of the exercise program and nutritional supplementation, or a comparison (control) group that did not receive weight training. Compared to the control group, people in the exercise group more than doubled their leg strength in eight weeks. Perhaps even more important, nutritional supplementation alone did not do much good for physical strength and
stamina, but the exercise plus nutritional supplementation group performed as well as the exercise only group.
The results of this study were striking, and the advantages of regular exercise are now universally accepted as part of any good health program, regardless of age. A recent study by Kramer and colleagues (1999) also produced impressive results: in 174 previously sedentary people sixty to seventy-five years old, regular walking led to improved performance on cognitive tests of executive function (memory was not systematically assessed in that study). As with diet, exercise should be a lifelong effort and not cease abruptly when you reach fifty or sixty or seventy. The body is a dynamic system and needs constant physical pruning and reshaping to perform optimally.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1253775311)
}
[13]=>
array(13) {
["title"]=>
string(10) "Objectives"
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["pubdate"]=>
string(31) "Mon, 21 Sep 2009 06:00:18 +0000"
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["description"]=>
string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
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string(1378) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Exaggerate That Handout
Time
60 minutes
Related Activities
? Law Breaker [50]
? Problem Reversals [51]
? Turn Around [52]
Procedure
1. Distribute the handout, review it with the participants, and answer any questions they may have.
2. Tell them to list the major criteria (objectives) they would use to evaluate potential solutions to their problem challenges.
3. Instruct them to exaggerate or stretch each criterion in any way possible. Encourage them to avoid any concern with how ?correct? their exaggerations are. There is no such thing as correct with this technique.
4. Have them use each exaggeration as a stimulus to spark new ideas, write them down on Post-itŪ Notes, and place on a flip chart for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
["atom_content"]=>
string(1378) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Exaggerate That Handout
Time
60 minutes
Related Activities
? Law Breaker [50]
? Problem Reversals [51]
? Turn Around [52]
Procedure
1. Distribute the handout, review it with the participants, and answer any questions they may have.
2. Tell them to list the major criteria (objectives) they would use to evaluate potential solutions to their problem challenges.
3. Instruct them to exaggerate or stretch each criterion in any way possible. Encourage them to avoid any concern with how ?correct? their exaggerations are. There is no such thing as correct with this technique.
4. Have them use each exaggeration as a stimulus to spark new ideas, write them down on Post-itŪ Notes, and place on a flip chart for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1253512818)
}
[14]=>
array(13) {
["title"]=>
string(32) "Vitamin A Is Good for Your Brain"
["link"]=>
string(32) "http://impactlearning.net/?p=856"
["comments"]=>
string(41) "http://impactlearning.net/?p=856#comments"
["pubdate"]=>
string(31) "Fri, 18 Sep 2009 06:48:34 +0000"
["dc"]=>
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["category"]=>
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["description"]=>
string(338) "Vitamin A is an antioxidant that neutralizes ?bad? oxygen and shields the membranes of brain cells from injury. Research suggests that it may diminish the risk of heart attack and stroke (not yet fully proven) and thereby decrease the likelihood of memory loss. The nutritional supplement dose of vitamin A is 10,000 to 50,000 units [...]"
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string(3758) "Vitamin A is an antioxidant that neutralizes ?bad? oxygen and shields the membranes of brain cells from injury. Research suggests that it may diminish the risk of heart attack and stroke (not yet fully proven) and thereby decrease the likelihood of memory loss. The nutritional supplement dose of vitamin A is 10,000 to 50,000 units daily, or 10,000 to 25,000 units daily when taken together with 15 mg of beta-carotene. Carrots are an excellent source of beta-carotene, which is closely related to vitamin A. While vitamin A doses up to 100,000 units daily are generally safe, megadoses of vitamin A can lead to liver toxicity. Vitamin
A has antioxidant potency that is comparable to vitamin E, and hopefully it will be studied further in people with memory loss. Until then, vitamin A will remain a second-level intervention in the
Memory Program.
Vitamin C: Was Linus Pauling Right after All?
Linus Pauling, who won two Nobel Prizes, began to be considered a quack after he advocated taking huge doses of vitamin C to fight the common cold and to tackle a host of other diseases. More recently, his original arguments have been vindicated as the free radical toxicity theory has taken hold. Vitamin C or ascorbic acid is an antioxidant and potent free radical scavenger, and may be able to block elements of the aging process, including memory loss. Oranges, grapefruit, berries of all
types, grapes, and other citrus fruits contain lots of vitamin C, so deficiency of this vitamin is extremely rare. Many people supplement their diet with 1 to 5 grams of vitamin C daily, but its effect in preventing memory loss remains to be tested in a long-term clinical trial. Nevertheless, vitamin C’s broad antiaging effects make it a useful component of the Memory Program. Its main side effect is increased stomach acidity and irritation.
Vitamin E: The Best-Studied Antioxidant
Among the antioxidants, vitamin E (alpha-tocopherol) has received the most attention. A study of Alzheimer’s patients showed that 2,000 units, of vitamin E taken daily was associated with a six- to nine-month delay in reaching functional end points such as taking care of personal hygiene or being placed in a nursing home. Vitamin E is now being tested in people with mild cognitive impairment, and it may have a positive effect on this group of people as well. My expectation is that the antioxidant properties of vitamin E will be even more helpful to those who have a good memory but wish to prevent future age-related memory loss. A daily dose of vitamin E is a central component of the Memory Program.
Vitamin E is known to boost T cell function, which is important for the proper functioning of the immune system, which defends the body against bacteria, viruses, and toxins. Vitamin E may also indirectly protect against heart disease and cancer. It is present in soy-bean oil, margarine, nuts, wheat germ, and seeds, but the amounts contained in these natural foods are insufficient to produce a strong antiaging or promemory effect. You need to take vitamin E capsules to get this added kick. The Alzheimer’s study utilized 2,000 units of vitamin E daily, but this is a high dose that may increase the risk of bleeding, because vitamin E is an anticoagulant. Until systematic studies are conducted to compare different vitamin E doses in the prevention and treatment of memory loss, I suggest that you stick to a daily capsule of 800 units (400 units if you want to be more conservative). I myself follow this strategy.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
}
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array(1) {
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string(42) "http://impactlearning.net/?feed=rss2&p=856"
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string(338) "Vitamin A is an antioxidant that neutralizes ?bad? oxygen and shields the membranes of brain cells from injury. Research suggests that it may diminish the risk of heart attack and stroke (not yet fully proven) and thereby decrease the likelihood of memory loss. The nutritional supplement dose of vitamin A is 10,000 to 50,000 units [...]"
["atom_content"]=>
string(3758) "Vitamin A is an antioxidant that neutralizes ?bad? oxygen and shields the membranes of brain cells from injury. Research suggests that it may diminish the risk of heart attack and stroke (not yet fully proven) and thereby decrease the likelihood of memory loss. The nutritional supplement dose of vitamin A is 10,000 to 50,000 units daily, or 10,000 to 25,000 units daily when taken together with 15 mg of beta-carotene. Carrots are an excellent source of beta-carotene, which is closely related to vitamin A. While vitamin A doses up to 100,000 units daily are generally safe, megadoses of vitamin A can lead to liver toxicity. Vitamin
A has antioxidant potency that is comparable to vitamin E, and hopefully it will be studied further in people with memory loss. Until then, vitamin A will remain a second-level intervention in the
Memory Program.
Vitamin C: Was Linus Pauling Right after All?
Linus Pauling, who won two Nobel Prizes, began to be considered a quack after he advocated taking huge doses of vitamin C to fight the common cold and to tackle a host of other diseases. More recently, his original arguments have been vindicated as the free radical toxicity theory has taken hold. Vitamin C or ascorbic acid is an antioxidant and potent free radical scavenger, and may be able to block elements of the aging process, including memory loss. Oranges, grapefruit, berries of all
types, grapes, and other citrus fruits contain lots of vitamin C, so deficiency of this vitamin is extremely rare. Many people supplement their diet with 1 to 5 grams of vitamin C daily, but its effect in preventing memory loss remains to be tested in a long-term clinical trial. Nevertheless, vitamin C’s broad antiaging effects make it a useful component of the Memory Program. Its main side effect is increased stomach acidity and irritation.
Vitamin E: The Best-Studied Antioxidant
Among the antioxidants, vitamin E (alpha-tocopherol) has received the most attention. A study of Alzheimer’s patients showed that 2,000 units, of vitamin E taken daily was associated with a six- to nine-month delay in reaching functional end points such as taking care of personal hygiene or being placed in a nursing home. Vitamin E is now being tested in people with mild cognitive impairment, and it may have a positive effect on this group of people as well. My expectation is that the antioxidant properties of vitamin E will be even more helpful to those who have a good memory but wish to prevent future age-related memory loss. A daily dose of vitamin E is a central component of the Memory Program.
Vitamin E is known to boost T cell function, which is important for the proper functioning of the immune system, which defends the body against bacteria, viruses, and toxins. Vitamin E may also indirectly protect against heart disease and cancer. It is present in soy-bean oil, margarine, nuts, wheat germ, and seeds, but the amounts contained in these natural foods are insufficient to produce a strong antiaging or promemory effect. You need to take vitamin E capsules to get this added kick. The Alzheimer’s study utilized 2,000 units of vitamin E daily, but this is a high dose that may increase the risk of bleeding, because vitamin E is an anticoagulant. Until systematic studies are conducted to compare different vitamin E doses in the prevention and treatment of memory loss, I suggest that you stick to a daily capsule of 800 units (400 units if you want to be more conservative). I myself follow this strategy.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1253256514)
}
[15]=>
array(13) {
["title"]=>
string(30) "Essence of the Problem Handout"
["link"]=>
string(32) "http://impactlearning.net/?p=684"
["comments"]=>
string(41) "http://impactlearning.net/?p=684#comments"
["pubdate"]=>
string(31) "Tue, 15 Sep 2009 05:00:37 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=684"
["description"]=>
string(338) "Consider the problem of reducing vandalism in factory lunchrooms. One group member believes that the essence of the problem objective is ?destruction,? writes it down on a note, and passes it to the person on his right. The person receiving that word then might write down ?defacement.? This person then has two notes containing the [...]"
["content"]=>
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string(1945) "Consider the problem of reducing vandalism in factory lunchrooms. One group member believes that the essence of the problem objective is ?destruction,? writes it down on a note, and passes it to the person on his right. The person receiving that word then might write down ?defacement.? This person then has two notes containing the words ?destruction? and ?defacement.? They read these words aloud to the other group members
and the group uses them to help spark ideas. For instance, the combination,
?destruction-defacement? might suggest an idea of creating a lunchroom that appears to be defaced, but is done so in an artistic way. Another idea might be to place pictures of all the workers in the lunch room with the hope they wouldn?t destroy the room (from ?defacement?). Or the word, ?destruction? might trigger an idea to completely destroy the current lunch room and invite the workers to participate in its reconstruction. Finally,
?defacement? might suggest literally taking the faces away from the lunch room and eliminating it altogether.
Exaggerate That
Background
Have you ever stretched the truth? Come on, now?be truthful. Most people have exaggerated something, at some time in their lives, even if it?s only a slight distortion. Exaggerations not only make us feel better, they also can add excitement to our interactions. The more extreme and vivid our exaggerations, the more attention they will attract.
Each instance of truth stretching is a stimulus. And stimuli can help generate ideas. There must be the makings of an idea generation activity here somewhere! And there is. It?s known as Exaggerated Objectives (Olson, 1980). With it, you generate ideas by listing problem criteria, exaggerating them in any way possible, and then using the exaggerations as stimuli to prompt ideas.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(338) "Consider the problem of reducing vandalism in factory lunchrooms. One group member believes that the essence of the problem objective is ?destruction,? writes it down on a note, and passes it to the person on his right. The person receiving that word then might write down ?defacement.? This person then has two notes containing the [...]"
["atom_content"]=>
string(1945) "Consider the problem of reducing vandalism in factory lunchrooms. One group member believes that the essence of the problem objective is ?destruction,? writes it down on a note, and passes it to the person on his right. The person receiving that word then might write down ?defacement.? This person then has two notes containing the words ?destruction? and ?defacement.? They read these words aloud to the other group members
and the group uses them to help spark ideas. For instance, the combination,
?destruction-defacement? might suggest an idea of creating a lunchroom that appears to be defaced, but is done so in an artistic way. Another idea might be to place pictures of all the workers in the lunch room with the hope they wouldn?t destroy the room (from ?defacement?). Or the word, ?destruction? might trigger an idea to completely destroy the current lunch room and invite the workers to participate in its reconstruction. Finally,
?defacement? might suggest literally taking the faces away from the lunch room and eliminating it altogether.
Exaggerate That
Background
Have you ever stretched the truth? Come on, now?be truthful. Most people have exaggerated something, at some time in their lives, even if it?s only a slight distortion. Exaggerations not only make us feel better, they also can add excitement to our interactions. The more extreme and vivid our exaggerations, the more attention they will attract.
Each instance of truth stretching is a stimulus. And stimuli can help generate ideas. There must be the makings of an idea generation activity here somewhere! And there is. It?s known as Exaggerated Objectives (Olson, 1980). With it, you generate ideas by listing problem criteria, exaggerating them in any way possible, and then using the exaggerations as stimuli to prompt ideas.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1252990837)
}
[16]=>
array(13) {
["title"]=>
string(23) "Carbohydrates and Fiber"
["link"]=>
string(32) "http://impactlearning.net/?p=854"
["comments"]=>
string(41) "http://impactlearning.net/?p=854#comments"
["pubdate"]=>
string(31) "Sat, 12 Sep 2009 06:42:56 +0000"
["dc"]=>
array(1) {
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["category"]=>
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["guid"]=>
string(32) "http://impactlearning.net/?p=854"
["description"]=>
string(339) "Carbohydrates are the body’s main energy source, but if consumed in excess they are converted to fat and then deposited in all the wrong places. Bread, cereal, rice, pasta, and potatoes are foods that are rich in carbohydrates. For several reasons, vegetables and fruits are among the best types of food. They contain little to [...]"
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string(3256) "Carbohydrates are the body’s main energy source, but if consumed in excess they are converted to fat and then deposited in all the wrong places. Bread, cereal, rice, pasta, and potatoes are foods that are rich in carbohydrates. For several reasons, vegetables and fruits are among the best types of food. They contain little to no fat, and their carbohydrate content is mainly glucose and fructose, simple sugars that are very easy to digest and convert into energy. Critically, they all contain a large quantity of fiber or roughage, which provides good protection against colon cancer and many other age-related diseases. Many of these fruits and vegetables contain vitamins and essential minerals, but the nutrient composition varies among different categories. Therefore, it is best to eat a wide range of fruits and vegetables.
Maintain Your Fluid Intake
Water is essential for life. But as we grow older, the brains regulation of the thirst mechanism begins to waver, and it sometimes even forgets to signal that we should drink. Talk about a part of the brain itself having a poor memory! This can become a big problem for elderly people living alone, who easily become dehydrated, which in turn leads to severe medical complications and even death. Sound nutrition requires a daily fluid intake between thirty-six to sixty-four ounces (three to five
glasses of water) daily; drink more in the summer and when you’re exercising, less in the winter and when you’re sedentary.
Vitamins: Diet Plus Supplements for a Promemory Effect
The beauty of vitamins is that they are completely natural substances essential for daily bodily functioning, and hence there is little danger in taking extra amounts, with a few exceptions. A diet rich in fruits and vegetables provides sufficient vitamins and minerals to prevent nutritional deficiencies, but a proactive intervention for memory loss requires supplementation well above the recommended FDA daily requirements. In other words, a healthy diet with proper nutrition is
excellent for maintaining general health, but specific supplements are needed to obtain a promemory effect.
Destroyers of Free Radicals
The free radical theory of aging and memory loss lies behind the use of vitamin C and vitamin E, as well as vitamin A or beta-carotene. Vitamins A, D, E, and K are fat-soluble vitamins, whereas the B complex vitamins and vitamin C are water soluble. The fat-soluble vitamins are broken down mainly in the liver, which has a limited capacity to handle these compounds. Therefore, if taken in large amounts, fat-soluble vitamins like A and E can become toxic (vitamin D is needed for bone formation, and vitamin K is part of the normal blood-clotting process; these are not directly relevant to memory). In contrast, the water-soluble vitamins are essentially nontoxic because any excess is promptly flushed out by the kidneys into the urine. You need to understand this distinction if you are taking, or plan to take, massive doses of vitamins.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
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string(339) "Carbohydrates are the body’s main energy source, but if consumed in excess they are converted to fat and then deposited in all the wrong places. Bread, cereal, rice, pasta, and potatoes are foods that are rich in carbohydrates. For several reasons, vegetables and fruits are among the best types of food. They contain little to [...]"
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string(3256) "Carbohydrates are the body’s main energy source, but if consumed in excess they are converted to fat and then deposited in all the wrong places. Bread, cereal, rice, pasta, and potatoes are foods that are rich in carbohydrates. For several reasons, vegetables and fruits are among the best types of food. They contain little to no fat, and their carbohydrate content is mainly glucose and fructose, simple sugars that are very easy to digest and convert into energy. Critically, they all contain a large quantity of fiber or roughage, which provides good protection against colon cancer and many other age-related diseases. Many of these fruits and vegetables contain vitamins and essential minerals, but the nutrient composition varies among different categories. Therefore, it is best to eat a wide range of fruits and vegetables.
Maintain Your Fluid Intake
Water is essential for life. But as we grow older, the brains regulation of the thirst mechanism begins to waver, and it sometimes even forgets to signal that we should drink. Talk about a part of the brain itself having a poor memory! This can become a big problem for elderly people living alone, who easily become dehydrated, which in turn leads to severe medical complications and even death. Sound nutrition requires a daily fluid intake between thirty-six to sixty-four ounces (three to five
glasses of water) daily; drink more in the summer and when you’re exercising, less in the winter and when you’re sedentary.
Vitamins: Diet Plus Supplements for a Promemory Effect
The beauty of vitamins is that they are completely natural substances essential for daily bodily functioning, and hence there is little danger in taking extra amounts, with a few exceptions. A diet rich in fruits and vegetables provides sufficient vitamins and minerals to prevent nutritional deficiencies, but a proactive intervention for memory loss requires supplementation well above the recommended FDA daily requirements. In other words, a healthy diet with proper nutrition is
excellent for maintaining general health, but specific supplements are needed to obtain a promemory effect.
Destroyers of Free Radicals
The free radical theory of aging and memory loss lies behind the use of vitamin C and vitamin E, as well as vitamin A or beta-carotene. Vitamins A, D, E, and K are fat-soluble vitamins, whereas the B complex vitamins and vitamin C are water soluble. The fat-soluble vitamins are broken down mainly in the liver, which has a limited capacity to handle these compounds. Therefore, if taken in large amounts, fat-soluble vitamins like A and E can become toxic (vitamin D is needed for bone formation, and vitamin K is part of the normal blood-clotting process; these are not directly relevant to memory). In contrast, the water-soluble vitamins are essentially nontoxic because any excess is promptly flushed out by the kidneys into the urine. You need to understand this distinction if you are taking, or plan to take, massive doses of vitamins.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(334) "Contrast these drastic tactics to the methods used by David Finestone, the forty-nine-year-old corporate executive that I described in the introduction. He came to see me with the symptom of forgetting names and appeared to have suffered from a very small stroke. Based on my advice, he lost weight by cutting back on his intake [...]"
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string(3598) "Contrast these drastic tactics to the methods used by David Finestone, the forty-nine-year-old corporate executive that I described in the introduction. He came to see me with the symptom of forgetting names and appeared to have suffered from a very small stroke. Based on my advice, he lost weight by cutting back on his intake of saturated fats, primarily red meat and pizza. His program also included eating more fresh fruit and green vegetables, in addition to beginning regular physical exercise. Over time, these changes worked wonders for him. A sensible diet supplemented by a regular exercise regimen is by far the best strategy to lose weight. Why this simple, conventional approach is shunned by so many has always mystified me; perhaps they want a quick fix rather than wait for the slower, but more permanent, results from a long-term program.
Avoid Saturated Fats
A saturated fat-rich diet can indirectly lead to memory loss. High cholesterol levels lead to fatty plaques that deposit themselves on the inner walls of arteries and slow down blood flow in the brain.
If this slowing of flow occurs in a small artery (as is common), blood clots gradually form and cause a ministroke, and depending on which part of the brain is damaged, cognitive deficits can occur. If hippocampal or specific frontal lobe nerve cells are affected, memory loss will be the result. The best time to focus on dietary preventive techniques is before these lesions develop, because after a ministroke, the dead nerve cells cannot be regenerated. Another reason for cutting back on saturated fats is that they increase the number of free radicals, which are toxic to most brain cells and can produce memory loss.
What’s Good for Your Heart Is Good for Your Brain
A diet that is good for the heart is equally good for the brain. Foods that are low in saturated fats and high in fiber content and vitamins and minerals are ideal to prevent heart disease and stroke, and decrease free radical formation. The following table provides a broad overview of common foods and their relative nutritional content, and their potential impact on memory. Butter, margarine, and desserts are among the worst offenders, as is red meat. I strongly advise you to cook with oils high in unsaturated fats: canola, sunflower, corn, or olive oil. Walnuts contain a lot of ?good? cholesterol and unsaturated fatty acids, but most nuts, including peanuts, are fairly high in saturated fat content and hence bad for you. Next come milk products with high concentrations of fat, particularly cheese. Milk itself and yogurt also contain some saturated fats, but in lower concentrations. Low-fat yogurt is an improvement but still contains some fats and cholesterol.
Egg whites are made up of albumin, which is a near-perfect protein source, but the yellow yolk is pure cholesterol. I recommend chicken without the skin, which contains a lot of saturated fat. Fish not only has the advantage of high protein and low fat content, but some species like cod and halibut contain the ?good? fats (including omega-3 fatty acids) and cholesterol, which may actually reduce the risk of heart disease and stroke. In fact, the fish-eating Japanese have one of the lowest rates of heart attacks in the world. So the old saying that fish is good for your heart and for your brain isn’t too far off the mark.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(334) "Contrast these drastic tactics to the methods used by David Finestone, the forty-nine-year-old corporate executive that I described in the introduction. He came to see me with the symptom of forgetting names and appeared to have suffered from a very small stroke. Based on my advice, he lost weight by cutting back on his intake [...]"
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string(3598) "Contrast these drastic tactics to the methods used by David Finestone, the forty-nine-year-old corporate executive that I described in the introduction. He came to see me with the symptom of forgetting names and appeared to have suffered from a very small stroke. Based on my advice, he lost weight by cutting back on his intake of saturated fats, primarily red meat and pizza. His program also included eating more fresh fruit and green vegetables, in addition to beginning regular physical exercise. Over time, these changes worked wonders for him. A sensible diet supplemented by a regular exercise regimen is by far the best strategy to lose weight. Why this simple, conventional approach is shunned by so many has always mystified me; perhaps they want a quick fix rather than wait for the slower, but more permanent, results from a long-term program.
Avoid Saturated Fats
A saturated fat-rich diet can indirectly lead to memory loss. High cholesterol levels lead to fatty plaques that deposit themselves on the inner walls of arteries and slow down blood flow in the brain.
If this slowing of flow occurs in a small artery (as is common), blood clots gradually form and cause a ministroke, and depending on which part of the brain is damaged, cognitive deficits can occur. If hippocampal or specific frontal lobe nerve cells are affected, memory loss will be the result. The best time to focus on dietary preventive techniques is before these lesions develop, because after a ministroke, the dead nerve cells cannot be regenerated. Another reason for cutting back on saturated fats is that they increase the number of free radicals, which are toxic to most brain cells and can produce memory loss.
What’s Good for Your Heart Is Good for Your Brain
A diet that is good for the heart is equally good for the brain. Foods that are low in saturated fats and high in fiber content and vitamins and minerals are ideal to prevent heart disease and stroke, and decrease free radical formation. The following table provides a broad overview of common foods and their relative nutritional content, and their potential impact on memory. Butter, margarine, and desserts are among the worst offenders, as is red meat. I strongly advise you to cook with oils high in unsaturated fats: canola, sunflower, corn, or olive oil. Walnuts contain a lot of ?good? cholesterol and unsaturated fatty acids, but most nuts, including peanuts, are fairly high in saturated fat content and hence bad for you. Next come milk products with high concentrations of fat, particularly cheese. Milk itself and yogurt also contain some saturated fats, but in lower concentrations. Low-fat yogurt is an improvement but still contains some fats and cholesterol.
Egg whites are made up of albumin, which is a near-perfect protein source, but the yellow yolk is pure cholesterol. I recommend chicken without the skin, which contains a lot of saturated fat. Fish not only has the advantage of high protein and low fat content, but some species like cod and halibut contain the ?good? fats (including omega-3 fatty acids) and cholesterol, which may actually reduce the risk of heart disease and stroke. In fact, the fish-eating Japanese have one of the lowest rates of heart attacks in the world. So the old saying that fish is good for your heart and for your brain isn’t too far off the mark.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(49) "Keep your safety with a good roadway construction"
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string(349) " Mid-park, as the best services in Interstate Structures made the roadway more safe and easy to navigate based on their quality of construction. You can enjoy traveling through the roadway. It is safer and stronger than another construction offered. It is provide smooth roadway operation, aiding and avoiding the broke caused by the thousands [...]"
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string(2061) " Mid-park, as the best services in Interstate Structures made the roadway more safe and easy to navigate based on their quality of construction. You can enjoy traveling through the roadway. It is safer and stronger than another construction offered. It is provide smooth roadway operation, aiding and avoiding the broke caused by the thousands of vehicles using the roadways daily in the world. Many roadway was broken and caused many accidents in the world because there are no enough or strong construction which was built there. It is danger for the safety people who use roadway, bridges, and many more.
Mid-park offers a lot of services such as Interstate structure services, Service Stamping and Threading and also Roadway Construction Products. They also provide terminal section for guardrails produced by them of any size and shape also produces channel, tube, or other special guardrail for bridges.
It is important for any people who used roadway in their daily life because mid-park offers you safer and stronger also best quality products for your journey. You can visit Mid-park.com for further information and you can read a lot of information which provided for use whether as a pedestrian or others. You can feel the safe and enjoy while mid-park is build for your roadway construction.
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string(2061) " Mid-park, as the best services in Interstate Structures made the roadway more safe and easy to navigate based on their quality of construction. You can enjoy traveling through the roadway. It is safer and stronger than another construction offered. It is provide smooth roadway operation, aiding and avoiding the broke caused by the thousands of vehicles using the roadways daily in the world. Many roadway was broken and caused many accidents in the world because there are no enough or strong construction which was built there. It is danger for the safety people who use roadway, bridges, and many more.
Mid-park offers a lot of services such as Interstate structure services, Service Stamping and Threading and also Roadway Construction Products. They also provide terminal section for guardrails produced by them of any size and shape also produces channel, tube, or other special guardrail for bridges.
It is important for any people who used roadway in their daily life because mid-park offers you safer and stronger also best quality products for your journey. You can visit Mid-park.com for further information and you can read a lot of information which provided for use whether as a pedestrian or others. You can feel the safe and enjoy while mid-park is build for your roadway construction.
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["title"]=>
string(10) "Objectives"
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string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
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string(2146) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Essence of the Problem Handout
Time
30 minutes
Related Activities
? Name Change [9]
? Switcheroo [11]
? What?s the Problem? [70]
Procedure
1. Distribute the Essence of the Problem Handout, review it with the participants, and answer any questions they may have.
2. Tell the group members to write down the problem challenge on a flip chart visible for all to see.
3. Ask the participants to write down, individually, on a Post-itŪ Note, what they think is the essence of the problem, in the form of a word or brief phrase. Tell them to focus on the objective as demonstrated in the handout.
4. Have them pass this note to the person on their right.
5. Instruct them to review the note passed to them and then write down another word or phrase on a new note, and keep it without passing it. Each group member now should have two Post-itŪ Notes containing ?essence? words, one from the person on their left and the one they just wrote. (Note: There may be duplication among the group members, but this is to be expected and requires no special action.)
6. Ask the group members to take turns sharing their two words or phrases and invite the other group members to use these words as stimuli to help brainstorm ideas. Tell them not to worry if their initial ideas are not directly related to the words. Free association is welcome so that one word leads to another.
7. Have them write down their ideas on Post-itŪ Notes and place them on flip charts for later evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
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string(2146) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Essence of the Problem Handout
Time
30 minutes
Related Activities
? Name Change [9]
? Switcheroo [11]
? What?s the Problem? [70]
Procedure
1. Distribute the Essence of the Problem Handout, review it with the participants, and answer any questions they may have.
2. Tell the group members to write down the problem challenge on a flip chart visible for all to see.
3. Ask the participants to write down, individually, on a Post-itŪ Note, what they think is the essence of the problem, in the form of a word or brief phrase. Tell them to focus on the objective as demonstrated in the handout.
4. Have them pass this note to the person on their right.
5. Instruct them to review the note passed to them and then write down another word or phrase on a new note, and keep it without passing it. Each group member now should have two Post-itŪ Notes containing ?essence? words, one from the person on their left and the one they just wrote. (Note: There may be duplication among the group members, but this is to be expected and requires no special action.)
6. Ask the group members to take turns sharing their two words or phrases and invite the other group members to use these words as stimuli to help brainstorm ideas. Tell them not to worry if their initial ideas are not directly related to the words. Free association is welcome so that one word leads to another.
7. Have them write down their ideas on Post-itŪ Notes and place them on flip charts for later evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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["title"]=>
string(58) "CHAPTER 5 Start a Healthy Promemory Diet and Exercise Plan"
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string(309) "A Case of Mayonnaise
When I joined Columbia University in 1985, I worked with a nurse who was, to put it mildly, overweight. One afternoon, I stopped by her desk to ask her a question and found her preparing for a well-deserved lunch. First, she brought out an enormous bowl of salad, full of greens, a [...]"
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string(3795) "A Case of Mayonnaise
When I joined Columbia University in 1985, I worked with a nurse who was, to put it mildly, overweight. One afternoon, I stopped by her desk to ask her a question and found her preparing for a well-deserved lunch. First, she brought out an enormous bowl of salad, full of greens, a few carrots thrown in for color. The gargantuan portion didn’t faze me, because I had already been in the United States for five years and had become quite familiar with American eating habits. Actually, I was pleasantly surprised by her rigor in selecting such a healthy salad with essentially no fat in it. For a moment, I began to wonder why she was so bulky when her diet was so exemplary. But not for long. From another plastic bowl that she had brought from home, she unleashed several heaping spoonfuls of a thick, yellow-white salad dressing that looked like pure mayonnaise. I casually chatted with her about a patient we were treating, but I couldn’t keep my eyes off the salad bowl. Rest assured, I had no interest whatsoever in sharing her meal; rather, it was the incongruity between the over-grown, leafy salad and the heavy, viscous dressing that struck me.
For years, I have watched such odd maneuvers with the distant curiosity of a physician who includes dietary advice as a prime component in his repertoire. But a few years ago, one of these
newfangled culinary approaches struck a raw nerve in me.
Aggressive Dieting May Carry Risks: Lou’s Story
A fifty-two-year-old psychiatrist-friend of mine, Lou, has always had a weight problem. So when I visited him and his family in suburban Westchester County, New York, in early 1998, I was quite surprised by what I saw. He had lost at least thirty pounds, and while not yet slim, he was getting pretty close. Lou proudly informed me that he was on a protein-rich and fatty food diet with no carbohydrates. No cereal, wheat, corn, rice, pasta, sugar, or potatoes. It seemed like an unnatural
challenge to the normal course of healthy bodily metabolism, but I was pleased by his successful effort to shed a few pounds. In fact, more than a few.
A month later, I got a frantic telephone call from his wife, who informed me that her husband had just suffered a full-blown heart attack. I dropped what I was doing to help her during this emergency. Her husband underwent a balloon angioplasty and was able to gradually get back to work within a few weeks. ??Low-carb? is now a taboo word in conversations in their house, because she feels that the diet precipitated her husband’s heart attack. My friend also happens to have a strong family history of heart disease, making it hard to determine exactly what caused his heart attack. Given this uncertainty, I cannot say that the diet was the culprit. However, from a physiologic standpoint, we know that most cells in the body, and nearly all the cells in the brain, use carbohydrates like glucose or other simple sugars like fructose and galactose as their main energy source. For fats and proteins to be used as an energy source, they first have to be converted to glucose by specialized enzymes that parade up and down a series of dancing biochemical pathways. A diet that excludes carbohydrates puts extra pressure on the enzymes that lubricate this chemical maze, and they are now forced to work overtime on fats and proteins instead of on the carbohydrates that they prefer to face. This
upsetting of the normal balance leads to weight loss, which can be dramatic, as occurred in my friend’s case.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(309) "A Case of Mayonnaise
When I joined Columbia University in 1985, I worked with a nurse who was, to put it mildly, overweight. One afternoon, I stopped by her desk to ask her a question and found her preparing for a well-deserved lunch. First, she brought out an enormous bowl of salad, full of greens, a [...]"
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string(3795) "A Case of Mayonnaise
When I joined Columbia University in 1985, I worked with a nurse who was, to put it mildly, overweight. One afternoon, I stopped by her desk to ask her a question and found her preparing for a well-deserved lunch. First, she brought out an enormous bowl of salad, full of greens, a few carrots thrown in for color. The gargantuan portion didn’t faze me, because I had already been in the United States for five years and had become quite familiar with American eating habits. Actually, I was pleasantly surprised by her rigor in selecting such a healthy salad with essentially no fat in it. For a moment, I began to wonder why she was so bulky when her diet was so exemplary. But not for long. From another plastic bowl that she had brought from home, she unleashed several heaping spoonfuls of a thick, yellow-white salad dressing that looked like pure mayonnaise. I casually chatted with her about a patient we were treating, but I couldn’t keep my eyes off the salad bowl. Rest assured, I had no interest whatsoever in sharing her meal; rather, it was the incongruity between the over-grown, leafy salad and the heavy, viscous dressing that struck me.
For years, I have watched such odd maneuvers with the distant curiosity of a physician who includes dietary advice as a prime component in his repertoire. But a few years ago, one of these
newfangled culinary approaches struck a raw nerve in me.
Aggressive Dieting May Carry Risks: Lou’s Story
A fifty-two-year-old psychiatrist-friend of mine, Lou, has always had a weight problem. So when I visited him and his family in suburban Westchester County, New York, in early 1998, I was quite surprised by what I saw. He had lost at least thirty pounds, and while not yet slim, he was getting pretty close. Lou proudly informed me that he was on a protein-rich and fatty food diet with no carbohydrates. No cereal, wheat, corn, rice, pasta, sugar, or potatoes. It seemed like an unnatural
challenge to the normal course of healthy bodily metabolism, but I was pleased by his successful effort to shed a few pounds. In fact, more than a few.
A month later, I got a frantic telephone call from his wife, who informed me that her husband had just suffered a full-blown heart attack. I dropped what I was doing to help her during this emergency. Her husband underwent a balloon angioplasty and was able to gradually get back to work within a few weeks. ??Low-carb? is now a taboo word in conversations in their house, because she feels that the diet precipitated her husband’s heart attack. My friend also happens to have a strong family history of heart disease, making it hard to determine exactly what caused his heart attack. Given this uncertainty, I cannot say that the diet was the culprit. However, from a physiologic standpoint, we know that most cells in the body, and nearly all the cells in the brain, use carbohydrates like glucose or other simple sugars like fructose and galactose as their main energy source. For fats and proteins to be used as an energy source, they first have to be converted to glucose by specialized enzymes that parade up and down a series of dancing biochemical pathways. A diet that excludes carbohydrates puts extra pressure on the enzymes that lubricate this chemical maze, and they are now forced to work overtime on fats and proteins instead of on the carbohydrates that they prefer to face. This
upsetting of the normal balance leads to weight loss, which can be dramatic, as occurred in my friend’s case.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(22) "The Truth about Saunas"
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string(304) "It is always worth to spend our time in sauna. So, if you are interested to have sauna in your home, it is better for you looking information about saver sauna. The truth about sauna will be really helpful for you while choosing the best sauna.
There are two types of sauna. It is traditional sauna [...]"
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There are two types of sauna. It is traditional sauna and infrared saunas. So, what’s wrong with getting one of them? It is absolutely nothing because they are fine. Unfortunately, the traditional sauna does come up short in many of the benefits you could be experiencing from using an infrared sauna. First, the temperature that traditional sauna needs to reach or your body to sweat is way too high to safely handle for any extended period time. This is the exact opposite of what you could expect from using an infrared sauna. There are many doctors starting to recommend infrared saunas to their patients for many ailments. We can say that far infrared sauna is much better than regular sauna. Then, which one for the best, ceramic or carbon based? And another question can be are these saunas safe?
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There are two types of sauna. It is traditional sauna and infrared saunas. So, what’s wrong with getting one of them? It is absolutely nothing because they are fine. Unfortunately, the traditional sauna does come up short in many of the benefits you could be experiencing from using an infrared sauna. First, the temperature that traditional sauna needs to reach or your body to sweat is way too high to safely handle for any extended period time. This is the exact opposite of what you could expect from using an infrared sauna. There are many doctors starting to recommend infrared saunas to their patients for many ailments. We can say that far infrared sauna is much better than regular sauna. Then, which one for the best, ceramic or carbon based? And another question can be are these saunas safe?
Thetruthaboutsaunas.com will answer your next question. So, visit their website right now to get further information and the answer about saunas. Then, you will be steady when you want to have sauna in your home.
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["title"]=>
string(22) "Essence of the Problem"
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string(355) "Background
An essence is something concentrated that retains its basic properties. It is the internal factor that gives something special characteristics. For instance, perfume is the essence of flowers, and grapes are the essence of wine. Thus, an essence is a root or source element, what we use to identify with something, or what makes something [...]"
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An essence is something concentrated that retains its basic properties. It is the internal factor that gives something special characteristics. For instance, perfume is the essence of flowers, and grapes are the essence of wine. Thus, an essence is a root or source element, what we use to identify with something, or what makes something ?real.? Because essence is a source element, it defines what is and what can be. Essence provides potential,
boundaries, and scope. It communicates meaning, which leads to nderstanding.
Each problem has an essence that defines what is and what can be. By examining the ?what is,? it is possible to explore the ?what can be.? That is, understanding essence makes it possible to extract potential ideas from problem statements, because all problems exist on a continuum of abstraction. Thus, the essence of a given problem is that broad concept behind it. The essence of reducing crime, for instance, might be prevention.?
In this case, the ?what is? could be ?incidence of crime? and the ?what can be? might be ?reduced incidence of crime.? This activity is very similar to What?s the Problem? [70] in concept, but different in execution. The basic principle of searching for an ?essence? is in both. When using What?s the
Problem?, attention is focused on increasingly abstract levels of the original problem?s verb. For instance, a problem of how to increase parking would focus on progressively more abstract ways to increase things (not just parking). When using Essence of the Problem, in contrast, attention is focused on different perceptions of the ?essence? of ?increase parking.?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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An essence is something concentrated that retains its basic properties. It is the internal factor that gives something special characteristics. For instance, perfume is the essence of flowers, and grapes are the essence of wine. Thus, an essence is a root or source element, what we use to identify with something, or what makes something [...]"
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An essence is something concentrated that retains its basic properties. It is the internal factor that gives something special characteristics. For instance, perfume is the essence of flowers, and grapes are the essence of wine. Thus, an essence is a root or source element, what we use to identify with something, or what makes something ?real.? Because essence is a source element, it defines what is and what can be. Essence provides potential,
boundaries, and scope. It communicates meaning, which leads to nderstanding.
Each problem has an essence that defines what is and what can be. By examining the ?what is,? it is possible to explore the ?what can be.? That is, understanding essence makes it possible to extract potential ideas from problem statements, because all problems exist on a continuum of abstraction. Thus, the essence of a given problem is that broad concept behind it. The essence of reducing crime, for instance, might be prevention.?
In this case, the ?what is? could be ?incidence of crime? and the ?what can be? might be ?reduced incidence of crime.? This activity is very similar to What?s the Problem? [70] in concept, but different in execution. The basic principle of searching for an ?essence? is in both. When using What?s the
Problem?, attention is focused on increasingly abstract levels of the original problem?s verb. For instance, a problem of how to increase parking would focus on progressively more abstract ways to increase things (not just parking). When using Essence of the Problem, in contrast, attention is focused on different perceptions of the ?essence? of ?increase parking.?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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[23]=>
array(13) {
["title"]=>
string(36) "If You Already Have Mild Memory Loss"
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string(310) "Some of you have already developed mild age-related memory loss, based on either your performance in the memory tests that I described in the first chapter, or your own awareness that your memory is significantly worse compared to how it used to be a few years ago. But even if you fall into the category [...]"
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Customize Your Memory Program
You should tailor the Memory Program to your own needs. For example, it is too expensive and cumbersome, and doesn’t make a whole lot of sense, to take a medication cocktail of ginkgo biloba, vitamins A, C, and E, donepezil (Aricept), phosphatidylserine, selegiline, a COX II inhibitor like Celebrex or Vioxx, melatonin, and estrogen. Rational, practical choices among these various options are required. I will discuss the pros and cons of these choices, taking into account differences among individuals that will include a careful analysis of the risk-benefit ratio for each one of you. In the chapter that describes the entire Memory Program in detail later in the book, the optimal strategies within the program are specifically targeted for different groups of people:
1. People with mild memory loss versus people with currently normal memory who wish to prevent future loss.
2. People in the age group forty to fifty-nine versus those who are sixty and older, each described separately for the above two groups.
3. Men and women, described separately for each of the above categories.
This classification will help you develop and implement an individualized program for yourself to fight age-related memory loss. Before you go through the rest of the book, you should be clear as to whether you have a normal memory or already suffer from mild memory loss. Base this judgment mainly on your memory test performance in chapter 1 and don’t rely only on your own subjective evaluation or the opinions of family and friends. I frequently return to this distinction in the rest of
the book, and knowing whether you have a normal memory or mild memory loss will help you decide which advice does and does not apply to you.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
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string(2594) "Some of you have already developed mild age-related memory loss, based on either your performance in the memory tests that I described in the first chapter, or your own awareness that your memory is significantly worse compared to how it used to be a few years ago. But even if you fall into the category of those with mild memory loss, you can still employ components of the Memory Program with good results. Although people in their forties and fifties will benefit the most by adopting all the elements in the Memory Program, those among you who are sixty-plus will also gain by using these approaches.
Customize Your Memory Program
You should tailor the Memory Program to your own needs. For example, it is too expensive and cumbersome, and doesn’t make a whole lot of sense, to take a medication cocktail of ginkgo biloba, vitamins A, C, and E, donepezil (Aricept), phosphatidylserine, selegiline, a COX II inhibitor like Celebrex or Vioxx, melatonin, and estrogen. Rational, practical choices among these various options are required. I will discuss the pros and cons of these choices, taking into account differences among individuals that will include a careful analysis of the risk-benefit ratio for each one of you. In the chapter that describes the entire Memory Program in detail later in the book, the optimal strategies within the program are specifically targeted for different groups of people:
1. People with mild memory loss versus people with currently normal memory who wish to prevent future loss.
2. People in the age group forty to fifty-nine versus those who are sixty and older, each described separately for the above two groups.
3. Men and women, described separately for each of the above categories.
This classification will help you develop and implement an individualized program for yourself to fight age-related memory loss. Before you go through the rest of the book, you should be clear as to whether you have a normal memory or already suffer from mild memory loss. Base this judgment mainly on your memory test performance in chapter 1 and don’t rely only on your own subjective evaluation or the opinions of family and friends. I frequently return to this distinction in the rest of
the book, and knowing whether you have a normal memory or mild memory loss will help you decide which advice does and does not apply to you.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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[24]=>
array(13) {
["title"]=>
string(39) "Get some Excellent Eyeglasses in Online"
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string(322) "When we are talking about the fashion, we also must talk about the accessories as well. Some people love to mix and match the fashion with the accessories. For some people, this is the ultimate way to express their personality.
One of the best accessories that many people love to have is the eyeglasses. Many people [...]"
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One of the best accessories that many people love to have is the eyeglasses. Many people love to use the eyeglasses as their accessories in any occasions. In the Zennioptical.com, you would be able to find some excellent eyeglasses, as I found My favorite high fashion eyeglasses in the site.
In the site, we would be able to get the $ 8 Rx eyeglasses as well. To help you do some smart shopping, you must click the Cbn.com to get the How You Can Start Spending Smart tips.
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In the site, we would be able to get the $ 8 Rx eyeglasses as well. To help you do some smart shopping, you must click the Cbn.com to get the How You Can Start Spending Smart tips.
"
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[25]=>
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["title"]=>
string(42) "Reversible and Less Reversible Memory Loss"
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["pubdate"]=>
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string(338) "All three sections of the Memory Program are important. Most of you will accept the idea that a sound diet with moderate, regular physical exercise supplemented by memory training techniques will help pro tect against memory loss. Some of you may also recognize the value of taking medications of one sort or another.
But those who [...]"
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But those who have a specific, reversible cause of memory loss are of particular concern to me. Depression is an obvious example, because it is often unrecognized by both the person suffering from this problem and the physician. Another common, often unidentified, culprit is alcohol, because with age the brain becomes more sensitive to even small doses? for example, your regular two to three drinks every evening can gradually cause brain toxicity as you grow older. Therefore, although only a minority among you will have a reversible cause of memory loss, if you do belong to this category it is imperative that the specific cause be identified and tackled head-on. And if you suffer from memory loss due to a reversible cause, general health improvement or memory training techniques or memory-enhancing medications won’t do you much good until the actual cause is treated appropriately? for example, no amount of diet or exercise or memory training or promemory medications will cure memory loss if it is caused by thyroid deficiency; thyroid hormone replacement therapy is required.
I am emphasizing potentially reversible causes of memory loss precisely because they can often be fully reversed. For the more common problem of age-related memory loss, neither general health measures nor specific medications provide a perfect solution. These approaches will help slow down or block further decline in your memory, but they are unlikely to bring your memory back to what it was when you were twenty years old. This key fact makes it all the more important that you consider adopting this Memory Program before you develop significant memory loss.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
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But those who have a specific, reversible cause of memory loss are of particular concern to me. Depression is an obvious example, because it is often unrecognized by both the person suffering from this problem and the physician. Another common, often unidentified, culprit is alcohol, because with age the brain becomes more sensitive to even small doses? for example, your regular two to three drinks every evening can gradually cause brain toxicity as you grow older. Therefore, although only a minority among you will have a reversible cause of memory loss, if you do belong to this category it is imperative that the specific cause be identified and tackled head-on. And if you suffer from memory loss due to a reversible cause, general health improvement or memory training techniques or memory-enhancing medications won’t do you much good until the actual cause is treated appropriately? for example, no amount of diet or exercise or memory training or promemory medications will cure memory loss if it is caused by thyroid deficiency; thyroid hormone replacement therapy is required.
I am emphasizing potentially reversible causes of memory loss precisely because they can often be fully reversed. For the more common problem of age-related memory loss, neither general health measures nor specific medications provide a perfect solution. These approaches will help slow down or block further decline in your memory, but they are unlikely to bring your memory back to what it was when you were twenty years old. This key fact makes it all the more important that you consider adopting this Memory Program before you develop significant memory loss.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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[26]=>
array(13) {
["title"]=>
string(9) "Procedure"
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["pubdate"]=>
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string(329) "1. Distribute the handout, review it with the participants, and answer any questions they may have.
2. Tell them to think of the major principle underlying their problem.
3. Instruct each group to tape three pieces of flip-chart paper on a wall so that the sheets are side-by-side. If a wall is not available, have them put [...]"
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string(2481) "1. Distribute the handout, review it with the participants, and answer any questions they may have.
2. Tell them to think of the major principle underlying their problem.
3. Instruct each group to tape three pieces of flip-chart paper on a wall so that the sheets are side-by-side. If a wall is not available, have them put the paper on a table.
4. Tell them that one person should draw an abstract symbol that represents this principle and not to worry if they don?t have artistic abilities. Say that they just should draw whatever pops into their minds regarding the principle and to try to elaborate and provide some detail for each drawing.
5. Instruct them to have another person free-associate from this symbol and draw another.
6. Have someone different from each group then draw at least three additional symbols.
7. Tell the groups to examine all their symbols and use them as stimuli to generate ideas, writing them on Post-itŪ Notes to place on flip-chart paper for evaluation.
Debrief/Discussion
This can be a fun activity if participants are not hindered by a fear of ridicule for lack of natural artistic talent. You might remind them that some of the best symbols (that is, most useful for stimulating ideas) are those drawn by people without artistic talent. You also might conduct a discussion on the value of deferring judgment when producing any creative output. Too much analysis and criticism (whether internal or external) can be detrimental
to creative activities. Since there obviously is no ?correct? way to draw the
symbols, there should be little hesitation in drawing them. Much the same can be said about preliminary ideas in the formative stage.
Also consider having the participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Variation
? Have the participants draw three or four symbols individually and then share them with the rest of the group to use as idea stimuli.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(329) "1. Distribute the handout, review it with the participants, and answer any questions they may have.
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3. Instruct each group to tape three pieces of flip-chart paper on a wall so that the sheets are side-by-side. If a wall is not available, have them put the paper on a table.
4. Tell them that one person should draw an abstract symbol that represents this principle and not to worry if they don?t have artistic abilities. Say that they just should draw whatever pops into their minds regarding the principle and to try to elaborate and provide some detail for each drawing.
5. Instruct them to have another person free-associate from this symbol and draw another.
6. Have someone different from each group then draw at least three additional symbols.
7. Tell the groups to examine all their symbols and use them as stimuli to generate ideas, writing them on Post-itŪ Notes to place on flip-chart paper for evaluation.
Debrief/Discussion
This can be a fun activity if participants are not hindered by a fear of ridicule for lack of natural artistic talent. You might remind them that some of the best symbols (that is, most useful for stimulating ideas) are those drawn by people without artistic talent. You also might conduct a discussion on the value of deferring judgment when producing any creative output. Too much analysis and criticism (whether internal or external) can be detrimental
to creative activities. Since there obviously is no ?correct? way to draw the
symbols, there should be little hesitation in drawing them. Much the same can be said about preliminary ideas in the formative stage.
Also consider having the participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Variation
? Have the participants draw three or four symbols individually and then share them with the rest of the group to use as idea stimuli.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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[27]=>
array(13) {
["title"]=>
string(3) "666"
["link"]=>
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string(41) "http://impactlearning.net/?p=648#comments"
["pubdate"]=>
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string(304) "Background
Time to gamble again! Get out those dice and help Papa get a new pair of shoes (or something like that). But don?t expect to win money like the devil. In fact, don?t even think of the devil. The 666 technique has nothing to do with old Beezelbub.
The 666 activity is the creation of Doug [...]"
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Time to gamble again! Get out those dice and help Papa get a new pair of shoes (or something like that). But don?t expect to win money like the devil. In fact, don?t even think of the devil. The 666 technique has nothing to do with old Beezelbub.
The 666 activity is the creation of Doug Hall (1994). It is based on principles of combination and free association and is somewhat similar to Circle of Opportunity [23] and Mad Scientist [27]. The problem elements used, however, are not organized into logical categories. As in Mad Scientist, you use dice to select elements to combine.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, one white, one green, and one red die (or any three dice of different colors),two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? 666 Handout
Time
45 minutes
Related Activities
? Bi-Wordal [22]
? Circle of Opportunity [23]
? Ideas in a Box [25]
? Mad Scientist [27]
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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Time to gamble again! Get out those dice and help Papa get a new pair of shoes (or something like that). But don?t expect to win money like the devil. In fact, don?t even think of the devil. The 666 technique has nothing to do with old Beezelbub.
The 666 activity is the creation of Doug [...]"
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Time to gamble again! Get out those dice and help Papa get a new pair of shoes (or something like that). But don?t expect to win money like the devil. In fact, don?t even think of the devil. The 666 technique has nothing to do with old Beezelbub.
The 666 activity is the creation of Doug Hall (1994). It is based on principles of combination and free association and is somewhat similar to Circle of Opportunity [23] and Mad Scientist [27]. The problem elements used, however, are not organized into logical categories. As in Mad Scientist, you use dice to select elements to combine.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, one white, one green, and one red die (or any three dice of different colors),two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? 666 Handout
Time
45 minutes
Related Activities
? Bi-Wordal [22]
? Circle of Opportunity [23]
? Ideas in a Box [25]
? Mad Scientist [27]
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
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[28]=>
array(13) {
["title"]=>
string(7) "Doodles"
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string(368) "Because doodles provide an outlet for creative expression, they also can help generate ideas. VanGundy (1988) designed a technique known as Symbolic Representations, which uses doodles as the basic idea generation mechanism. Although this activity is similar to Ideatoons [26], there is one major difference: the doodles are based on one or more major principles [...]"
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Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes Free Association Activities: ?Blue Skies? 173
Handout
? Doodles Handout
Time
45 minutes
Related Activities
? Picture Tickler [17]
? Rorschach Revisionist [18]
? Ideatoons [26]
? Drawing Room [59]
? Modular Brainstorming [62]
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(368) "Because doodles provide an outlet for creative expression, they also can help generate ideas. VanGundy (1988) designed a technique known as Symbolic Representations, which uses doodles as the basic idea generation mechanism. Although this activity is similar to Ideatoons [26], there is one major difference: the doodles are based on one or more major principles [...]"
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Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes Free Association Activities: ?Blue Skies? 173
Handout
? Doodles Handout
Time
45 minutes
Related Activities
? Picture Tickler [17]
? Rorschach Revisionist [18]
? Ideatoons [26]
? Drawing Room [59]
? Modular Brainstorming [62]
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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[29]=>
array(13) {
["title"]=>
string(51) "The Lessons of Osteoporosis and High Blood Pressure"
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string(365) "The majority of older people, especially most women, gradually develop osteoporosis, which is a thinning and weakening of bone structure. If everyone said that there was no point in trying to prevent osteoporosis by using medications (estrogen, calcitonin, Fosamax, Evista) because it was, after all, ?normal aging,? you can imagine how frail and stooped most [...]"
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string(3594) "The majority of older people, especially most women, gradually develop osteoporosis, which is a thinning and weakening of bone structure. If everyone said that there was no point in trying to prevent osteoporosis by using medications (estrogen, calcitonin, Fosamax, Evista) because it was, after all, ?normal aging,? you can imagine how frail and stooped most elderly women would be and how many more falls and fractures would occur. Hypertension is another such example: a mild to moderate rise in blood pressure was usually left untreated on the grounds that it was quite ?normal? for an older person. After doctors began to treat even mild hypertension routinely, using diet, exercise, and medications if necessary (this practice began barely two to three decades ago), the risk of heart disease, stroke, and death in these people diminished steadily over time. Mild hypertension is now considered a treatable, and not just normal, part of the aging process. The same holds true for high cholesterol levels. The next sea change: preventing memory loss due to the aging process.
Grandma Still Has a Great Memory
But what evidence is there to support the dim view that most people will suffer from memory loss as they grow older? As a matter of fact, there has been considerable research on this topic. While a few people retain a stellar memory into their eighties and nineties, studies of middle-aged and older people consistently demonstrate that the vast majority show a gradual decline in their memory over time. When someone says that his or her grandmother has an outstanding memory, it usually means that her memory is much better than that of other people of her age, but it may still represent a decline from when she was younger. This is what we have observed in the Memory Disorders Center at Columbia University. Therefore, since age-related memory loss is likely to affect most of you in the years to come, you should begin to implement preventive strategies at this stage. And if you already have
mild memory loss, you should get started on the Memory Program immediately.
The Three Main Elements in the Memory Program
There are three broad components to the Memory Program that I will describe in detail in the rest of this book:
1. Proactive general health measures that include a proper diet with appropriate nutritional supplements, regular moderate physical exercise, and practical training aids and techniques to boost your ability to remember.
2. Identifying specific causes of memory loss, many of which can be completely reversed if treated correctly. These include depression, stress, alcohol, hormonal abnormalities, nutritional deficiencies, and brain toxicity resulting from specific over-the-counter and prescription
medications. Preventing stroke, particularly ministrokes, is another important element in this part of the Memory Program.
3. Medications to improve your memory. These include a variety of promemory medications? alternative, over-the-counter, and prescription. Some of them are useful in preventing or treating mild memory loss, others have questionable utility, and still others either don’t work or are too toxic to use on a daily basis. I will review the evidence for and against each of these medications to help provide a sound basis for their inclusion or exclusion from the Memory Program.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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Grandma Still Has a Great Memory
But what evidence is there to support the dim view that most people will suffer from memory loss as they grow older? As a matter of fact, there has been considerable research on this topic. While a few people retain a stellar memory into their eighties and nineties, studies of middle-aged and older people consistently demonstrate that the vast majority show a gradual decline in their memory over time. When someone says that his or her grandmother has an outstanding memory, it usually means that her memory is much better than that of other people of her age, but it may still represent a decline from when she was younger. This is what we have observed in the Memory Disorders Center at Columbia University. Therefore, since age-related memory loss is likely to affect most of you in the years to come, you should begin to implement preventive strategies at this stage. And if you already have
mild memory loss, you should get started on the Memory Program immediately.
The Three Main Elements in the Memory Program
There are three broad components to the Memory Program that I will describe in detail in the rest of this book:
1. Proactive general health measures that include a proper diet with appropriate nutritional supplements, regular moderate physical exercise, and practical training aids and techniques to boost your ability to remember.
2. Identifying specific causes of memory loss, many of which can be completely reversed if treated correctly. These include depression, stress, alcohol, hormonal abnormalities, nutritional deficiencies, and brain toxicity resulting from specific over-the-counter and prescription
medications. Preventing stroke, particularly ministrokes, is another important element in this part of the Memory Program.
3. Medications to improve your memory. These include a variety of promemory medications? alternative, over-the-counter, and prescription. Some of them are useful in preventing or treating mild memory loss, others have questionable utility, and still others either don’t work or are too toxic to use on a daily basis. I will review the evidence for and against each of these medications to help provide a sound basis for their inclusion or exclusion from the Memory Program.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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[30]=>
array(13) {
["title"]=>
string(21) "Brain Mapping Handout"
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string(289) "If you?ve never seen a Brain Map before, these steps may not be clear. For an example, see Figure 7.1, which shows a Brain Map on ways to improve a bed.
As you examine this Brain Map, don?t expect to find all the elements placed in a logical way. For instance, I placed the ideas for [...]"
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Doodles
Background
You?ve probably heard the expression ?That?s usin? the ol? noodle!? It means, of course, that you were able to apply your brainpower effectively. Well, noodle power can also help us generate ideas with doodles.
You know how to doodle, don?t you? Just start scribbling on a sheet of paper and express your creative urges. Let your pen or pencil take off and draw swirls, loops, circles, boxes, arrows, spirals, or whatever feels right. You already may have practice doodling. Most of us doodle while talking on the phone or listening to a boring speech. (Did you ever notice that there seems to be a direct correlation between how boring a speech is and how elaborate your doodles are?)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(289) "If you?ve never seen a Brain Map before, these steps may not be clear. For an example, see Figure 7.1, which shows a Brain Map on ways to improve a bed.
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As you examine this Brain Map, don?t expect to find all the elements placed in a logical way. For instance, I placed the ideas for awakening or helping you sleep under the ?sleeping? category because that?s where I thought of them. It would have made more sense to put them under the ?mattress? category. But remember, it doesn?t really matter how you generate ideas, just so you get them out.
Doodles
Background
You?ve probably heard the expression ?That?s usin? the ol? noodle!? It means, of course, that you were able to apply your brainpower effectively. Well, noodle power can also help us generate ideas with doodles.
You know how to doodle, don?t you? Just start scribbling on a sheet of paper and express your creative urges. Let your pen or pencil take off and draw swirls, loops, circles, boxes, arrows, spirals, or whatever feels right. You already may have practice doodling. Most of us doodle while talking on the phone or listening to a boring speech. (Did you ever notice that there seems to be a direct correlation between how boring a speech is and how elaborate your doodles are?)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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[31]=>
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["title"]=>
string(18) "Debrief/Discussion"
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["pubdate"]=>
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string(382) "Brain Mapping is an internationally popular idea generation technique for both individuals and groups. It is visually very appealing and quite functional with respect to how the human brain thinks in branches, not in rigid outline format.
Have participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What [...]"
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? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Variation
? Assign two groups to brainstorm ideas on the same challenge. Have one group use Brain Mapping and the other a conventional outline form. Compare results and reactions when finished and discuss reasons for any differences. Ask group members to discuss what difference word choices might have on the outcome. How different would the results have been if other words had been used? It is possible that different words or branches would not have made any significant difference if there were a large number of words and branches. Ask the participants if they think that conclusion
is valid.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(382) "Brain Mapping is an internationally popular idea generation technique for both individuals and groups. It is visually very appealing and quite functional with respect to how the human brain thinks in branches, not in rigid outline format.
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? What was most helpful about this exercise?
? What was most challenging?
? What [...]"
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string(1423) "Brain Mapping is an internationally popular idea generation technique for both individuals and groups. It is visually very appealing and quite functional with respect to how the human brain thinks in branches, not in rigid outline format.
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? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Variation
? Assign two groups to brainstorm ideas on the same challenge. Have one group use Brain Mapping and the other a conventional outline form. Compare results and reactions when finished and discuss reasons for any differences. Ask group members to discuss what difference word choices might have on the outcome. How different would the results have been if other words had been used? It is possible that different words or branches would not have made any significant difference if there were a large number of words and branches. Ask the participants if they think that conclusion
is valid.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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array(13) {
["title"]=>
string(36) "Easy to Find the Best Auto Insurance"
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string(31) "Thu, 06 Aug 2009 05:38:50 +0000"
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string(312) "In this modern era, you will find a lot of transportation tools that can ease you to reach your destination. You can find private transportation and public transportation around you. Car is one of transportation tools that you can use. If you have a car, you should get auto insurance so you will feel save [...]"
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Now a day, you can find the right auto insurance company easily. You don’t need to waste your time but you can save more time. You only need to compare insurance quotes so you will know the right insurance company which has the best policies. There are some important things you should consider if you compare insurance quotes. You should give more attention to the policies and match it with your financial condition and family well-being. If you want to apply for the auto insurance, you should pay attention to the insurance rates also. If you want to save more money, you should find the best auto insurance with the lowest rates. Find the low cost auto insurance is so easy because you only need to check out Autoquotenow.com.
If you need the auto insurance soon, you should find the best auto insurance company with the lowest rates. You can check out the website and find the best auto insurance company easily.
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Now a day, you can find the right auto insurance company easily. You don’t need to waste your time but you can save more time. You only need to compare insurance quotes so you will know the right insurance company which has the best policies. There are some important things you should consider if you compare insurance quotes. You should give more attention to the policies and match it with your financial condition and family well-being. If you want to apply for the auto insurance, you should pay attention to the insurance rates also. If you want to save more money, you should find the best auto insurance with the lowest rates. Find the low cost auto insurance is so easy because you only need to check out Autoquotenow.com.
If you need the auto insurance soon, you should find the best auto insurance company with the lowest rates. You can check out the website and find the best auto insurance company easily.
"
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["title"]=>
string(42) "CHAPTER 4 Put Together Your Memory Program"
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string(340) "Principles of the Memory Program
1. You need to adopt a comprehensive memory program rather than hope for a quick fix against age-related memory loss.
2. No single approach will be sufficient to prevent memory loss due to aging, or to block or reverse age-related memory loss after it has set in. An integrated approach that includes [...]"
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1. You need to adopt a comprehensive memory program rather than hope for a quick fix against age-related memory loss.
2. No single approach will be sufficient to prevent memory loss due to aging, or to block or reverse age-related memory loss after it has set in. An integrated approach that includes sound general health measures (diet, exercise, memory training), identifying and reversing specific
causes of memory loss for those who have such causes, and limited use of medications (vitamins, alternative therapies, and pharmaceuticals) will give you the maximum benefit.
3. The program requires consistency and long-term commitment, because given the nature of age-related memory loss, you may not see any results for many months or even years after you begin the program.
4. You don’t need to follow every single suggestion or piece of advice; rather, you should tailor the program to your own needs. For example, while everyone should develop sound dietary and exercise habits, not everyone needs to take medications to prevent memory loss. The Memory Program itself is individualized and tailor-made for people in specific age and gender categories, with separate guidelines for those who wish to prevent memory loss versus those who already have mild memory loss and need to treat it and prevent further decline.
In this chapter, I introduce the basic outline of the Memory Program. In subsequent chapters, I go through the various elements that constitute the Memory Program, giving you a detailed description and explanation of the science and clinical basis behind the practical recommendations, and how you should go about making the decision to implement each component in your own life. I then bring all this information together in a chapter devoted to describing the Memory Program in detail. I urge
you to read this book sequentially and not skip to the later chapter that describes the program itself, because much of what you need there won’t be clear if you haven’t read the earlier chapters.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(340) "Principles of the Memory Program
1. You need to adopt a comprehensive memory program rather than hope for a quick fix against age-related memory loss.
2. No single approach will be sufficient to prevent memory loss due to aging, or to block or reverse age-related memory loss after it has set in. An integrated approach that includes [...]"
["atom_content"]=>
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1. You need to adopt a comprehensive memory program rather than hope for a quick fix against age-related memory loss.
2. No single approach will be sufficient to prevent memory loss due to aging, or to block or reverse age-related memory loss after it has set in. An integrated approach that includes sound general health measures (diet, exercise, memory training), identifying and reversing specific
causes of memory loss for those who have such causes, and limited use of medications (vitamins, alternative therapies, and pharmaceuticals) will give you the maximum benefit.
3. The program requires consistency and long-term commitment, because given the nature of age-related memory loss, you may not see any results for many months or even years after you begin the program.
4. You don’t need to follow every single suggestion or piece of advice; rather, you should tailor the program to your own needs. For example, while everyone should develop sound dietary and exercise habits, not everyone needs to take medications to prevent memory loss. The Memory Program itself is individualized and tailor-made for people in specific age and gender categories, with separate guidelines for those who wish to prevent memory loss versus those who already have mild memory loss and need to treat it and prevent further decline.
In this chapter, I introduce the basic outline of the Memory Program. In subsequent chapters, I go through the various elements that constitute the Memory Program, giving you a detailed description and explanation of the science and clinical basis behind the practical recommendations, and how you should go about making the decision to implement each component in your own life. I then bring all this information together in a chapter devoted to describing the Memory Program in detail. I urge
you to read this book sequentially and not skip to the later chapter that describes the program itself, because much of what you need there won’t be clear if you haven’t read the earlier chapters.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(349) "This technique obviously is limited in its applicability to a diversity of problems. On the other hand, that is a definite plus for any process improvement challenges. Used appropriately, this exercise has the potential to generate a variety of process improvements in a systematic way. If time is available, ask the participants to discuss in [...]"
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development, customer service, or other organizational problems.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
SAMM I Am Handout
After examining the matrix, you might come up with the following ideas:
? Install electronic credit card machines at each table (much like those at many automobile service stations).
? Eliminate paper meal checks. Allow regular customers to run a tab.
? Eliminate credit card papers. Handle credit card purchases electronically for customers with PDAs. Customers link up their PDAs with those of the restaurant. The transaction is then handled electronically: the customer?s bank account is debited and the restaurant?s account is instantly credited.
? Give preferred customers special credit cards that look like brass plates. When customers are ready to pay their bills, they use the brass plates (restaurant credit cards).
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(349) "This technique obviously is limited in its applicability to a diversity of problems. On the other hand, that is a definite plus for any process improvement challenges. Used appropriately, this exercise has the potential to generate a variety of process improvements in a systematic way. If time is available, ask the participants to discuss in [...]"
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string(1902) "This technique obviously is limited in its applicability to a diversity of problems. On the other hand, that is a definite plus for any process improvement challenges. Used appropriately, this exercise has the potential to generate a variety of process improvements in a systematic way. If time is available, ask the participants to discuss in what ways, if any, this technique could be used for other types of problems such as marketing, new product
development, customer service, or other organizational problems.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
SAMM I Am Handout
After examining the matrix, you might come up with the following ideas:
? Install electronic credit card machines at each table (much like those at many automobile service stations).
? Eliminate paper meal checks. Allow regular customers to run a tab.
? Eliminate credit card papers. Handle credit card purchases electronically for customers with PDAs. Customers link up their PDAs with those of the restaurant. The transaction is then handled electronically: the customer?s bank account is debited and the restaurant?s account is instantly credited.
? Give preferred customers special credit cards that look like brass plates. When customers are ready to pay their bills, they use the brass plates (restaurant credit cards).
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1249106804)
}
[35]=>
array(13) {
["title"]=>
string(35) "Creativity and Associative Thinking"
["link"]=>
string(32) "http://impactlearning.net/?p=837"
["comments"]=>
string(41) "http://impactlearning.net/?p=837#comments"
["pubdate"]=>
string(31) "Wed, 29 Jul 2009 06:06:24 +0000"
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string(377) "The flip side of cognitive decline is cognitive improvement, and further along the spectrum lies the phenomenon of creativity. Some creative abilities are innate or genetic, like musical skills, but learning and practice are necessary to develop such talents. Associative thinking, which is controlled by the parahippocampus and parts of the frontal lobe, involves taking [...]"
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string(3044) "The flip side of cognitive decline is cognitive improvement, and further along the spectrum lies the phenomenon of creativity. Some creative abilities are innate or genetic, like musical skills, but learning and practice are necessary to develop such talents. Associative thinking, which is controlled by the parahippocampus and parts of the frontal lobe, involves taking a new piece of information and linking it to another piece of data that lies stored in memory. We all do this from time to time, but the creative person tends to do it more often and can sometimes take big leaps by connecting ideas that many would consider to be quite distinct and separate. The creative individual recognizes the
importance of this new connection, builds on it, and is off and running.
Einstein’s Brain
Therefore, from a theoretical perspective, the association areas in the parahippocampus and the frontal lobes should be better developed in highly creative people. The initial autopsy evaluation of Albert Einstein’s brain revealed that it was a normal size, and the association areas in his cerebral cortex were not large. But a recent reexamination showed that his brain lacked the Sylvian fissure, which borders the temporal lobe, and had a slight enlargement in the lower part of the temporal lobe near the association areas. These results were given big play in the media, but they don’t really resolve any issues. Maybe Einstein wasn’t the best prototype to study, because he made quantum leaps to develop entirely new fields virtually from scratch, leaving bread-and-butter associative
thinkers behind in the dust. Maybe the unique connections within his brain were simply beyond the detection capability of standard neuropathologic methods.
The Nobel Prize: Old Winners, Young Winners
In general, aging does have a negative impact on creativity, and this is probably due to the decay in association cortex nerve cells over time. Nobel Prize winners invariably complete their groundbreaking work in their thirties and forties, although the rest of the world may take a few
decades to catch on and give them their just reward. But creativity does not disappear as you grow older. Rather, it gets modified by a lifetime of experience that results in your balancing new ideas with common sense and judgment, leading to what is commonly called wisdom. As a matter of fact, some people continue to be creative even after developing severe memory loss. After Willem de Kooning developed Alzheimer’s disease, he remained a productive painter into his eighties and nineties. The quality of his paintings changed, and the precise line of his brush strokes became blurry. The art critics, who were unaware of his brain disorder, announced a new creative phase in the painter’s career.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(377) "The flip side of cognitive decline is cognitive improvement, and further along the spectrum lies the phenomenon of creativity. Some creative abilities are innate or genetic, like musical skills, but learning and practice are necessary to develop such talents. Associative thinking, which is controlled by the parahippocampus and parts of the frontal lobe, involves taking [...]"
["atom_content"]=>
string(3044) "The flip side of cognitive decline is cognitive improvement, and further along the spectrum lies the phenomenon of creativity. Some creative abilities are innate or genetic, like musical skills, but learning and practice are necessary to develop such talents. Associative thinking, which is controlled by the parahippocampus and parts of the frontal lobe, involves taking a new piece of information and linking it to another piece of data that lies stored in memory. We all do this from time to time, but the creative person tends to do it more often and can sometimes take big leaps by connecting ideas that many would consider to be quite distinct and separate. The creative individual recognizes the
importance of this new connection, builds on it, and is off and running.
Einstein’s Brain
Therefore, from a theoretical perspective, the association areas in the parahippocampus and the frontal lobes should be better developed in highly creative people. The initial autopsy evaluation of Albert Einstein’s brain revealed that it was a normal size, and the association areas in his cerebral cortex were not large. But a recent reexamination showed that his brain lacked the Sylvian fissure, which borders the temporal lobe, and had a slight enlargement in the lower part of the temporal lobe near the association areas. These results were given big play in the media, but they don’t really resolve any issues. Maybe Einstein wasn’t the best prototype to study, because he made quantum leaps to develop entirely new fields virtually from scratch, leaving bread-and-butter associative
thinkers behind in the dust. Maybe the unique connections within his brain were simply beyond the detection capability of standard neuropathologic methods.
The Nobel Prize: Old Winners, Young Winners
In general, aging does have a negative impact on creativity, and this is probably due to the decay in association cortex nerve cells over time. Nobel Prize winners invariably complete their groundbreaking work in their thirties and forties, although the rest of the world may take a few
decades to catch on and give them their just reward. But creativity does not disappear as you grow older. Rather, it gets modified by a lifetime of experience that results in your balancing new ideas with common sense and judgment, leading to what is commonly called wisdom. As a matter of fact, some people continue to be creative even after developing severe memory loss. After Willem de Kooning developed Alzheimer’s disease, he remained a productive painter into his eighties and nineties. The quality of his paintings changed, and the precise line of his brush strokes became blurry. The art critics, who were unaware of his brain disorder, announced a new creative phase in the painter’s career.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1248847584)
}
[36]=>
array(13) {
["title"]=>
string(10) "Objectives"
["link"]=>
string(32) "http://impactlearning.net/?p=665"
["comments"]=>
string(41) "http://impactlearning.net/?p=665#comments"
["pubdate"]=>
string(31) "Sun, 26 Jul 2009 03:30:07 +0000"
["dc"]=>
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["description"]=>
string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
["content"]=>
array(1) {
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string(2236) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Brain Mapping Handout
Time
30 minutes
Related Activities
? Idea Links [41]
? Lotus Blossom [43]
? Skybridging [46]
Procedure
1. Distribute the Brain Mapping Handout, review it with the participants, and
answer any questions they may have.
2. Tell them to list, on a flip chart, all major problem elements. They should include relevant people, processes, issues, time schedules, expectations, outcomes?anything that helps them understand the challenge.
3. Instruct each group to tape three pieces of flip chart paper on a wall so that the sheets are side-by-side. If a wall is not available, have them put the paper on a table.
4. Have them select the most central, core problem element of those they listed and write it down on the center of a sheet of flip-chart paper. This element should capture their primary concern.
5. Tell them to draw a box or other more appropriate shape around this concern. For instance, if your concern is employee tardiness, you might draw a clock around the problem statement.
6. Direct them to draw a line about four inches long, extending from one side of the central shape, and write a related word on the line.
7. Say, ?Depending on what you think of next, (a) draw another line extending from the central shape, or (b) draw a line related to a subtopic (or subattribute) for the first line.?
8. Tell them to continue drawing lines and adding topics until they have run out of ideas.
9. Tell them to write down these ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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["summary"]=>
string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
["atom_content"]=>
string(2236) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Brain Mapping Handout
Time
30 minutes
Related Activities
? Idea Links [41]
? Lotus Blossom [43]
? Skybridging [46]
Procedure
1. Distribute the Brain Mapping Handout, review it with the participants, and
answer any questions they may have.
2. Tell them to list, on a flip chart, all major problem elements. They should include relevant people, processes, issues, time schedules, expectations, outcomes?anything that helps them understand the challenge.
3. Instruct each group to tape three pieces of flip chart paper on a wall so that the sheets are side-by-side. If a wall is not available, have them put the paper on a table.
4. Have them select the most central, core problem element of those they listed and write it down on the center of a sheet of flip-chart paper. This element should capture their primary concern.
5. Tell them to draw a box or other more appropriate shape around this concern. For instance, if your concern is employee tardiness, you might draw a clock around the problem statement.
6. Direct them to draw a line about four inches long, extending from one side of the central shape, and write a related word on the line.
7. Say, ?Depending on what you think of next, (a) draw another line extending from the central shape, or (b) draw a line related to a subtopic (or subattribute) for the first line.?
8. Tell them to continue drawing lines and adding topics until they have run out of ideas.
9. Tell them to write down these ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1248579007)
}
[37]=>
array(13) {
["title"]=>
string(28) "Young Learning, Old Learning"
["link"]=>
string(32) "http://impactlearning.net/?p=835"
["comments"]=>
string(41) "http://impactlearning.net/?p=835#comments"
["pubdate"]=>
string(31) "Thu, 23 Jul 2009 06:00:08 +0000"
["dc"]=>
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["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=835"
["description"]=>
string(353) "Aging has a gradual, steadily progressive impact on memory processes. Compared to young people, older people are less skilled in associating unrelated items presented to them. This decline is greatest when older subjects have to associate different stimuli to produce a complex memory, and is probably due to loss of nerve cells in the association [...]"
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string(1696) "Aging has a gradual, steadily progressive impact on memory processes. Compared to young people, older people are less skilled in associating unrelated items presented to them. This decline is greatest when older subjects have to associate different stimuli to produce a complex memory, and is probably due to loss of nerve cells in the association areas (brain regions responsible for associating different events and stimuli) in the parahippocampus and the frontal lobes.
However, in these same experiments, older people were much better than their young counterparts at tasks requiring planning, organization, and the manipulation of information. In other words, even though young
adults are much better at learning new information than middle-aged and older people, they fall short when it comes to tasks that require careful planning and judgment. You should recognize this organizational capacity as an important strength in yourself when you evaluate your intellectual capabilities.
Aging Changes Your Mental Abilities
Reaction time to an event slows
Dealing with multiple stimuli and tasks becomes difficult
Thinking slows
Learning new information becomes difficult
Remembering names becomes more difficult
Short-term memory slowly deteriorates
Intelligence and long-term memory are preserved, including memory for music and other artistic memories
Common sense, planning, organizational skills, and judgment improve. You develop wisdom.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
}
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string(353) "Aging has a gradual, steadily progressive impact on memory processes. Compared to young people, older people are less skilled in associating unrelated items presented to them. This decline is greatest when older subjects have to associate different stimuli to produce a complex memory, and is probably due to loss of nerve cells in the association [...]"
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string(1696) "Aging has a gradual, steadily progressive impact on memory processes. Compared to young people, older people are less skilled in associating unrelated items presented to them. This decline is greatest when older subjects have to associate different stimuli to produce a complex memory, and is probably due to loss of nerve cells in the association areas (brain regions responsible for associating different events and stimuli) in the parahippocampus and the frontal lobes.
However, in these same experiments, older people were much better than their young counterparts at tasks requiring planning, organization, and the manipulation of information. In other words, even though young
adults are much better at learning new information than middle-aged and older people, they fall short when it comes to tasks that require careful planning and judgment. You should recognize this organizational capacity as an important strength in yourself when you evaluate your intellectual capabilities.
Aging Changes Your Mental Abilities
Reaction time to an event slows
Dealing with multiple stimuli and tasks becomes difficult
Thinking slows
Learning new information becomes difficult
Remembering names becomes more difficult
Short-term memory slowly deteriorates
Intelligence and long-term memory are preserved, including memory for music and other artistic memories
Common sense, planning, organizational skills, and judgment improve. You develop wisdom.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1248328808)
}
[38]=>
array(13) {
["title"]=>
string(31) "Buying Oh Mint Bath Towel Wraps"
["link"]=>
string(32) "http://impactlearning.net/?p=975"
["comments"]=>
string(41) "http://impactlearning.net/?p=975#comments"
["pubdate"]=>
string(31) "Wed, 22 Jul 2009 02:20:28 +0000"
["dc"]=>
array(1) {
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}
["category"]=>
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["guid"]=>
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["description"]=>
string(293) "Oh Mint has been popular with its towel products. All Oh Mint?s towels are smooth and also made from the best cotton to make it absorb water well. If you want to look clearer of the towel you can open Posylane.com.
This website is the only place where you can buy the Oh Mint bath towel [...]"
["content"]=>
array(1) {
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string(1165) "Oh Mint has been popular with its towel products. All Oh Mint?s towels are smooth and also made from the best cotton to make it absorb water well. If you want to look clearer of the towel you can open Posylane.com.
This website is the only place where you can buy the Oh Mint bath towel wrap. These towels are available in three different sizes and nine colors. These towels are made from the best cotton to make sure that the towel can absorb water well. You can also mark these towels by writing your name on the towels. If you open the other side of the website, you will also find laundry bag that are useful for bringing your dirty clothes. If you need nap mat for your children you can also pick it from this website. The nap is equipped with foam pillow and blanket.
Just open this website if you need those stuffs. If you want to, you can also bookmark it to make you easy to find it again in the future.
"
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string(293) "Oh Mint has been popular with its towel products. All Oh Mint?s towels are smooth and also made from the best cotton to make it absorb water well. If you want to look clearer of the towel you can open Posylane.com.
This website is the only place where you can buy the Oh Mint bath towel [...]"
["atom_content"]=>
string(1165) "Oh Mint has been popular with its towel products. All Oh Mint?s towels are smooth and also made from the best cotton to make it absorb water well. If you want to look clearer of the towel you can open Posylane.com.
This website is the only place where you can buy the Oh Mint bath towel wrap. These towels are available in three different sizes and nine colors. These towels are made from the best cotton to make sure that the towel can absorb water well. You can also mark these towels by writing your name on the towels. If you open the other side of the website, you will also find laundry bag that are useful for bringing your dirty clothes. If you need nap mat for your children you can also pick it from this website. The nap is equipped with foam pillow and blanket.
Just open this website if you need those stuffs. If you want to, you can also bookmark it to make you easy to find it again in the future.
"
["date_timestamp"]=>
int(1248229228)
}
[39]=>
array(13) {
["title"]=>
string(23) "What Aging Is and Isn?t"
["link"]=>
string(32) "http://impactlearning.net/?p=833"
["comments"]=>
string(41) "http://impactlearning.net/?p=833#comments"
["pubdate"]=>
string(31) "Mon, 20 Jul 2009 05:56:44 +0000"
["dc"]=>
array(1) {
["creator"]=>
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["category"]=>
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["guid"]=>
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["description"]=>
string(332) "Dr. Robert Butler, formerly the head of the department of geriatric medicine at Mount Sinai School of Medicine in New York, cautioned against ?ageism,? which is a tendency to think of every problem of the elderly as being a natural consequence of aging and hence doing nothing to solve it. Ageism also underlies the widespread [...]"
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string(1260) "Dr. Robert Butler, formerly the head of the department of geriatric medicine at Mount Sinai School of Medicine in New York, cautioned against ?ageism,? which is a tendency to think of every problem of the elderly as being a natural consequence of aging and hence doing nothing to solve it. Ageism also underlies the widespread prejudice against older people and is sometimes used to prevent them from working, or forcing them to retire early.
Aging does not mean you have to:
Lose interest in doing things.
Lose your memories permanently.
Get depressed.
Focus on death more than on life.
Think that it is no longer possible to change.
Be satisfied with being bored.
View the rest of your life as a downhill course.
Successful aging involves:
A positive outlook.
Continuing to maintain interests and hobbies.
Looking forward to change and having a willingness to adapt.
Maintaining strong relationships and social bonds.
Maintaining high self-esteem.
Bouncing back from adversity.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
}
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string(332) "Dr. Robert Butler, formerly the head of the department of geriatric medicine at Mount Sinai School of Medicine in New York, cautioned against ?ageism,? which is a tendency to think of every problem of the elderly as being a natural consequence of aging and hence doing nothing to solve it. Ageism also underlies the widespread [...]"
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string(1260) "Dr. Robert Butler, formerly the head of the department of geriatric medicine at Mount Sinai School of Medicine in New York, cautioned against ?ageism,? which is a tendency to think of every problem of the elderly as being a natural consequence of aging and hence doing nothing to solve it. Ageism also underlies the widespread prejudice against older people and is sometimes used to prevent them from working, or forcing them to retire early.
Aging does not mean you have to:
Lose interest in doing things.
Lose your memories permanently.
Get depressed.
Focus on death more than on life.
Think that it is no longer possible to change.
Be satisfied with being bored.
View the rest of your life as a downhill course.
Successful aging involves:
A positive outlook.
Continuing to maintain interests and hobbies.
Looking forward to change and having a willingness to adapt.
Maintaining strong relationships and social bonds.
Maintaining high self-esteem.
Bouncing back from adversity.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1248069404)
}
[40]=>
array(13) {
["title"]=>
string(45) "Free Association Activities: ?Blue Skies? (2)"
["link"]=>
string(32) "http://impactlearning.net/?p=660"
["comments"]=>
string(41) "http://impactlearning.net/?p=660#comments"
["pubdate"]=>
string(31) "Fri, 17 Jul 2009 04:00:21 +0000"
["dc"]=>
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}
["category"]=>
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["guid"]=>
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["description"]=>
string(319) "Although it may seem paradoxical, the best way to harness our creative brainpower is to let go. Allow one thought to lead to another. Be playful. Forget all the analytical stuff.
Take the time to sink into a ?deep think.? The activities in this chapter are based on the principle of free association. They rely on [...]"
["content"]=>
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string(1196) "Although it may seem paradoxical, the best way to harness our creative brainpower is to let go. Allow one thought to lead to another. Be playful. Forget all the analytical stuff.
Take the time to sink into a ?deep think.? The activities in this chapter are based on the principle of free association. They rely on our ability to let go and generate one idea or concept from another?to flit about in our minds. Each activity helps structure this process a little differently. As a result, each
activity has the potential to create many different perspectives and types of ideas.
However, it?s up to us to make the activities work. The more we let go, the more we will boost our brainpower. And the more we boost our brainpower, the more ideas we?ll produce.
Before trying a free association technique, think a little about how we generate ideas.
Try to get into the appropriate mind-set and think about how easy it can be to flow from one thought to the next. Then just let your mind go.
NOTE: FOR ALL ACTIVITIES, REMIND PARTICIPANTS
TO DEFER JUDGMENT WHILE GENERATING IDEAS.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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string(319) "Although it may seem paradoxical, the best way to harness our creative brainpower is to let go. Allow one thought to lead to another. Be playful. Forget all the analytical stuff.
Take the time to sink into a ?deep think.? The activities in this chapter are based on the principle of free association. They rely on [...]"
["atom_content"]=>
string(1196) "Although it may seem paradoxical, the best way to harness our creative brainpower is to let go. Allow one thought to lead to another. Be playful. Forget all the analytical stuff.
Take the time to sink into a ?deep think.? The activities in this chapter are based on the principle of free association. They rely on our ability to let go and generate one idea or concept from another?to flit about in our minds. Each activity helps structure this process a little differently. As a result, each
activity has the potential to create many different perspectives and types of ideas.
However, it?s up to us to make the activities work. The more we let go, the more we will boost our brainpower. And the more we boost our brainpower, the more ideas we?ll produce.
Before trying a free association technique, think a little about how we generate ideas.
Try to get into the appropriate mind-set and think about how easy it can be to flow from one thought to the next. Then just let your mind go.
NOTE: FOR ALL ACTIVITIES, REMIND PARTICIPANTS
TO DEFER JUDGMENT WHILE GENERATING IDEAS.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1247803221)
}
[41]=>
array(13) {
["title"]=>
string(33) "What Is Senility?: Esther?s Story"
["link"]=>
string(32) "http://impactlearning.net/?p=830"
["comments"]=>
string(41) "http://impactlearning.net/?p=830#comments"
["pubdate"]=>
string(31) "Tue, 14 Jul 2009 05:50:11 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=830"
["description"]=>
string(352) "Esther Erickson, an eighty-three-year-old retired bookkeeper living alone, came with a long-standing friend and neighbor who had persuaded Esther that her memory needed to be checked. Esther had begun to forget names, locked herself out of her apartment a couple of times, and had accidentally left the stove on once. Other than a slight slowness [...]"
["content"]=>
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string(2797) "Esther Erickson, an eighty-three-year-old retired bookkeeper living alone, came with a long-standing friend and neighbor who had persuaded Esther that her memory needed to be checked. Esther had begun to forget names, locked herself out of her apartment a couple of times, and had accidentally left the stove on once. Other than a slight slowness in walking, there wasn’t anything unusual in her neurological examination, and her psychiatric assessment was completely normal. The rest of my diagnostic workup was notable for only two findings. Her memory was slightly below par, but otherwise she scored in the normal range for someone her age on the neuropsychological tests. Her
MRI scan revealed a very small stroke in the basal ganglia, which is a brain center that controls motor movements. This helped explain her slowness in walking but not her memory lapses.
Before I complete her story, put on your diagnostic hat for a moment. Is this normal aging? Is this mild memory loss? Or is this early Alzheimer’s disease? And where does ?senility?? fit into the picture?
Esther Erickson does not fit well into any diagnostic category. She is precisely the kind of patient who would have been rated as being on the way to ?senility? if she had come to see a doctor fifty years ago. Nowadays, we don’t like to use the term senility because it blurs the distinctions between mild memory loss and dementia. Also, the old concept of senility implied that it was caused by hardening or blocking of arteries and their smaller branches. However, recent research has shown that age-related memory loss is usually not caused by diseases of arteries or other blood vessels in the brain.
A year later, Esther died suddenly of a heart attack. The brain autopsy showed no evidence of stroke other than in the basal ganglia, consistent with the clinical and MRI results. The only other abnormality was an occasional amyloid plaque without any neurofibrillary tangles. Amyloid plaques and neurofibrillary tangles, both of which are visible only under a microscope, are the pathologic features of Alzheimer’s disease. But with aging, an occasional amyloid plaque can appear even in the absence of any symptoms of memory loss. So while her autopsy told us that she did not have Alzheimer’s disease, we couldn’t rule out the possibility that it would have developed if she had lived for another five to ten years.
I think it is best to drop the term senility because it doesn’t tell us anything beyond the fact that the person is old and has memory loss.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(352) "Esther Erickson, an eighty-three-year-old retired bookkeeper living alone, came with a long-standing friend and neighbor who had persuaded Esther that her memory needed to be checked. Esther had begun to forget names, locked herself out of her apartment a couple of times, and had accidentally left the stove on once. Other than a slight slowness [...]"
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string(2797) "Esther Erickson, an eighty-three-year-old retired bookkeeper living alone, came with a long-standing friend and neighbor who had persuaded Esther that her memory needed to be checked. Esther had begun to forget names, locked herself out of her apartment a couple of times, and had accidentally left the stove on once. Other than a slight slowness in walking, there wasn’t anything unusual in her neurological examination, and her psychiatric assessment was completely normal. The rest of my diagnostic workup was notable for only two findings. Her memory was slightly below par, but otherwise she scored in the normal range for someone her age on the neuropsychological tests. Her
MRI scan revealed a very small stroke in the basal ganglia, which is a brain center that controls motor movements. This helped explain her slowness in walking but not her memory lapses.
Before I complete her story, put on your diagnostic hat for a moment. Is this normal aging? Is this mild memory loss? Or is this early Alzheimer’s disease? And where does ?senility?? fit into the picture?
Esther Erickson does not fit well into any diagnostic category. She is precisely the kind of patient who would have been rated as being on the way to ?senility? if she had come to see a doctor fifty years ago. Nowadays, we don’t like to use the term senility because it blurs the distinctions between mild memory loss and dementia. Also, the old concept of senility implied that it was caused by hardening or blocking of arteries and their smaller branches. However, recent research has shown that age-related memory loss is usually not caused by diseases of arteries or other blood vessels in the brain.
A year later, Esther died suddenly of a heart attack. The brain autopsy showed no evidence of stroke other than in the basal ganglia, consistent with the clinical and MRI results. The only other abnormality was an occasional amyloid plaque without any neurofibrillary tangles. Amyloid plaques and neurofibrillary tangles, both of which are visible only under a microscope, are the pathologic features of Alzheimer’s disease. But with aging, an occasional amyloid plaque can appear even in the absence of any symptoms of memory loss. So while her autopsy told us that she did not have Alzheimer’s disease, we couldn’t rule out the possibility that it would have developed if she had lived for another five to ten years.
I think it is best to drop the term senility because it doesn’t tell us anything beyond the fact that the person is old and has memory loss.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
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[42]=>
array(13) {
["title"]=>
string(9) "SAMM I Am"
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["pubdate"]=>
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string(353) "Background
With apologies to Dr. Seuss, SAMM I Am actually refers to a method known as Sequence- Attribute Modifications Matrix. It was developed by Brooks and later described by Souder and Ziegler (1977). SAMM I Am differs from other activities in that it was designed specifically for problems involving a sequence of steps (for example, various [...]"
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With apologies to Dr. Seuss, SAMM I Am actually refers to a method known as Sequence- Attribute Modifications Matrix. It was developed by Brooks and later described by Souder and Ziegler (1977). SAMM I Am differs from other activities in that it was designed specifically for problems involving a sequence of steps (for example, various processes). Thus, it will not be useful for more general idea generation problems.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? SAMM I Am Handout
Time
60 minutes
Related Activities
? Circle of Opportunity [23]
? Ideas in a Box [25]
? Mad Scientist [27]
? 666 [34]
Procedure
1. Have each group obtain a sheet of flip-chart paper and tape it lengthwise to a wall or lay it down on a table.
2. Distribute the SAMM I Am Handout, review it with the participants, and answer any questions they may have.
3. Tell them to list the major process activities and then ways to modify any process (for example, speed up, eliminate, rearrange), as shown in the handout.
4. Have them draw a matrix with process steps listed on the left and potential modifications listed along the top.
5. Instruct them to examine each cell (the intersection of steps and modifications) and use them to suggest possible ideas/modifications for that step.
6. Tell them to write down their ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(353) "Background
With apologies to Dr. Seuss, SAMM I Am actually refers to a method known as Sequence- Attribute Modifications Matrix. It was developed by Brooks and later described by Souder and Ziegler (1977). SAMM I Am differs from other activities in that it was designed specifically for problems involving a sequence of steps (for example, various [...]"
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string(2055) "Background
With apologies to Dr. Seuss, SAMM I Am actually refers to a method known as Sequence- Attribute Modifications Matrix. It was developed by Brooks and later described by Souder and Ziegler (1977). SAMM I Am differs from other activities in that it was designed specifically for problems involving a sequence of steps (for example, various processes). Thus, it will not be useful for more general idea generation problems.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? SAMM I Am Handout
Time
60 minutes
Related Activities
? Circle of Opportunity [23]
? Ideas in a Box [25]
? Mad Scientist [27]
? 666 [34]
Procedure
1. Have each group obtain a sheet of flip-chart paper and tape it lengthwise to a wall or lay it down on a table.
2. Distribute the SAMM I Am Handout, review it with the participants, and answer any questions they may have.
3. Tell them to list the major process activities and then ways to modify any process (for example, speed up, eliminate, rearrange), as shown in the handout.
4. Have them draw a matrix with process steps listed on the left and potential modifications listed along the top.
5. Instruct them to examine each cell (the intersection of steps and modifications) and use them to suggest possible ideas/modifications for that step.
6. Tell them to write down their ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1247281439)
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[43]=>
array(13) {
["title"]=>
string(41) "Free Association Activities: ?Blue Skies?"
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["pubdate"]=>
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string(283) "Blue skies: Happy days are here again. Put on a happy face. It?s time to let loose and see what happens. Be footloose and fancy-free. Go on and let go. Allow the ideas to flow and grow. Build on them. Create highways to the skies and then float back down. Light as a feather in [...]"
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string(1428) "Blue skies: Happy days are here again. Put on a happy face. It?s time to let loose and see what happens. Be footloose and fancy-free. Go on and let go. Allow the ideas to flow and grow. Build on them. Create highways to the skies and then float back down. Light as a feather in your cap. Tip the waiter and smile, smile, smile, all the while thinking of what might be. Set your mind free and free-associate.
Everything you read in the previous paragraph is based on free association. I started with the words ?blue skies? and let loose. I had no idea where my thoughts would take me. I tried to think in the general area of idea generation, but I avoided any preconceived thoughts.
The paragraph may not be logical, but it is creative, and it contains many stimuli. That?s the idea. I was able to create many thoughts and perspectives from the initial stimulus of ?blue skies.? Each sentence in the paragraph has the potential to stimulate additional thoughts. Even the most cliché-ridden sentence has that potential.
Stimuli trigger associations, which trigger ideas. That?s how the human mind works. We flit from one concept to another. Think about it. It?s not that difficult. We can think of anything we want. That?s a lot of power packed into one convoluted mass of gray matter. And it?s ours. All we have to do is harness it.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(283) "Blue skies: Happy days are here again. Put on a happy face. It?s time to let loose and see what happens. Be footloose and fancy-free. Go on and let go. Allow the ideas to flow and grow. Build on them. Create highways to the skies and then float back down. Light as a feather in [...]"
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string(1428) "Blue skies: Happy days are here again. Put on a happy face. It?s time to let loose and see what happens. Be footloose and fancy-free. Go on and let go. Allow the ideas to flow and grow. Build on them. Create highways to the skies and then float back down. Light as a feather in your cap. Tip the waiter and smile, smile, smile, all the while thinking of what might be. Set your mind free and free-associate.
Everything you read in the previous paragraph is based on free association. I started with the words ?blue skies? and let loose. I had no idea where my thoughts would take me. I tried to think in the general area of idea generation, but I avoided any preconceived thoughts.
The paragraph may not be logical, but it is creative, and it contains many stimuli. That?s the idea. I was able to create many thoughts and perspectives from the initial stimulus of ?blue skies.? Each sentence in the paragraph has the potential to stimulate additional thoughts. Even the most cliché-ridden sentence has that potential.
Stimuli trigger associations, which trigger ideas. That?s how the human mind works. We flit from one concept to another. Think about it. It?s not that difficult. We can think of anything we want. That?s a lot of power packed into one convoluted mass of gray matter. And it?s ours. All we have to do is harness it.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1247022039)
}
[44]=>
array(13) {
["title"]=>
string(21) "The Power of Learning"
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["pubdate"]=>
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string(328) "When infant mice are made to learn a complex task like traversing a maze to reach a source of food, the process leads to increased branching and connectivity among nerve cells in the brain. Learning literally leads to a structural change in nerve cells in the mouse brain, and these changes can become permanent, resulting [...]"
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Back when I was at Yale, I met Anil Deolalikar, an economist who was then a junior faculty member. Later, he got married and settled down in Seattle. When I visited him there, his daughter was barely three years old. One morning, he played a game in which he showed her several large cards filled with red polka dots closely packed across the white surface. One card had sixty-seven a third seventy-one, and so on. Each time he flashed the card in front of her, she would immediately
blurt out the right number of dots. For the life of me, I couldn’t make out the differences between the number of red dots on these cards, and neither could Anil. I was impressed, because clearly his threeyear-
old daughter wasn’t familiar with the concept of numbers, let alone the meaning of sixty-nine or seventy-one. Anil explained to me that his daughter wasn’t really unique? very young children normally possess a nearly perfect visual photographic memory. This ability is lost when they grow older, perhaps because it is displaced by the development of language.
This experience increased my awareness of the fact that there are many untapped resources within each one of us. Cultivating these skills is essential to developing and maintaining our intellectual faculties, including memory. Even though prime time for learning is when you are young, learning and memory can still be enhanced in middle age and beyond, provided you undertake the right steps.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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Back when I was at Yale, I met Anil Deolalikar, an economist who was then a junior faculty member. Later, he got married and settled down in Seattle. When I visited him there, his daughter was barely three years old. One morning, he played a game in which he showed her several large cards filled with red polka dots closely packed across the white surface. One card had sixty-seven a third seventy-one, and so on. Each time he flashed the card in front of her, she would immediately
blurt out the right number of dots. For the life of me, I couldn’t make out the differences between the number of red dots on these cards, and neither could Anil. I was impressed, because clearly his threeyear-
old daughter wasn’t familiar with the concept of numbers, let alone the meaning of sixty-nine or seventy-one. Anil explained to me that his daughter wasn’t really unique? very young children normally possess a nearly perfect visual photographic memory. This ability is lost when they grow older, perhaps because it is displaced by the development of language.
This experience increased my awareness of the fact that there are many untapped resources within each one of us. Cultivating these skills is essential to developing and maintaining our intellectual faculties, including memory. Even though prime time for learning is when you are young, learning and memory can still be enhanced in middle age and beyond, provided you undertake the right steps.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1246772657)
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[45]=>
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["title"]=>
string(24) "Genes versus Environment"
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["pubdate"]=>
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string(305) "Some people have an excellent memory for words, others for numbers, and still others for music. But are there genes that regulate how the brain ages? Do genes give us our memory power during our youth? And as we age, to what extent do genes control or program the time when nerve cells degenerate in [...]"
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therapeutic interventions.
George Burns drank like a fish, smoked like a chimney, and did a few more exciting things on the side. Nevertheless, he lived to be over a hundred; obviously he had good longevity genes. Inherent genetic variability influences not only longevity but also intellectual functions and memory, so that a fifty-year-old may have the brain of an eighty-five-year-old, and vice versa. But in addition to genetic influences, environmental factors can magnify, and sometimes directly cause, memory loss as you grow older. These effects can be directly altered, unlike your genes. I will focus on these environmental, usually reversible, factors in a later section in this book.
Aging Weakens Recent Memory
Do you remember what you ate for lunch today? How about yesterday? And how about a week ago? For most of you, whatever happened today is still in active memory, yesterday is hovering above the ?memory trash,? and the meal from a week ago is already in the trash and likely gone for good. The time factor is crucial; as you go further back in time, memories begin to vanish. The paradox is that as you grow older, it is not the old memories that disappear but more often the recent ones. Most recent memories? even if they are closer to consciousness and hence more ?active?? are not hardwired in your brain as firmly as old memories, so you can understand why lapses in recent memory occur during the aging process.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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therapeutic interventions.
George Burns drank like a fish, smoked like a chimney, and did a few more exciting things on the side. Nevertheless, he lived to be over a hundred; obviously he had good longevity genes. Inherent genetic variability influences not only longevity but also intellectual functions and memory, so that a fifty-year-old may have the brain of an eighty-five-year-old, and vice versa. But in addition to genetic influences, environmental factors can magnify, and sometimes directly cause, memory loss as you grow older. These effects can be directly altered, unlike your genes. I will focus on these environmental, usually reversible, factors in a later section in this book.
Aging Weakens Recent Memory
Do you remember what you ate for lunch today? How about yesterday? And how about a week ago? For most of you, whatever happened today is still in active memory, yesterday is hovering above the ?memory trash,? and the meal from a week ago is already in the trash and likely gone for good. The time factor is crucial; as you go further back in time, memories begin to vanish. The paradox is that as you grow older, it is not the old memories that disappear but more often the recent ones. Most recent memories? even if they are closer to consciousness and hence more ?active?? are not hardwired in your brain as firmly as old memories, so you can understand why lapses in recent memory occur during the aging process.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1246513055)
}
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array(13) {
["title"]=>
string(18) "Debrief/Discussion"
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string(366) "This is yet again another exercise with the potential to create unique perspectives by the combination of related problem elements. The visual of the diamond shape helps participants create word combinations easily that may spark unique ideas. It also consumes relatively little time, so it is a time-efficient technique because the number of word combinations [...]"
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factor by providing a smaller number of stimuli than other activities.
Consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Word Diamond Handout
Suppose you are losing scientists to your competitors. In particular, you want to encourage more professional employees to remain in the research and development (R&D) department. First, select four words or phrases: encourage, employees, remain, and R&D. Next arrange them in the shape of a diamond, as shown in Figure 6.4.
Finally, use various combinations to suggest ideas:
? Give incentive rewards for employees who achieve special professional recognition (from ?employees/encourage?).
? Match up younger employees who are more likely to leave with older employees and form a buddy program (from ?employees/encourage?).
? Establish two career tracks?one managerial and one nonmanagerial?to take into account different professional growth needs (from ?employees/remain?).
? Develop a ?Pride in R&D? public relations campaign to promote team spirit (from ?R&D/employees?).
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(366) "This is yet again another exercise with the potential to create unique perspectives by the combination of related problem elements. The visual of the diamond shape helps participants create word combinations easily that may spark unique ideas. It also consumes relatively little time, so it is a time-efficient technique because the number of word combinations [...]"
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factor by providing a smaller number of stimuli than other activities.
Consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Word Diamond Handout
Suppose you are losing scientists to your competitors. In particular, you want to encourage more professional employees to remain in the research and development (R&D) department. First, select four words or phrases: encourage, employees, remain, and R&D. Next arrange them in the shape of a diamond, as shown in Figure 6.4.
Finally, use various combinations to suggest ideas:
? Give incentive rewards for employees who achieve special professional recognition (from ?employees/encourage?).
? Match up younger employees who are more likely to leave with older employees and form a buddy program (from ?employees/encourage?).
? Establish two career tracks?one managerial and one nonmanagerial?to take into account different professional growth needs (from ?employees/remain?).
? Develop a ?Pride in R&D? public relations campaign to promote team spirit (from ?R&D/employees?).
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1246237218)
}
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string(17) "Biological Clocks"
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["pubdate"]=>
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string(360) "Programmed cell death is like the entire assembly line going on permanent strike, leading to factory closure. Disruption of biological clocks is the entire managerial staff, including the chairman and board of directors, calling it quits. Many of the natural ebbs and flows in the body? including sleep, body temperature, and hormone secretion? are under [...]"
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string(3087) "Programmed cell death is like the entire assembly line going on permanent strike, leading to factory closure. Disruption of biological clocks is the entire managerial staff, including the chairman and board of directors, calling it quits. Many of the natural ebbs and flows in the body? including sleep, body temperature, and hormone secretion? are under the control of biological clocks that are genetically programmed to react according to set time sequences, such as the twenty-four-hour day, based on environmental inputs. As our DNA decays with aging, these natural rhythms become erratic and begin to desynchronize, weakening our natural defenses against disease. Gradually, over time, the disruption of biological clocks becomes a central feature of the aging process.
By itself, this theory does not explain why we age the way we do. Many bodily functions do not have natural biological clocks, and only a few of the brain’s functions, particularly sleep, are under this type of rhythmic control. Even the heart, a structure that requires near-perfect rhythmic
performance to ensure survival, is not affected very much by circadian (twenty-four-hour) rhythms.
Free Radicals Are Toxic
That’s what some people said in the 1960s and 1970s. But jokes aside, what exactly are free radicals? Free radicals are formed when an atom or molecule carries an unpaired electron. This extra negative electrical charge launches a cascade of chemical reactions that eventually lead to cell death. Free radicals are constantly produced by chemical reactions throughout the body, and both stress and a diet high in saturated fats increase free radical formation. The most common free radicals are hydrogen peroxide, which is formed when a molecule of water gets an extra oxygen atom, as well as oxygen itself.
Oxygen is essential for life, but the addition of an unpaired electron makes it toxic to cells in the body. Dr. Jekyll turns into Mr. Hyde, and life-giving oxygen metamorphoses into a merciless killer.
If toxic free radicals are continually being formed in our bodies, how do we survive? As with everything else, nature has provided a counterbalance to deal with this threat. Enzymes called free radical scavengers, notably superoxide dismutase, routinely destroy the free radicals that are formed. These enzymes decline with age, and a gradual imbalance develops, with free radicals gaining the upper hand. Many therapies are based on the idea that decreasing free radical toxicity will slow down the aging process. For example, vitamin E is the most widely used antioxidant, and it destroys the bad oxygen when it appears in the body. Melatonin also possesses some antioxidant properties, as does the prescription medication selegiline (Deprenyl). These substances can help prevent the ravages of the aging process, and memory loss in particular.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(360) "Programmed cell death is like the entire assembly line going on permanent strike, leading to factory closure. Disruption of biological clocks is the entire managerial staff, including the chairman and board of directors, calling it quits. Many of the natural ebbs and flows in the body? including sleep, body temperature, and hormone secretion? are under [...]"
["atom_content"]=>
string(3087) "Programmed cell death is like the entire assembly line going on permanent strike, leading to factory closure. Disruption of biological clocks is the entire managerial staff, including the chairman and board of directors, calling it quits. Many of the natural ebbs and flows in the body? including sleep, body temperature, and hormone secretion? are under the control of biological clocks that are genetically programmed to react according to set time sequences, such as the twenty-four-hour day, based on environmental inputs. As our DNA decays with aging, these natural rhythms become erratic and begin to desynchronize, weakening our natural defenses against disease. Gradually, over time, the disruption of biological clocks becomes a central feature of the aging process.
By itself, this theory does not explain why we age the way we do. Many bodily functions do not have natural biological clocks, and only a few of the brain’s functions, particularly sleep, are under this type of rhythmic control. Even the heart, a structure that requires near-perfect rhythmic
performance to ensure survival, is not affected very much by circadian (twenty-four-hour) rhythms.
Free Radicals Are Toxic
That’s what some people said in the 1960s and 1970s. But jokes aside, what exactly are free radicals? Free radicals are formed when an atom or molecule carries an unpaired electron. This extra negative electrical charge launches a cascade of chemical reactions that eventually lead to cell death. Free radicals are constantly produced by chemical reactions throughout the body, and both stress and a diet high in saturated fats increase free radical formation. The most common free radicals are hydrogen peroxide, which is formed when a molecule of water gets an extra oxygen atom, as well as oxygen itself.
Oxygen is essential for life, but the addition of an unpaired electron makes it toxic to cells in the body. Dr. Jekyll turns into Mr. Hyde, and life-giving oxygen metamorphoses into a merciless killer.
If toxic free radicals are continually being formed in our bodies, how do we survive? As with everything else, nature has provided a counterbalance to deal with this threat. Enzymes called free radical scavengers, notably superoxide dismutase, routinely destroy the free radicals that are formed. These enzymes decline with age, and a gradual imbalance develops, with free radicals gaining the upper hand. Many therapies are based on the idea that decreasing free radical toxicity will slow down the aging process. For example, vitamin E is the most widely used antioxidant, and it destroys the bad oxygen when it appears in the body. Melatonin also possesses some antioxidant properties, as does the prescription medication selegiline (Deprenyl). These substances can help prevent the ravages of the aging process, and memory loss in particular.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1245993967)
}
[48]=>
array(13) {
["title"]=>
string(23) "Preppy Thoughts Handout"
["link"]=>
string(32) "http://impactlearning.net/?p=642"
["comments"]=>
string(41) "http://impactlearning.net/?p=642#comments"
["pubdate"]=>
string(31) "Tue, 23 Jun 2009 01:01:10 +0000"
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["description"]=>
string(351) "As an example, consider a problem of how a restaurant could attract more customers. The action verb and object are ?attract? and ?customers.?
Here are some possible ideas from inserting relational words between these two words:
? Have special community nights in which people are seated across from someone new in order to make new friends (from [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1358) "As an example, consider a problem of how a restaurant could attract more customers. The action verb and object are ?attract? and ?customers.?
Here are some possible ideas from inserting relational words between these two words:
? Have special community nights in which people are seated across from someone new in order to make new friends (from ?attract/across/customers?)
? Offer special low rates for meals eaten before a certain time (from
?attract/before/customers?)
? Place advertising fliers on cars of supermarket customers and offer them a discount in exchange for their grocery receipts (from ?attract/near/customers?)
? Hire a public relations firm (from ?attract/about/customers?)
? Add an outdoor patio (from ?attract/out/customers?)
? Give discounts to overweight people (from ?attract/round/customers?)
? Have a special room for people who like to eat on the floor (from ?attract/under/customers?)
? Give discounts to customers who help recruit new customers (from ?attract/with/customers?)
? Start an eating club with one free meal for every ten purchased (from
?attract/since/customers?)
? Specialize in healthy foods and offer free diet planning (from ?attract/within/
customers?)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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string(351) "As an example, consider a problem of how a restaurant could attract more customers. The action verb and object are ?attract? and ?customers.?
Here are some possible ideas from inserting relational words between these two words:
? Have special community nights in which people are seated across from someone new in order to make new friends (from [...]"
["atom_content"]=>
string(1358) "As an example, consider a problem of how a restaurant could attract more customers. The action verb and object are ?attract? and ?customers.?
Here are some possible ideas from inserting relational words between these two words:
? Have special community nights in which people are seated across from someone new in order to make new friends (from ?attract/across/customers?)
? Offer special low rates for meals eaten before a certain time (from
?attract/before/customers?)
? Place advertising fliers on cars of supermarket customers and offer them a discount in exchange for their grocery receipts (from ?attract/near/customers?)
? Hire a public relations firm (from ?attract/about/customers?)
? Add an outdoor patio (from ?attract/out/customers?)
? Give discounts to overweight people (from ?attract/round/customers?)
? Have a special room for people who like to eat on the floor (from ?attract/under/customers?)
? Give discounts to customers who help recruit new customers (from ?attract/with/customers?)
? Start an eating club with one free meal for every ten purchased (from
?attract/since/customers?)
? Specialize in healthy foods and offer free diet planning (from ?attract/within/
customers?)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1245718870)
}
[49]=>
array(13) {
["title"]=>
string(10) "Objectives"
["link"]=>
string(32) "http://impactlearning.net/?p=654"
["comments"]=>
string(41) "http://impactlearning.net/?p=654#comments"
["pubdate"]=>
string(31) "Sat, 20 Jun 2009 01:00:40 +0000"
["dc"]=>
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["category"]=>
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["guid"]=>
string(32) "http://impactlearning.net/?p=654"
["description"]=>
string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1655) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Word Diamond Handout
Time
20 minutes
Related Activities
? Bi-Wordal [22]
? Circle of Opportunity [23]
? Ideas in a Box [25]
Procedure
1. Distribute the Word Diamond Handout, review it with the participants, and
answer any questions they may have.
2. Tell the groups to state their problems so that they contain at least four major problem attributes or elements, including both nouns and verbs.
3. Have them select four major words or phrases from this statement and write them on a flip chart, arranging the words or phrases in the shape of a diamond. There should be one word at each vertex (point) of the diamond.
4. Tell them to select one of the four words or phrases, combine it with another, and write down any ideas prompted.
5. Ask them to continue selecting and combining words until they have tried generating ideas from all possible combinations.
6. Have them write down their ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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["summary"]=>
string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
["atom_content"]=>
string(1655) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Word Diamond Handout
Time
20 minutes
Related Activities
? Bi-Wordal [22]
? Circle of Opportunity [23]
? Ideas in a Box [25]
Procedure
1. Distribute the Word Diamond Handout, review it with the participants, and
answer any questions they may have.
2. Tell the groups to state their problems so that they contain at least four major problem attributes or elements, including both nouns and verbs.
3. Have them select four major words or phrases from this statement and write them on a flip chart, arranging the words or phrases in the shape of a diamond. There should be one word at each vertex (point) of the diamond.
4. Tell them to select one of the four words or phrases, combine it with another, and write down any ideas prompted.
5. Ask them to continue selecting and combining words until they have tried generating ideas from all possible combinations.
6. Have them write down their ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1245459640)
}
[50]=>
array(13) {
["title"]=>
string(11) "666 Handout"
["link"]=>
string(32) "http://impactlearning.net/?p=652"
["comments"]=>
string(41) "http://impactlearning.net/?p=652#comments"
["pubdate"]=>
string(31) "Wed, 17 Jun 2009 09:00:34 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=652"
["description"]=>
string(360) "After you have rolled the dice, you might think of the following types of ideas:
? Gourmet soup with secret ingredients (2?3?3)
? Soup to eat after exercising (like GatoradeŪ) (4?5?3)
? Soup cans with pictures of famous mothers (5?1?5)
? Achicken soup can with a SternoŪ container built into the bottom (6?5?4)
? Soup cans with prizes inside (1?6?4)
Word [...]"
["content"]=>
array(1) {
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string(1284) "After you have rolled the dice, you might think of the following types of ideas:
? Gourmet soup with secret ingredients (2?3?3)
? Soup to eat after exercising (like GatoradeŪ) (4?5?3)
? Soup cans with pictures of famous mothers (5?1?5)
? Achicken soup can with a SternoŪ container built into the bottom (6?5?4)
? Soup cans with prizes inside (1?6?4)
Word Diamond
Background
Hot new ideas shine and sparkle with radiant brilliance. They illuminate their surroundings and blind lesser ideas. Everyone wants a shiny, multifaceted new idea, but you can?t always get what you want. Sometimes you have to settle for a so-so idea.
The Word Diamond technique won?t ensure that all your ideas will sparkle. It will, however, provide you with another systematic approach to idea generation. And it?s a breeze to implement.
This technique originally was developed by VanGundy (1983) as a simple combination procedure using elements of a problem statement. Thus, it is similar to Bi-Wordal [22]. Instead of using alternative word meanings, however, Word Diamond generates ideas by combining words in the problem statement in different ways.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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["summary"]=>
string(360) "After you have rolled the dice, you might think of the following types of ideas:
? Gourmet soup with secret ingredients (2?3?3)
? Soup to eat after exercising (like GatoradeŪ) (4?5?3)
? Soup cans with pictures of famous mothers (5?1?5)
? Achicken soup can with a SternoŪ container built into the bottom (6?5?4)
? Soup cans with prizes inside (1?6?4)
Word [...]"
["atom_content"]=>
string(1284) "After you have rolled the dice, you might think of the following types of ideas:
? Gourmet soup with secret ingredients (2?3?3)
? Soup to eat after exercising (like GatoradeŪ) (4?5?3)
? Soup cans with pictures of famous mothers (5?1?5)
? Achicken soup can with a SternoŪ container built into the bottom (6?5?4)
? Soup cans with prizes inside (1?6?4)
Word Diamond
Background
Hot new ideas shine and sparkle with radiant brilliance. They illuminate their surroundings and blind lesser ideas. Everyone wants a shiny, multifaceted new idea, but you can?t always get what you want. Sometimes you have to settle for a so-so idea.
The Word Diamond technique won?t ensure that all your ideas will sparkle. It will, however, provide you with another systematic approach to idea generation. And it?s a breeze to implement.
This technique originally was developed by VanGundy (1983) as a simple combination procedure using elements of a problem statement. Thus, it is similar to Bi-Wordal [22]. Instead of using alternative word meanings, however, Word Diamond generates ideas by combining words in the problem statement in different ways.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1245229234)
}
[51]=>
array(13) {
["title"]=>
string(9) "Procedure"
["link"]=>
string(32) "http://impactlearning.net/?p=650"
["comments"]=>
string(41) "http://impactlearning.net/?p=650#comments"
["pubdate"]=>
string(31) "Sun, 14 Jun 2009 08:00:39 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=650"
["description"]=>
string(316) "1. Have each group obtain a sheet of flip-chart paper and tape it lengthwise to a wall or lay it down on a table.
2. Distribute the handout, review it with the participants, and answer any questions they may have.
3. Tell them to generate three lists of six problem elements and number each element within each [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1980) "1. Have each group obtain a sheet of flip-chart paper and tape it lengthwise to a wall or lay it down on a table.
2. Distribute the handout, review it with the participants, and answer any questions they may have.
3. Tell them to generate three lists of six problem elements and number each element within each list. Say that these elements may or may not be related to their particular problem.
4. Instruct them to label the lists ?White Die,? ?Green Die,? and ?Red Die? (or other colors corresponding to the dice used).
5. Ask each person in each group to take turns rolling each die and select the element indicated for each list.
6. Tell them to use the combinations of the three elements to spark ideas.
7. Have them write down their ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Debrief/Discussion
666 evokes an alchemy of the creative process: A?brew? of stimuli is stirred together to craft multiple ideas for resolving a challenge. The three columns of stimuli provide a fertile matrix of word combinations for group members to use as springboards for generating ideas. Seeing multiple words together this way can help participants free-associate and make unique combinations. The game aspect of rolling dice also makes this an appealing exercise.
Have the participants debrief using the following questions: ? What was most helpful about this exercise? ? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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["summary"]=>
string(316) "1. Have each group obtain a sheet of flip-chart paper and tape it lengthwise to a wall or lay it down on a table.
2. Distribute the handout, review it with the participants, and answer any questions they may have.
3. Tell them to generate three lists of six problem elements and number each element within each [...]"
["atom_content"]=>
string(1980) "1. Have each group obtain a sheet of flip-chart paper and tape it lengthwise to a wall or lay it down on a table.
2. Distribute the handout, review it with the participants, and answer any questions they may have.
3. Tell them to generate three lists of six problem elements and number each element within each list. Say that these elements may or may not be related to their particular problem.
4. Instruct them to label the lists ?White Die,? ?Green Die,? and ?Red Die? (or other colors corresponding to the dice used).
5. Ask each person in each group to take turns rolling each die and select the element indicated for each list.
6. Tell them to use the combinations of the three elements to spark ideas.
7. Have them write down their ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Debrief/Discussion
666 evokes an alchemy of the creative process: A?brew? of stimuli is stirred together to craft multiple ideas for resolving a challenge. The three columns of stimuli provide a fertile matrix of word combinations for group members to use as springboards for generating ideas. Seeing multiple words together this way can help participants free-associate and make unique combinations. The game aspect of rolling dice also makes this an appealing exercise.
Have the participants debrief using the following questions: ? What was most helpful about this exercise? ? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1244966439)
}
[52]=>
array(13) {
["title"]=>
string(28) "Gold and Silver Bullion Bars"
["link"]=>
string(32) "http://impactlearning.net/?p=970"
["comments"]=>
string(41) "http://impactlearning.net/?p=970#comments"
["pubdate"]=>
string(31) "Sat, 13 Jun 2009 02:24:55 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
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["guid"]=>
string(32) "http://impactlearning.net/?p=970"
["description"]=>
string(305) "Seeing the financial and market price today, you have to make an investment. If you have enough budgets, you can try to make an investment on gold or silver. This investment idea is related to the fact that the price of gold and silver are increased day by day.
For UK investors that interesting to [...]"
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string(1438) "Seeing the financial and market price today, you have to make an investment. If you have enough budgets, you can try to make an investment on gold or silver. This investment idea is related to the fact that the price of gold and silver are increased day by day.
For UK investors that interesting to buy a gold and silver, you can go to BullionByPost.Co.Uk. Gold and silver bullion will be selling based on the market price and later you can sell it even higher. If the investors want to buy gold bar, this site has three selections of gold bars. They have one ounce, 100 hundred gram, 1 kilo for the gold bars. Whereas, for the silver bars they have 1 kilo and 5 kilo and both of bars completed with the info about the price.
And all those three gold bars are ready in stock. Gold bars and silver bars are manufactured by London Bullion Market and cooperate with several partners. Both of these products are always new. Therefore, you can ask more information from the customer service.
"
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string(305) "Seeing the financial and market price today, you have to make an investment. If you have enough budgets, you can try to make an investment on gold or silver. This investment idea is related to the fact that the price of gold and silver are increased day by day.
For UK investors that interesting to [...]"
["atom_content"]=>
string(1438) "Seeing the financial and market price today, you have to make an investment. If you have enough budgets, you can try to make an investment on gold or silver. This investment idea is related to the fact that the price of gold and silver are increased day by day.
For UK investors that interesting to buy a gold and silver, you can go to BullionByPost.Co.Uk. Gold and silver bullion will be selling based on the market price and later you can sell it even higher. If the investors want to buy gold bar, this site has three selections of gold bars. They have one ounce, 100 hundred gram, 1 kilo for the gold bars. Whereas, for the silver bars they have 1 kilo and 5 kilo and both of bars completed with the info about the price.
And all those three gold bars are ready in stock. Gold bars and silver bars are manufactured by London Bullion Market and cooperate with several partners. Both of these products are always new. Therefore, you can ask more information from the customer service.
"
["date_timestamp"]=>
int(1244859895)
}
[53]=>
array(13) {
["title"]=>
string(32) "Are There Limits to Your Memory?"
["link"]=>
string(32) "http://impactlearning.net/?p=820"
["comments"]=>
string(41) "http://impactlearning.net/?p=820#comments"
["pubdate"]=>
string(31) "Thu, 11 Jun 2009 05:00:24 +0000"
["dc"]=>
array(1) {
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string(5) "admin"
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["category"]=>
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["guid"]=>
string(32) "http://impactlearning.net/?p=820"
["description"]=>
string(298) "Is there a limit to how much you can remember? Off hand, we all know that we can teach an old dog new tricks. Millions of people who are past their so-called prime are able to take college courses and graduate with advanced degrees. But if there are distinct brain regions for each subtype of [...]"
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array(1) {
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string(1610) "Is there a limit to how much you can remember? Off hand, we all know that we can teach an old dog new tricks. Millions of people who are past their so-called prime are able to take college courses and graduate with advanced degrees. But if there are distinct brain regions for each subtype of memory? proper nouns versus other nouns, for example? don’t these bookshelves get saturated over a lifetime of exposure to thousands of pieces of information that make up our brain libraries? And if these brain regions get saturated, how can a middle-aged or older person still have the capacity to learn whole new languages and technologies?
The answer is simple: memory is a dynamic, not a static, process. There are several ways by which your memory storage keeps expanding:
1. As you learn more, and learn more efficiently, the nerve cells responsible for memory develop new tricks and become more expert at importing new knowledge into the available nerve cells.
2. Few of us have taxed our memories to such an extent that all the memory nerve cells are clogged up and overflowing with knowledge, though if you’re a quiz or game show expert you may come fairly close.
3. Finally, there is an obvious solution when you need more memory: drag the useless stuff to the trash, choose ?empty trash? from the pop-up menu, and a few megabytes of memory storage immediately open up in your brain.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
}
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string(298) "Is there a limit to how much you can remember? Off hand, we all know that we can teach an old dog new tricks. Millions of people who are past their so-called prime are able to take college courses and graduate with advanced degrees. But if there are distinct brain regions for each subtype of [...]"
["atom_content"]=>
string(1610) "Is there a limit to how much you can remember? Off hand, we all know that we can teach an old dog new tricks. Millions of people who are past their so-called prime are able to take college courses and graduate with advanced degrees. But if there are distinct brain regions for each subtype of memory? proper nouns versus other nouns, for example? don’t these bookshelves get saturated over a lifetime of exposure to thousands of pieces of information that make up our brain libraries? And if these brain regions get saturated, how can a middle-aged or older person still have the capacity to learn whole new languages and technologies?
The answer is simple: memory is a dynamic, not a static, process. There are several ways by which your memory storage keeps expanding:
1. As you learn more, and learn more efficiently, the nerve cells responsible for memory develop new tricks and become more expert at importing new knowledge into the available nerve cells.
2. Few of us have taxed our memories to such an extent that all the memory nerve cells are clogged up and overflowing with knowledge, though if you’re a quiz or game show expert you may come fairly close.
3. Finally, there is an obvious solution when you need more memory: drag the useless stuff to the trash, choose ?empty trash? from the pop-up menu, and a few megabytes of memory storage immediately open up in your brain.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1244696424)
}
[54]=>
array(13) {
["title"]=>
string(9) "Procedure"
["link"]=>
string(32) "http://impactlearning.net/?p=640"
["comments"]=>
string(41) "http://impactlearning.net/?p=640#comments"
["pubdate"]=>
string(31) "Mon, 08 Jun 2009 07:07:40 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=640"
["description"]=>
string(335) "1. Distribute the handout, review it with the participants, and answer any questions they may have.
2. Have someone in each group write the problem on a sheet of flip chart paper and underline the action verb and the object (for example, ?How might we reduce littering?)
3. Tell group members to take turns selecting a relational [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1833) "1. Distribute the handout, review it with the participants, and answer any questions they may have.
2. Have someone in each group write the problem on a sheet of flip chart paper and underline the action verb and the object (for example, ?How might we reduce littering?)
3. Tell group members to take turns selecting a relational word and inserting it between the verb and the object.
4. Have the entire group use the combination as an idea stimulus, write down any ideas on Post-itŪ Notes, and place them on a flip chart for evaluation.
5. Instruct the groups to repeat Steps 3 and 4 and continue this process until time is called.
Debrief/Discussion
One of the best features of this activity is its ability to create unique stimuli using related problem words. The simple juxtapositioning of a preposition between two related stimuli helps provoke associations?often visual ones?that two related words together might not produce. In this respect, Preppy Thoughts has the potential to create an experience similar to one using unrelated stimuli. After the participants have finished using this
exercise, you might ask them if they experienced visual images more than they normally do with other approaches.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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string(335) "1. Distribute the handout, review it with the participants, and answer any questions they may have.
2. Have someone in each group write the problem on a sheet of flip chart paper and underline the action verb and the object (for example, ?How might we reduce littering?)
3. Tell group members to take turns selecting a relational [...]"
["atom_content"]=>
string(1833) "1. Distribute the handout, review it with the participants, and answer any questions they may have.
2. Have someone in each group write the problem on a sheet of flip chart paper and underline the action verb and the object (for example, ?How might we reduce littering?)
3. Tell group members to take turns selecting a relational word and inserting it between the verb and the object.
4. Have the entire group use the combination as an idea stimulus, write down any ideas on Post-itŪ Notes, and place them on a flip chart for evaluation.
5. Instruct the groups to repeat Steps 3 and 4 and continue this process until time is called.
Debrief/Discussion
One of the best features of this activity is its ability to create unique stimuli using related problem words. The simple juxtapositioning of a preposition between two related stimuli helps provoke associations?often visual ones?that two related words together might not produce. In this respect, Preppy Thoughts has the potential to create an experience similar to one using unrelated stimuli. After the participants have finished using this
exercise, you might ask them if they experienced visual images more than they normally do with other approaches.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1244444860)
}
[55]=>
array(13) {
["title"]=>
string(21) "Your Brain Is Plastic"
["link"]=>
string(32) "http://impactlearning.net/?p=818"
["comments"]=>
string(41) "http://impactlearning.net/?p=818#comments"
["pubdate"]=>
string(31) "Fri, 05 Jun 2009 04:48:23 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=818"
["description"]=>
string(330) "If your skin is cut superficially, it heals within a few days. Many other organs in the body can also repair themselves: new cells are generated by cells that divide and reproduce in response to injury. Unfortunately, while brain cells do grow and specialize during infancy and childhood, by the time we become adults nearly [...]"
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array(1) {
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string(2210) "If your skin is cut superficially, it heals within a few days. Many other organs in the body can also repair themselves: new cells are generated by cells that divide and reproduce in response to injury. Unfortunately, while brain cells do grow and specialize during infancy and childhood, by the time we become adults nearly all of them lose the capacity to divide and reproduce. And yet we know that our brains are constantly changing: we learn throughout our lives, we have a range of reactions that we can modulate in response to other people, places, and even time itself. So how do we explain this contradiction: the brain creates no new nerve cells but has great flexibility? The answer lies in the
revolutionary new finding of brain plasticity.
Dr. Eric Kandel, a Nobel Prize winner, works a few floors above my office in the same research institute. For several decades, Kandel has studied a species of snail called aplysia, which looks like a small black blob with ears. Aplysia has large nerve cells that lend themselves to experiments.
Kandel’s groundbreaking studies have shown that many nerve cells in aplysia, and in more complex species, retain the property of plasticity, which means that they can change their structure or function over time. The nerve cells do this by sprouting new branches called dendrites and forming contacts with other nerve cells to compensate for those that have been lost. Using a different approach, Bruce McEwen’s laboratory at Rockefeller University demonstrated what was once thought to be impossible: plasticity and regeneration of nerve cells in the hippocampus in animal studies.
As an analogy, we know that people who are born blind develop an exquisite sense of touch and hearing. For those who constantly use Braille and become expert at it, the brain region responsible for controlling the one finger used for reading physically grows in size. This type of compensation may also occur following memory loss, depending on the cause.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
}
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string(330) "If your skin is cut superficially, it heals within a few days. Many other organs in the body can also repair themselves: new cells are generated by cells that divide and reproduce in response to injury. Unfortunately, while brain cells do grow and specialize during infancy and childhood, by the time we become adults nearly [...]"
["atom_content"]=>
string(2210) "If your skin is cut superficially, it heals within a few days. Many other organs in the body can also repair themselves: new cells are generated by cells that divide and reproduce in response to injury. Unfortunately, while brain cells do grow and specialize during infancy and childhood, by the time we become adults nearly all of them lose the capacity to divide and reproduce. And yet we know that our brains are constantly changing: we learn throughout our lives, we have a range of reactions that we can modulate in response to other people, places, and even time itself. So how do we explain this contradiction: the brain creates no new nerve cells but has great flexibility? The answer lies in the
revolutionary new finding of brain plasticity.
Dr. Eric Kandel, a Nobel Prize winner, works a few floors above my office in the same research institute. For several decades, Kandel has studied a species of snail called aplysia, which looks like a small black blob with ears. Aplysia has large nerve cells that lend themselves to experiments.
Kandel’s groundbreaking studies have shown that many nerve cells in aplysia, and in more complex species, retain the property of plasticity, which means that they can change their structure or function over time. The nerve cells do this by sprouting new branches called dendrites and forming contacts with other nerve cells to compensate for those that have been lost. Using a different approach, Bruce McEwen’s laboratory at Rockefeller University demonstrated what was once thought to be impossible: plasticity and regeneration of nerve cells in the hippocampus in animal studies.
As an analogy, we know that people who are born blind develop an exquisite sense of touch and hearing. For those who constantly use Braille and become expert at it, the brain region responsible for controlling the one finger used for reading physically grows in size. This type of compensation may also occur following memory loss, depending on the cause.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1244177303)
}
[56]=>
array(13) {
["title"]=>
string(11) "Chain Alike"
["link"]=>
string(32) "http://impactlearning.net/?p=774"
["comments"]=>
string(41) "http://impactlearning.net/?p=774#comments"
["pubdate"]=>
string(31) "Tue, 02 Jun 2009 02:00:03 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=774"
["description"]=>
string(389) "Background
If you generate ideas using analogies, your source of stimulation is generally limited to comparisons with the basic problem principle. For instance, the problem of preventing shoplifting (the Bionic Ideas [53] illustration) is limited to analogies involving the principle of prevention. Although there is nothing wrong with this limitation, it does restrict the number of [...]"
["content"]=>
array(1) {
["encoded"]=>
string(2824) "Background
If you generate ideas using analogies, your source of stimulation is generally limited to comparisons with the basic problem principle. For instance, the problem of preventing shoplifting (the Bionic Ideas [53] illustration) is limited to analogies involving the principle of prevention. Although there is nothing wrong with this limitation, it does restrict the number of possible problem perspectives. And that?s not good.
Fortunately, all is not lost. The Chain Alike activity attacks problems from multiple perspectives. And that?s good. Chain Alike is based on the Attribute Analogy Chains procedure developed by Koberg and Bagnall (1976). Ideas are generated by listing problem attributes, developing analogies for each attribute, and then using the analogies to prompt ideas.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2?? diameter) and one pad of 4 x 6 Post-itŪ Notes
? (Optional) One paper or electronic thesaurus for each group
Handout
? Chain Alike Handout
Time
60 minutes
Related Activities
? Bionic Ideas [53]
? I Like It Like That [55]
Procedure 1. Distribute the handout, review it with the participants, and answer any questions they may have. 2. Tape a sheet of flip-chart paper lengthwise on a wall or table. 3. Read the following instructions aloud: ?On the left side of the paper, list in a single column all major problem attributes (for example, name, form, parts, shape, structure, processes, materials, functions). For each attribute, list several subattributes that describe the attributes. Thus, ?round? and ?square? would be examples of two types of shapes. Write these in a line to the right of each attribute. ?On a separate sheet of paper, write down several analogies or words similar in meaning for each subattribute. The word ?round,? for example, might spark ?circular,? ?a dog chasing its tail,? and ?a rolling ball. You may use paper or electronic thesauri to help select these words.?
4. Tell them to examine each word analogy as a group, see what ideas are triggered, write them on Post-itŪ Notes (one per note), and place them on flip-chart paper for evaluation.
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(42) "http://impactlearning.net/?feed=rss2&p=774"
}
["summary"]=>
string(389) "Background
If you generate ideas using analogies, your source of stimulation is generally limited to comparisons with the basic problem principle. For instance, the problem of preventing shoplifting (the Bionic Ideas [53] illustration) is limited to analogies involving the principle of prevention. Although there is nothing wrong with this limitation, it does restrict the number of [...]"
["atom_content"]=>
string(2824) "Background
If you generate ideas using analogies, your source of stimulation is generally limited to comparisons with the basic problem principle. For instance, the problem of preventing shoplifting (the Bionic Ideas [53] illustration) is limited to analogies involving the principle of prevention. Although there is nothing wrong with this limitation, it does restrict the number of possible problem perspectives. And that?s not good.
Fortunately, all is not lost. The Chain Alike activity attacks problems from multiple perspectives. And that?s good. Chain Alike is based on the Attribute Analogy Chains procedure developed by Koberg and Bagnall (1976). Ideas are generated by listing problem attributes, developing analogies for each attribute, and then using the analogies to prompt ideas.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2?? diameter) and one pad of 4 x 6 Post-itŪ Notes
? (Optional) One paper or electronic thesaurus for each group
Handout
? Chain Alike Handout
Time
60 minutes
Related Activities
? Bionic Ideas [53]
? I Like It Like That [55]
Procedure 1. Distribute the handout, review it with the participants, and answer any questions they may have. 2. Tape a sheet of flip-chart paper lengthwise on a wall or table. 3. Read the following instructions aloud: ?On the left side of the paper, list in a single column all major problem attributes (for example, name, form, parts, shape, structure, processes, materials, functions). For each attribute, list several subattributes that describe the attributes. Thus, ?round? and ?square? would be examples of two types of shapes. Write these in a line to the right of each attribute. ?On a separate sheet of paper, write down several analogies or words similar in meaning for each subattribute. The word ?round,? for example, might spark ?circular,? ?a dog chasing its tail,? and ?a rolling ball. You may use paper or electronic thesauri to help select these words.?
4. Tell them to examine each word analogy as a group, see what ideas are triggered, write them on Post-itŪ Notes (one per note), and place them on flip-chart paper for evaluation.
"
["date_timestamp"]=>
int(1243908003)
}
[57]=>
array(13) {
["title"]=>
string(12) "Bionic Ideas"
["link"]=>
string(32) "http://impactlearning.net/?p=768"
["comments"]=>
string(41) "http://impactlearning.net/?p=768#comments"
["pubdate"]=>
string(31) "Sat, 30 May 2009 01:00:54 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=768"
["description"]=>
string(342) "Background
Mother Nature is a pretty wise old gal. Among other things, she is a superior problem solver. Think about it. She has resolved countless problems for plants and animals (including humans). Many plants ?know? how to turn toward a light source, for instance. And she helped bats to navigate without eyes, snakes to move without [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1485) "Background
Mother Nature is a pretty wise old gal. Among other things, she is a superior problem solver. Think about it. She has resolved countless problems for plants and animals (including humans). Many plants ?know? how to turn toward a light source, for instance. And she helped bats to navigate without eyes, snakes to move without legs, and giraffes to eat leaves off tall trees.
One specific type of analogy is known as ?bionics.? Whereas general analogies reflect similarities anywhere in life, the Bionic Ideas exercise looks to Mother Nature for similarities. Why invent the wheel if Mother Nature has already done it?
Research labs have resolved a variety of electronic, thermal, hydraulic, mechanical, and chemical problems using Bionic Ideas. For example, the eye of a beetle was used as an analogy to develop an aircraft ground-speed altitude indicator. Alexander Graham Bell used characteristics of the human ear to invent the telephone, and rattlesnake temperature- sensing organs helped suggest the guidance system for the Sidewinder heatseeking
missile.
One famous analogy involved a product that is analogous to the common cocklebur. Ahunter walking through a field noticed how cockleburs caught on his trousers using a hook and loop mechanism. This closure system suggested the concept of VelcroŪ. An entire industry developed from this simple observation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
["wfw"]=>
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["commentrss"]=>
string(42) "http://impactlearning.net/?feed=rss2&p=768"
}
["summary"]=>
string(342) "Background
Mother Nature is a pretty wise old gal. Among other things, she is a superior problem solver. Think about it. She has resolved countless problems for plants and animals (including humans). Many plants ?know? how to turn toward a light source, for instance. And she helped bats to navigate without eyes, snakes to move without [...]"
["atom_content"]=>
string(1485) "Background
Mother Nature is a pretty wise old gal. Among other things, she is a superior problem solver. Think about it. She has resolved countless problems for plants and animals (including humans). Many plants ?know? how to turn toward a light source, for instance. And she helped bats to navigate without eyes, snakes to move without legs, and giraffes to eat leaves off tall trees.
One specific type of analogy is known as ?bionics.? Whereas general analogies reflect similarities anywhere in life, the Bionic Ideas exercise looks to Mother Nature for similarities. Why invent the wheel if Mother Nature has already done it?
Research labs have resolved a variety of electronic, thermal, hydraulic, mechanical, and chemical problems using Bionic Ideas. For example, the eye of a beetle was used as an analogy to develop an aircraft ground-speed altitude indicator. Alexander Graham Bell used characteristics of the human ear to invent the telephone, and rattlesnake temperature- sensing organs helped suggest the guidance system for the Sidewinder heatseeking
missile.
One famous analogy involved a product that is analogous to the common cocklebur. Ahunter walking through a field noticed how cockleburs caught on his trousers using a hook and loop mechanism. This closure system suggested the concept of VelcroŪ. An entire industry developed from this simple observation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1243645254)
}
[58]=>
array(13) {
["title"]=>
string(11) "Turn Around"
["link"]=>
string(32) "http://impactlearning.net/?p=761"
["comments"]=>
string(41) "http://impactlearning.net/?p=761#comments"
["pubdate"]=>
string(31) "Wed, 27 May 2009 07:00:51 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=761"
["description"]=>
string(368) "Background
Turn Around was originally developed by creativity consultant Steve Grossman (1984) as Assumption Reversals. It is a relative of the Law Breaker exercise [50] and generates ideas by reversing problem assumptions in any way possible. The difference between the two activities is that Law Breaker reverses what is commonly accepted as a ?should? about a [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1945) "Background
Turn Around was originally developed by creativity consultant Steve Grossman (1984) as Assumption Reversals. It is a relative of the Law Breaker exercise [50] and generates ideas by reversing problem assumptions in any way possible. The difference between the two activities is that Law Breaker reverses what is commonly accepted as a ?should? about a problem (for example, chocolate should be brown), whereas Turn Around reverses more general assumptions (for example, people eat chocolate).
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Turn Around Handout
Time
30 minutes
Related Activities
? Exaggerate That [39]
? Law Breaker [50]
Procedure
1. Distribute the Turn Around Handout, review it with the participants, and answer any questions they may have.
2. Instruct the groups to state their problems simply and clearly and write them on a flip chart for all to see.
3. Tell them to list all assumptions about their problems on a flip chart. Remind them that even very obvious assumptions might be valuable.
4. Tell them to reverse each assumption in any way possible (as done in the handout) and write each one down on flip-chart paper.
5. Tell them to use each assumption as a trigger for new ideas, write each idea on a Post-itŪ Note, and place them on flip-chart paper for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(42) "http://impactlearning.net/?feed=rss2&p=761"
}
["summary"]=>
string(368) "Background
Turn Around was originally developed by creativity consultant Steve Grossman (1984) as Assumption Reversals. It is a relative of the Law Breaker exercise [50] and generates ideas by reversing problem assumptions in any way possible. The difference between the two activities is that Law Breaker reverses what is commonly accepted as a ?should? about a [...]"
["atom_content"]=>
string(1945) "Background
Turn Around was originally developed by creativity consultant Steve Grossman (1984) as Assumption Reversals. It is a relative of the Law Breaker exercise [50] and generates ideas by reversing problem assumptions in any way possible. The difference between the two activities is that Law Breaker reverses what is commonly accepted as a ?should? about a problem (for example, chocolate should be brown), whereas Turn Around reverses more general assumptions (for example, people eat chocolate).
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Turn Around Handout
Time
30 minutes
Related Activities
? Exaggerate That [39]
? Law Breaker [50]
Procedure
1. Distribute the Turn Around Handout, review it with the participants, and answer any questions they may have.
2. Instruct the groups to state their problems simply and clearly and write them on a flip chart for all to see.
3. Tell them to list all assumptions about their problems on a flip chart. Remind them that even very obvious assumptions might be valuable.
4. Tell them to reverse each assumption in any way possible (as done in the handout) and write each one down on flip-chart paper.
5. Tell them to use each assumption as a trigger for new ideas, write each idea on a Post-itŪ Note, and place them on flip-chart paper for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1243407651)
}
[59]=>
array(13) {
["title"]=>
string(18) "Related Activities"
["link"]=>
string(32) "http://impactlearning.net/?p=751"
["comments"]=>
string(41) "http://impactlearning.net/?p=751#comments"
["pubdate"]=>
string(31) "Sun, 24 May 2009 04:00:09 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=751"
["description"]=>
string(374) "? Exaggerate That [39]
? Problem Reversals [51]
? Turn Around [52]
Procedure
1. Distribute the Law Breaker Handout, review it with the participants, and answer any questions they may have.
2. Instruct the groups to list all possible assumptions about their problems.
3. Tell them to break each assumption. Specifically, have them ask why the assumption is made about a [...]"
["content"]=>
array(1) {
["encoded"]=>
string(2255) "? Exaggerate That [39]
? Problem Reversals [51]
? Turn Around [52]
Procedure
1. Distribute the Law Breaker Handout, review it with the participants, and answer any questions they may have.
2. Instruct the groups to list all possible assumptions about their problems.
3. Tell them to break each assumption. Specifically, have them ask why the assumption is made about a particular aspect of a problem and write it down on flip-chart paper.
4. Direct them to use the broken assumptions to stimulate new ideas, write them on Post-itŪ Notes, and place them on a flip chart for evaluation.
Debrief/Discussion
Consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Law Breaker Handout
Suppose you want to generate ideas for a new chocolate candy bar. First, list assumptions regarding candy bars:
? Rectangular bar form
? Solid brown in color
? Uniform sweetness
? Uniform taste
? May contain either peanuts or almonds in addition to chocolate, but nothing else
? Wrapped in aluminum foil
? Melts in the sun
? Weighs no more than three ounces
Next, generate ideas by breaking any of these ?laws? governing chocolate candy bars. Here are some possible ideas:
? Triangular-shaped bar
? Different shades of brown in the same product
? Variable sweetness in different parts of the product
? Different fillings in the center
? Wrap in ?theme? papers (for example, dinosaurs, space travel)
? High heat resistance for eating in the sun
? Variable weights ranging from one ounce to ten pounds?all with names reflecting the weights (for example, ?air? bar, ?monster? bar)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(42) "http://impactlearning.net/?feed=rss2&p=751"
}
["summary"]=>
string(374) "? Exaggerate That [39]
? Problem Reversals [51]
? Turn Around [52]
Procedure
1. Distribute the Law Breaker Handout, review it with the participants, and answer any questions they may have.
2. Instruct the groups to list all possible assumptions about their problems.
3. Tell them to break each assumption. Specifically, have them ask why the assumption is made about a [...]"
["atom_content"]=>
string(2255) "? Exaggerate That [39]
? Problem Reversals [51]
? Turn Around [52]
Procedure
1. Distribute the Law Breaker Handout, review it with the participants, and answer any questions they may have.
2. Instruct the groups to list all possible assumptions about their problems.
3. Tell them to break each assumption. Specifically, have them ask why the assumption is made about a particular aspect of a problem and write it down on flip-chart paper.
4. Direct them to use the broken assumptions to stimulate new ideas, write them on Post-itŪ Notes, and place them on a flip chart for evaluation.
Debrief/Discussion
Consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Law Breaker Handout
Suppose you want to generate ideas for a new chocolate candy bar. First, list assumptions regarding candy bars:
? Rectangular bar form
? Solid brown in color
? Uniform sweetness
? Uniform taste
? May contain either peanuts or almonds in addition to chocolate, but nothing else
? Wrapped in aluminum foil
? Melts in the sun
? Weighs no more than three ounces
Next, generate ideas by breaking any of these ?laws? governing chocolate candy bars. Here are some possible ideas:
? Triangular-shaped bar
? Different shades of brown in the same product
? Variable sweetness in different parts of the product
? Different fillings in the center
? Wrap in ?theme? papers (for example, dinosaurs, space travel)
? High heat resistance for eating in the sun
? Variable weights ranging from one ounce to ten pounds?all with names reflecting the weights (for example, ?air? bar, ?monster? bar)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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[60]=>
array(13) {
["title"]=>
string(18) "Debrief/Discussion"
["link"]=>
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["comments"]=>
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["pubdate"]=>
string(31) "Thu, 21 May 2009 01:00:00 +0000"
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string(366) "What if. . . ? is one of the simplest, yet most powerful, activities available. It is often overlooked, however, because it is so simple. If participants truly suspend belief during this exercise, the results can be outstanding. Ask participants how they think this approach compares with more traditional brainstorming activities and why.
Also consider having [...]"
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string(2311) "What if. . . ? is one of the simplest, yet most powerful, activities available. It is often overlooked, however, because it is so simple. If participants truly suspend belief during this exercise, the results can be outstanding. Ask participants how they think this approach compares with more traditional brainstorming activities and why.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
What if. . . ? Handout
What if you were a car dealer who wanted to increase repeat business? To think of ideas, you might begin ?Whatiffing? as follows:
? What if I gave repeat customers a free car?
? What if prospective repeat customers had to beg to let me sell them a new car?
? What if prospective repeat customers tried to pay double the price for a new car?
? What if a customer?s current car hypnotized the customer into buying another car?
? What if new cars followed people around town until the people bought them?
Next, use these questions as idea triggers. Here are some sample ideas:
? I can?t give repeat customers a free car, but I could give them a substantial discount.
? I can?t get repeat customers to beg me to sell them a new car, but I could contact customers on a regular basis to see if they have any problems. Such constant attention may encourage repeat sales.
? I can?t double the price for a new car, but I could offer to pay customers double the difference of any better car deal they can get from another dealer.
? Acustomer?s car won?t hypnotize the customer into buying another car, but I could mount a relentless advertising campaign using all media.
? New cars won?t follow customers around, but I could offer repeat customers free use of a cellular car phone for one year.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(366) "What if. . . ? is one of the simplest, yet most powerful, activities available. It is often overlooked, however, because it is so simple. If participants truly suspend belief during this exercise, the results can be outstanding. Ask participants how they think this approach compares with more traditional brainstorming activities and why.
Also consider having [...]"
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string(2311) "What if. . . ? is one of the simplest, yet most powerful, activities available. It is often overlooked, however, because it is so simple. If participants truly suspend belief during this exercise, the results can be outstanding. Ask participants how they think this approach compares with more traditional brainstorming activities and why.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
What if. . . ? Handout
What if you were a car dealer who wanted to increase repeat business? To think of ideas, you might begin ?Whatiffing? as follows:
? What if I gave repeat customers a free car?
? What if prospective repeat customers had to beg to let me sell them a new car?
? What if prospective repeat customers tried to pay double the price for a new car?
? What if a customer?s current car hypnotized the customer into buying another car?
? What if new cars followed people around town until the people bought them?
Next, use these questions as idea triggers. Here are some sample ideas:
? I can?t give repeat customers a free car, but I could give them a substantial discount.
? I can?t get repeat customers to beg me to sell them a new car, but I could contact customers on a regular basis to see if they have any problems. Such constant attention may encourage repeat sales.
? I can?t double the price for a new car, but I could offer to pay customers double the difference of any better car deal they can get from another dealer.
? Acustomer?s car won?t hypnotize the customer into buying another car, but I could mount a relentless advertising campaign using all media.
? New cars won?t follow customers around, but I could offer repeat customers free use of a cellular car phone for one year.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
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[61]=>
array(13) {
["title"]=>
string(10) "Objectives"
["link"]=>
string(32) "http://impactlearning.net/?p=738"
["comments"]=>
string(41) "http://impactlearning.net/?p=738#comments"
["pubdate"]=>
string(31) "Mon, 18 May 2009 08:00:22 +0000"
["dc"]=>
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["creator"]=>
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["category"]=>
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["guid"]=>
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["description"]=>
string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
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["encoded"]=>
string(2402) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? We Have Met the Problem and It Is We Handout
Time
30 minutes
Related Activities
? Stereotype [10]
? Imaginary Mentor [42]
? What if. . . ? [49]
Procedure
1. Distribute the We Have Met the Enemy and It Is We Handout, review the example with the participants, and answer any questions they may have.
2. Recite the following instructions to the groups: ?Think about what your problem would say, think, and feel about itself and its relation to its environment. What bugs it? What does it like? What are its major concerns, challenges, and opportunities? Write down your responses on a flip chart.?
3. Tell them to use their descriptions as stimuli to brainstorm ideas, write them on Post-itŪ Notes, and place them on the flip chart for evaluation.
Variation ? Have individual group members take turns speaking the part of whatever object is chosen.
Debrief/Discussion
This is an especially useful exercise for people who are good at fantasizing and being playful. Because it requires users to suspend belief about inanimate objects talking, not everyone may excel at using it. However, most groups will have one or two people who can, and that?s usually all it takes. Other group members then can use their thoughts to ignite ideas.
Consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(389) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors [...]"
["atom_content"]=>
string(2402) "? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? We Have Met the Problem and It Is We Handout
Time
30 minutes
Related Activities
? Stereotype [10]
? Imaginary Mentor [42]
? What if. . . ? [49]
Procedure
1. Distribute the We Have Met the Enemy and It Is We Handout, review the example with the participants, and answer any questions they may have.
2. Recite the following instructions to the groups: ?Think about what your problem would say, think, and feel about itself and its relation to its environment. What bugs it? What does it like? What are its major concerns, challenges, and opportunities? Write down your responses on a flip chart.?
3. Tell them to use their descriptions as stimuli to brainstorm ideas, write them on Post-itŪ Notes, and place them on the flip chart for evaluation.
Variation ? Have individual group members take turns speaking the part of whatever object is chosen.
Debrief/Discussion
This is an especially useful exercise for people who are good at fantasizing and being playful. Because it requires users to suspend belief about inanimate objects talking, not everyone may excel at using it. However, most groups will have one or two people who can, and that?s usually all it takes. Other group members then can use their thoughts to ignite ideas.
Consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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}
[62]=>
array(13) {
["title"]=>
string(13) "Tabloid Tales"
["link"]=>
string(32) "http://impactlearning.net/?p=731"
["comments"]=>
string(41) "http://impactlearning.net/?p=731#comments"
["pubdate"]=>
string(31) "Fri, 15 May 2009 05:00:42 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=731"
["description"]=>
string(345) "Background
There you are, in line in the supermarket. The customer at the checkout counter just realized she has to pay for her groceries. She slowly gets out her checkbook and begins writing. After several minutes you notice she has finally written down the date. Unfortunately, it?s July and she?s had trouble remembering the date change [...]"
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string(2137) "Background
There you are, in line in the supermarket. The customer at the checkout counter just realized she has to pay for her groceries. She slowly gets out her checkbook and begins writing. After several minutes you notice she has finally written down the date. Unfortunately, it?s July and she?s had trouble remembering the date change from last year! She wrote down last year?s date and has to start over.
You sigh and begin looking around for a distraction. You glance to your left at the magazine rack and you see it: ?GIRL, 10, GIVES BIRTH TO CALF THAT LOOKS LIKE ELVIS.? The headline sears into your brain and you shake your head as you struggle to reassert your rationality. You read on:
? WIFE MAKES SALAD DRESSING OF HUSBAND IN BLENDER
? BABY BORN WITH THREE HEADS, SIX TAILS, AND BLUE EYES
? WOMAN DIVORCES FROG?CLAIMS NO PRINCE
? BIGFOOT SPOTTED DANCING WITH ELVIS
? MAN GIVES BIRTH TO VW
? NEW DIET GROWS EXTRA TOES
? TRUCKER?S LUNG EXPLODES WHILE HE WAS SMOKING ON ROAD
? ALIENS RESPONSIBLE FOR LIGHT BULB BURNOUTS
You?ve just been victimized by tabloid headlines. But don?t fret. You can salvage something positive from your experience by using tabloid headlines to prompt ideas. Doug Hall (1994) developed Tabloid Tales to help people distort facts and gain new perspectives on their problems.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each Free Association Activities: ?Blue Skies? 207
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
? An assortment of tabloid weekly newspapers such as The Star, The National Enquirer, and, especially, Weekly News
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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string(345) "Background
There you are, in line in the supermarket. The customer at the checkout counter just realized she has to pay for her groceries. She slowly gets out her checkbook and begins writing. After several minutes you notice she has finally written down the date. Unfortunately, it?s July and she?s had trouble remembering the date change [...]"
["atom_content"]=>
string(2137) "Background
There you are, in line in the supermarket. The customer at the checkout counter just realized she has to pay for her groceries. She slowly gets out her checkbook and begins writing. After several minutes you notice she has finally written down the date. Unfortunately, it?s July and she?s had trouble remembering the date change from last year! She wrote down last year?s date and has to start over.
You sigh and begin looking around for a distraction. You glance to your left at the magazine rack and you see it: ?GIRL, 10, GIVES BIRTH TO CALF THAT LOOKS LIKE ELVIS.? The headline sears into your brain and you shake your head as you struggle to reassert your rationality. You read on:
? WIFE MAKES SALAD DRESSING OF HUSBAND IN BLENDER
? BABY BORN WITH THREE HEADS, SIX TAILS, AND BLUE EYES
? WOMAN DIVORCES FROG?CLAIMS NO PRINCE
? BIGFOOT SPOTTED DANCING WITH ELVIS
? MAN GIVES BIRTH TO VW
? NEW DIET GROWS EXTRA TOES
? TRUCKER?S LUNG EXPLODES WHILE HE WAS SMOKING ON ROAD
? ALIENS RESPONSIBLE FOR LIGHT BULB BURNOUTS
You?ve just been victimized by tabloid headlines. But don?t fret. You can salvage something positive from your experience by using tabloid headlines to prompt ideas. Doug Hall (1994) developed Tabloid Tales to help people distort facts and gain new perspectives on their problems.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each Free Association Activities: ?Blue Skies? 207
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
? An assortment of tabloid weekly newspapers such as The Star, The National Enquirer, and, especially, Weekly News
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1242363642)
}
[63]=>
array(13) {
["title"]=>
string(9) "Procedure"
["link"]=>
string(32) "http://impactlearning.net/?p=725"
["comments"]=>
string(41) "http://impactlearning.net/?p=725#comments"
["pubdate"]=>
string(31) "Tue, 12 May 2009 02:00:43 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=725"
["description"]=>
string(322) "1. Read the following to participants and ask them to respond individually:
?Try to become as relaxed as possible. Breathe comfortably at an even rate. Listen to your breathing and let all stress flow out. Think about your problem in detail and try to experience it. Quickly smell it, see it, taste it, touch it, and [...]"
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string(2501) "1. Read the following to participants and ask them to respond individually:
?Try to become as relaxed as possible. Breathe comfortably at an even rate. Listen to your breathing and let all stress flow out. Think about your problem in detail and try to experience it. Quickly smell it, see it, taste it, touch it, and hear it. Think of your sense of smell. Visualize different olfactory experiences you?ve had. For instance, you might think about some flowers you once smelled. Now, how might you use your sense of smell to generate ideas to solve your problem? Think of your sense of sight. Visualize different sight experiences you?ve had that have affected you emotionally. Now, how might you use your sense of sight to generate ideas to solve your problem? Continue this process with your senses of taste, touch, and hearing. Think of emotional experiences involving each of these senses.?
2. Ask them to consider what ideas they might have thought of and to write them down on their individual sheets of paper. For sample ideas, refer them to the handout.
3. Have each participant share his or her ideas, in turn, with the other group members, write them on a Post-itŪ Note, and place them on a flip chart to be evaluated.
Debrief/Discussion
To help participants relate to this technique, you first might have them experience different items using their senses. For instance, you might place a number of objects varying in size and texture into a paper bag and have participants try to identify them using only their sense of touch. Or ask them to identify visually an object in a picture when only a small part of the object is visible. Although this technique may not be as ?all-purpose? as
others, it could be good enough to spark some useful ideas?and that?s all it takes sometimes! Also consider having participants debrief using the following questions: ? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
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string(322) "1. Read the following to participants and ask them to respond individually:
?Try to become as relaxed as possible. Breathe comfortably at an even rate. Listen to your breathing and let all stress flow out. Think about your problem in detail and try to experience it. Quickly smell it, see it, taste it, touch it, and [...]"
["atom_content"]=>
string(2501) "1. Read the following to participants and ask them to respond individually:
?Try to become as relaxed as possible. Breathe comfortably at an even rate. Listen to your breathing and let all stress flow out. Think about your problem in detail and try to experience it. Quickly smell it, see it, taste it, touch it, and hear it. Think of your sense of smell. Visualize different olfactory experiences you?ve had. For instance, you might think about some flowers you once smelled. Now, how might you use your sense of smell to generate ideas to solve your problem? Think of your sense of sight. Visualize different sight experiences you?ve had that have affected you emotionally. Now, how might you use your sense of sight to generate ideas to solve your problem? Continue this process with your senses of taste, touch, and hearing. Think of emotional experiences involving each of these senses.?
2. Ask them to consider what ideas they might have thought of and to write them down on their individual sheets of paper. For sample ideas, refer them to the handout.
3. Have each participant share his or her ideas, in turn, with the other group members, write them on a Post-itŪ Note, and place them on a flip chart to be evaluated.
Debrief/Discussion
To help participants relate to this technique, you first might have them experience different items using their senses. For instance, you might place a number of objects varying in size and texture into a paper bag and have participants try to identify them using only their sense of touch. Or ask them to identify visually an object in a picture when only a small part of the object is visible. Although this technique may not be as ?all-purpose? as
others, it could be good enough to spark some useful ideas?and that?s all it takes sometimes! Also consider having participants debrief using the following questions: ? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1242093643)
}
[64]=>
array(13) {
["title"]=>
string(10) "Say Cheese"
["link"]=>
string(32) "http://impactlearning.net/?p=718"
["comments"]=>
string(41) "http://impactlearning.net/?p=718#comments"
["pubdate"]=>
string(31) "Sat, 09 May 2009 09:00:00 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=718"
["description"]=>
string(326) "Background
When we first think of new ideas, they often flit about without defined shape. If we really concentrate, we can bring them into focus. These new ideas then become images we can capture in our mind?s eye.
Frame. Focus. Click. There the images are. It?s almost as if we photograph them with a camera. Van- Gundy [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1143) "Background
When we first think of new ideas, they often flit about without defined shape. If we really concentrate, we can bring them into focus. These new ideas then become images we can capture in our mind?s eye.
Frame. Focus. Click. There the images are. It?s almost as if we photograph them with a camera. Van- Gundy (1983) used this comparison to suggest a procedure for stimulating ideas using an imaginary camera.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1/2?? diameter) and one pad of 4 x 6 Post-itŪ Notes
? Three sheets each of 8.5?? x 11?? paper and pens or pencils for each participant
Time
30 minutes
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(42) "http://impactlearning.net/?feed=rss2&p=718"
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["summary"]=>
string(326) "Background
When we first think of new ideas, they often flit about without defined shape. If we really concentrate, we can bring them into focus. These new ideas then become images we can capture in our mind?s eye.
Frame. Focus. Click. There the images are. It?s almost as if we photograph them with a camera. Van- Gundy [...]"
["atom_content"]=>
string(1143) "Background
When we first think of new ideas, they often flit about without defined shape. If we really concentrate, we can bring them into focus. These new ideas then become images we can capture in our mind?s eye.
Frame. Focus. Click. There the images are. It?s almost as if we photograph them with a camera. Van- Gundy (1983) used this comparison to suggest a procedure for stimulating ideas using an imaginary camera.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1/2?? diameter) and one pad of 4 x 6 Post-itŪ Notes
? Three sheets each of 8.5?? x 11?? paper and pens or pencils for each participant
Time
30 minutes
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1241859600)
}
[65]=>
array(13) {
["title"]=>
string(32) "Materials,Supplies,and Equipment"
["link"]=>
string(32) "http://impactlearning.net/?p=709"
["comments"]=>
string(41) "http://impactlearning.net/?p=709#comments"
["pubdate"]=>
string(31) "Wed, 06 May 2009 06:00:26 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=709"
["description"]=>
string(342) "? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Time
45 minutes
Related Activities
? Stereotype [10]
? We Have Met the Problem and It Is We [48]
? Super Heroes [...]"
["content"]=>
array(1) {
["encoded"]=>
string(2903) "? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Time
45 minutes
Related Activities
? Stereotype [10]
? We Have Met the Problem and It Is We [48]
? Super Heroes [80]
Procedure
1. Instruct the participants verbally as follows:
? Release all your tension and try to relax as much as possible.
? Visualize a soft, glowing white light surrounding your body. Allow the light to make you feel secure and comfortable.
? Think of your favorite place (house, mountain, forest, stream, boat).
? Visualize yourself walking into this place. Notice all the details. Try to imagine what it looks like. Experience any sounds, textures, or smells.
Absorb as much as you can. ? Imagine your personal mentor walking toward you. Look closely at his or her
face. What are you experiencing? Think of any special feelings or emotions.
Include as much detail as possible.
? Say to your mentor, ?Please be my guide and help me think of new ideas. Lead
me in resolving my problem.?
? Tell your mentor about your problem. Give him or her as much relevant information
as you can. Try to keep your interaction realistic. Listen carefully whenever
your mentor speaks to you. Don?t be discouraged if ideas don?t pop out
suddenly. It takes time.
2. Tell them to write down any ideas on Post-itŪ Notes (one idea per note) and place
them on flip charts for evaluation.
Debrief/Discussion
It is difficult to fathom the full potential of the human mind, especially the subconscious.
We should try to appreciate its ability to help us resolve problems. Imaginary Mentor is a
good start. However, some people may have difficulty being engaged by this technique. It
may be too abstract or esoteric and not concrete enough for them to respond with new
ideas. Try to engage the participants in a discussion about the usefulness of such visually
oriented approaches and what types of people might benefit most from them.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(342) "? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Time
45 minutes
Related Activities
? Stereotype [10]
? We Have Met the Problem and It Is We [48]
? Super Heroes [...]"
["atom_content"]=>
string(2903) "? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Time
45 minutes
Related Activities
? Stereotype [10]
? We Have Met the Problem and It Is We [48]
? Super Heroes [80]
Procedure
1. Instruct the participants verbally as follows:
? Release all your tension and try to relax as much as possible.
? Visualize a soft, glowing white light surrounding your body. Allow the light to make you feel secure and comfortable.
? Think of your favorite place (house, mountain, forest, stream, boat).
? Visualize yourself walking into this place. Notice all the details. Try to imagine what it looks like. Experience any sounds, textures, or smells.
Absorb as much as you can. ? Imagine your personal mentor walking toward you. Look closely at his or her
face. What are you experiencing? Think of any special feelings or emotions.
Include as much detail as possible.
? Say to your mentor, ?Please be my guide and help me think of new ideas. Lead
me in resolving my problem.?
? Tell your mentor about your problem. Give him or her as much relevant information
as you can. Try to keep your interaction realistic. Listen carefully whenever
your mentor speaks to you. Don?t be discouraged if ideas don?t pop out
suddenly. It takes time.
2. Tell them to write down any ideas on Post-itŪ Notes (one idea per note) and place
them on flip charts for evaluation.
Debrief/Discussion
It is difficult to fathom the full potential of the human mind, especially the subconscious.
We should try to appreciate its ability to help us resolve problems. Imaginary Mentor is a
good start. However, some people may have difficulty being engaged by this technique. It
may be too abstract or esoteric and not concrete enough for them to respond with new
ideas. Try to engage the participants in a discussion about the usefulness of such visually
oriented approaches and what types of people might benefit most from them.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
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[66]=>
array(13) {
["title"]=>
string(9) "Procedure"
["link"]=>
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["comments"]=>
string(41) "http://impactlearning.net/?p=703#comments"
["pubdate"]=>
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["description"]=>
string(317) "1. Distribute the Idea Links Handout, review the exercise example with the participants, and answer any questions they may have.
2. Tell each group to tape together two sheets of flip-chart paper, end to end, to a wall or other hard surface such as a table. They should tape together the ends that meet so there [...]"
["content"]=>
array(1) {
["encoded"]=>
string(2799) "1. Distribute the Idea Links Handout, review the exercise example with the participants, and answer any questions they may have.
2. Tell each group to tape together two sheets of flip-chart paper, end to end, to a wall or other hard surface such as a table. They should tape together the ends that meet so there is one continuous sheet.
3. Have them write down their problem statement on another sheet of flip-chart paper so that it incorporates an action verb and an object.
4. Tell them to write the verb on the left side of taped-together paper and the object on the right side.
5. Instruct them to draw five, six-inch lines to the right of the first word so that the last line ends just before the object word (see the exercise handout).
6. Direct the participants to take turns free-associating a word from the verb and write it on the first line; the next person then uses this word to free-associate and write the word on the second line; and so forth.
7. Have them continue to free-associate from one word to another, writing each word on one of the lines, and make the final word link to the object.
8. Tell the groups to review all the associations and use them to trigger new ideas, writing them on Post-itŪ Notes and placing them on flip-chart paper for evaluation.
9. If time is available or you want to generate more ideas, have the groups repeat Steps 4 through 9.
Debrief/Discussion
Idea Links can be a fun technique as well as a creative thinking exercise. It is easy to use and can result in many ideas. It also would be ideal as a warmup exercise to loosen up participants. An interesting question to ask is whether or not participants found themselves evaluating their free associations. If done ?correctly,? there should be no judging about the ?correctness? of a free association. Any word should qualify; the words do not need to be justified logically.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Variation
? To add a little zest to this exercise, have individual participants write down their free associations by themselves as quickly as possible. Then have them take turns and write their results on the flip-chart paper for the group to use as idea triggers.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(317) "1. Distribute the Idea Links Handout, review the exercise example with the participants, and answer any questions they may have.
2. Tell each group to tape together two sheets of flip-chart paper, end to end, to a wall or other hard surface such as a table. They should tape together the ends that meet so there [...]"
["atom_content"]=>
string(2799) "1. Distribute the Idea Links Handout, review the exercise example with the participants, and answer any questions they may have.
2. Tell each group to tape together two sheets of flip-chart paper, end to end, to a wall or other hard surface such as a table. They should tape together the ends that meet so there is one continuous sheet.
3. Have them write down their problem statement on another sheet of flip-chart paper so that it incorporates an action verb and an object.
4. Tell them to write the verb on the left side of taped-together paper and the object on the right side.
5. Instruct them to draw five, six-inch lines to the right of the first word so that the last line ends just before the object word (see the exercise handout).
6. Direct the participants to take turns free-associating a word from the verb and write it on the first line; the next person then uses this word to free-associate and write the word on the second line; and so forth.
7. Have them continue to free-associate from one word to another, writing each word on one of the lines, and make the final word link to the object.
8. Tell the groups to review all the associations and use them to trigger new ideas, writing them on Post-itŪ Notes and placing them on flip-chart paper for evaluation.
9. If time is available or you want to generate more ideas, have the groups repeat Steps 4 through 9.
Debrief/Discussion
Idea Links can be a fun technique as well as a creative thinking exercise. It is easy to use and can result in many ideas. It also would be ideal as a warmup exercise to loosen up participants. An interesting question to ask is whether or not participants found themselves evaluating their free associations. If done ?correctly,? there should be no judging about the ?correctness? of a free association. Any word should qualify; the words do not need to be justified logically.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Variation
? To add a little zest to this exercise, have individual participants write down their free associations by themselves as quickly as possible. Then have them take turns and write their results on the flip-chart paper for the group to use as idea triggers.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1241319604)
}
[67]=>
array(13) {
["title"]=>
string(37) "Five Star Easy Credit Card Processing"
["link"]=>
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["comments"]=>
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["pubdate"]=>
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["guid"]=>
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["description"]=>
string(296) "You have difficulty in processing your credit. You are never able to get a quick processing one. You end up thinking that you are not going to be able to get to process it.
Hold your thought. You will be glad to know that Five Star has fast processing. They process credit card quickly and [...]"
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string(1062) "You have difficulty in processing your credit. You are never able to get a quick processing one. You end up thinking that you are not going to be able to get to process it.
Hold your thought. You will be glad to know that Five Star has fast processing. They process credit card quickly and will solve your problems. You will surely get the best payment solution with their service.
Do not waste your time choosing other service. Get the best one available. Get this service by Five Star. You will not regret it. You will be trill to see such easy access that they provide.
"
}
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string(296) "You have difficulty in processing your credit. You are never able to get a quick processing one. You end up thinking that you are not going to be able to get to process it.
Hold your thought. You will be glad to know that Five Star has fast processing. They process credit card quickly and [...]"
["atom_content"]=>
string(1062) "You have difficulty in processing your credit. You are never able to get a quick processing one. You end up thinking that you are not going to be able to get to process it.
Hold your thought. You will be glad to know that Five Star has fast processing. They process credit card quickly and will solve your problems. You will surely get the best payment solution with their service.
Do not waste your time choosing other service. Get the best one available. Get this service by Five Star. You will not regret it. You will be trill to see such easy access that they provide.
"
["date_timestamp"]=>
int(1241079000)
}
[68]=>
array(13) {
["title"]=>
string(23) "Fairy Tale Time Handout"
["link"]=>
string(32) "http://impactlearning.net/?p=694"
["comments"]=>
string(41) "http://impactlearning.net/?p=694#comments"
["pubdate"]=>
string(31) "Thu, 30 Apr 2009 01:00:20 +0000"
["dc"]=>
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["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=694"
["description"]=>
string(350) "Suppose you?re a divisional manager in a medium-size manufacturing firm. You and Jim Oversee?one of your line supervisors?are discussing ways to cut costs. Jim notes that he recently has received increasing numbers of employee theft reports. You decide this is an area in which you could cut costs significantly. You define the problem as, ?How [...]"
["content"]=>
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string(1826) "Suppose you?re a divisional manager in a medium-size manufacturing firm. You and Jim Oversee?one of your line supervisors?are discussing ways to cut costs. Jim notes that he recently has received increasing numbers of employee theft reports. You decide this is an area in which you could cut costs significantly. You define the problem as, ?How might we reduce employee theft?? To help resolve this problem, you decide to write your
own version of ?Cinderella??one of the best-known fairy tales. After some thought, you compose the following story:
Cinderella (aka ?Cinder?), a beautiful young maiden, is treated badly by her two stepsisters. She must do all the cooking and cleaning while they busy themselves with fancy clothes and social events. One day it is announced that the prince is holding a ball to find a wife. The wicked stepsisters are certain the prince will want to select one of them. [So far, so good. Nothing really different here. But then. . . .] Although Cinder says she would like to go, the stepsisters laugh in her face and tell her to bake a pumpkin pie instead.
The evening of the ball arrives and the stepsisters leave Cinder to bake her pie. Instead, Cinder decides to change clothes first. And then she eats some salad with dressing, while dressing. As Cinder leafs through her meal while bemoaning her fate, her Fairy Godmother (FG) appears and grants her a wish. Cinder?s stepsisters never allowed her to eat her favorite vegetable, so she asks her FG to turn her into a rutabaga. FG smirks and tells Cinder that her magic wand only works with mice and pumpkins. ?O.K., fine,? says Cinder as she tosses her salad over her shoulder. ?I suppose I shall have to be a pumpkin, then. Mice are not nice.?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(350) "Suppose you?re a divisional manager in a medium-size manufacturing firm. You and Jim Oversee?one of your line supervisors?are discussing ways to cut costs. Jim notes that he recently has received increasing numbers of employee theft reports. You decide this is an area in which you could cut costs significantly. You define the problem as, ?How [...]"
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own version of ?Cinderella??one of the best-known fairy tales. After some thought, you compose the following story:
Cinderella (aka ?Cinder?), a beautiful young maiden, is treated badly by her two stepsisters. She must do all the cooking and cleaning while they busy themselves with fancy clothes and social events. One day it is announced that the prince is holding a ball to find a wife. The wicked stepsisters are certain the prince will want to select one of them. [So far, so good. Nothing really different here. But then. . . .] Although Cinder says she would like to go, the stepsisters laugh in her face and tell her to bake a pumpkin pie instead.
The evening of the ball arrives and the stepsisters leave Cinder to bake her pie. Instead, Cinder decides to change clothes first. And then she eats some salad with dressing, while dressing. As Cinder leafs through her meal while bemoaning her fate, her Fairy Godmother (FG) appears and grants her a wish. Cinder?s stepsisters never allowed her to eat her favorite vegetable, so she asks her FG to turn her into a rutabaga. FG smirks and tells Cinder that her magic wand only works with mice and pumpkins. ?O.K., fine,? says Cinder as she tosses her salad over her shoulder. ?I suppose I shall have to be a pumpkin, then. Mice are not nice.?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1241053220)
}
[69]=>
array(13) {
["title"]=>
string(18) "Debrief/Discussion"
["link"]=>
string(32) "http://impactlearning.net/?p=688"
["comments"]=>
string(41) "http://impactlearning.net/?p=688#comments"
["pubdate"]=>
string(31) "Mon, 27 Apr 2009 07:00:47 +0000"
["dc"]=>
array(1) {
["creator"]=>
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["guid"]=>
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["description"]=>
string(341) "The often-used phrase of ?think outside the box? applies to this technique (as well as others in this book). In this case, exaggerating criteria forces us to think about a challenge in unique ways?ways in which we might not otherwise find ourselves thinking. In fact, such thinking often is the hallmark of ?natural? creative thinkers, [...]"
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string(993) "The often-used phrase of ?think outside the box? applies to this technique (as well as others in this book). In this case, exaggerating criteria forces us to think about a challenge in unique ways?ways in which we might not otherwise find ourselves thinking. In fact, such thinking often is the hallmark of ?natural? creative thinkers, who have the ability to distort and twist problem statements and come up with novel ideas.
Have participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(341) "The often-used phrase of ?think outside the box? applies to this technique (as well as others in this book). In this case, exaggerating criteria forces us to think about a challenge in unique ways?ways in which we might not otherwise find ourselves thinking. In fact, such thinking often is the hallmark of ?natural? creative thinkers, [...]"
["atom_content"]=>
string(993) "The often-used phrase of ?think outside the box? applies to this technique (as well as others in this book). In this case, exaggerating criteria forces us to think about a challenge in unique ways?ways in which we might not otherwise find ourselves thinking. In fact, such thinking often is the hallmark of ?natural? creative thinkers, who have the ability to distort and twist problem statements and come up with novel ideas.
Have participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1240815647)
}
[70]=>
array(13) {
["title"]=>
string(18) "Debrief/Discussion"
["link"]=>
string(32) "http://impactlearning.net/?p=682"
["comments"]=>
string(41) "http://impactlearning.net/?p=682#comments"
["pubdate"]=>
string(31) "Fri, 24 Apr 2009 04:00:32 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=682"
["description"]=>
string(347) "This is an excellent technique to help participants create new problem perspectives. Its focus on abstract levels of a problem can prompt ideas normally not possible with conventional approaches.
Emphasize how this technique differs from all of the others in that it is designed to remove the obstacles we often face by becoming too close to [...]"
["content"]=>
array(1) {
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string(1239) "This is an excellent technique to help participants create new problem perspectives. Its focus on abstract levels of a problem can prompt ideas normally not possible with conventional approaches.
Emphasize how this technique differs from all of the others in that it is designed to remove the obstacles we often face by becoming too close to our problems?becoming too familiar, so that our very understanding of challenges works against us in resolving them. Ask group members to provide examples from their lives of similar situations and to discuss the validity of this premise.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Free Association Activities: ?Blue Skies? 179
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(347) "This is an excellent technique to help participants create new problem perspectives. Its focus on abstract levels of a problem can prompt ideas normally not possible with conventional approaches.
Emphasize how this technique differs from all of the others in that it is designed to remove the obstacles we often face by becoming too close to [...]"
["atom_content"]=>
string(1239) "This is an excellent technique to help participants create new problem perspectives. Its focus on abstract levels of a problem can prompt ideas normally not possible with conventional approaches.
Emphasize how this technique differs from all of the others in that it is designed to remove the obstacles we often face by becoming too close to our problems?becoming too familiar, so that our very understanding of challenges works against us in resolving them. Ask group members to provide examples from their lives of similar situations and to discuss the validity of this premise.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Free Association Activities: ?Blue Skies? 179
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1240545632)
}
[71]=>
array(13) {
["title"]=>
string(15) "Doodles Handout"
["link"]=>
string(32) "http://impactlearning.net/?p=676"
["comments"]=>
string(41) "http://impactlearning.net/?p=676#comments"
["pubdate"]=>
string(31) "Tue, 21 Apr 2009 01:00:40 +0000"
["dc"]=>
array(1) {
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string(5) "admin"
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["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(32) "http://impactlearning.net/?p=676"
["description"]=>
string(334) "Suppose your problem is how to attract more customers to your restaurant. The major underlying principle is attraction, or how to increase or get more of something. Draw a symbol representing this principle. Next, use this symbol as a stimulus and draw another symbol and then another until you have four or five. Sample symbols [...]"
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string(1237) "Suppose your problem is how to attract more customers to your restaurant. The major underlying principle is attraction, or how to increase or get more of something. Draw a symbol representing this principle. Next, use this symbol as a stimulus and draw another symbol and then another until you have four or five. Sample symbols are shown in Figure 7.2.
After you have examined each doodle, the following ideas might come to mind: ? Have ?Dinner with a Local Celebrity? nights. After customers are seated in the restaurant between certain hours, a lottery is held and the winner gets to have dinner with a local celebrity.
? Ask customers to brainstorm ideas to increase business. Give free dinners
to those who suggest the best ideas.
? Offer special ?sampler? meals in malls.
? Install small video monitors on tables so customers can watch their food being prepared in the kitchen.
? Offer evening river cruises with appetizers at the restaurant, the entrée on
the boat, and dessert back at the restaurant.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(334) "Suppose your problem is how to attract more customers to your restaurant. The major underlying principle is attraction, or how to increase or get more of something. Draw a symbol representing this principle. Next, use this symbol as a stimulus and draw another symbol and then another until you have four or five. Sample symbols [...]"
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string(1237) "Suppose your problem is how to attract more customers to your restaurant. The major underlying principle is attraction, or how to increase or get more of something. Draw a symbol representing this principle. Next, use this symbol as a stimulus and draw another symbol and then another until you have four or five. Sample symbols are shown in Figure 7.2.
After you have examined each doodle, the following ideas might come to mind: ? Have ?Dinner with a Local Celebrity? nights. After customers are seated in the restaurant between certain hours, a lottery is held and the winner gets to have dinner with a local celebrity.
? Ask customers to brainstorm ideas to increase business. Give free dinners
to those who suggest the best ideas.
? Offer special ?sampler? meals in malls.
? Install small video monitors on tables so customers can watch their food being prepared in the kitchen.
? Offer evening river cruises with appetizers at the restaurant, the entrée on
the boat, and dessert back at the restaurant.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1240275640)
}
[72]=>
array(13) {
["title"]=>
string(18) "If You?re Not Sure"
["link"]=>
string(32) "http://impactlearning.net/?p=841"
["comments"]=>
string(41) "http://impactlearning.net/?p=841#comments"
["pubdate"]=>
string(31) "Sat, 18 Apr 2009 06:16:26 +0000"
["dc"]=>
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string(5) "admin"
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["category"]=>
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["guid"]=>
string(32) "http://impactlearning.net/?p=841"
["description"]=>
string(326) "If your memory is sound and you have excellent general health habits, you might justifiably ask why you need to even bother about age-related memory loss. My answer is quite simple: if you are willing to suffer a gradual dwindling in your memory starting in your forties and fifties, and continuing into your sixties and [...]"
["content"]=>
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string(1975) "If your memory is sound and you have excellent general health habits, you might justifiably ask why you need to even bother about age-related memory loss. My answer is quite simple: if you are willing to suffer a gradual dwindling in your memory starting in your forties and fifties, and continuing into your sixties and seventies, then you should not waste any of your time or energy worrying about it.
But you probably belong to the majority of people who look forward to their golden years with hope and a positive attitude. You want to function at your peak physical and mental capacity for the longest possible period of time, so that your later years will truly be golden. If you belong to this group, now is the right time to begin taking steps to prevent age-related memory loss.
Don’t Wait Until It Is Too Late
Prevention is the best strategy against the aging process, but our society often prefers to ignore problems until they strike us in the face. In some cases, we can get away with it, as the United States
government managed to do with the federal budget deficit in the 1990s, waiting for the other shoe to drop before swinging into a corrective action mode. But maintaining good health is a different matter altogether.
Taking preventive action in your forties and fifties is a whole lot better than waking up for the first time in your sixties or seventies to discover that you’ve developed memory loss, a condition that gradually crept up on you while you ignored it. After age-related memory loss has set in, taking action at a late stage is not very effective because the death of nerve cells in the brain is largely irreversible. All that can be done is to prevent further damage, not rescue what has already been lost.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(326) "If your memory is sound and you have excellent general health habits, you might justifiably ask why you need to even bother about age-related memory loss. My answer is quite simple: if you are willing to suffer a gradual dwindling in your memory starting in your forties and fifties, and continuing into your sixties and [...]"
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string(1975) "If your memory is sound and you have excellent general health habits, you might justifiably ask why you need to even bother about age-related memory loss. My answer is quite simple: if you are willing to suffer a gradual dwindling in your memory starting in your forties and fifties, and continuing into your sixties and seventies, then you should not waste any of your time or energy worrying about it.
But you probably belong to the majority of people who look forward to their golden years with hope and a positive attitude. You want to function at your peak physical and mental capacity for the longest possible period of time, so that your later years will truly be golden. If you belong to this group, now is the right time to begin taking steps to prevent age-related memory loss.
Don’t Wait Until It Is Too Late
Prevention is the best strategy against the aging process, but our society often prefers to ignore problems until they strike us in the face. In some cases, we can get away with it, as the United States
government managed to do with the federal budget deficit in the 1990s, waiting for the other shoe to drop before swinging into a corrective action mode. But maintaining good health is a different matter altogether.
Taking preventive action in your forties and fifties is a whole lot better than waking up for the first time in your sixties or seventies to discover that you’ve developed memory loss, a condition that gradually crept up on you while you ignored it. After age-related memory loss has set in, taking action at a late stage is not very effective because the death of nerve cells in the brain is largely irreversible. All that can be done is to prevent further damage, not rescue what has already been lost.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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[73]=>
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["title"]=>
string(13) "Brain Mapping"
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string(336) "Background
Make an outline for how to make a ham sandwich. Go ahead and try it. Finished? O.K. Your outline may look something like this:
I. Get out ham.
II. Get knife.
a. Hold ham securely.
b. Slice ham.
III. Open package of bread.
a. Remove two pieces.
b. Put bread on plate.
IV. Place slice of ham on one piece of bread.
V. Get [...]"
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Make an outline for how to make a ham sandwich. Go ahead and try it. Finished? O.K. Your outline may look something like this:
I. Get out ham.
II. Get knife.
a. Hold ham securely.
b. Slice ham.
III. Open package of bread.
a. Remove two pieces.
b. Put bread on plate.
IV. Place slice of ham on one piece of bread.
V. Get out mustard.
a. Open jar
b. Get knife.
c. Stick knife in jar.
VI. Spread mustard on second piece of bread.
VII. Place second piece on top of ham slice.
VIII. Cut sandwich in two.
IX. Eat sandwich.
Now think through your experience. You probably spent a lot of time thinking about the order of each activity. For instance, you may have started with ?Open a package of bread? and then remembered you would need a ham. What to put next probably occupied most of your time and effort. Thus, outlines often force us to spend more time thinking about sequence than about content. They also disrupt our thinking because we have to alternate focusing on sequence and on content.
Outlines are based on a ?left brain? process. To improve on this situation, we need a ?right brain? process. We have two brain hemispheres: a logical, sequential, analytical left brain and an intuitive, holistic, creative right brain. Every time we solve a problem we use both sides of our brains. Sometimes we use the left a little more and sometimes the right.
Tony Buzan (1976) developed Brain Mapping to capitalize on the strengths of our right brains. He originally conceived of this technique as a tool to help students take notes. He soon found, however, that Brain Mapping was useful for a variety of activities, including idea generation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(336) "Background
Make an outline for how to make a ham sandwich. Go ahead and try it. Finished? O.K. Your outline may look something like this:
I. Get out ham.
II. Get knife.
a. Hold ham securely.
b. Slice ham.
III. Open package of bread.
a. Remove two pieces.
b. Put bread on plate.
IV. Place slice of ham on one piece of bread.
V. Get [...]"
["atom_content"]=>
string(1847) "Background
Make an outline for how to make a ham sandwich. Go ahead and try it. Finished? O.K. Your outline may look something like this:
I. Get out ham.
II. Get knife.
a. Hold ham securely.
b. Slice ham.
III. Open package of bread.
a. Remove two pieces.
b. Put bread on plate.
IV. Place slice of ham on one piece of bread.
V. Get out mustard.
a. Open jar
b. Get knife.
c. Stick knife in jar.
VI. Spread mustard on second piece of bread.
VII. Place second piece on top of ham slice.
VIII. Cut sandwich in two.
IX. Eat sandwich.
Now think through your experience. You probably spent a lot of time thinking about the order of each activity. For instance, you may have started with ?Open a package of bread? and then remembered you would need a ham. What to put next probably occupied most of your time and effort. Thus, outlines often force us to spend more time thinking about sequence than about content. They also disrupt our thinking because we have to alternate focusing on sequence and on content.
Outlines are based on a ?left brain? process. To improve on this situation, we need a ?right brain? process. We have two brain hemispheres: a logical, sequential, analytical left brain and an intuitive, holistic, creative right brain. Every time we solve a problem we use both sides of our brains. Sometimes we use the left a little more and sometimes the right.
Tony Buzan (1976) developed Brain Mapping to capitalize on the strengths of our right brains. He originally conceived of this technique as a tool to help students take notes. He soon found, however, that Brain Mapping was useful for a variety of activities, including idea generation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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[74]=>
array(13) {
["title"]=>
string(10) "Idea Links"
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["comments"]=>
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["pubdate"]=>
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string(330) "Background
We all generate ideas using free association. In fact, many of the activities in this book are based on it. We generate one idea, use it to generate another idea, use it for another, and so forth until we have generated all we can or that time allows. Unlike other free-association activities, however, Idea Links [...]"
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string(1286) "Background
We all generate ideas using free association. In fact, many of the activities in this book are based on it. We generate one idea, use it to generate another idea, use it for another, and so forth until we have generated all we can or that time allows. Unlike other free-association activities, however, Idea Links requires free association in a specific direction, beginning with the action verb and working toward the object in the challenge statement. The
goal is to direct associations to end up with a link to the object.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Idea Links Handout
Time
20 minutes
Related Activities
? Noun Hounds [29]
? Skybridging [46]
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(330) "Background
We all generate ideas using free association. In fact, many of the activities in this book are based on it. We generate one idea, use it to generate another idea, use it for another, and so forth until we have generated all we can or that time allows. Unlike other free-association activities, however, Idea Links [...]"
["atom_content"]=>
string(1286) "Background
We all generate ideas using free association. In fact, many of the activities in this book are based on it. We generate one idea, use it to generate another idea, use it for another, and so forth until we have generated all we can or that time allows. Unlike other free-association activities, however, Idea Links requires free association in a specific direction, beginning with the action verb and working toward the object in the challenge statement. The
goal is to direct associations to end up with a link to the object.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Idea Links Handout
Time
20 minutes
Related Activities
? Noun Hounds [29]
? Skybridging [46]
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
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[75]=>
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["title"]=>
string(39) "CHAPTER 3 How Aging Affects Your Memory"
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string(327) "If a young or middle-aged man, when leaving company, does not recollect where he laid his hat, it is nothing; but if the same inattention is discovered in an old man, people will shrug up their shoulders
and say, ?His memory is going.?
? SAMUEL JOHNSON
AGE-RELATED MEMORY LOSS occurs in all mammals, from mice to humans. [...]"
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? SAMUEL JOHNSON
AGE-RELATED MEMORY LOSS occurs in all mammals, from mice to humans. Research has narrowed down the myriad biological theories of aging into a few that are backed by scientific evidence: genetically programmed cell death, disruption of biological clocks, and free radical toxicity.
Programmed Death of Cells
The theory of programmed cell death states that every cell in the body is genetically programmed to die at a certain point in time, and that this time frame is specific for each type of cell. Many cells in the body regularly die, but other reproducing cells make up the deficit. Erythrocytes, or red blood cells, that carry hemoglobin have an average life span of only 120 days, but stem cells in the bone marrow continually develop into new erythrocytes and enter the bloodstream to make up for this loss. But in cells that do not reproduce and are meant to last a lifetime, especially those in the brain, programmed cell death may play a major role. Just as there are genes that tell each cell to synthesize the right kinds of proteins to maintain life, other genes are programmed to turn off protein synthesis and destroy the cell. Currently, we do not know what triggers these ?suicide ?? genes to come alive as we grow older. If the genes that trigger programmed cell death are successfully blocked, the human life span can be greatly prolonged. But what will society be like if new genetic therapies make people live to the age of 150 or 200 years? If in addition to increased longevity there is a corresponding improvement in quality of life, then the ensuing problems won’t be as overwhelming as we now imagine.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
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? SAMUEL JOHNSON
AGE-RELATED MEMORY LOSS occurs in all mammals, from mice to humans. [...]"
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? SAMUEL JOHNSON
AGE-RELATED MEMORY LOSS occurs in all mammals, from mice to humans. Research has narrowed down the myriad biological theories of aging into a few that are backed by scientific evidence: genetically programmed cell death, disruption of biological clocks, and free radical toxicity.
Programmed Death of Cells
The theory of programmed cell death states that every cell in the body is genetically programmed to die at a certain point in time, and that this time frame is specific for each type of cell. Many cells in the body regularly die, but other reproducing cells make up the deficit. Erythrocytes, or red blood cells, that carry hemoglobin have an average life span of only 120 days, but stem cells in the bone marrow continually develop into new erythrocytes and enter the bloodstream to make up for this loss. But in cells that do not reproduce and are meant to last a lifetime, especially those in the brain, programmed cell death may play a major role. Just as there are genes that tell each cell to synthesize the right kinds of proteins to maintain life, other genes are programmed to turn off protein synthesis and destroy the cell. Currently, we do not know what triggers these ?suicide ?? genes to come alive as we grow older. If the genes that trigger programmed cell death are successfully blocked, the human life span can be greatly prolonged. But what will society be like if new genetic therapies make people live to the age of 150 or 200 years? If in addition to increased longevity there is a corresponding improvement in quality of life, then the ensuing problems won’t be as overwhelming as we now imagine.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1239254584)
}
[76]=>
array(13) {
["title"]=>
string(44) "Hippocampus: Grand Central Station of Memory"
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string(311) "The hippocampus is a wing-shaped, inch-long structure that makes up the inner part of the temporal lobe. The temporal lobe is a bigger structure, the size of a large kiwi fruit or oblong plum, that projects from the lower front part of the brain and lies just beneath the side, or temple, of the forehead. [...]"
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Nerve impulses from our senses first pass through a filter that screens the information and ignores what is unimportant. If the information survives this first gauntlet, it is sent via nerve cells to the hippocampus and surrounding regions. Each specialized neuron in the hippocampus records an element of the fact or event, and these nerve cells link all the components together to form a composite memory trace. This memory trace is housed in thousands of nerve cells, probably in proteins and ribonucleic acids (RNA).
How Short-Term Converts to Long-Term Memory
If the memory is important enough, or if the same event repeats many times over a long period, the short-term memory trace residing within these hippocampal nerve cells is eventually moved into permanent, long-term storage. The hippocampus has broad-band connections? fiber optic rather than regular copper wire? to the frontal lobes, where many long-term memories are stored (some longterm memories remain in the hippocampus).
The Web of Memory
Each memory is a complex web of material that mixes facts, sensations, and emotions. When a strong emotion accompanies an event, you release more of the chemical transmitters that communicate among nerve cells to help form memories. Emotional states represent an important ?internal?? environmental cue for memory. Think of the emotion-laden memories that flooded through your mind at your graduation, your wedding, when you had major conflicts with family
members, or when you lost someone close to you. These memories stay hardwired forever in your brain, ready to be recalled whenever the occasion arises. On the other hand, you remember only fragments of less important and less emotional events, such as the details of a boring business trip or meeting; the threads of the spider’s web have broken because of lack of interest and disuse.
Over time, long-term memory tends to get pushed from consciousness into the subconscious. Then a simple cue, an odd association, a chance meeting, can activate the sleeping spider’s web and fire the neuronal circuits, resurrecting the long-term memory that had seemingly evaporated from your mind.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(311) "The hippocampus is a wing-shaped, inch-long structure that makes up the inner part of the temporal lobe. The temporal lobe is a bigger structure, the size of a large kiwi fruit or oblong plum, that projects from the lower front part of the brain and lies just beneath the side, or temple, of the forehead. [...]"
["atom_content"]=>
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Nerve impulses from our senses first pass through a filter that screens the information and ignores what is unimportant. If the information survives this first gauntlet, it is sent via nerve cells to the hippocampus and surrounding regions. Each specialized neuron in the hippocampus records an element of the fact or event, and these nerve cells link all the components together to form a composite memory trace. This memory trace is housed in thousands of nerve cells, probably in proteins and ribonucleic acids (RNA).
How Short-Term Converts to Long-Term Memory
If the memory is important enough, or if the same event repeats many times over a long period, the short-term memory trace residing within these hippocampal nerve cells is eventually moved into permanent, long-term storage. The hippocampus has broad-band connections? fiber optic rather than regular copper wire? to the frontal lobes, where many long-term memories are stored (some longterm memories remain in the hippocampus).
The Web of Memory
Each memory is a complex web of material that mixes facts, sensations, and emotions. When a strong emotion accompanies an event, you release more of the chemical transmitters that communicate among nerve cells to help form memories. Emotional states represent an important ?internal?? environmental cue for memory. Think of the emotion-laden memories that flooded through your mind at your graduation, your wedding, when you had major conflicts with family
members, or when you lost someone close to you. These memories stay hardwired forever in your brain, ready to be recalled whenever the occasion arises. On the other hand, you remember only fragments of less important and less emotional events, such as the details of a boring business trip or meeting; the threads of the spider’s web have broken because of lack of interest and disuse.
Over time, long-term memory tends to get pushed from consciousness into the subconscious. Then a simple cue, an odd association, a chance meeting, can activate the sleeping spider’s web and fire the neuronal circuits, resurrecting the long-term memory that had seemingly evaporated from your mind.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1238992820)
}
[77]=>
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["title"]=>
string(77) "For explicit memory, there are three elements to the sequence of remembering:"
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["description"]=>
string(359) "1. Acquiring information. Attention and concentration are key.
2. Storing the event or episode as a memory. Importance, meaning, and emotional impact of the event determine if the brain will store it as a memory
3. Retrieval. This is the active process of bringing the memory into the forefront of consciousness.
Facts about the Human Brain
It makes up [...]"
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2. Storing the event or episode as a memory. Importance, meaning, and emotional impact of the event determine if the brain will store it as a memory
3. Retrieval. This is the active process of bringing the memory into the forefront of consciousness.
Facts about the Human Brain
It makes up 2 percent of body weight.
It consumes 25 percent of the body’s glucose and oxygen for its energy needs.
It contains around 100 billion neurons, also called nerve cells.
Each neuron communicates via chemical messengers with hundreds of other nerve cells.
The brain may contain up to 60 trillion pieces of memory.
Mainly short-term, and some long-term, memories are located in the hippocampal and other parts of the temporal lobe.
Many long-term memories have migrated from the hippocampus to reside in the frontal lobe.
Loss of nerve cells in the temporal lobe, and in parts of the frontal lobe, leads to memory loss.
Short-Term versus Long-Term Memory
Explicit memory can be short-term (seconds to hours) or long-term (days to years). short-term memory has limited capacity, but long-term memory has a lot of available disk space to store data. A simple example illustrates this point: you may find it difficult to repeat more than two new telephone numbers recited consecutively to you, but you can easily recall several telephone numbers that are in long-term storage in your brain. This simple fact tells you that the mechanisms by which the brain stores short-term and long-term memories must be different.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
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string(359) "1. Acquiring information. Attention and concentration are key.
2. Storing the event or episode as a memory. Importance, meaning, and emotional impact of the event determine if the brain will store it as a memory
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Facts about the Human Brain
It makes up [...]"
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string(1827) "1. Acquiring information. Attention and concentration are key.
2. Storing the event or episode as a memory. Importance, meaning, and emotional impact of the event determine if the brain will store it as a memory
3. Retrieval. This is the active process of bringing the memory into the forefront of consciousness.
Facts about the Human Brain
It makes up 2 percent of body weight.
It consumes 25 percent of the body’s glucose and oxygen for its energy needs.
It contains around 100 billion neurons, also called nerve cells.
Each neuron communicates via chemical messengers with hundreds of other nerve cells.
The brain may contain up to 60 trillion pieces of memory.
Mainly short-term, and some long-term, memories are located in the hippocampal and other parts of the temporal lobe.
Many long-term memories have migrated from the hippocampus to reside in the frontal lobe.
Loss of nerve cells in the temporal lobe, and in parts of the frontal lobe, leads to memory loss.
Short-Term versus Long-Term Memory
Explicit memory can be short-term (seconds to hours) or long-term (days to years). short-term memory has limited capacity, but long-term memory has a lot of available disk space to store data. A simple example illustrates this point: you may find it difficult to repeat more than two new telephone numbers recited consecutively to you, but you can easily recall several telephone numbers that are in long-term storage in your brain. This simple fact tells you that the mechanisms by which the brain stores short-term and long-term memories must be different.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1238906134)
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[78]=>
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["title"]=>
string(47) "CHAPTER 2 How Your Brain Remembers? and Forgets"
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string(343) "MEMORY STORAGE IN THE BRAIN is not like a videotape that we can wind or unwind at will. New learning, old information, and the links between them are constantly formed and destroyed in a dynamic process.
Implicit versus Explicit Memory
Memory can be classified into implicit and explicit categories. When you open your car door, turn on [...]"
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string(2546) "MEMORY STORAGE IN THE BRAIN is not like a videotape that we can wind or unwind at will. New learning, old information, and the links between them are constantly formed and destroyed in a dynamic process.
Implicit versus Explicit Memory
Memory can be classified into implicit and explicit categories. When you open your car door, turn on the ignition, and start driving, do you actually make a conscious effort to remember how to perform this sequence of actions? Of course not. The memory of how to drive a car is already hardwired and automatic, and you usually don’t need to pay any attention to it. The memory of how to drive a car required conscious ??explicit? mental effort when you first took driving lessons, but it is now ?implicit? or automatic. This ?macro? memory with many hardwired components has room for flexibility? for example, when you drive a rental car or a friend’s automobile. It takes you a couple of moments to adjust to the new vehicle, to identify the positioning of the dashboard and driving controls, but soon you get the hang of it and you’re off without a care in the world. But your macro memory of how to drive a car cannot make huge shifts, as any automobile driver who tries to ride a motorbike for the first time can testify. So the nerve cells that store this information are not made of concrete or steel, but neither are they like a bowl of jelly? maybe more like a hard lump of Plasticine that changes its shape only with considerable force.
Skills and habits come under implicit memory. Classical conditioning and other types of memory, which also fall into this implicit category, are related to simple reflex reactions, for example, jumping away when touching a hot object, that we execute automatically in our everyday lives. But when you think of ?memory, ? you probably think of something else altogether: discrete events, like recalling someone’s birthday or where you went on vacation a few years ago. This type of memory is
called ?episodic? or ?event-related? or ?explicit? memory. You have to make a conscious effort to retrieve the explicit memory of a fact or event, unlike the implicit memory of knowing how to drive a car. In this book, I generally use the word memory as it is commonly understood: explicit memory of both short-term and long-term specific events.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
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Implicit versus Explicit Memory
Memory can be classified into implicit and explicit categories. When you open your car door, turn on [...]"
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string(2546) "MEMORY STORAGE IN THE BRAIN is not like a videotape that we can wind or unwind at will. New learning, old information, and the links between them are constantly formed and destroyed in a dynamic process.
Implicit versus Explicit Memory
Memory can be classified into implicit and explicit categories. When you open your car door, turn on the ignition, and start driving, do you actually make a conscious effort to remember how to perform this sequence of actions? Of course not. The memory of how to drive a car is already hardwired and automatic, and you usually don’t need to pay any attention to it. The memory of how to drive a car required conscious ??explicit? mental effort when you first took driving lessons, but it is now ?implicit? or automatic. This ?macro? memory with many hardwired components has room for flexibility? for example, when you drive a rental car or a friend’s automobile. It takes you a couple of moments to adjust to the new vehicle, to identify the positioning of the dashboard and driving controls, but soon you get the hang of it and you’re off without a care in the world. But your macro memory of how to drive a car cannot make huge shifts, as any automobile driver who tries to ride a motorbike for the first time can testify. So the nerve cells that store this information are not made of concrete or steel, but neither are they like a bowl of jelly? maybe more like a hard lump of Plasticine that changes its shape only with considerable force.
Skills and habits come under implicit memory. Classical conditioning and other types of memory, which also fall into this implicit category, are related to simple reflex reactions, for example, jumping away when touching a hot object, that we execute automatically in our everyday lives. But when you think of ?memory, ? you probably think of something else altogether: discrete events, like recalling someone’s birthday or where you went on vacation a few years ago. This type of memory is
called ?episodic? or ?event-related? or ?explicit? memory. You have to make a conscious effort to retrieve the explicit memory of a fact or event, unlike the implicit memory of knowing how to drive a car. In this book, I generally use the word memory as it is commonly understood: explicit memory of both short-term and long-term specific events.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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[79]=>
array(13) {
["title"]=>
string(15) "Preppy Thoughts"
["link"]=>
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["comments"]=>
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["pubdate"]=>
string(31) "Sat, 04 Apr 2009 04:04:32 +0000"
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["description"]=>
string(424) "Background
The activities in this chapter generate ideas by combining related or unrelated problem attributes. Although such combinations have great potential, it sometimes helps to introduce additional stimuli.
Preppy Thoughts will help provide this variety by introducing action words into combinations. The basic procedure originally was suggested by Crovitz (1970) using a technique known as Relational Algorithms. [...]"
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string(1358) "Background
The activities in this chapter generate ideas by combining related or unrelated problem attributes. Although such combinations have great potential, it sometimes helps to introduce additional stimuli.
Preppy Thoughts will help provide this variety by introducing action words into combinations. The basic procedure originally was suggested by Crovitz (1970) using a technique known as Relational Algorithms. The Preppy Thoughts activity provides the same stimulation using random selections of relational words (for example, prepositions) that are inserted between a problem verb and object.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Preppy Thoughts Handout
Time
30 minutes
Related Activities
? Bi-Wordal [22]
? Combo Chatter [24]
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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string(424) "Background
The activities in this chapter generate ideas by combining related or unrelated problem attributes. Although such combinations have great potential, it sometimes helps to introduce additional stimuli.
Preppy Thoughts will help provide this variety by introducing action words into combinations. The basic procedure originally was suggested by Crovitz (1970) using a technique known as Relational Algorithms. [...]"
["atom_content"]=>
string(1358) "Background
The activities in this chapter generate ideas by combining related or unrelated problem attributes. Although such combinations have great potential, it sometimes helps to introduce additional stimuli.
Preppy Thoughts will help provide this variety by introducing action words into combinations. The basic procedure originally was suggested by Crovitz (1970) using a technique known as Relational Algorithms. The Preppy Thoughts activity provides the same stimulation using random selections of relational words (for example, prepositions) that are inserted between a problem verb and object.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Preppy Thoughts Handout
Time
30 minutes
Related Activities
? Bi-Wordal [22]
? Combo Chatter [24]
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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[80]=>
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["title"]=>
string(51) "Brain Imaging to Diagnose Early Alzheimer?s Disease"
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["description"]=>
string(390) "Recent studies show that a reduction in size of the hippocampus (which can be detected by using MRI) and a reduction in temporal and parietal lobe blood flow (SPECT) and glucose metabolism (PET) are often early diagnostic features of Alzheimer’s disease. However, using MRI to assess the hippocampus requires sophisticated, labor-intensive research techniques (visual inspection [...]"
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string(1564) "Recent studies show that a reduction in size of the hippocampus (which can be detected by using MRI) and a reduction in temporal and parietal lobe blood flow (SPECT) and glucose metabolism (PET) are often early diagnostic features of Alzheimer’s disease. However, using MRI to assess the hippocampus requires sophisticated, labor-intensive research techniques (visual inspection isn’t good enough). Also, these abnormalities detected by MRI and SPECT/PET can occur as part of normal aging and in other neurologic disorders. Although none of these techniques are diagnostic by themselves, they can help when the clinical picture is unclear.
Functional MRI is a new technique that involves looking at changes in hemoglobin oxygen saturation (indicates brain tissue oxygen use), usually while the subject is performing a test of attention or memory. Functional MRI is in its infancy but may well become the wave of the future. A major problem is that its results are worthless if people cannot keep their heads completely still while they lie in the scanner.
The decision about which brain imaging technique to use remains in the hands of your physician. Nonetheless, if you have memory loss, knowing the basics outlined here will make you a more informed consumer about the role of these brain imaging procedures in diagnosing the cause of your memory loss.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(390) "Recent studies show that a reduction in size of the hippocampus (which can be detected by using MRI) and a reduction in temporal and parietal lobe blood flow (SPECT) and glucose metabolism (PET) are often early diagnostic features of Alzheimer’s disease. However, using MRI to assess the hippocampus requires sophisticated, labor-intensive research techniques (visual inspection [...]"
["atom_content"]=>
string(1564) "Recent studies show that a reduction in size of the hippocampus (which can be detected by using MRI) and a reduction in temporal and parietal lobe blood flow (SPECT) and glucose metabolism (PET) are often early diagnostic features of Alzheimer’s disease. However, using MRI to assess the hippocampus requires sophisticated, labor-intensive research techniques (visual inspection isn’t good enough). Also, these abnormalities detected by MRI and SPECT/PET can occur as part of normal aging and in other neurologic disorders. Although none of these techniques are diagnostic by themselves, they can help when the clinical picture is unclear.
Functional MRI is a new technique that involves looking at changes in hemoglobin oxygen saturation (indicates brain tissue oxygen use), usually while the subject is performing a test of attention or memory. Functional MRI is in its infancy but may well become the wave of the future. A major problem is that its results are worthless if people cannot keep their heads completely still while they lie in the scanner.
The decision about which brain imaging technique to use remains in the hands of your physician. Nonetheless, if you have memory loss, knowing the basics outlined here will make you a more informed consumer about the role of these brain imaging procedures in diagnosing the cause of your memory loss.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1238732137)
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[81]=>
array(13) {
["title"]=>
string(35) "Structural brain imaging techniques"
["link"]=>
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string(355) "Structural brain imaging techniques are used to evaluate the structure, or anatomy, of the brain. Computerized axial tomography (CAT or CT) was the first such technique. Strangely enough, it was invented in the 1970s by researchers at EMI, a British music recording company that couldn’t capitalize on it, although they did get the Nobel Prize [...]"
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string(2319) "Structural brain imaging techniques are used to evaluate the structure, or anatomy, of the brain. Computerized axial tomography (CAT or CT) was the first such technique. Strangely enough, it was invented in the 1970s by researchers at EMI, a British music recording company that couldn’t capitalize on it, although they did get the Nobel Prize for their invention. CT scanners take a large number of X rays in different planes and use computer technology to ?reconstruct? the internal brain structure, which then becomes crystal clear to the viewer.
MRI works on a different principle. A strong magnetic field is applied around the head, and the distance traveled by individual protons (subatomic particles) in response to the magnetic field is measured in various parts of the brain. The MRI’s computers use this information to produce clear, fine-grained images of internal brain structures. Unlike CT, MRI involves no radiation exposure. In any case, the risk of damage from radiation is low for the brain because it has few dividing or reproducing cells, making DNA damage unlikely.
Claustrophobia can develop in the MRI machine, which makes a loud banging noise. ?Open? MRI is a method recently developed for people who have claustrophobia, but because it is open (the head is only partially enclosed) the magnetic field used is weaker and the sensitivity of the technique is much lower than that of a regular MRI.
Both SPECT and PET involve the intravenous injection of a radioactive tracer that is taken up by the brain. A combination of high-resolution cameras and sophisticated computers produces a 3-D image of radioactive tracer counts, representing blood flow or glucose metabolism (consumption), throughout the brain. SPECT or PET can reveal subtle deficits in blood flow or glucose consumption that have not led to changes in brain structure? the subject may still have a normal MRI. The first patient described in the introduction, David Finestone, had a subtle blood flow deficit on SPECT in the presence of a normal MRI, and this information proved very useful in his clinical management.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(355) "Structural brain imaging techniques are used to evaluate the structure, or anatomy, of the brain. Computerized axial tomography (CAT or CT) was the first such technique. Strangely enough, it was invented in the 1970s by researchers at EMI, a British music recording company that couldn’t capitalize on it, although they did get the Nobel Prize [...]"
["atom_content"]=>
string(2319) "Structural brain imaging techniques are used to evaluate the structure, or anatomy, of the brain. Computerized axial tomography (CAT or CT) was the first such technique. Strangely enough, it was invented in the 1970s by researchers at EMI, a British music recording company that couldn’t capitalize on it, although they did get the Nobel Prize for their invention. CT scanners take a large number of X rays in different planes and use computer technology to ?reconstruct? the internal brain structure, which then becomes crystal clear to the viewer.
MRI works on a different principle. A strong magnetic field is applied around the head, and the distance traveled by individual protons (subatomic particles) in response to the magnetic field is measured in various parts of the brain. The MRI’s computers use this information to produce clear, fine-grained images of internal brain structures. Unlike CT, MRI involves no radiation exposure. In any case, the risk of damage from radiation is low for the brain because it has few dividing or reproducing cells, making DNA damage unlikely.
Claustrophobia can develop in the MRI machine, which makes a loud banging noise. ?Open? MRI is a method recently developed for people who have claustrophobia, but because it is open (the head is only partially enclosed) the magnetic field used is weaker and the sensitivity of the technique is much lower than that of a regular MRI.
Both SPECT and PET involve the intravenous injection of a radioactive tracer that is taken up by the brain. A combination of high-resolution cameras and sophisticated computers produces a 3-D image of radioactive tracer counts, representing blood flow or glucose metabolism (consumption), throughout the brain. SPECT or PET can reveal subtle deficits in blood flow or glucose consumption that have not led to changes in brain structure? the subject may still have a normal MRI. The first patient described in the introduction, David Finestone, had a subtle blood flow deficit on SPECT in the presence of a normal MRI, and this information proved very useful in his clinical management.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1238645608)
}
[82]=>
array(13) {
["title"]=>
string(36) "Action Steps to Evaluate Your Memory"
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string(344) "Subjectively, is your memory worsening over time based on your own perception? Do others say that your memory is worsening?
Use the lists in this chapter to check if you have symptoms of mild or severe memory loss, and if you have functional impairment due to memory loss.
Identify your strengths and weaknesses, separating them into the [...]"
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string(2033) "Subjectively, is your memory worsening over time based on your own perception? Do others say that your memory is worsening?
Use the lists in this chapter to check if you have symptoms of mild or severe memory loss, and if you have functional impairment due to memory loss.
Identify your strengths and weaknesses, separating them into the verbal and nonverbal (spatial, 3-D) memory categories, based on the Subjective Memory Questionnaire.
Have someone give you the memory tests in this chapter. Classify yourself according to the post-test instructions into one of three categories: no memory loss, subtle to mild memory loss, severe memory loss.
If your memory has worsened considerably over time, or if you have symptoms of severe memory loss, or if you scored very poorly on the memory tests, you should consult a neurologist or psychiatrist, preferably with the input of a neuropsychologist. If you have access,
go to the memory disorders clinic at your local major academic medical center.
If your memory has not worsened considerably over time and you do not have severe symptoms and you scored well on the memory tests, or if you have only minimal to mild deficits on the memory tests, medical consultation is not essential. In essence, if you have no memory loss or
mild memory loss, you should read further to understand and implement the Memory Program in your daily life.
Imaging Your Brain to Diagnose Memory Loss
While neuropsychological testing is critical to define the extent of memory loss, brain imaging is
often more helpful in identifying the type of brain abnormality that may be causing the memory loss.
Brain imaging techniques broadly fall into two categories: structural (CT and MRI) and functional
(SPECT and positron-emission tomography, or PET).
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(344) "Subjectively, is your memory worsening over time based on your own perception? Do others say that your memory is worsening?
Use the lists in this chapter to check if you have symptoms of mild or severe memory loss, and if you have functional impairment due to memory loss.
Identify your strengths and weaknesses, separating them into the [...]"
["atom_content"]=>
string(2033) "Subjectively, is your memory worsening over time based on your own perception? Do others say that your memory is worsening?
Use the lists in this chapter to check if you have symptoms of mild or severe memory loss, and if you have functional impairment due to memory loss.
Identify your strengths and weaknesses, separating them into the verbal and nonverbal (spatial, 3-D) memory categories, based on the Subjective Memory Questionnaire.
Have someone give you the memory tests in this chapter. Classify yourself according to the post-test instructions into one of three categories: no memory loss, subtle to mild memory loss, severe memory loss.
If your memory has worsened considerably over time, or if you have symptoms of severe memory loss, or if you scored very poorly on the memory tests, you should consult a neurologist or psychiatrist, preferably with the input of a neuropsychologist. If you have access,
go to the memory disorders clinic at your local major academic medical center.
If your memory has not worsened considerably over time and you do not have severe symptoms and you scored well on the memory tests, or if you have only minimal to mild deficits on the memory tests, medical consultation is not essential. In essence, if you have no memory loss or
mild memory loss, you should read further to understand and implement the Memory Program in your daily life.
Imaging Your Brain to Diagnose Memory Loss
While neuropsychological testing is critical to define the extent of memory loss, brain imaging is
often more helpful in identifying the type of brain abnormality that may be causing the memory loss.
Brain imaging techniques broadly fall into two categories: structural (CT and MRI) and functional
(SPECT and positron-emission tomography, or PET).
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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[83]=>
array(13) {
["title"]=>
string(18) "Debrief/Discussion"
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string(338) "Parts Purge uses both related and unrelated problem stimuli. This can make it a versatile activity to apply to a variety of types of problems with a variety of brainstorming personality types (that is, people who prefer one type of stimulation over another). The required free associations and reliance on all group members can help [...]"
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string(2232) "Parts Purge uses both related and unrelated problem stimuli. This can make it a versatile activity to apply to a variety of types of problems with a variety of brainstorming personality types (that is, people who prefer one type of stimulation over another). The required free associations and reliance on all group members can help push out thinking boundaries and engage the participants more than in less structured brainstorming activities.
Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Parts Purge Handout
Suppose you want to improve a table lamp. First, list major attributes and subattributes:
? Name: table lamp
? Parts: base, bulb, cord, shade, switch
? Shapes: round, cylindrical, pleated
? Functions: illuminates, heats, collects dust
? Material: cloth, metal, rubber
Next, free-associate using one or more of the attributes. For example:
? Table lamp: lantern, cow, tipsy, shed, fire, Chicago
? Base: acid, soda, water, bottle, drink
? Switch: spank, paddle, ping pong, table, games
? Illuminates: lights, sky, stars, rockets, gravity
? Metal: heavy, light, air, breath, oxygen
Finally, use these free associations to generate ideas to improve a table lamp:
? Alampshade with shutters to create different lighting effects (from ?lantern?)
? Alamp with a swivel base to allow reading light adjustments (from ?tipsy?)
? Lampshades with panoramic pictures of major cities (from ?Chicago?)
? Alamp with video games built in (from ?games?)
? Amagnetically levitated lamp (from ?gravity?)
? Ahovercraft lamp that can be moved easily around a large table (from ?air?)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(338) "Parts Purge uses both related and unrelated problem stimuli. This can make it a versatile activity to apply to a variety of types of problems with a variety of brainstorming personality types (that is, people who prefer one type of stimulation over another). The required free associations and reliance on all group members can help [...]"
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Also consider having participants debrief using the following questions:
? What was most helpful about this exercise?
? What was most challenging?
? What can we apply?
? How would you rate the value of this exercise to helping us with this issue?
? Will this exercise be helpful in the future for other sessions?
? What did you learn?
? What will we be able to use from this exercise?
? What ideas were generated, and which ones were most interesting?
Parts Purge Handout
Suppose you want to improve a table lamp. First, list major attributes and subattributes:
? Name: table lamp
? Parts: base, bulb, cord, shade, switch
? Shapes: round, cylindrical, pleated
? Functions: illuminates, heats, collects dust
? Material: cloth, metal, rubber
Next, free-associate using one or more of the attributes. For example:
? Table lamp: lantern, cow, tipsy, shed, fire, Chicago
? Base: acid, soda, water, bottle, drink
? Switch: spank, paddle, ping pong, table, games
? Illuminates: lights, sky, stars, rockets, gravity
? Metal: heavy, light, air, breath, oxygen
Finally, use these free associations to generate ideas to improve a table lamp:
? Alampshade with shutters to create different lighting effects (from ?lantern?)
? Alamp with a swivel base to allow reading light adjustments (from ?tipsy?)
? Lampshades with panoramic pictures of major cities (from ?Chicago?)
? Alamp with video games built in (from ?games?)
? Amagnetically levitated lamp (from ?gravity?)
? Ahovercraft lamp that can be moved easily around a large table (from ?air?)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1238547602)
}
[84]=>
array(13) {
["title"]=>
string(9) "Education"
["link"]=>
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["comments"]=>
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["pubdate"]=>
string(31) "Tue, 31 Mar 2009 04:00:58 +0000"
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string(337) "People who are highly educated score much better on neuropsychological tests than people with low levels of education. You may recall that when my patient Frieda Kohlberg, who had a genius-level IQ developed only very subtle memory deficits and otherwise tested at or above the normal range for someone her age, it was actually the [...]"
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string(1890) "People who are highly educated score much better on neuropsychological tests than people with low levels of education. You may recall that when my patient Frieda Kohlberg, who had a genius-level IQ developed only very subtle memory deficits and otherwise tested at or above the normal range for someone her age, it was actually the first sign of Alzheimer’s disease. But compared to other tests of intelligence and cognitive ability, memory is less affected by the subject’s educational background.
Gender
You may be wondering about the third leg of the triad: age, education, and gender. In fact, there are subtle differences: women score slightly better on tests of verbal memory, and men score slightly better on tests of nonverbal memory (unusual shapes and diagrams that cannot be ?coded? verbally for recall) and mathematical ability. However, these differences are very small and may result more from bias during the educational process than from a true genetic influence.
If You Get Neuropsychological Testing
If you get neuropsychological testing, you should find out from the neuropsychologist if the actual raw scores were used to make the interpretation or if they were adjusted for age and other factors. If
you do well with or without age and education adjustments, your mental faculties are in excellent condition. If you need such adjustments to raise you into the normal range for people at your age and education level, then you probably have subtle age-related memory loss. If you score poorly, whether age and education adjustments are made, your memory loss is severe enough that you should go see a physician (if you haven’t already).
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
}
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string(337) "People who are highly educated score much better on neuropsychological tests than people with low levels of education. You may recall that when my patient Frieda Kohlberg, who had a genius-level IQ developed only very subtle memory deficits and otherwise tested at or above the normal range for someone her age, it was actually the [...]"
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string(1890) "People who are highly educated score much better on neuropsychological tests than people with low levels of education. You may recall that when my patient Frieda Kohlberg, who had a genius-level IQ developed only very subtle memory deficits and otherwise tested at or above the normal range for someone her age, it was actually the first sign of Alzheimer’s disease. But compared to other tests of intelligence and cognitive ability, memory is less affected by the subject’s educational background.
Gender
You may be wondering about the third leg of the triad: age, education, and gender. In fact, there are subtle differences: women score slightly better on tests of verbal memory, and men score slightly better on tests of nonverbal memory (unusual shapes and diagrams that cannot be ?coded? verbally for recall) and mathematical ability. However, these differences are very small and may result more from bias during the educational process than from a true genetic influence.
If You Get Neuropsychological Testing
If you get neuropsychological testing, you should find out from the neuropsychologist if the actual raw scores were used to make the interpretation or if they were adjusted for age and other factors. If
you do well with or without age and education adjustments, your mental faculties are in excellent condition. If you need such adjustments to raise you into the normal range for people at your age and education level, then you probably have subtle age-related memory loss. If you score poorly, whether age and education adjustments are made, your memory loss is severe enough that you should go see a physician (if you haven’t already).
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
int(1238472058)
}
[85]=>
array(13) {
["title"]=>
string(11) "Parts Purge"
["link"]=>
string(32) "http://impactlearning.net/?p=632"
["comments"]=>
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["pubdate"]=>
string(31) "Tue, 31 Mar 2009 02:25:32 +0000"
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["description"]=>
string(388) "Background
If you like to free-associate, you?ll like the Parts Purge technique. It originally was developed by VanGundy (1992) as Attribute Association Chains. You can use this activity to generate ideas by listing problem attributes, free-associating from each attribute, and then using the free associations as stimuli for ideas. It?s as simple as that: free-associate on
problem [...]"
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string(2263) "Background
If you like to free-associate, you?ll like the Parts Purge technique. It originally was developed by VanGundy (1992) as Attribute Association Chains. You can use this activity to generate ideas by listing problem attributes, free-associating from each attribute, and then using the free associations as stimuli for ideas. It?s as simple as that: free-associate on
problem parts and generate, generate, generate.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Parts Purge Handout
Time
45 minutes
Related Activities
? Noun Hounds [29]
Procedure
1. Distribute the Parts Purge Handout, review it with the participants, and answer any questions they may have.
2. Have each group obtain a sheet of flip-chart paper and tape it lengthwise to a wall or lay it down on a table.
3. Tell them to follow the example and list major problem attributes across the top, and then list subattributes next to each major attribute.
4. Instruct them to take turns and select one of the subattributes and write down the first word they can think of. That is, to free-associate by writing down a second word stimulated by the first, and so forth until that person has listed four or five words for each subattribute.
5. Tell them to repeat Step 4, but have another group member do the free-associating and continue doing this until all group members have been involved or no more words remain to use for free association.
6. Direct all group members to use the free associations to stimulate ideas.
7. Tell them to write down their ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
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["summary"]=>
string(388) "Background
If you like to free-associate, you?ll like the Parts Purge technique. It originally was developed by VanGundy (1992) as Attribute Association Chains. You can use this activity to generate ideas by listing problem attributes, free-associating from each attribute, and then using the free associations as stimuli for ideas. It?s as simple as that: free-associate on
problem [...]"
["atom_content"]=>
string(2263) "Background
If you like to free-associate, you?ll like the Parts Purge technique. It originally was developed by VanGundy (1992) as Attribute Association Chains. You can use this activity to generate ideas by listing problem attributes, free-associating from each attribute, and then using the free associations as stimuli for ideas. It?s as simple as that: free-associate on
problem parts and generate, generate, generate.
Objectives
? To help participants generate as many creative ideas as possible
? To help participants learn how to use the activities to generate ideas
Participants
Small groups of four to seven people each
Materials,Supplies,and Equipment
? For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
? For each participant: one sheet each of three different colors of sticking dots (1?2? diameter) and one pad of 4 x 6 Post-itŪ Notes
Handout
? Parts Purge Handout
Time
45 minutes
Related Activities
? Noun Hounds [29]
Procedure
1. Distribute the Parts Purge Handout, review it with the participants, and answer any questions they may have.
2. Have each group obtain a sheet of flip-chart paper and tape it lengthwise to a wall or lay it down on a table.
3. Tell them to follow the example and list major problem attributes across the top, and then list subattributes next to each major attribute.
4. Instruct them to take turns and select one of the subattributes and write down the first word they can think of. That is, to free-associate by writing down a second word stimulated by the first, and so forth until that person has listed four or five words for each subattribute.
5. Tell them to repeat Step 4, but have another group member do the free-associating and continue doing this until all group members have been involved or no more words remain to use for free association.
6. Direct all group members to use the free associations to stimulate ideas.
7. Tell them to write down their ideas on Post-itŪ Notes (one idea per note) and place them on flip charts for evaluation.
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
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[86]=>
array(13) {
["title"]=>
string(23) "Other Tests of Memory30"
["link"]=>
string(32) "http://impactlearning.net/?p=800"
["comments"]=>
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["pubdate"]=>
string(31) "Mon, 30 Mar 2009 03:55:49 +0000"
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["description"]=>
string(322) "The Selective Reminding Test is a complex list-learning test that starts in a simple way: the tester recites a list of twelve unrelated words and then asks the subject to recite all twelve words together. Then comes the tricky part: the tester prompts the subject with only those words that the subject missed on the [...]"
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string(2481) "The Selective Reminding Test is a complex list-learning test that starts in a simple way: the tester recites a list of twelve unrelated words and then asks the subject to recite all twelve words together. Then comes the tricky part: the tester prompts the subject with only those words that the subject missed on the first repetition, following which the subject is again required to repeat all twelve words, that is, recite the words that were missed the first time as well as those that were ?kept in
memory? from the first to the second trial.
This sequence continues until the subject either gets all twelve words correct in successive repetitions or a total of twelve trials is completed. In the delayed recall part, the subject is challenged fifteen minutes after the last trial to recall the entire list of twelve words. The large number of trials requires complex scoring procedures and neuropsychological expertise. The Visual Reproduction subtest of the Wechsler Memory Scale is a different type of test because it evaluates the ability to remember shapes (recalling visual images).
Each test taps into a slightly different aspect of memory. A neuropsychologist typically administers a whole range of tests and looks for consistent patterns of deficits. If the subject performs well in all except one test, it may be due to a lapse in concentration. On the other hand, if someone scores consistently below normal on several memory tests, further investigation is necessary.
Factors That Affect Your Memory Test Performance
Three well-recognized factors can influence performance on memory tests: age, education, and gender.
Age
Since it is ?normal?? for memory test scores to worsen as people grow older, the standard test scores are adjusted downward to get the ?norms? for that age group. Therefore, a ?normal? ninety-year-old
person may actually score worse on the standardized memory tests than a fifty-year-old person with moderate memory loss.
These age-adjusted test scores are used to help distinguish a clinical disorder from normal test performance within a particular age group. The flip side, of course, is the risk of dismissing worsening memory as ?normal? for a person’s age and doing nothing about it.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
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string(322) "The Selective Reminding Test is a complex list-learning test that starts in a simple way: the tester recites a list of twelve unrelated words and then asks the subject to recite all twelve words together. Then comes the tricky part: the tester prompts the subject with only those words that the subject missed on the [...]"
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string(2481) "The Selective Reminding Test is a complex list-learning test that starts in a simple way: the tester recites a list of twelve unrelated words and then asks the subject to recite all twelve words together. Then comes the tricky part: the tester prompts the subject with only those words that the subject missed on the first repetition, following which the subject is again required to repeat all twelve words, that is, recite the words that were missed the first time as well as those that were ?kept in
memory? from the first to the second trial.
This sequence continues until the subject either gets all twelve words correct in successive repetitions or a total of twelve trials is completed. In the delayed recall part, the subject is challenged fifteen minutes after the last trial to recall the entire list of twelve words. The large number of trials requires complex scoring procedures and neuropsychological expertise. The Visual Reproduction subtest of the Wechsler Memory Scale is a different type of test because it evaluates the ability to remember shapes (recalling visual images).
Each test taps into a slightly different aspect of memory. A neuropsychologist typically administers a whole range of tests and looks for consistent patterns of deficits. If the subject performs well in all except one test, it may be due to a lapse in concentration. On the other hand, if someone scores consistently below normal on several memory tests, further investigation is necessary.
Factors That Affect Your Memory Test Performance
Three well-recognized factors can influence performance on memory tests: age, education, and gender.
Age
Since it is ?normal?? for memory test scores to worsen as people grow older, the standard test scores are adjusted downward to get the ?norms? for that age group. Therefore, a ?normal? ninety-year-old
person may actually score worse on the standardized memory tests than a fifty-year-old person with moderate memory loss.
These age-adjusted test scores are used to help distinguish a clinical disorder from normal test performance within a particular age group. The flip side, of course, is the risk of dismissing worsening memory as ?normal? for a person’s age and doing nothing about it.
Taken From: The Memory Program How to Prevent Memory Loss
and Enhance Memory Power
"
["date_timestamp"]=>
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[87]=>
array(13) {
["title"]=>
string(22) "Parts Is Parts Handout"
["link"]=>
string(32) "http://impactlearning.net/?p=630"
["comments"]=>
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["pubdate"]=>
string(31) "Mon, 30 Mar 2009 01:00:43 +0000"
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["description"]=>
string(325) "An example of the ?HIT? technique is shown in Table 6.3 involving the challenge of generating new food product ideas. The sample uses packing formats and food forms as the two product areas or elements. Anumber between 1 and 24 is used for each possible combination.
Combinations 7, 9, and 21 are crossed out since they [...]"
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string(1248) "An example of the ?HIT? technique is shown in Table 6.3 involving the challenge of generating new food product ideas. The sample uses packing formats and food forms as the two product areas or elements. Anumber between 1 and 24 is used for each possible combination.
Combinations 7, 9, and 21 are crossed out since they represent existing products (bread in a bag, cookies in a bag, and cookies in a box). Combinations 4, 10, 11, 15, 18, and 20, however, are circled since they represent potential new product ideas. For instance, these combinations might suggest the following ideas: ? Adip in an aerosol spray that can be sprayed on bread or crackers (#4)
? Vegetable dip in a designer bag for individual dipping (#10)
? Different juices in a bag that can be drunk by squeezing, pouring, or using a straw (#11)
? Cookies in a tube?similar to potato chips in a cardboard cylinder (#15)
? Gravy in a tube, especially for children who can use it to write letters and draw pictures on their food (#18)
? Box steak lunches that can be reheated in microwavable packages (#20)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
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string(325) "An example of the ?HIT? technique is shown in Table 6.3 involving the challenge of generating new food product ideas. The sample uses packing formats and food forms as the two product areas or elements. Anumber between 1 and 24 is used for each possible combination.
Combinations 7, 9, and 21 are crossed out since they [...]"
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string(1248) "An example of the ?HIT? technique is shown in Table 6.3 involving the challenge of generating new food product ideas. The sample uses packing formats and food forms as the two product areas or elements. Anumber between 1 and 24 is used for each possible combination.
Combinations 7, 9, and 21 are crossed out since they represent existing products (bread in a bag, cookies in a bag, and cookies in a box). Combinations 4, 10, 11, 15, 18, and 20, however, are circled since they represent potential new product ideas. For instance, these combinations might suggest the following ideas: ? Adip in an aerosol spray that can be sprayed on bread or crackers (#4)
? Vegetable dip in a designer bag for individual dipping (#10)
? Different juices in a bag that can be drunk by squeezing, pouring, or using a straw (#11)
? Cookies in a tube?similar to potato chips in a cardboard cylinder (#15)
? Gravy in a tube, especially for children who can use it to write letters and draw pictures on their food (#18)
? Box steak lunches that can be reheated in microwavable packages (#20)
Taken From : Pfeiffer 101 Activities for Teaching Creativity
"
["date_timestamp"]=>
int(1238374843)
}
[88]=>
array(13) {
["title"]=>
string(9) "Procedure"
["link"]=>
string(32) "http://impactlearning.net/?p=628"
["comments"]=>
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["pubdate"]=>
string(31) "Sun, 29 Mar 2009 09:00:46 +0000"
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["guid"]=>
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["description"]=>
string(327) "1. Distribute the Parts Is Parts Handout, review it with the participants, and answer any questions they may have.
2. Have participants lay a sheet of flip-chart paper on a table or tape it to a wall lengthwise.
3. Tell them to create an idea generation grid containing attributes from two problem areas as shown in Table [...]"
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string(2807) "1. Distribute the Parts Is Parts Handout, review it with the participants, and answer any questions they may have.
2. Have participants lay a sheet of flip-chart paper on a table or tape it to a wall lengthwise.
3. Tell them to create an idea generation grid containing attributes from two problem areas as shown in Table 6.3. An example would be a grid that contains packaging formats (e.g., bag, boil-in-bag, box, pan, jar, can, tube) and different food forms (e.g., cookie, biscuit, gravy, bread, dressing, steak, juice, dips). Another example might involve ways to increase museum attendance using attributes such as performance arts (e.g., improvisation, ballet, acting) and memberships (e.g., a ?frequent attender? status, backstage visits, or special discounts on products).
4. Direct them to assign numbers to each possible combination (e.g., bag/dip = 1; box/steak = 2; bag/juice = 3; tube/gravy = 4). Or, using the museum example: ballet/backstage = 1; acting/discounts = 2.
5. Tell them to examine all the combinations and eliminate any already commercialized or now being used.
6. Have them circle combinations with the greatest potential.
7. Direct the participants to create brief statements for each of