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Ice Storm Hooky: Why Aren't You Spending Your Ice Day in the Bar, Houston?
It was a happy moment when Hair Balls' editor gave us permission to leave the office and cover the ice scare in a bar. Specifically, we were asked if we would go out and see where the biggest Friday early afternoon party is, presumably comprised of people who used the weather as an excuse to skip work or cut out early.
We started at 2 or so in our neighborhood near Westheimer and Montrose, going in concentric circles and scoping out area watering holes. (Yes, in a car -- we weren't planning on having more than a couple beers anyway, so you Carrie Nations can go ahead and unclutch your pearls.)
To our disappointment, semi-icy weather does not match hurricanes' destructive effect on sobriety. (We still can't think about Ike without getting cotton mouth and a headache.)
Predictably, most bars that wouldn't be open right now anyway -- Poison Girl, the Harp, Grand Prize -- are still closed at the moment. (Though we're sure they'll be serving within a couple hours.) But the places that are open around this time, places we expected to at least be slightly more hopping on this impromptu holiday -- Rudyard's, Stag's Head, Griff's -- were doing a bit of business, but nothing exceptional.
We even stopped by Valhalla on the Rice campus, and it was a ghost town. Same with the gay bars on Fairview; the only evidence of patrons we saw were a few cars at George and a couple of sketchy looking guys passing a cigarette back and forth through the porch-fence at TC's.
So what are you people doing, anyway? Drinking at home? Watching daytime TV? Hanging out with your kids? What a waste of a snow day.
If you're saving it up for tonight, keep in mind that the ice is likely to return, so at the very least, try to stay close to home and off highways and bridges. It may not be pretty if things get slick around closing time.
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Scholarly commentary invited through January 2012. An online virtual issue, combining this paper with peer-reviewed commentary and an author's reply, is slated to appear in 2012. Prospective comments should be submitted at ASAP's online portal, http://mc.manuscriptcentral.com/asap. Inquiries concerning ASAP commentary and other editorial policies may be addressed to email@example.com.
Original Articles
Hope for the Future? Understanding Self-Sacrifice Among Young Citizens of the World in the Face of Global Warming
Article first published online: 7 NOV 2011
DOI: 10.1111/j.1530-2415.2011.01275.x
© 2011 The Society for the Psychological Study of Social Issues
Analyses of Social Issues and Public Policy
Volume 12, Issue 1, pages 190–203, December 2012
Additional Information
How to Cite
Liu, J. H. and Sibley, C. G. (2012), Hope for the Future? Understanding Self-Sacrifice Among Young Citizens of the World in the Face of Global Warming. Analyses of Social Issues and Public Policy, 12: 190–203. doi: 10.1111/j.1530-2415.2011.01275.x
Both authors contributed equally to this paper.
The authors gratefully acknowledge the support of their colleagues in the World History Survey that generated the original data from which this paper was derived.
Publication History
- Issue published online: 18 DEC 2012
- Article first published online: 7 NOV 2011
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subset: commoncrawl


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Celesete and Bree were supposed to attend a photo shoot but it was cancelled, so Celesete invited the girls over to her place. After modeling their lingerie for each other the girls started the pussy licking. Celeste and Rebeca doubled teamed Bree making her have a serious assgasm. Celeste smothered Rebecca with her ass and then made her tongue fuck it. The girls had a great time, they agreed to hook up again and maybe invited another friend to the lingerie party.
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Eva Lovia


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You can now filter search results with text. Example: "person: john" will search only person pages for "john".
The world is about to end but Natasha is trying make amends for the sins from her past.
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Peggy Carter appears in 178 issues.
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STAMFORD, Conn. – The Stamford golf community was stunned to learn Monday of the death of Barbara Boltin, a long-time teaching professional at Sterling Farms Golf Course. Boltin died Sunday in Florida after a prolonged battle with double pneumonia.
Boltin was the director of instruction at Sterling Farms. She worked there for 18 years and was the first person hired by Angela Aulenti when she became the head professional at the course in 1994. Aulenti said Boltin was in her early 60s. She was spending the winter at her home in Lake Worth, Fla.
"She's been my friend for 33 years,'' Aulenti said. "I knew she'd be great with her knowledge and her background. She was honest and trustworthy, and she was also loyal."
Boltin had an immediate impact in the community with her teaching style. Golfers embraced her immediately, and she worked with players of all levels.
"It was her demeanor that made her a special teacher,'' Aulenti said. "She had a warm, quiet personality. She didn't rock any boats, she just had that way about her. She was very patient. No one said a bad word about her."
Boltin directed a popular clinic for young golfers, which friends said was one of her favorite sessions. She also taught a popular clinic for women. Before coming to Sterling Farms she worked at several clubs in Florida.
Aulenti said Boltin suffered from flu-like symptoms, which developed into double pneumonia. Aulenti visited her at a Florida hospital several times.
Services for Boltin were still being planned. Aulenti said she will have a memorial service for her in Stamford in March.
"She was a big part of the Stamford golf community,'' Aulenti said. "She's going to be missed."
- 1 Stamford Woman Found Dead After Suspicious Fire In Home
- 2 Stamford Police Seek Suspect Involved In Crash, Chase
- 3 Police Corral 90-Pound Alligator Crossing Street In New York City
- 4 Shark Sightings Lead To Beach Closure On Long Island
- 5 Women Betrayed Group To Rally Against Planned Parenthood In Stamford


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Centres state of innovation report no 2
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Transcript of "Centres state of innovation report no 2"
1. CENTRES www.centres-eu.org From the Margins to the Mainstream? Creative Entrepreneurship in Schools This Paper is the second of three 'State of Innovation' Papers written by Tom Fleming Creative Consultancy1 for the British Council-led CENTRES (Creative Entrepreneurship in Schools) project 2012-14 (www.centres-eu.org). This paper was written following the second Centres conference, held in London in January 2013. CENTRES (Creative Entrepreneurship in Schools) is a multi-country project co-funded by the European Commission, British Council and eight organisations across Europe. CENTRES is being delivered in the Czech Republic, Denmark, Estonia, Lithuania, Finland, Poland, Slovenia and the UK. The project creates a European forum for issues relating to entrepreneurship education specific to the creative industries and for sharing innovation and best practice in this area. All of the partners involved in the consortium see a need for increased international networking and a combined European approach in this area. "The creative industries start with individual creativity. So, too, does every child's learning experience. There is a growing recognition of the need to find practical ways of nurturing creativity at every stage in the education system: from the nursery through to secondaryschool; whether in academic or vocational courses; on apprenticeships or at university" (DCMS Creative Britain 2008).The recent conference – Creative Entrepreneurship in Schools: International Approaches –brought together some leading experts and innovators in creative learning and education. Foryoung people and educationalists across Europe, this conference was staged at a critical time.The combined influence of austerity and educational traditionalism mean that in somecountries (such as the UK, France and Italy) creative entrepreneurship in schools is beingsqueezed to the margins, with schools finding it ever harder to deliver progressive learningtools in the face of a return to STEM subjects and a reduction in spending on activities such ascreative learning and arts education. Yet at the same time, some countries (e.g. Sweden and CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.orgFinland) see creative entrepreneurship as absolutely critical to the challenges of the age, withentrepreneurship education overall being increasingly promoted in some European countriesand creative entrepreneurialism in particular a major focus in northern Europe. According toreport - Entrepreneurship Education at School in Europe 1 - eight countries 2 have launchedspecific strategies to promote entrepreneurship education, while 13 others 3 include it as partof their national lifelong learning, youth or growth strategies. Half of European countries areengaged in a process of educational reforms which include the strengthening ofentrepreneurship education. Yet in most countries, entrepreneurship and especially creativeentrepreneurship, remain to the margins of the overall offer and are in danger of being lostaltogether without a strategic and knowledge broadside which promotes (creative)entrepreneurialism as key to personal development, achievement, attainment and improvedlife chances.In this context, the overall CENTRES programme is playing an important role in buildingknowledge on and appetite for creative entrepreneurship in schools; supporting partners toincrease and improve provision, to advocate and convince of the significant value of theapproach, and ensuring it is integrated across the whole learning experience rather thanlimited to peripheral 'nice to have' rather than 'must have' exercises.Participants were at this 2nd CENTRES conference to explore and share emergent goodpractice, reflect on how the landscape for creative education is changing, and co-create futureopportunities for effective creative learning and education. The conference was not a stage foradvocacy and special pleading for nurturing creative entrepreneurship in schools: participantsarrived already convinced of the importance of this agenda. Instead, the conference, as neatlydescribed by Andy Williams (Director of British Council, Poland), provided a space for"sharing, inspiring and engaging". This short Paper provides a summary of the key messagesexplored at the conference, and gives additional context on the 'state of innovation' forcreative entrepreneurship in schools.There were 4 core messages from the conference, each of which is explored below.1. The economic imperative: how creative learning introducesthe possibility of a creative job.John Kieffer, Chair of A New Direction 4, partner organisation with the CENTRES project,provided the opening keynote for the conference. He emphasised how the future economy willbe driven by jobs which require the kind of open thinking, agility and collaborative mindsetwhich creative education helps to engender. A critical challenge here is supporting young 1 Entrepreneurship Education at School in Europe - National Strategies, Curricula and Learning Outcomes (European Commission, March 2012). 2 Denmark, Estonia, Lithuania, the Netherlands, Sweden, Norway, Wales and the Flemish part of Belgium. 3 Austria, Bulgaria, the Czech Republic, Finland, Greece, Hungary, Iceland, Liechtenstein, Poland, Slovakia, Slovenia, Spain and Turkey. 4 www.anewdirection.org.uk CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.orgpeople to develop the skills and learning ethos to succeed in the creative industries and widerknowledge economy, while accepting that many of the jobs of the future do not currentlyexist. This requires brokering stronger links between young people and the current creativeindustries sector, while introducing the core development attributes of a creative education(e.g. an enquiring mind, willingness to cross boundaries, hunger for ongoing change,openness to collaboration) so that the future workforce is adaptable to the multifarious jobsand business models we cannot currently imagine and plan for.This includes focusing on both the 'glamorous' parts of the creative industries (e.g. front ofcamera, on stage, content creating) and the perhaps less glamorous (e.g. technical jobs,service provision and creative industries services such as management, law and accountancy).Of course the latter 'less glamorous' elements of the sector provide the most jobs and arelikely to be within reach of a larger number of creative talents.In the UK, by way of example, the last decade has seen an evolution toward a more creativeand collaborative approach to creative learning and, more specifically, creativeentrepreneurship in schools. Critical developments include: – The launch of the National Skills Academy for the Creative and Cultural sector (a membership network of creative businesses and training providers) and roll-out of creative sector diplomas: The diploma in Creative and Media launched in September 2009 is part of the continued shift in education towards more vocational, technical, business-led and cross curricula activities; with greater involvement of third parties, including cultural organisations and creative businesses. Over 1,800 apprenticeships have been brokered / supported by the Academy, and over 1 million people have benefited from industry-endorsed careers information via the Creative Choices Programme. In addition, new infrastructure has been developed – such as High House Production Park – an 'international centre of excellence for culture, creative skills and regeneration'. – Work-related learning (WRL): Now a core component of the English National Curriculum at Key Stage 4, WRL is seen as playing a vital role in providing a range of skills, including enhancing employability and pathways to work. Partnerships with business are being encouraged by the current Government, although this has not been matched by any strategy or significant action at this stage. – Recognition of non-formal learning: Non-formal learning providers (often organisations run by creative practitioners, plus voluntary bodies) play a key role in providing the skills and knowledge required to succeed in the creative industries. The boundaries between non-formal and formal education are becoming blurred with different types of provider offering validated qualifications. However, many non- formal learning providers and voluntary organisations are currently struggling to develop an effective role due to the ongoing public spending cuts, with the core market for creative learning organisations significantly tightening. An investment gap is opening up in this part of the creative learning landscape, and it is in everyone's CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.org interests to close it before it adversely affect the sustainability and confidence of the overall sector. – Greater involvement of arts and cultural organisations/ practitioners: Arts and cultural providers, including arts organisations, are increasingly tasked with delivering creative education activities as part of their core business. In the UK, programmes such as Creative Partnerships, Find Your Talent and Make Your Mark all played an important role in bringing creativity into the classroom and wider learning landscape. They also played a vital role in building professional capacity and an education market for the arts and cultural sector, with many creative practitioners building sustainable careers through a blend of their 'art' and their role as service provider in creative education. The discontinuation of nationally funded programmes such as Creative Partnerships have dealt a major blow to creative education overall, but this has led to a more entrepreneurial approach from arts and cultural organisations, which have subsequently developed new roles as providers of creative education – often in schools as part of a wider creative education programme. The current picture is piecemeal and very much in motion, with organisations such as A New Direction (funded as a National Portfolio Organisation by Arts Council England and tasked with a 'bridging role' to coordinate and consolidate arts and creative learning activities) set to play a major role in shaping the future creative entrepreneurship landscape.It is clear there is still much to be done and especially with regard to creativeentrepreneurship in schools. This point was made at the conference by Steve Ackerman,Managing Director of Somethin' Else 5. Steve talked of a the ongoing challenge of recruitingyoung people who are self-starters, extremely motivated and open to delivering differenttypes of task, however menial they might at first seem. Overall, Steve pointed to three typesof deficit in the calibre and profile of young people he encounters when recruiting: - It continues to be a major struggle to recruit young people from minority ethnic communities and from more 'working class' backgrounds. A mix of barriers in education, cultural factors, and the capacity to work for very little in the early stages of a creative career are all contributory factors. The creative industries remains relatively mono-cultural and middle class, which means the sector is not effectively engaging the full range of talent available and too many young people are not accessing the opportunities available to their more affluent or better connected peers. - Too few young people are presenting the 'can do / must do' attitude required for survival and then success in the creative industries. As Steve puts it: "we need young people with the agility to move from their job description to a diverse range of other tasks". Currently, too many young people are resistant to this required agility – and instead stick obstinately to what they were trained in or perceive to be good at. 5 www.somethinelse.com CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.org - There is a real dearth of specialists and some very significant skills gaps – e.g. with developer and coding skills (and especially among women). In turn this is pushing the market rates of specialists upwards, with costs then passed on to customers. This is an often-cited issue when the future competitiveness of the Games Industry is discussed, with organisations such as the UK Games trade association, TIGA 6, calling for a renaissance of computer science in the classroom, coupled with a dynamic approach to creative entrepreneurialism. As Steve Jobs said at the launch of the MacBook Air: "…(T)echnology alone is not enough – it's technology married with liberal arts, married with the humanities, that yields us the result that makes our heart sing…".Currently our education institutions respond to shifts in technology and the required skills toleverage the potential from such technology. Ideally, they would collaborate with technologyproviders and businesses to explore the innovation potential of new and emergenttechnologies and co-create the required skills offer: "In the digital media industry the only way to stay competitive is to use the emergent technologies before others adopt them. It's the pioneers, early adopters and risk-takers that succeed" (Dr John Manley, HP Labs).2. The classroom imperative: how a creative curriculumintroduces improves employment prospects and enhancesinnovation and competitiveness.Annika Löfgren (Founder KREO 7) and Sara Hägglund (Mälardalen University, Sweden)provided a keynote presentation which passionately emphasised the need for creativeentrepreneurship to be integrated across the whole curriculum and not just ghettoized in thearts or a small section of the humanities. In Sweden, the new curriculum is shaped by the2009 National Strategy for Entrepreneurship in Education, which prescribed entrepreneurshipas a core skill across several subjects. In turn, this approach is designed to assist the deliveryof the Swedish National Innovation Strategy to 2020. This contrasts with the experience andapproach in other countries (including the above-featured UK), where creativeentrepreneurship in schools is delivered in a piecemeal, often short-term way, with adependence on the motivation of individual organisations, schools and individuals rather thanany structured, coherent and ambitious policy. 6 www.tiga.org 7 www.kreo.org CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.orgIn Sweden, creative entrepreneurship is not solely positioned as a means toward a moreresourceful and competitive creative industries, although this is certainly a key agenda 8.Rather, it is based on a belief that: "(S)chools run by motivation, relevance, creativity and a confidence in the future will makepupils and staff feel better, be more motivated and consequently learn more" (Annika Löfgren and Sara Hägglund – quoted at the conference).Or as the Swedish National Agency for Education puts it: "Entrepreneurship in school is an educational approach in the classroom" (quoted at the conference).Here we need to move away from an 'industrial society approach', where the future is mappedout (e.g. in the types of jobs available) and young people are regulated and taught withcontrol and didacticism central; to a more open, interactive and co-created approach. Creativeentrepreneurship can play an important role here – reducing a dependence on externallymotivated learning where pupils seem driven as much by duty and compulsion as individualaspiration, curiosity and courage. As Røe Ødegård (2010) 9 asserts, by enlivening the schoolexperience through entrepreneurial learning, young people can be mobilised to replacepassivity with actuality, or reproduction with innovation.KREO are operating as catalysing agents in this field, transforming entrepreneurship theoryinto practice via interactive workshops in schools where teachers and pupils are encouraged toco-create a learning process which has entrepreneurship at its heart.3. The Institutional Imperative: Creative Entrepreneurialism asa Core Mission across the Arts and Education Landscape "What is needed are not new or adapted instruments for knowledge transfer, but somethingquite different: the spaces in which interactions can take place" (Geoffrey Crossick, A lecture to the Royal Society of Arts, 2009).In the panel session of the conference, Honor Wilson-Fletcher, MBE (Chief Executive ofthe Aldridge Foundation 10) lamented the ways institutions across the education and arts /cultural sector are in many ways antipathetic to entrepreneurialism because they depend on arigid departmentalism and command system for their operational wellbeing. This translatesacross every aspect of the institution. In a school, this is evidenced in how staff are trained, 8 See 'To Do: Development of Cultural and Creative Industries in Practice" (Anna Linton and Jonas Michanek, 2013) for an insightful introduction to the creative industries support environment in Sweden. 9 Inger Karin Røe Ødegård (2000), Focusing Entrepreneurship in Education as a Postmodern Paradigm pp. 143-152, in Sjovoll, J. and Skogen, K. Creativity and Innovation, Preconditions for Entrepreneurial Education. (Tapir Academic Press). 10 www.aldridgefoundation.com CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.orgmotivated and mobilised; and therefore in how pupils are engaged, inspired and taught. In anarts or cultural institution (which may be a partner or resource in creative learning), this isevidenced by a widespread lack of capacity and confidence to develop fresh ways to engageand co-create with audiences, or by the underdevelopment of the diverse revenue streamsrequired for sustainability and growth.Honor Wilson-Fletcher spoke compellingly of the 'creative entrepreneurship imperative', whereteachers need to move beyond the 'Dick Turpin approach': i.e. "Stand and Deliver". She talkedof how we need our education institutions to go beyond their historic comfort zones and indoing so ensure young people are mobilised to travel beyond theirs':"We all know small children are naturally entrepreneurial…then we squeeze it out of them and then try to patch it back in again".Honor Wilson-Fletcher, with the added voices of Catherine Large (Joint CEO of Creative &Cultural Skills) 11, Lindsey Hall (Director of Real Ideas) 12 and Erica Neve (Head of Learning,Livity) 13, then explored how we can open up institutions so they are more entrepreneurial andthus progressively risk-embracing. This includes opportunities to connect micro enterprises toschools, with the school offering a space or a platform to engage young talent, explore ideasand introduce entrepreneurial thinking to the young people and the education institutions.In the UK, the Academy programme, which notionally introduces a 'free market' in the waysschools promote and sell themselves, generate revenue and develop their position in the localcommunity, could have some positive outcomes in this field. Here, positive outcomes such asthe embedding of entrepreneurial culture across the education landscape, might to someextent counter the negative outcomes of the programme (chaotic reform, self-selection andthe introduction of huge inconsistencies in quality and opportunity).Building on this example, the speakers made the connections between institutionalentrepreneurialism and entrepreneurialism for young people. For example: - Too many young people lack communication skills and are able to deliver on a narrow range of communication registers. In part this is an outcome of the 'lack of range' a school has for its communication with young people. Approaches which speak to young people in different ways, encourage the co-creation of the learning environment, and support creating and making as much as theory (and listening and watching), will assist young people to develop the communication skills required for their creative aspirations to be met. - There are too many short-term projects which feel like they are being 'done to' young people; rather than longer term programmes of involvement and learning where young people are able to build relationships (e.g. with entrepreneurs) across 11 www.ccskills.org.uk 12 www.realideas.org 13 www.livity.co.uk CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.org the lifetime of their school experience. Programmes such as FILMCLUB 14, which provides a programme of film-watching and reviewing, plus introduces links to industry and activities in film-making and media, can play an important role here – giving young people a constant platform and set of engagement tools which they can develop progression routes through from starting school to leaving school. Indeed, participating projects in the CENTRES programme are leading on this type of activity. For example, 300 13- to 19-year-olds at the Youth Entrepreneurship Development Programme ENTRUM (a partner in the CENTRES project) recently participated in filming a music video in collaboration with music video director Heigo Lepla for a song by the Estonian artists Teele Viira, Tuuli Rand and ULA. - We lack integration between academic and vocational learning, with too few young people encountering the practical and market-facing skills they will need to succeed in sectors such as the creative industries. As Honor Wilson-Fletcher puts it: "We need to put the real world into the classroom and the classroom into the real world as much as possible".Overall then a holistic approach to entrepreneurship in schools is required: one whereinstitutional transformation is a prerequisite for individual transformation, and one where awider set of engagements are key - with parents, businesses and the community.We can learn here from Norway. The Norwegian Ministries of Education and Research, Tradeand Development, and Local Government and Regional Development, in their seminal cross-departmental national strategy document of 2006, provide a clear introduction toentrepreneurialism as relational and socially embedded:"Entrepreneurship is a dynamic and social process where individuals, alone or in collaboration, identify opportunities for innovation and act upon these by transforming ideas into practical and targeted activities, whether in a social, cultural or economic context" (p. 4)15.The national strategy document focuses on developing personal qualities and attitudes, but itdoes so by emphasising the need for the whole educational setting to itself be more open,collaborative and explorative. In other words, institutions need to change and differentinstitutions need to work together if young people are to enjoy an effective entrepreneurialeducation. 14 www.filmclub.org 15 Norwegian Government (2006), (Revised) Strategy for Entrepreneurship in Education 2004-2008: See Opportunities and Make Them Work". CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.org4. The Individual Imperative: Entrepreneurship for PersonalDevelopment. "Entrepreneurship is a way of thinking and doing. It is an attitude towards life, which means being a responsible actor and being able to lead one's one mind" (Peltonen 1986).Outi Hägg (Aalto University, Finland – CENTRES partner institution), who provided the abovequote, delivered the penultimate keynote speech of the conference. In describing theapproach to entrepreneurial education developed over many years in Finland, she emphasisedthe importance of understanding the different journeys individual learners take through theirpersonal, social and educational development. The task for teachers and other learningprofessionals and opinion-forming individuals, is to give young people the space to exploretheir own needs and grow their own identities, with entrepreneurship offering a tool for self-expression and self-determination. In an institutional context, this can be challenging, with thetemptation to search for universal solutions and outcomes. Here Outi Hägg suggested there isan 'ethics' to entrepreneurship which can be adopted to enable learning to be personalisedwithin a wider school setting.Core 'ethical aspects' 16 include approaches which: - Enlighten the strengths of individuals rather than discourage them by majoring on weaknesses or reducing their identity to one of the crowd - Empowering individuals rather than shrinking their self worth - Listening and engaging rather than dismissing.By extension, the 'ethical tools' for entrepreneurship education include: - Reflection – giving individuals the space and time to think and showing that this thinking process is valued - Dialogue – discussion and listening to individual perspectives throughout the learning experience - Network development – built on trust in the capacity of individuals to show initiative and appetite (driven by an entrepreneurial perspective).This learner-centred approach is illustrated by Outi Hägg's 'web of entrepreneurial learning', aconcept she has developed for her forthcoming book. Presented in draft form below, this webshows the different influences on each learner journey and emphasises how we need tointroduce entrepreneurial learning from early childhood education to and through professionallife. This further reinforces the need for entrepreneurial learning and practice to be adopted asmuch by teachers and institutional hierarchies as individual learners. 16 Atjonen 2011, Learning today - Education for the Future (Finnish Educational Research association). CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.org Outi Hägg's Web of Development in Entrepreneurship Education.The final keynote speaker, Harald Lepisk (Victory Trainings, Estonia 17), further emphasisedthe need to celebrate individuality as a crucial element of entrepreneurial education. With aseries of upbeat messages and smartly sourced quotes, Harald Lepisk promoted theimportance of creating and making as core ingredients in learning and personal development: "We need to create something, or something within us dies".He called for a culture of co-creation in education, where young people should not just receivethe experience of education, but should collaborate to set agendas, make priorities and evenbe allowed to make mistakes. And he concluded with a statement which points to the need forentrepreneurial education to be as much about life skills and survival competencies as gearedtoward agendas such as attainment and creative employment: "The greatest challenge in life is learning to be what you do everyday".These perspectives are re-affirmed by a recent study in Canada by Lisa Philips: 7 SkillsChildren Need to Succeed in an Increasingly Right Brain World (Artistic Edge, 2012). With afocus on arts education (rather than creative education), Lisa Philips calls for a reappraisal ofwhat and how we teach our young people and for the 'STEM' approach (majoring on science,technology, English and maths) to be replaced by the STEAM approach (with the arts the 17 www.creativity.trainings.ee CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.orgadditional 'A'). The following 7 skills (adapted here for this Paper) 18 seem a fitting way toconclude this Centres Innovation Paper; and it is clear that most of them will be exploredfurther as the CENTRES Programme continues: 1. Creativity – Being able to think on your feet, approach tasks from different perspectives and think 'outside of the box' will distinguish your child from others. If children have practice thinking creatively, it will come naturally to them now and in their future career. 2. Problem Solving – Artistic creations are born through the solving of problems. Without even realising it, kids that participate in the arts are consistently being challenged to solve problems. All this practice problem solving develops children's skills in reasoning and understanding. This will help develop important problem- solving skills necessary for success in any career. 3. Perseverance & Focus – When a child picks up a violin for the first time, she/he knows that playing Bach right away is not an option; however, when that child practices, learns the skills and techniques and doesn't give up, that Bach concerto is that much closer. In an increasingly competitive world, where people are being asked to continually develop new skills, perseverance is essential to achieving success. In addition, the ability to focus is a key skill developed through creative work. Keeping a balance between listening and contributing involves a great deal of concentration and focus. 4. Non-Verbal Communication – Through experiences in activities such as theatre and dance education, children learn to breakdown the mechanics of body language. They experience different ways of moving and how those movements communicate different emotions. They are then coached in performance skills to ensure they are portraying their character effectively to the audience. 5. Receiving Constructive Feedback – Receiving constructive feedback about a performance or visual art piece is a regular part of any creative activity. Children learn that feedback is part of learning and it is not something to be offended by or to be taken personally. It is something helpful. The goal is the improvement of skills and evaluation is incorporated at every step of the process. 6. Collaboration – Through the arts and creative activities, children practice working together, sharing responsibility, and compromising with others to accomplish a common goal. Through these experiences children gain confidence and start to learn that their contributions have value even if they don't have the biggest role. 7. Accountability – When children practice creating something collaboratively they get used to the idea that their actions affect other people. They learn that when they are 18 For the full and extended list, see: http://www.washingtonpost.com/blogs/answer- sheet/wp/2013/01/22/top-10-skills-children-learn-from-the-arts/ CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES www.centres-eu.org not prepared or on-time, that other people suffer. Through the arts, children also learn that it is important to admit that you made a mistake and take responsibility for it. Because mistakes are a regular part of the process of learning in the arts, children begin to see that mistakes happen. We acknowledge them, learn from them and move on.Next StepsThe next stages of the CENTRES programme will play an important role in exploring how toeffectively embed creative entrepreneurship within the learning landscape, with the differentprojects piloting activities and continuing to share knowledge. As we mentioned in theintroduction to this report, overall the programme will lift both aspiration and appetite,supporting partners to increase and improve provision, to advocate and convince of thesignificant value of the approach. This will build toward the third and final CENTRESconference in spring 2014, which will showcase the results of the programme and set a sharedEuropean agenda for creative entrepreneurship in schools. The final CENTRES InnovationPaper will present this agenda and point to the longer-term opportunities for creativeentrepreneurship in schools so that partners can move forward with clarity and purpose. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


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What if Syria retaliates? US will make Assad regret: John Kerry
Zee Media Bureau
Washington: In a blunt remark, US Secretary of State John Kerry issued a sharp warning to Syrian President Bashar al-Assad telling him to avoid retaliation in case of a US strike.
Addressing lawmakers in a key Congressional hearing, Kerry made it clear that the United States had "ample ways" to respond to Assad's retaliation "without going to war".
"Let me say again unequivocally, bluntly: If Assad is arrogant enough and foolish enough to retaliate to the consequences of his own criminal activity, the United States and our allies have ample ways to make him regret that decision without going to war," Kerry said.
Meanwhile, General Martin Dempsey, Chairman of the Joint Chiefs of Staff, assured the lawmakers that the US was completely ready to deter any retaliatory act from Syria.
When asked during the Congressional hearing, what would be US reaction to Assad's retaliation, Dempsey said, "We`re postured for the possibility of retaliation, and I can assure you that our regional partners are, as well".
Dempsry also clarified that US plan was not intended to eliminate chemical weapons entirely as it was not possible to do so.
"This isn`t about eliminating chemical weapons. That`s not possible given the number and the distribution of them. It`s about convincing the Assad regime that it`s unacceptable for them to use them, and that`s the limit of this military operation," Dempsey told lawmakers.
Speaking on possible ways that Assad regime could react, Dempsey said Syria could go for long-range rockets to attack US bases in Syria's vicinity or it could persuade its proxies as Hezbollah in Lebanon to attack US targets or embassies.
"There`s both conventional risks that would be if he chose to use some of his long-range rockets to attack his neighbors or some of our facilities. There`s also asymmetric, he could encourage some of the surrogates and proxies, such as Lebanese Hezbollah, to attack an embassy," he said.
"There`s actions he could probably seek to achieve in cyber. And we are alert to all of the possibilities and are mitigating strategies in the way we`ve positioned ourselves in the region," Dempsey added.
These remarks during Congressional hearing came as John Kerry, Defence Secretary Chuck Hagel and Chairman of the Joint Chiefs of Staff Gen. Martin Dempsey faced volley of questions from US lawmakers on various aspects of the proposed US military strike to punish Assad regime for having used chemicals against its own citizens.
Even as a resolution on Syria strike was approved by a 10-7 vote in the Senate Foreign Relations Committee on Wednesday, the task for Obama seems far from over as he would try to win international support on Syria plan when heads to Russia to attend G20 summit and the resolution awaits a full Senate vote next week.
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The UN upgrade resolution has neither created a Palestinian state, nor did it grant any kind of statehood to the Palestinians. The areas of Gaza and the West Bank have never been determined in any legal document or agreement to be sovereign Palestinian areas. Both Israel and the Palestinians entertain claims over the areas in dispute
EU's Mogherini in Tehran to talk nuclear deal, regional issues (Reuters)
from the article: Ben-Gurion already agreed to a Palestinian state


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The purpose of this website is to be a resource for those who are curious about how to live a joyful life. Why? Because a joyful life means a more peaceful life.
The content is largely free to keep it accessible for as many people as possible.
How often we believe we don't have what we need to be joyful, and yet we have the potential within us already. True Freedom is dedicated to supporting you in discovering this, not through dogmatic teachings, but rather by encouraging you to be an independent thinker and walk your own path.
Perhaps you're here for a reason. Take a look around, and see what happens!
- Amanda
- Where does my food come from? How is it raised/cultivated?
- Are my daily words and actions affecting others? How so?
- In general, do I feel like I'm contributing or taking away from the world?
- Quality of life (ex. living like a pauper or working long hours at the office)
- Family or personal relationships (ex. you have your sights set so strongly on accomplishing something that you begin to neglect others)
- Your physical and/or mental health (ex. heart disease, anxiety)
Your Power
Have you noticed something is changing? Does it seem like the world around you is a little crazy right now? Maybe you turn on the news, read the paper, or hear what's going on in your neighborhood and you think to yourself: something's up.
Before you go crawling into your bed, never to return -- everything has phases and cycles. Only out of destruction can new forms be born so the evolutionary process can continue.
Not everyone will notice this. Or for that matter, feel compelled to evolve.
But for those of you who do, it may help to keep in mind the old adage: Necessity is the mother of invention. Times like these call for us to evolve to a higher level of awareness.
It's imperative for our survival.
Think of it like the end of a past relationship; many times something has to end for something better suited for you to come about. However, when you're in your pajamas for the third day straight, hungover from the night before, and/or eating your feelings out of an ice cream carton -- it stinks. But later on you move onto another chapter, or relationship, that you find healthier in some way. What breakup?
Sometimes things fall apart to make way for growth.
Some of you may even agree with this, but think to yourself: yes, but what am I to do about it? Just by being aware of a few things, we have the potential to affect others in a great way. What you do in your life has a domino effect on other people. They may see what you're doing and emulate it. Sure, maybe not. But what if they do?
Understanding the Connectedness of All Things
We've come to believe we are individually-functioning entities. As a result, we have lost sight a bit on how much what we do affects other things. To give you an example, I used to go into a local bookstore chain and read books for free. I thought I had really won the jackpot; I could just wander in there, buy a drink, and read their books. And, when I was done, I didn't even have to put them back because someone else will put them back for me. Brilliant.
But then as time went on, I noticed these bookstores were slowly going out of business one by one. Every few months, you would hear of a store closing – surely losing business to the growing internet booksellers… and making it worse were people like… me! People who looked at it like they were getting something for free, but we all know since there's no such thing as a free lunch -- someone's paying.
Well guess what happens after awhile?
After that, I began to look at buying books differently. If I enjoy browsing through books and magazines while I sip a tea, I do feel it's right to actually buy some books now and then. Will my actions alone keep this book chain in business? Not even close. But, maybe if more people go through the same progression of thought, then it has a better chance of survival.
There's a "that's not my problem" mentality present in our society. Sometimes we put the responsibility on others and don't think beyond our own needs. We've managed to exist this way because we haven't been pushed to the breaking point… yet.
But, as life has it, there will come a day when this mental perception is no longer sustainable. If you pay attention, you can see it slowly happening already. And when that day comes, one will probably be better prepared to adjust to a new way of life if they've seen this coming.
So What Can I Do?
The good news is you can still enjoy your life, and develop your own awareness. If you're like me, you may actually enjoy your life much more. A good way to start is by asking yourself some basic questions such as:
I know some of you are going to feel guilty over this. You might even block it out because you don't want to think about it. Relax. It's cool. I'm not perfect either and I never will be.
However, merely being conscious of these things is a giant first step. Once we're aware, we may begin to make different decisions (or at least think about making them!).
If you think this is idealistic, I encourage you to just play with being more conscious. Small steps. This isn't an instant Mother Teresa starter kit.
What do you notice? Are you benefitting from being more aware?
Want more? You might also like:
Are You in Control of Your Satisfaction?
Are You a Highly Sensitive Person?
Read More
Are You in Control of Your Satisfaction?
Sometimes we let our circumstances determine whether or not we're satisfied. The bad weather, the rush hour traffic, and our growing stack of unopened mail can put us in a foul mood. However, the right meal, the right outfit, or the right person can make us feel like we're floating.
Do you ever feel trapped because you think you don't have any power over your current situation? Or, maybe you've had the opportunity to make plenty of choices, so you're only satisfied if certain conditions are met.
Either way, it's common to believe your happiness is not within your control.
The other day I was sitting on the porch with a friend of mine from Tibet. He's been imprisoned, tortured, and now resides as a refugee in India – far away from his family and friends back home.
All things considered, he's a pretty mellow guy.
I asked him if he minded if I put some music on. He just kind of laughed at me and said: "Of course not." He explained that because of the things he's been through, he's fairly happy in most situations.
Unlike him, I've had a smorgasbord of life decisions available to me. Do I want to turn on the heater or the air conditioner? Do I want to be a financial consultant or a yoga instructor? Would I like to have a grapefruit or a pear for breakfast? Would I rather live in Arizona or New York?
Although I don't deny the benefits, and this is not a woe-is-me tale, the result of this is that I've been slowly conditioned into believing there is a certain set of requirements in order for me to be content. I give off the faint scent of unease unless I have nice music, nature, and good quality dark chocolate in my life.
Suddenly it struck me: maybe my Tibetan friend was the one who actually has the "easy" life now because of his ability to be content in whatever situation is handed to him. It was at this moment I realized I had unconsciously voiced this out loud.
He supposed I was right.
Oftentimes, those with more feel bad for those with less and those with less envy those with more. My intent is not to downplay the struggle of those less fortunate, but is that to say there's no upside?
Those who have grown up without being able to create their ideal circumstances have adapted by making do with what they have.
Wait, I never learned this in school! But on the other hand…
Choices Can Be Privileges
Even the simplest of choices can seem like a real liberty. For example, the other day I was looking at two jackets: one was lighter and one was heavier. I could choose which one would make me the most comfortable.
That feels like a real luxury to me.
There's no denying that having choices can make your life easier as well. Whether you feel inundated or deprived of choice in your life, there are benefits in both.
The Sweet Spot
All this being said, I can't help but think an element of balance comes into play. Yes, it might behoove us to practice being authentically content in all conditions, however is that not to say we shouldn't try to ease our suffering when possible? Notice I said suffering, not discomfort.
Otherwise, this might be misinterpreted as inflicting torture on oneself whenever the opportunity presents! I know some people are into that, but I don't think that's my path.
Perhaps it's best if we alleviate suffering whenever possible, without intentionally hurting others in the process. However, if we don't have a choice in the matter (which sometimes we don't) then there's a real opportunity to practice using our abilities to adapt so we can live in peace — even in conditions we may not like.
What do you think?
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When Things Don't Go Your Way
What do you do when things don't go your way? I found out the answer to this question on an unplanned, 24-hour sojourn at the Taoyuan Airport in Taipei today. Stuck in a self-created, steaming mound of crap, I was left forced to practice what I preach (I hate when that happens ;) ).
Allow me to share the story.
As I write this, I sit in the airport in Taiwan. Why you ask? Because I am on my way to Indonesia… and I missed my connecting flight. The reason? I thought the clock on my computer, which I was watching very closely, updated automatically to local time – but it didn't. I was watching it so closely, in fact, that I failed to notice that it said '10 PM', and it was mid-morning. So yes, I was sitting in the airport at a cafe, a five-minute walk away from my gate, and I missed my flight. After a few hours going through immigration and waiting at the ticket counter, I come to find out the next flight isn't until tomorrow AND I get to pay a pretty hefty fee.
I was angry.
Generally, I try to avoid being angry with myself at all costs. I frantically searched for other things to blame or excuses. When it failed to come up with any good ones, I just felt dumb. Luckily, and I largely attribute this to a regular meditation practice, I was able to watch these things play out in my head, instead of actually voicing them like in years past.
After seeing this all welling up inside of me, I told myself to drop it. I do this frequently. I let go of my frustration when I realized it wouldn't make my situation any better. No, I would've just been pissed off… and still stuck in the airport.
I was forced to surrender. Instead of using my dwindling energy on fighting the situation, I had to accept it and go from there. Could I have gotten a hotel near the airport? I guess, but I'm on a budget and sometimes I like to do things the hard way, because it's a challenge and it's good for me.
I felt pretty homeless and I had certainly shown up dressed the part. At the Taoyuan Airport, they make sure to keep it turned down to a temperature I'm pretty sure only penguins would appreciate -- or menopausal women. It's probably so people like me don't dare linger for too long. They underestimate my prowess.
This forced me to put on every piece of clothing readily accessible in my bag, which was a sad lot. I looked like I had dressed myself at Goodwill. Not in a cool, edgy way -- as if I went there by choice to do some shopping – but rather by desperation, as if I resigned myself to bundle up in whatever the bums had picked over and didn't want.
Had it not been for my MacBook Air and my cute sneakers, I probably would've been booted from all the coffee places and restaurants. It's funny how a pair of decent shoes and nice electronic devices can instantly upgrade you from 'homeless' to 'backpacker'.
I asked myself: Will this matter in a week? Will I still be thinking about this next month? What about in a year? The answer was a resounding 'I sure hope not' to all three. I felt myself relax a bit.
Finding the Bright Spots
I discovered when push comes to shove, my standards for sleep go way down. Who needs a comfortable mattress and a soft pillow? Heck, any piece of furniture that allowed my body to approach anything near horizontal was okay with me. A cold, marble slab! A bed of nails even!
The situation was grim.
After 30 minutes of searching, I managed to find a group of seats without any armrests to get in my way of achieving my dream of 180 degrees of perfection. As soon as I laid down, my body sighed in gratitude and my eyes began to drift closed. My right arm began to fall asleep, but that wasn't good enough reason to make this girl move. Nope, not until that sucker falls off. I woke up an hour later and went to go floss my teeth in the ladies' room. When I returned, I was disappointed to find my turf was compromised.
Suddenly I had company.
A group of twenty or so Taiwanese college kids had also found the groupings of armrest-less seats in Terminal 2. I was still pretty pathetic at this point, but at least when I looked over now, I saw the soles of pairs of sock-covered feet to remind me we were all in this together. It was touching.
Traveling has its downsides too. Most of the time it's pretty fun, but sometimes you want to pull your hair out. After several hours, despite my best efforts, I actually began to enjoy myself a little. I paid a visit to the Hello Kitty gate and got a fair amount of work done. It was part of the adventure, and a lesson in paying more attention to the time. And luckier than some, this wouldn't be my life for more than a day.
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Getting Yourself Through Hard TimesRead More
A Day in Kuala Lumpur
Kuala Lumpur is a cluster of exotic action (at least for the average Westerner). Large skyscrapers tower amidst ramshackle buildings; a few still reminiscent of the colonial period. Once in awhile a Hindu or Chinese temple crops up between the pharmacies and restaurants.
A true mix of cultures, I sit on a bench in a heavily-trafficked square near the Central Market as I wait for it to open. I watch the various shades of skin go by. From pale caramel to deep black red, and every shade in-between. A flurry of bindis, headscarves, and men wearing kopiahs (skullcaps) pass by.
It's hot today: 90 degrees and humid. Walking the streets is no joy. Sometimes it's paved, sometimes it's not. Cars and motorbikes fill the streets. Like a lemming, I scurry across when I see other people crossing. I rationalize that getting run over might be slightly more bearable if done so in a pack.
Eyes spinning from stall upon stall of uninspiring and dime-a-dozen tzotchkes, I wander away from the knockoff Burberry purses and fake Rolexes. I veer off of Petaling Street into a twisted maze of market stalls known as a wet market. Although it sounds wholly unappetizing, a "wet market" here just means they sell fresh fruits, vegetables, meats, and seafood.
As I enter, a butcher says "I love you" to me as he slices the head off a chicken. Along with the usual cuts, there are livers, intestines, and fish guts. The air is tinged with the smell of unsettlingly fresh blood. I look down and see several chickens in a tiny cage on the dirt floor, awaiting their fate.
Forget about farm-to-table; it's more cage-to-cleaver here.
The narrow aisles, along with the smell of humid meat makes my stomach turn. I'm grateful to see some light at the end of the market tunnel. Fresh air fills my lungs and sunshine floods my eyes again.
I find myself dizzy in choice of where to go. I've been reading about an intriguing coffee shop/gallery that's supposed to open at 11AM but the door is locked. I look down at my phone: 11:05AM. Irritated by walking in a sauna, I begin to wonder: should people be more prompt, or should I be more patient?
11:15AM: The shop opens and I sit down. Too hot to even think about coffee, I order a blended orange drink, with hints of ginger and lime. It's small and refreshing. I scurry frantically on my phone, searching for where to go next.
My mind starts spinning, and I feel blasted by bits of information torpedoing at me from all directions. I sit and close my eyes and enjoy the periodic breeze from a fan as it rotates around.
When my eyes feel like opening again, I suddenly notice the eclectic artwork around me. The plants hanging from the ceiling. The carefully-staged retro TV set, serving more as a table for books from travellers past.
I put my phone away.
I pay and step outside. Refreshed, I decide to wander aimlessly. Fresh fruit and vegetables are all I can muster an appetite for in this weather. However, I'm desperately trying to find some without luck. Figures. When I wasn't looking for fruit, I couldn't turn around without running into a papaya.
I see a large crowd gathering outside a bank. Expecting to see a live Malaysian holdup, I see dragons instead. It's a celebration of Chinese New Year. Giant stuffed dragons and a cartoonish Buddha are taunting the white-collar bank employees, much to the amusement of the onlookers. I stop to watch.
A hand from inside the dragon's mouth is giving out oranges. He stops in front of me and offers me one.
I gratefully slip the orange in my bag and continue on.
I come upon a street hawker where I order the first thing I recognize: roti canai. Chopped up flatbread served with a small dish of lentils. It's delicious. The man working at the stand greets me and offers me something to drink. Without thinking, I just nod and say yes. A glass of teh tarik arrives (hand-pulled, milky sweet tea). Served in small glasses, he cautions me to wait before drinking it. No problem. Hot tea was not exactly what I had in mind anyway.
While I wait for it to cool, I am left with nothing to do but sit and look around. I see a woman with red lipstick and spiky hair wearing bright pink hotpants and galoshes. I decide she must be up to no good and my eyes follow along with her determined gait. She stops and puts on rubber gloves. Yes, up to no good indeed.
She approaches a large black, cast iron wok. She takes two large spatulas, one in each hand and stir fries whatever the young boy brings to her: heap after heap of long beans, piles of chopped spinach, a mound of diced chicken. The young boy brings back the slightly smaller now, stir-fried mounds, shiny with oil, to the buffet counter where it waits to be tucked into by a group of construction workers – helmets in one hand, plates in the other.
I'm being eyeballed by the locals as it appears I'm the only foreigner. I realize I'm staring at them too. Fair enough.
I wander around; playfully getting lost and finding my way again. From the street I see a restaurant filled with people. Looks decent. I see a man on the corner selling mee rebus (boiled noodles): typically a noodle dish with a thick curry sauce on top. Sounds good. I decide the technique of nodding and not ordering anything has been working adequately so far. The man says something I can't understand and I nod.
I sit down and size up the lunchtime crowd. Again, a mix of Muslims, Christians, and Hindus all sitting at the same tables. No matter your religion, we all have to eat.
The food comes, a bowl of small lumps covered in a reddish-brown sauce. I eat a piece of something. There are no noodles in mine, so I don't really know what I ended up getting, but instead pieces of savory doughnut-like fritter, a hard boiled egg, and bits of seafood are served over a base of raw mung bean sprouts, diced cucumber, and daikon.
One could describe the dish as a culinary representation of the inhabitants of Kuala Lumpur: a real hodge-podge; united by something distinctly Malaysian. Sometimes the individual elements are easily identifiable, sometimes not. However it all works in harmony because the faintly sweet, spice-filled curry sauce -- an eatable history of spice trade and Portuguese colonialization -- ties it together.
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Effective Goal Setting
Why Set Goals?
Are you someone who creates goals for yourself? Many people do, but we find it hard to follow through, whether it's in the form of a picture of what you looked like twenty years ago taped to your fridge or a New Year's resolution that never changes because you gave up by February.
Or, maybe you find them relatively pointless.
I used to do everything I could to reach the goals I set for myself. In my early to mid-twenties, they were mostly financial because that's what was important to me; trying to save up a certain amount of money or to be able to retire early. When I would succeed, I would be overjoyed, but if I failed to achieve them, I would become disheartened.
I've also been through a stage when I saw no reason to make them. Why did we need goals? Everything happens in its own time, right?
Over time, I've come to believe goal setting is important because it sets our sight on where we want to go. It provides us with direction. It helps us get clarity on how we want to spend our time and energy. It gives us an opportunity to evaluate what we want in life, and perhaps more importantly, why we want it.
For example, perhaps you have a goal to retire by the age of 50. If you're too caught up in the end, rather than the means, you might find yourself really sacrificing a lot to reach your goal:
Perhaps you accomplish your goal of early retirement. Then what? Do you know what you'd like to do with your newfound free time? Maybe you get bored because you don't know what to do with yourself. Did you put yourself (and others) through hardship for all those years just to… languish?
Once you become clearer on why you want to retire early, for example pursuing a passion, spending time with family, or traveling more, then you won't set yourself up for disappointment later on. Even better, maybe you'll find a way to begin doing some of these things before retirement.
But it doesn't end there.
Releasing Expectation
It's just as crucial to release your attachment to the outcome. This may sound illogical, or even for those of you who are tough on yourself, it may sound like you're being too "soft" -- or giving yourself a way out. But in reality, I found this actually helped me to achieve my goals.
If we're too attached to an outcome, good or bad, we have so much riding on it that it can discourage us if that plan doesn't work out as we'd hoped. This may cause us to give up on our goals altogether. We might quit too early.
Let's say you've always dreamed of opening up a restaurant. You have everything riding on this venture; you've invested your money (perhaps even the money of other investors), and you've been working day and night. The restaurant fails. You become distraught and give up on your dream altogether. This is because you were too attached to the outcome of the restaurant succeeding. Because it didn't, you quit.
What would happen if you dropped your attachment to the results?
By the way, this doesn't mean you don't try. But what if you started out with the mindset that you would approach this as a big experiment. If it works out -- great, if it doesn't, that's okay too.
Why? Because you'll try again.
Maybe this time you'll make some adjustments to your overall costs so your profit margins are larger, change the location, or revisit the menu. You attempt to learn from your mistakes and give it another go.
Because you're not attached to a certain outcome, you don't kill yourself in the process. You work hard and give it your best, but you don't sacrifice your health or personal relationships in the meantime. You don't lose your temper frequently because you're stressed out and under financial strain. If you run out of money in the process, you'll just try something else to earn some more or borrow money until you have enough to try again.
How would this new mindset affect your decision to take a risk?
How to Set Goals That Will Actually Help You
1.) Allow yourself some time to journal or think about what you'd like to do in your life. What would you do if you knew you had two months to live? What would you do if money were no object?
2.) Now give some direction and set parameters to your desire. If you want to write a book, schedule a start and end date for getting your first chapter completed. If you want to get in better shape, set a bar for your weight, endurance, muscle mass, speed, etc.
3.) Once you have your goals set, do a check by actually imagining yourself not reaching your goal. Are you dissuaded from trying again? Then imagine yourself reaching your goal. Are you so elated that future failure will disillusion you?
If the answer is 'yes', you may want to wait until you can honestly say these feelings won't affect your persistence. This may take you multiple tries because our minds are not conditioned to think this way. However, you'll be better off by embarking on your mission with a balanced mind ahead of time.
You can now take the first small step toward your goal without all the pressure of your happiness being dependent on a positive result.
If you reach your goal successfully, that's great and you can fully enjoy it. However, if it doesn't, that doesn't necessarily signify the end. The ability to maintain your desire to do the things you want in spite of "failures" along the way is a clear test of whether or not you are too emotionally invested. Rarely do people succeed on their first try; usually they have large bumps along the way. Think about the hugely successful people you hear about; they usually have a story about their multiple struggles in the process.
Don't be afraid to fail. Heck, fail over and over again. You'll learn more, and give yourself an opportunity to improve each time. Rarely is it just: success. But rather: failure, failure, failure, and then maybe success.
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"I wish all of them well," Governor Mitt Romney said in front of a somber crowd at Romney Headquarters in Boston. "I pray that the president will be successful in guiding our nation."
After a long year of campaigning, Romney congratulated President Barack Obama on his re-election tonight and provided his supporters with faith by touting Paul Ryan's fiscal leadership.
"I want to thank Paul Ryan for all he has done for our campaign and for our country, besides my wife Ann, Paul is the best choice I've ever made," Romney said. " I trust that his hard work and intellect and commitment to principle will continue to guide this great nation."
He also thanked his wife Ann, who spent countless hours on the campaign trail despite living with multiple sclerosis.
"I want to thank Ann, the love of my life, she would have been a wonderful first lady," he said, adding thanks to his boys and their wives for their patience.
He then thanked his campaign and all of the volunteers who helped make his shot at the White House a reality.
"To you here tonight and to the team across the country, the volunteers, thank you," Romney said. "You've inspired and humbled us."
Romney wished Obama the best, but put his trust in job creators and small businesses to move the economy forward, an argument he made on the campaign trail. He called for Obama to reach across the aisle to "do the people's work" in a time of great challenge, saying the founding principles of the country are the only sure guide for a better future.
"I so wish that I had been able to fulfill your hopes in leading the country in a different direction," he said. "I ran for office because I'm concerned about America."
Katie Pavlich is the Editor at Townhall.com. Follow her on Twitter @katiepavlich. She is a New York Times Best Selling author. Her latest book Assault and Flattery: The Truth About the Left and Their War on Women, was published on July 8, 2014.
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The only catch is that you can only use social matching if you own all of the game's map packs which have luckily been slashed to $10 for the lot of them (that's the second prong, by the way). Individual prices have been cut as well. Other balancing and fixes implemented by Title Update 6 (a full list of which is available right here) will be available to all players.
To mark the occasion, players will get triple experience gain from May 27 to June 1, which we guess is technically a third prong. Yep, that's right: We've got a rare promotional trident on our hands.
Microsoft Xbox 360
- Key specs
- Reviews • 365
- Prices
- Discussions
- Game format Optical disc, Downloadable
- Online features Multiplayer, Voice chat, Video chat, Store
- Drive capacity 4 GB
- Controller type Wired, Wireless
- Motion controls Camera / optical
- Video outputs Component, HDMI (v1.4)
- Weight 10.9 lb
- Released 2010-08-03
Microsoft Xbox One