,copyright 7,c7 #aiih by ,f4 ,b4 ,lozo ,introductory ,note3 ,sequential ,problem ,solving is written for those with a whole brain thinking style4 ,it is for those who seek to validate the propriety of when and under what circumstances they utilize each aspect of their intellect4 ,sequential ,problem ,solving helps those with a logical nature to develop creative right brain intuitive processes in a way that can be efficiently utilized by the orderly left brain to develop new solutions to both old and everyday problems4 ,included are basic study skills for high school and college students4 99 99 99 99 99 ,sequential ,problem ,solving3 ,a ,,student ,,handbook ,with ,checklists for ,successful ,critical ,thinking4 ,by ,fredric ,b4 ,lozo ,mathis1 ,texas ,copyright #aiih ,f4,b4 ,lozo ,,isbn #j-ifgdaff-b-j ,,table ,,of ,,contents ,,introduction ,problem solving checklist flowchart ,,research ,,skills ,rapid ,reading ,memorization ,,practical ,,problem ,,solving ,learning ,stream ,of ,consciousness ,,problem ,,solving ,,steps ,problem ,identification as the first step of problem solving ,fact ,gathering in problem solving ,logic ,fallacies ,emotional ,fallacies ,credibility ,fallacies ,fact ,and ,opinion ,deductive ,reasoning ,developing a ,solution ,time ,material ,manpower ,trying the ,solution ,manpower ,management ,leadership ,styles ,dealing ,with ,interpersonal ,conflict ,,interpersonal ,,problem ,,solving ,external ,conflicts ,internal ,conflicts ,dealing with the ,unattached ,person ,interpersonal relationships -- ,values ,,problem ,,solving ,,evasions ,,appendix #a -- ,,outline ,,styles ,,appendix #b -- ,,persuasive ,,argument ,,form ,,appendix #c -- ,,argumentative ,,fallacies ,,references ,,bibliography ,,index ,introduction ,we are constantly trying to make some sense of our world and the way people treat each other4 ,the purpose of this book is to provide a systematic way of analyzing situations and planning actions4 ,sequential ,problem ,solving is written for those who want to reassure themselves that their thinking is logically correct rather than emotionally or impulsively misguided4 ,it provides step by step procedures for applying computer-like decision making to daily living4 ,many ordinary problems involve not only physical1 concrete parts but also interpersonal elements4 ,thus problem solving involves both the physical world and the interpersonal world4 ,for instance1 when solutions to physical problems are implemented1 the job manager must decide which of several leadership-managerial styles is appropriate4 ,are the workers mature enough and knowledgeable enough to work together as a team without supervision1 or are the workers so immature and unruly that an authoritarian task master leadership style will be required1 or will the workers need a teacher-leader for some period of time before they become a team8 ,the underlying principle1 throughout ,sequential ,problem ,solving1 is an obligation to help each other as citizens of a world community1 and an acknowledgement that our real enemy is often ourselves4 ,our common problem is understanding ourselves in order to be a friend to others4 ,sequential ,problem ,solving provides us with a way of checking for the kindness factor in problem solving1 with the goal of helping others and being a good citizen in the world community4 ,a separate section1 ,dealing with ,unattached ,people1 is devoted to the problem of neighbors in the world community who are untrustworthy for some period of time1 from the view point that today's enemies are tomorrow's friends4 ,some neighbors in the world community are1 from time to time1 untrustworthy4 ,since opportunities for misunderstanding are greater in a climate of mistrust1 later sections are included that deal with mistrust and ways that we can gauge interpersonal situations and select an appropriate leadership style to match it4 ,sequential ,problem ,solving begins with the mechanics of learning and the role of memorization in learning4 ,the techniques of effective memorization follow1 as well as other important learning skills4 ,this book contains many step by step checklists1 much like pilots use to make certain that things of importance are not overlooked4 ,these individual checklists are tied together in a broad flowchart that provides a sequential decision making pathway4 ,the contents of the checklists are things that many adults utilize instinctively1 without conscious thought4 ,however these checklist can provide adults with a more positive way of checking their own thinking1 in times of stress1 and a way for students to become instinctive users of sound logic practices4 ,teachers may find that students instantaneously begin to act more mature because of the realization that their peers have a common body of knowledge about values and character traits and checklists to evaluate the behavior of others4 ,for teachers1 the sequence of presentation here can be readily altered to suit the teachable moment1 that moment when a unique1 high interest situation arises that lends itself to discussion of a particular topic4 ,the sequence presented here is merely one way in which the various interlocking subjects can be presented4 ,this presentation is intentionally concise to provide the reader with a composite picture of the use of checklists in logical thinking1 without burdening the reader with statistical findings or repetitious historical background information4 ,the ideas presented here are referenced to credible academic research wherever possible4 ,endnotes are used extensively to direct the reader to in-depth authoritative resources1 and additional references are provided for each section at the back of the book4 ,in this book ,i have used the pronoun he for humanity in general1 rather than using he_/she or similar conventions4 ,this usage was selected to enhance the flow of the written word and should not be taken literally4 ,the word he is used here to include both women and men and applies to them with equality4 ,solving problems is a daily1 if not hourly1 part of our lives4 ,it is therefore useful to put the mechanics of problem solving and human interpersonal relationships into flowchart form1 so that when stress is intense we have some way of making more certain that we are thinking flawlessly4 7,a comprehensive flowchart is included in the ,,html version47 99 99 99 99 99 ,research ,skills4 ,rapid ,reading4 ,effective learners use certain reading techniques#a that greatly increase both their comprehension and the time required to learn new subjects4 ,one useful method of reducing new material learning time is the ,,sq#c,r method#b3 ,scan4 ,question4 ,read4 ,review4 ,recite4 ,scanning provides a rapid overview4 ,many well written books follow logical outlines that can orient the reader to the subject matter4 ,the outline might follow this pattern3 ,title4 ,table of ,contents4 ,main ,introduction and conclusion4 ,chapter #a4 ,introduction4 ,conclusion4 ,chapter #b4 ,chapter #c4 ,conclusion4 ,definitions4 ,questioning is a natural1 instinctive1 second step that most learners follow4 ,in the scanning process1 certain questions naturally arise4 ,these should be noted in a short list of questions to be answered through reading4 ,the questioning procedure helps the reader stay focused4 ,reading occurs very rapidly if a systematic plan is followed3 ,first1 determine the main idea from the title1 the first paragraph1 and the last paragraph4 ,second1 determine if a large subject is divided into smaller subjects with some outlining scheme4 ,next1 follow the title1 introduction1 body1 conclusion rule to find the main idea of each smaller section4 ,each smaller section can then be scanned for keywords4 ,keyword recognition signals the reader to pay closer attention for critical definitions and ideas that follow4 ,finally1 review as often as necessary to keep focused4 ,outlining and note taking often help4 ,reviewing new material on a strict schedule is necessary to solidify new material in the memory1 and to transfer it from short term memory to long term memory4 ,forgetfulness is a matter of periodic review4 ,memorization through repetition and forgetfulness follow a similar pattern4 ,each is gained or lost by halves for the same time period4 ,the following graph illustrates the phenomenon4 ,the memory loss_/recall increase with review phenomenon has been verified many times4#c ,generally memory is lost by one-half for each doubled time increment4 ,one day after first learning one-half is lost4 ,by day two1 one-half of that remaining memory is lost1 and by day four1 one-half again is lost4 ,by day four1 only one-sixteenth of the original memory is intact4 ,at a similar rate1 with review after one day only one-half of the material that was reviewed will be lost4 ,if reviewed again on day two1 the amount lost is again divided by two4 ,if reviewed six times in a thirty-two day period1 the about retained will be more than ninety-eight percent and the amount lost will only be about two per-cent in the next thirty-two days versus fifty per-cent in one day4 99 99 99 99 99 ,memorization ,three common ways of remembering are3 repetition1 association1 and exaggeration4 #d ,an similar skill is outlining1 and samples of various outlining styles can be found in ,appendix #a4 ,repetition is the key to long term memory4 ,physiologically1 when brain cells are activated by the memory process1 the nerve cell coating1 known as the glial sheath1 increases in thickness and becomes thicker and thicker with each repetition1 strengthening the electrical pathway in brain that constitutes memory4 ,in addition1 when associations between parts of a thing remembered are formed1 the nerve cell body sends out axon runners to other associated memory cells4 ,these axon runners from one cell connect through synapses to dendrite runners on other cells4 ,as the axon-dendrite pathway is used repetitiously1 the surrounding glial cells become larger and more tightly wrapped around the electrically conductive axon-dendrite pathways1 thereby transforming the memory from a short-term memory to a long-term memory4#e ,memories of similar objects reside in nearby regions of the brain1 while memories of exotic or exaggerated objects are farther away4 ,by forming memories with creative and unusual associations1 many more pathways are established1 much like a spider weaving a bigger and bigger web1 in which each part leads to the center by many interconnected pathways4 ,memory links are also established when a variety of sensations and muscular activity are engaged4 ,indeed1 some people seem to be more proficient at learning by either seeing1 hearing or writing1 but no one method can provide the more numerous pathways provided by all three in combination4 ,memory is enhanced not only by repetition1 but also by association and exaggeration of certain features of the object4 ,many memories are recalled as series of objects4 ,for instance1 a memory device to remember four common logical fallacies is a picture of the ,earth1 with the green continents and blue oceans1 viewed from outer space with a flight of white geese circling around it4 ,this image is used to recall the statement geese circle every continent4 ,the first letters of that statement 7gcec7 stand for the logic fallacies of generalization1 circularities1 either_/or1 and cause and effect4 7,these fallacies are discussed in detail in a later chapter47 ,size1 also1 seems to play a role in memorization4 ,during the ,middle ,ages1 memory contests were held annually4 ,in one1 the winner remembered one hundred thousand sequential items4 #f ,a time-proven memory method from the ,middle ,ages is association of abstract ideas to large objects4 ,the objects used for trigger recall seem to need to be about the size of a human1 so that1 if we were blind1 we could identify the object by touch4 ,large objects in the memory seem to engage muscular memory areas as well as sight memory areas in the brain and expand the memory web4 ,for instance1 remembering the points of a speech about a military battle might involving walking from one room to another in a familiar house4 ,in the first room a ship's anchor is propped up in a corner1 in the next room is a cannon1 in the third room is a large telescope1 and the in the fourth room is a horse4 ,this sequence of anchor1 cannon1 telescope1 horse might remind the speaker that the speech is about a ship being bombarded from the shore by a cannon2 and that the cannon was captured when a scouting party saw the cannon through a telescope and sent for the cavalry4 ,imagining numbers as objects in three-dimensional space is a very powerful way of remembering a series of numbers4 ,this also seems to engage muscular memory4 ,for instance1 we might imagine block numbers for ,pi1 #c4adaf4 ,these numbered blocks should be about four inches high and one inch thick and should be imagined rotating in space about two feet to the front and about six inches above eye level4 ,we can imagine them rotating slowly in a circle through an entire revolution4 ,as they turn1 we can mentally reach out and feel them with our fingers on every side4 ,such exercises1 involving three-dimensional objects in space and muscles1 allow the associated memory cells to form many1 many more links than just a single glance at written numbers will form4 ,additional associations not only form more axon-dendrite connections1 but also cause an increase in the surrounding glial sheath of the brain cell4 99 99 99 99 99 ,research ,skills4 #a4 ,mindil1 ,phyllis4 ,power ,reading4 ,englewood ,cliffs1 ,,nj3 ,prentice ,hall1 #aiic4 #b4 ,robinson1 ,francis ,p4 4 ,effective ,studying4 #dth ed4 ,new ,york3 ,harper and ,row1 #aigj4 #c4 ,spitzer1 ,herbert ,f4 ,studies in ,retention4 ,journal of ,educational ,psychology4 ,vol4 ,,xxx 7,dec4 #aicj7 ,no4 #i4 #d4 ,minninger1 ,joan4 ,total ,recall -- ,how to ,boost ,your ,memory ,power4 ,emmaus1 ,pa3 ,rodale ,press1 #aihd4 #e4 ,neural mechanisms of learning and memory4 ,mark ,r4 ,rosenzweig and ,edward ,l4 ,bennett1 eds4 ,cambridge1 ,mass4 ,,mit ,press1 c#aigf4 #f4 ,spense1 ,jonathan ,d4 ,the ,memory ,palace of ,matteo ,ricci4 ,new ,york3 ,penquin ,books1 #aihd4 ,practical ,problem ,solving ,sequential ,problem ,solving is a labor of love for all students who seek success and for the parents and teachers who guide them4 ,sequential ,problem ,solving also provides the lifelong-learner with the satisfaction of being able to measure his performance4 ,the goal of ,sequential ,problem ,solving is to provide learners with a road map for successfully making decisions4 ,students can began their adult lives with a framework that will help them pick noble goals1 know themselves1 and be prepared for dealing with life's villains4 ,they can thus achieve peace and joy1 and can be prepared for making life's hard decisions as well4 ,young people often dream of a loving spouse and joyful children4 ,older people dream of success in business4 ,still others dream of securing a suitable retirement4 ,whatever the age or the dream1 the problems1 of making dreams come true1 share some similarities4 ,people solving problems share certain common steps in resolving those problems and face certain common difficulties4 ,how do we develop solutions8 ,where do we get information to work with8 ,who should we trust for advise8 ,at what point should we make a decision8 ,what are the alternatives8 ,study leads to success1 and organization builds bridges to the future4 ,organized systematic thinking requires effort1 and the effort is justified by predictable success4 ,this is contrasted to happenstance decision making based on impulsiveness and wishful thinking4 ,sequential ,problem ,solving is about organized thinking1 and justifying decisions based on solid facts1 rather than on impulsiveness or emotional indulgence4 ,growing to maturity is about planning rather than acting on impulses or instant gratification4 ,instant gratification often has costly consequences that forethought might have averted4 ,sequential ,problem ,solving is about making dreams come true while minimizing the hidden costs4 ,i remember well the magic of that first romantic glance across a crowded ballroom1 the guileless smile and downcast eyes that instantaneously made my heart skip a beat4 ,i remember the soul stirring melody of ,band of ,gold and the lingering smell of peaches and the gentle winds against my ears on a pleasant summer night4 ,sequential ,problem ,solving is about memories and dreams1 making them come true1 and keeping them alive4 ,sequential ,problem ,solving is about becoming both a success and a lifelong-learner4 ,problem solving has two aspects3 physical problems in a scientific environment and personal problems in a spiritual inner world4 ,this book uses well known classical literary selections as models for personal decision making and character development4 ,these works were chosen primarily due to their ready availability4 ,part of the fun of sequential problem solving is mentally rewriting stories to have more favorable outcomes4 ,we imagine favorable outcomes naturally1 but successful people do so in a more systematic fashion1 that makes logical outcomes more certain4 ,using realistic logic rather than wishful emotion requires that we know ourselves1 know our values and where they came from1 and know clearly what our basic goals are in life4 ,sequential ,problem ,solving systematically outlines those aspects of our spiritual inner selves that play a part in our decision making and1 largely1 determine our success4 ,sequential ,problem ,solving explores the nature of personal internal conflict and how literary characters change in the course of stories to overcome personal weaknesses4 ,successful learners learn to recognize their own internal conflicts and learn that courage is a skill anyone can learn to re-direct their own destiny4 ,the first step in the adventure of becoming courageous is to write down a philosophy of life3 what we want to achieve and how we plan to treat other people4 ,a few words will do3 ,i want to be happy1 healthy1 wealthy1 have a loving companion1 help others1 etc4 ,everyone should develop1 write down1 and periodically review their philosophy of life4 ,if we are going to be successful1 we need to have a systematic way of going about it4 ,what do we know today about effective ways of becoming educated and successful8 ,at this point in time1 my own philosophy for education has #aa parts4 ,first1 learning has three basic components3 specialized knowledge1 basic thinking skills1 and mature thinking skills4#a ,in the study of ,dickens' ,great ,expectations1 specialized knowledge includes ,pip's turbulent relationship to his sister and to her husband ,joe4 ,basic thinking skills include the student's memorization of the various characters and the sequence of the plot in the story4 ,mature thinking skills include the student's analysis of ,pip's internal conflict and how ,pip overcomes his internal weaknesses4 ,mature skills might also include the creation of an alternative ending of how the story could have achieved an even more satisfactory ending4 ,this story is unique in that there are two published endings3 one1 the author's original ending1 and the second written at the insistence of the author's newspaper editor4 ,these alternative endings illustrate how we can create an alternative environment and make our dreams come true4 ,sequential ,problem ,solving is about finding alternative solutions to problems and executing well researched plans4 ,second1 students learn to trust their own ability through success1 and the teacher can help to insure that success4 ,success can be assured by tailoring the curriculum to the student4 ,the student with severe prior knowledge deficits can usually be rapidly remediated by learning basic thinking skills first3 for instance1 the basic memorization techniques1 note taking1 outlining1 and free association recall techniques4 7,these are discussed in detail elsewhere47 ,students should be aware of what they learn and feel pride of accomplishment4 ,they should recognize for themselves when they achieve success in learning4 ,they should learn to constantly monitor their own performance and the success of their strategies4 ,learning occurs in well ordered ways3#b first1 the student gains understanding of what is read or the teacher explains1 then memorizes the facts of the subject in order to analysis the information later through comparing and contrasting4 ,next the student may use the information to create something new1 and finally he should use the memorized information to evaluate his own performance4 ,this sequence is known to teachers as ,bloom's taxonomy4 #c ,students need guidelines for making decisions4 ,those decisions may involve physical1 scientific problems1 or they may involve interpersonal problems1 social values and moral decisions4 ,students should learn a systematic workable framework for making decisions4 ,all students should develop the ability to evaluate their thought processes as a learned skill4 ,the mature learner should be able to recall the steps of scientific problem solving1 recognize specific personal values and character traits1 and remember the tests for sequential steps in moral decision making4 ,students should then be able to use apply those mature thinking skills to first literary scenarios and then to real life problems4 ,studies of literature enable the student to extend the analysis to television drama and ultimately to real life and to subsequently imagine a variety of suitable alternative outcomes4 ,students should learn to recognize and control certain biological feelings4 ,a student should know how the human brain is organized and recognize those times when animal-like impulses jeopardize more mature1 rational thought4 ,a student should also be able to recall and use basic information about basic nutrition1 rest1 and exercise1 in order to minimize the danger of thoughtless impulsiveness4 ,students should develop a sense of belonging to a caring1 helpful humanity1 and develop their own short and long term goals in achieving peace and joy through helping others in a responsible manner4 ,students should learn the dynamics of basic childcare and the importance of continuous parental attachment in the first two years of a baby's life4 ,students should be aware of how unattached children are set up for failure and antisocial behavior disorders1 by poor bonding with the parent in the first few months and years of life4 ,students should be prepared to deal with manipulative people4 ,students should learn how to recognize people without a conscience4 ,students should have strategies for managing interpersonal relationships1 both good and bad4 ,students should have a knowledge of the religions of the world and develop a toleration for other people4 ,finally1 students should become citizens of the world1 dedicated to helping others while making their own dreams come true4 ,developing and maintaining a systematic philosophy of life entails becoming a lifelong learner4 99 99 99 99 99 ,learning4 ,learning has three basic components3 specialized knowledge1 basic thinking skills1 and mature thinking skills4 ,specialized knowledge is that part of a study that must be memorized4 ,this disciplinary based knowledge contains unique terms and definitions4 ,language studies have their unique terms3 nominative1 comma1 plot2 mathematics has its3 tangent1 sum1 parabola1 etc4 ,these are terms that must be memorized in order to understand and use the subject matter4 ,basic thinking skills include memorization techniques1 the stream of consciousness technique1 outlining1 note taking1 rapid reading1 scanning for main ideas and keywords1 questioning1 and reorganizing4 ,mature thinking skills include procedures that require specialized knowledge and basic thinking skills1 like applying the sequential steps of problem solving and following the sequential tests for moral decision making4 99 99 99 99 99 ,,stream ,,of ,,consciousness ,the stream of consciousness technique is a basic thinking skill1 along side outlining1 note taking1 rapid reading4 ,the stream of consciousness skill is also known as the free-association recall technique4 ,both creative writers1 artists and scientific problem solvers use the stream of consciousness or free-association skill4 ,this skill is also known as gestation1 mulling things over1 and getting a handle on things4 ,the process begins by letting our thoughts flow freely and then sorting out the ones useful to our problem from the many that came to mind4 ,often many of the random thoughts that come to mind have no apparent connection to the problem2 they are merely connected like circular links in a spider's web to threads that interconnect with others and run toward the center of the problem4 ,the free association technique begins by trying to think about nothing in a relaxed1 tension-free environment4 ,try as we might1 something always intrudes on our consciousness4 ,it may a line running toward the center of the web or it may be a seemingly meaningless1 circular line4 ,every thought should be written down as it comes to mind1 and the task of thinking about nothing begun anew4 ,after ten or fifteen minutes1 the train of intrusive thoughts usually begins to slow down1 and we can then take the list of seemingly unrelated thoughts and sort out the ones that relate to the problem4 ,the next step of brainstorming is to take the free association _/ stream of consciousness list and circle the words that pertain to the problem1 and connect them with web lines into clusters4 ,these crude webs and clusters can then be reconstructed into a more legible outline4 7,several styles of outlining are illustrated in the ,appendix #b47 ,this outline can then be used in the subsequent steps of problem solving4 ,the subsequent steps of the problem solving procedure involve hypothetico-deductive reasoning and is a part of the scientific method4#d 99 99 99 99 99 ,problem ,solving ,steps4 #a4 ,identify the problem 7state the hypothesis74 #b4 ,gather facts3 three ways in the order of most reliability4 ,a4 ,research -- library1 ,internet4 ,b4 ,ask someone knowledgeable4 ,c4 ,brainstorm3 free association _/ stream of consciousness1 web and cluster1 outline4 #c4 ,develop several alternative solutions4 #d4 ,pick a possible solution and try it4 #e4 ,evaluate the outcome4 #f4 ,try again if necessary 99 99 99 99 99 ,problem ,identification as the first step of problem solving ,in life1 personal problems are often complicated by outside challenges4 ,in literature1 these forces are called external conflicts4 ,the external conflict may be man challenged by nature1 man embattled by society1 or one man opposed by another man4 ,in science1 problems are often exclusively matters of a physical nature and the external conflict is man being challenged by nature4 ,internal conflicts have a personal nature4 ,by comparing personal internal conflicts to ,aristotle's structure for dramas1 these conflicts can often be recognized4 ,aristotle's drama structure divided the play into five acts with a hero1 a villain1 an external conflict and climax1 and an emotional cleansing involving an internal conflict4 ,real life internal conflicts often involve character traits and values that are easily identified by this method4#e 7,character traits and values are discussed in the section on interpersonal relationships47 99 99 99 99 99 ,fact ,gathering in ,problem ,solving4 ,the preferred order for gather facts is based on the order of reliability3 library research1 asking someone knowledgeable1 and brainstorming4 ,facts should be tested for logic1 emotional fallacies1 and the credibility of expert witnesses4 ,facts gained from research in a library are easiest to verify1 and other methods of gathering facts must often be re-verified through library research4 ,logical and emotional weaknesses of arguments can often be recognized by the use of certain fallacy recognition checklists4#f ,the most widely used of the fallacies is the over or under generalization3 everyone 7all1 without exception1 none1 never1 no one7 rode a bicycle when only two years old4#g 99 99 99 99 99 ,the more common persuasive fallacies are3 ,logic ,fallacies4 #a4 ,generalization -- ,it is raining everywhere4 ,it has not rained anywhere4 7,the exception is discounted47 #b4 ,circular argument -- ,that team is the best because it is the greatest4 7,similar adjectives describing each other47 #c4 ,either or fallacy -- ,either the city will drill more wells or it will run out of water4 7,this ignores the possibility of water pipelines1 river dams1 desalinization1 etc47 #d4 ,cause and effect fallacies -- two kinds3 ,a4 ,single cause fallacy -- ,the streets are wet1 therefore it has been snowing4 7,this discounts other causes like rain47 ,b4 ,guilt by association -- ,he has a friend that is a ,japanese1 therefore he must be ,japanese in his soul4 99 99 99 99 99 ,emotional ,fallacies4 7,these are intended make a person fear loss of friendship47#h #a4 ,generalization-,everyone is doing it4 #b4 ,snob ,appeal -- ,a special thing for a special group3 ,heroes wear only ,hot ,stuff clothes4 #c4 ,loaded ,language -- ,emotionally connotative terms of derision3 ,he is a ,mutt4 7,not only a dog but also a worthless cur47 #d4 ,name ,calling -- ,this is often used to discredit someone4 ,it is also often a problem evasion rather than a problem solving strategy that uses3 i4 ,sarcasm4 ii4 ,cynicism4 99 99 99 99 99 ,credibility ,fallacies4 ,credibility fallacies are those in which uncertified people present themselves as experts3 the famous actor dressed as a doctor recommending a certain medicine4 ,the actor is not a trained professional and has no professional credibility4 ,fact ,and ,opinion4 ,certain keywords can be often be used to differentiate facts from opinions4 #a4 ,generalizations4 ,all inclusive or all exclusive terms that usually have exceptions3 everyone1 everything1 no one1 never1 always3 ,it always rains in the summertime4 7,this does not take into account long droughts or geographic locations where rain rarely falls47 ,everyone drives a ,ford4 #b4 ,statements about the future3 ,we will never go there4 #c4 ,statements of opinion3 ,it seems to me4 ,in my opinion4 #d4 ,statements using the emphatic to be words4 ,is1 are1 was1 were1 etc4 are often facts that can be proven either true or false1 but are not necessarily as true as the is implies4 ,he is a genius4 ,for the purpose of gathering information in problem solving1 facts are statements that can be readily verified as true or false2 opinions cannot be quickly verified4 ,in problem solving1 the practical ability to prove something true without a great deal of effort is the key to practical truth4 ,a statement that might merely hold the possibility of being proven true is1 for all practical purposes1 an opinion until it is proven true4 99 99 99 99 99 ,deductive ,reasoning ,errors ,deductive reasoning #i is stating a series of valid relationships with a conclusion about them3 ,when it rains the streets get wet4 ,it is raining4 ,therefore the streets are wet4 ,several types of reasoning fallacies exist3 7#a7 formal deductive fallacies1 which occur because of an error in the form of the argument1 and 7#b7 informal fallacies that contain false content4 ,the informal false content fallacies are listed in ,appendix #d and include3 ,logic errors4 99 ,the straw man deception4 99 ,the false dilemma deception4 99 ,the domino theory deception4 99 ,the two wrongs make a right fallacies deception4 ,emotional errors4 99 ,the attack the speaker diversion4 99 ,the commonly accepted practice deception4 99 ,the appeal to pity tactic4 99 ,the infallible truth or cliche deception4 ,the emotional tactics often include cynicism or sarcasm and are sometimes used to belittle another person4 ,the effect is to make them feel worthless and unloved4 ,this is an emotional fallacy that attacks a person's need for love and belonging4#aj ,this is discussed in greater detail in the section on ,internal conflicts4 ,sometimes debaters attempt to evade answering an argument using the red herring diversion4 ,this tactic was named for game poachers that used a strong smelling fish to mask their scent from dogs used by game wardens trying to apprehend them4 ,this tactic introduces another issue that diverts the discussion4 ,it is often logically unrelated to the issue1 and is often an emotional attack directed at the other person4 99 99 99 99 99 ,practical ,problem ,solving #a4 ,beyer1 ,barry ,k4 ,developing a ,scope and ,sequence for ,thinking ,skills ,instruction4 ,educational ,leadership #de7;,april #aihh73 #bf-cj4 #b4 ,a ,committee of ,college and ,university ,examiners4 ,educational ,objectives and ,curriculum ,development4 ,taxonomy of ,educational ,objectives -- ,handbook #a3 ,the ,cognitive ,domain4 ,benjamin ,s4 ,bloom1 ed4 ,new ,york3 ,david ,mc,kay ,company1 ,inc41 #aief4 #c4 ,a ,committee of ,college and ,university ,examiners4 ,educational ,objectives and ,curriculum ,development4 ,taxonomy of ,educational ,objectives -- ,handbook #b3 ,the ,affective ,domain4 ,benjamin ,s4 ,bloom1 ed4 ,new ,york3 ,david ,mc,kay ,company1 ,inc41 #aief4 #d4 ,the ,galileo ,affair1 ,owen ,gingerick1 ,american ,scientific1 ,august1 #aihb1 #bdg1 p4#acb-ach4 #e4 ,aristotle4 ,rhetoric and the ,poetics4 ,f4 ,solmsen1 ed4 ,new ,york3 ,the ,modern ,library1 #aied #f4 ,critical ,thinking and ,reasoning3 a handbook for ,teachers4 ,albany3 ,,suny1 #aigf4 #g4 ,classifying ,fallacies ,logically1 ,ludwig ,f4 ,schlecht1 ,teaching ,philosophy1 ,march1 #aiia1 #ad3a1 p4#ec-fe #h4 ,maslow1 ,a4 ,h4 ,motivation and ,personality4 ,new ,york3 ,harper and ,row1 #aied4 #i4 ,critical ,thinking and ,reasoning3 ,a ,handbook for ,teachers4 ,albany3 ,the ,university of the ,state of ,new ,york1 #aigf4 #aj4 ,maslow1 ,a4 ,h4 ,motivation and ,personality4 ,new ,york3 ,harper and ,row1 #aied4 ,developing a ,solution4 ,developing solutions should take into account time1 material and manpower4 ,how much time is available to solve a problem8 ,are the materials available8 ,is the manpower available8 ,time4 ,how much time is available8 ,often problems are best solved by using ,kentucky windage4 ,artillery gunners use the expression1 ,one over1 one under1 one dead center4 ,this refers to making gross adjustments rather than walking a solution toward a problem one small step at a time4 ,this technique has also been called ,eliminating the extremes3 walking toward the center from either end1 half way at a time4 ,this technique reduces the time required to solve a problem in a binary fashion by halves1 rather than in arithmetic progression one small step at a time4 ,often the first solutions tried don't work4 ,we may learn more facts about problems as we try to solve them4 ,many times a problem requires re-defining and the entire nature of the solution changes from one trial to the next4 ,in science1 every experiment is valuable because what is disproven is as valuable as the final solution4 ,a disproven solution reduces the possibilities by providing answers about what is not possible4 ,we need to take into account problems that will arise4 ,it is useful to double or triple the initial time estimate when beginning new projects4 ,it is prudent to plan on finishing the job in one-third to one-half of the time we would like to finish the job4 ,this is particularly true with artistic projects2 artists often want to add one final touch1 and one more touch ad infinitum 7the ,michelangelo dilemma74 ,timing for the various elements in a job can often be charted beginning with the first thing needed to be done and ending with a review of the project and future planning4 ,such charts are easily constructed on spreadsheets with calendar dates in vertical columns and tasks in horizontal rows4 ,this form of time chart is a marching calendar4 ,initially1 the chart can also be used to back schedule material purchase for future delivery4 ,as sequential tasks are completed1 the consecutive days are highlighted4 ,this provides a rapid visualization to the project planners of the status of the project4 ,project ,calendar4 ,task4 ,initial planning4 ,gather information4 ,pick team4 ,make drawings4 ,assemble materials4 ,make prototype4 ,review prototype4 ,manufacture actual product4 ,evaluate project4 ,plan follow up4 99 99 99 99 99 ,material4 ,are the materials available8 ,can we afford the cost of the materials8 ,sometimes it is possible to make an first piece or practice piece out of inexpensive materials4 ,practice pieces are helpful to learn practical manufacturing methods4 ,producing detailed drawings and listing manufacturing steps often save time and material in the long run4 ,practice pieces made of soft and easy to work material1 like balsam wood1 also serve the purpose of providing an actual mock up that can be quickly modified by cut and paste methods4 ,the practice piece usually does not have to be pretty1 only functional4 ,it provides an idea of what changes need to be made before expensive or hard to procure materials are used4 99 99 99 99 99 ,manpower4 ,is sufficient manpower available to execute the plan8 ,are the talents of the available manpower matched to the task8#a ,are the available people qualified to perform the tasks8 ,are the men being lead by the best method8 ,several alternative methods exist for leading or managing workers on a project4 ,these will be discussed in the section on leadership4 99 99 99 99 99 ,developing a ,solution4 #a4 ,gardner1 ,howard4 ,frames of ,mind3 ,the ,theory of ,multiple ,intelligences4 ,new ,york3 ,basic ,books1 #aihc4 99 99 99 99 99 ,trying the ,solution4 ,often complex or new tasks become learning projects1 in themselves1 to try to more accurately identify the problem1 and to gather sufficient facts through failure in experimentation to make progress4 ,projects should include ongoing evaluation and re-planning4 ,old ,world craftsmen1 the master craftsmen of yesteryear1 had a guiding principle that continues to have merit3 ,any job worth doing is worth doing well4 ,doing a job well often means making a final copy after revising the rough draft4 99 99 99 99 99 ,manpower ,management4 ,leaders should remember that several approaches to leadership are available4 ,no one style is satisfactory for all situations4 99 99 99 99 99 ,leadership ,styles4 ,three basic leadership styles exist4 ,they are the authoritarian model1 the teacher model1 and the team work model4#a ,the authoritarian model is useful for situations requiring immediate compliance by a subordinate4 ,soldiers occasionally use the authoritarian style to demand instant obedience4 ,it is most useful in dangerous situations where hesitation in complying might be disastrous2 for instance1 when a child is daydreaming and in danger of walking off of a sidewalk curb into automobile traffic4 ,in business situations1 this style is not often used because the authoritarian leader is often destined to fail3 micro-management often has a belittling effect on subordinates1 who subsequently rebel1 and failure follows for three reasons3 the authoritarian leader often doesn't have the expertise1 time1 or enough energy to do all of the jobs himself job without other's help4 ,the authoritarian leadership style is seldom useful except in emergency situations4#b 7,it has been said that a raised voice with someone older than five is usually inappropriate47 ,the teaching leadership model is more useful because the people doing the job are contributors4 ,the teacher offers advice and monitors progress4#c ,the team work leadership model is sometimes the most useful4 ,this model works when the students become as knowledgeable as the teacher and each can and will do the other's job4 ,this model is often seen when someone realizes a job needs doing1 and does it without being told to do it4 ,these people are conscientious self-starters4 99 99 99 99 99 ,leadership ,styles4 #a4 ,tannenbaum1 ,robert and ,warren ,h4 ,schmidt4 ,how to ,choose a ,leadership ,pattern4 ,harvard ,business ,review #cf7,march-,april #aieh73 #ie-aja4 #b4 ,fiedler1 ,fred ,e4 ,the ,trouble ,with ,leadership ,training ,is ,that it ,doesn't ,train ,leaders4 ,psychology ,today #f7;,february #aigc73 #bc-cj4 #c4 ,goodall1 ,h4 ,lloyd1 ,jr4 ,small ,group ,communications in ,organizations4 #bnd ed4 ,dubuque1 ,,ia3 ,wm4 ,c4 ,brown1 #aiij4 ,dealing ,with ,interpersonal ,conflict4 ,western ,world values and ideas of dealing with interpersonal conflict originate in the ,code of ,hammarabi and the ,mosaic ,code4 ,king ,solomon in the ,bible1 following the ,ten ,commandments of ,moses1 offers some practical suggestions for dealing with interpersonal conflict4 ,in ,solomon's ,book of ,proverbs1 one of ,solomon's main themes is drawing a consistent distinction between the wise man and the foolish man4 ,he characterizes a foolish man as someone who neither asks for advise nor accepts it4 ,he further characterizes the foolish man as someone who is scornful1 divisive1 quarrelsome1 and mocking of other's efforts with cynicism and sarcasm4 ,solomon's advise for dealing with scornful people has three steps4 ,the first step is to try counseling with them in private1 one on one4 ,failing that1 the second step is to counsel with them again1 but with two people1 together1 advising the third4 ,the final step is to cease relations4 ,solomon's three steps are seen today in practical statesmanship4 ,we should remember that today's enemy is tomorrow's friend4 ,member nations of the ,united ,nations generally apply this same three-step plan that ends in economic sanctions being applied by the ,united ,nations as a whole4 ,sometimes even ceasing relations with another is not enough and force of arms must be taken to protect weaker neighbors from aggression4 ,whether with neighbors or nations1 armed conflict is ultimately sorrowful4 ,it is an admission that patient diplomacy and logic have not been successful4 ,it is premeditated violence to protect the weak4 ,many people1 still developing in religious maturity and understanding1 feel torment when violence is necessary1 because their religious understanding does not extend beyond helping all others4 ,it is a question of who is helped and why4 ,some people too choose to pass from this life as martyrs4 ,others feel compelled to stay until the end and protect the weak like a shepherd keeping predatory dogs away from the helpless lambs4 ,there may be a time for each course of action4 ,the confusion between religion and forcing our will on others is caused by our understanding of what helping others means4 ,if we help others to hurt someone1 we become harmful ourselves4 ,we become ,enablers #a to those hurting others4 ,without our consent1 the aggressor could not have taken advantage of his weaker neighbor4 ,the ,eastern religions1 particularly ,zen ,buddhism1 which is intimately associated with the ,samurai warrior of ,japan1 take great care to teach tranquility and self-control in the use of force4 ,anger is not a part of thoughtful action4 ,aikido1 ,the ,way of ,harmony1 teaches tranquility in the use of force1 and compares it to the calm in the eye of a hurricane4#b ,the great ,christian pastor1 ,dietrich ,bonhoffer1 pointed out that just causes for anger did not exist in the earliest accounts of ,christ's ,sermon on the ,mount4#c 99 99 99 99 99 ,dealing with ,interpersonal ,conflict4 #a4 ,miller1 ,angelyn4 ,the ,enabler4 -- ,when ,helping ,harms the ,ones ,you ,love4 ,new ,york ,ballentine ,books1 #aihh4 #b4 ,stevens1 ,john4 ,abundant ,peace -- the ,biography of ,morehei ,ueshiba1 the founder of ,aikido4 ,boston3 ,shambhala1 #aihg #c4 ,bobhoeffer1 ,dietrich4 ,the ,cost of ,discipleship4 ,new ,york3 ,macmillan1 #aifc4 99 99 99 99 99 ,interpersonal ,problem ,solving3 ,drama and literary analysis as a tool in personal problem solving4 ,the structure of ,aristotle's ,pentad #a for five act plays is useful as a framework for solving personal problems4 #a4 ,who is the hero8 ,what are his weaknesses8 ,how is he likely to fall8 #b4 ,who is the villain8 ,is the villain another person1 nature or society8 #c4 ,what external events lead to the climax with the villain8 #d4 ,how does the climax with the villain turn out8 #e4 ,what did the hero learn about his own internal weaknesses in the encounter with the villain8 ,this five part framework is useful in separating the external foes we face from the internal conflicts that are our weaknesses4 ,external ,conflicts4 ,external conflicts are usually found to involve either another man1 nature or society4 ,in the man versus man conflict1 another person is the adversary4 ,in the man versus nature conflict1 the adversary might be a hurricane1 or the rigors involved in climbing a mountain4 ,in the man versus society conflict1 the opponent might be industrial organizations or lobby groups advocating nuclear waste disposal in the ocean4 ,the man versus self conflict1 such as a man facing a crisis of courage1 is an internal conflict4 ,internal ,conflicts4 ,internal conflicts are man versus himself and man versus ,god conflicts4 ,the man versus ,god occurs when a person violates his conscience and does something that he knows to be wrong4 ,many religions advocate resolving the man versus ,god conflict by admission of wrongdoing and restitution to those harmed4 ,there may be some people that have no conscience1 and the internal conflicts they face are not1 as yet1 well understood4#b ,those people without a conscience are a continuing source of grief for humanity and that problem is discussed in the section on dealing with unattached people4 ,the second type of internal conflict1 the man versus self conflict exhibit certain human character weaknesses that can be identified with the acronym ,,fall3 fear1 arrogance1 laziness1 and loneliness4 ,loneliness is often caused by a combination of several of the other three common human weaknesses1 for instance1 fear and laziness3 fear of rejection while trying to find new friends and laziness in making the attempt4 ,fear is a very common weakness and is related to our needs4 ,abraham ,maslow#c classified these needs as follows3 #a4 ,physical safety4 #b4 ,food and shelter4 #c4 ,love or belonging -- the need to love and be loved4 #d4 ,career -- the need to be successful at something4 #e4 ,self actualization -- the need some people feel to become who ,god wants them to be4 ,people must meet their immediate1 basic needs for physical safety before they can meet their wishful needs for love or fulfilling a career4 ,while we strive to behave as thinking people1 with well thought out plans1 sometimes we act purely as animals by instinct alone4 ,if we are suddenly frightened by a snarling dog1 we react by running or fighting1 instinctively1 without conscious thought4 ,paul ,mac,lean describes what happens in our brains as a stepping down the evolutionary ladder and using those parts of our ,triune brain that operates on instinct rather than thought4#d ,mac,lean divides the ,triune brain#e into three parts that developed over the evolutionary eons4 ,the oldest1 which he calls the reptilian brain1 controls aggression and passionate impulsiveness4 ,the middle region1 the limbic system1 controls docile1 loving emotions4 ,the outer region1 the neo-cortex controls thoughtful planning with an awareness of consequences and cause-effect relationships4 ,this phenomenon is important because fear alone can inhibit successful higher level thinking by keeping the brain at the lowest 7reptilian7 level preparing to meet the threat4 ,the educator ,lev ,vygotsky stressed the importance of creating and maintaining a risk-free environment that encourages higher level 7neo-cortex7 thought4#f ,the growing recognition of the ,triune ,brain might very well have influenced world politics in the replacement of the policy of mutually assured destruction with a kinder and gentler statesmanship4 ,maslow's need and ,mac,lean's brain are both related to animal-like behavioral weaknesses when we react impulsively rather than with thought and planning1 and we are more likely to act impulsively when our physical safety or food and shelter needs are threatened4 ,when we do act like animals1 we often are ashamed because we momentarily set aside our conscience4 ,fear overpowers our desire to be loving because it engages lower brain centers that are not controlled by abstract thought centers in the higher levels of our brain4 ,how then can we act like we are created in the image of ,god instead of selfish1 impulsive animals8 ,we can begin by analyzing what characters in literature and drama do4 ,we can recognize when fear1 arrogance1 laziness1 or loneliness drives the hero's actions1 and imagine how the hero might overcome his weaknesses4 ,we can project a responsible resolution to the hero's internal conflicts4 ,this exercise of recognizing the source of another's actions is merely an intermediate step in the learning process1 however4#g ,the final step is when we face our own trails1 and face the need to analyze our own reactions to stress1 as we have looked at those in dramas4 ,finally1 we can plan our own future and make it happen1 just as we did with alternative endings to conflicts in dramas4 ,occasionally1 people face moral choices that seem to confusing to be solved1 and the thinking brain tries to step down a notch4 ,it either takes a passive emotional position with ,mac,lean's limbic system1 or an impulsive aggressive position with the reptilian system4 ,at these times1 a checklist for moral decision making can provide a framework for keeping our actions in the realm of planned activity rather than impulse4 ,the ,steps of ,moral ,decision ,making4 ,moral decision making involves several growth steps in reaching maturity4 ,stanley ,kohlberg#h provided us with a framework for making moral decisions3 ,age ,test ,question #f ,punishment ,will ,i get caught8 #aj ,golden ,rule ,how would ,i like to treated8 #ac ,everyone ,rule ,what would the world be like if everyone made this same decision8 #ae ,greater ,good ,rule ,will this decision produce the greatest good for the greatest number8 ,adult ,higher ,authority ,rule ,is this what ,god wants me to do8 ,religious people often experience great internal conflict when faced ,many religions advocate gentleness and helping others1 as well as protecting the weak from harm3 a seeming contradiction4 ,does one have priority over the other8 ,part of the answer may involve the ,triune brain and the absence of thought involved in impulsive aggression4 ,sometimes helping others may involve protecting violent people from themselves and that may require the use of force4 ,often gentle1 kind people find the use of force quite foreign1 and are especially vulnerable to harm from people that are termed unattached4#i ,dealing with the ,unattached ,person4 ,unattached people refers to people that have a defective conscience4#aj ,their actions are motivated by a lifelong distrust of others and a supreme belief in their own ability4 ,they have no need for other people4 ,their brains seem to function at a very low evolutionary level1 but at times they are superficially charming and persuasive4 ,these people are manipulative and often become sociopaths1 and their behavior is thought to have been molded before they were six months of age by insufficiently attentive caretakers4 ,unattached people1 people who bonded inadequately with their parents1 are frequently very hard to convince with logical arguments due to their deep distrust of other people and the pattern of control battles continue throughout their lifetime4 #aa ,this sad picture is drawn from the experiences of those professionals who deal with them on a regular basis4 ,the sociopath's irreversible behavior patterns seems to be founded1 physiologically1 in well established repetitive memory pathways4 ,perhaps modern science will find ways to help such unfortunate people1 possibly through more effective chemical intervention that makes a person feel less threatened1 so that they can learn more productive ways of treating other people4 ,mercifully1 some spiritually enlightened people are able to reach older ,unattached people and to help them to learn to trust others and achieve that measure of peace that surpasses all understanding spoken of by the ,apostle ,paul in his ,letter to the ,phillipians in chapter #d1 verse #g3 ,and the peace of ,god1 which passeth all understanding1 shall keep your hearts and minds through ,christ ,jesus4 ,we are all saddened when others fail to respond to logic and the use of force is necessary1 but the periodic necessity of using force to protect others is often unavoidable4 ,our own internal conflicts of loneliness brought on by dealing with sociopaths is perhaps brought on by our own fear of not being loved by others4 ,the realization of that phenomenon might help us to resolve our own internal conflict in dealing with the manipulative sociopath4 ,one of the problems with dealing with unattached people or sociopaths is the difficulty of recognition4 ,at one time1 they seem friendly1 intelligent1 well adjusted1 and exhibit apparent sincerity in wanting to be a friend to others4 ,at other times1 their behavior seems to snap over1 instantaneously1 to that of a selfish ten year old4 ,in ,kohlberg's view of moral decision making1 the age of ten is when a person begins to use the ,everyone ,rule 7what would the world be like if everyone did the action in question74 ,sociopaths often do not consider others1 rather seek instantaneous gratification of their own impulsive needs1 much like a ten year old4 ,sociopaths are often superficially charming1 yet frequently exhibit certain adverse character traits4 ,they are3 untrustworthy vs trustworthy disloyal vs4 loyal selfish vs4 helpful unfriendly vs4 friendly discourteous vs4 courteous 7polite7 mean vs4 kind rebellious vs4 obedient 7a team player7 wasteful vs4 thrifty cowardly vs4 brave dirty vs4 clean profane vs4 reverent ,other peculiar traits include speech pathologies1 and primary process 7crazy7 lying4 ,speech pathologies include baby talk by an older person4 ,crazy lying includes the child caught with a stolen candy bar in his hand who replies1 ,what candy4 ,while often charming1 unattached people are basically self-centered and lack values that guide their conduct with other people4 ,interpersonal relationships -- values4 ,sequential problem solving and dealing with interpersonal relations involves weighing various values and determining what is appropriate or inappropriate behavior4 ,it is1 therefore1 desirable to have a firm grasp of our own values4 ,what does society expect of us8 ,what do we expect of others8 ,what do we expect of ourselves8 ,the values of the ,english speaking countries came largely from ,great ,britain4 ,the ,english ,common ,law system and the ,judeo-,christian values expressed in it originated1 in part1 with ,king ,arthur and the ,knights of the ,roundtable4 ,king ,arthur and his knights left us with some simple guidelines3 ,the ,knight's ,motto -- ,be always ready4 ,the ,knight's ,code3 ,on my honor ,i will do my best -- ,to do my duty to ,god and my ,king2 ,to obey the ,knight's ,laws2 ,to help other people at all times2 ,to keep myself physically strong1 mentally alert1 and morally straight4 ,the ,knight's ,laws3 ,the ,knight is to be3 ,trustworthy -- ,i will not lie1 cheat1 or steal4 ,loyal -- ,i will not tolerate those who lie1 cheat1 or steal4 ,helpful -- ,i will help other people at all times4 ,friendly ,courteous ,kind ,obedient ,thrifty ,cheerful ,brave ,clean ,reverent ,the underlying values of ,knighthood and the ,bible were eventually passed on to the ,scouting movement for boys and girls by ,general ,sir ,baden-,powell about #aijh4ab ,the priority expressed in the ,knight's ,code is ,god1 country1 others1 self -- the same sequence as in the ,ten ,commandments of ,moses3 #a4 ,thou shalt have no other gods before me4 #b4 ,thou shalt not make any graven images4 #c4 ,thou shalt not take the name of the ,lord in vain4 #d4 ,thou shalt remember the ,sabbath to keep it holy4 #e4 ,honor thy mother and father 7that thy days may be long in the land which the ,lord hath given thee74 #f4 ,thou shalt not murder4 #g4 ,thou not commit adultery4 #h4 ,thou shalt not steal4 #i4 ,thou shalt not lie4 #aj4 ,thou shalt not covet4 ,the ,ten ,commandments and the underlying message of the ,bible1 of helping one another1 provide us with the framework for appropriate interpersonal relationships4 ,when the human factor in problem solving is kept in mind through a list of values and a code of conduct1 personal problem solving becomes a matter of analyzing internal conflict 7fear1 arrogance1 laziness1 or loneliness74 ,when a problem presents itself and action seems slow1 it is helpful to recognize the ways people evade problems4 ,problem ,solving ,evasions4 #a4 ,,sublimation -- sublimation is a compromise involving the gestation phase of problem solving4 ,this often includes hobbies or other relaxation things that tend to disengage the left brain and allow the right brain greater autonomy4 ,these relaxation devices allow the right brain to both synthesize new solutions and recall long unremembered solutions1 as well as create new things for the fun of it4 ,this activity occurs naturally4 ,sometimes sublimation activities are a compulsion driven by feelings of abandonment1 as are other compulsions like substance abuse1 gambling1 and compulsive spending4 #b4 ,,anger -- anger is often an immature reaction to frustration or stress1 and is not considered a part of higher neo-cortex thinking2 it is rather a reptilian reaction in ,mac,lean's ,triune ,brain scheme4 ,anger is also a step in the ,grief ,process described by ,elisabeth ,kubler-,ross that progresses through denial1 anger1 bargaining1 depression1 and finally acceptance4 #c4 ,,regression -- a return to the ,good ,ole ,days4 ,this problem evasion mechanism is farther from the problem solving pathway than anger4 ,it involves the return to behavior of an earlier age4 #d4 ,,distortion -- these problem evasion mechanisms pass even farther from problem solving toward problem evasion4 i4 ,,projection -- attributing unacceptable thoughts and feelings to someone else3 ,they don't like me4 ii4 ,,reaction ,,formation -- forming good feelings for a tyrant to minimize bullying3 the terrorized victim reaction4 iii4 ,,intellectualization -- continuing research to find fool-proof solutions1 rather than taking a chance at failure4 iv4 ,,displacement -- prejudice1 racism4 ,sarcasm and cynicism are frequently used in expressions of superiority over others4 #e4 ,,repression -- ,this is the final evasion of problem solving and the most severe4 ,it is a denial mechanism that involves blocking from consciousness that the problem ever existed4 ,problem ,solving ,evasions4 #a4 ,,anger4 i4 ,tears4 ii4 ,rage4 #b4 ,,regression -- ,if things were only just like the ,good ,ole ,days4 #c4 ,,distortion4 i4 ,,projection -- ,attributing one's own feelings to someone else3 ,he hates me4 ii4 ,,reaction ,,formation -- ,adopting favorable emotions toward an abusive-domineering bully4 ,if ,i love the terrorist1 maybe he won't hurt me4 iii4 ,,intellectualization -- ,i'll wait until it is totally safe before ,i do anything4 ,i'll continue to research the problem4 iv4 ,,displacement -- racial prejudice1 cynicism1 sarcasm4 #d4 ,,repression -- ,this is now not important enough to spend time on4 ,i can't even remember why it was once important4 99 99 99 99 99 ,interpersonal ,problem ,solving4 #a4 ,aristotle4 ,rhetoric and the ,poetics4 ,f4 ,solmsen1 ed4 ,new ,york3 ,the ,modern ,library1 #aied4 #b4 ,magid1 ,ken and ,carole ,a4 ,mc,kelvey4 ,high ,risk3 ,children without a ,conscience4 ,new ,york3 ,bantam ,books1 #aihg4 #c4 ,maslow1 ,a4 ,h4 ,motivation and ,personality4 ,new ,york3 ,harper and ,row1 #aied4 #d4 ,mac,lean1 ,paul4 ,triune ,concept of the ,brain and ,behavior4 ,toronto3 ,university of ,toronto ,press1 #aigc4 #e4 ,sagen1 ,carl4 ,the ,dragons of ,eden41 ,new ,york3 ,ballantine ,books1 #aigg4 #f4 ,vygotsky1 ,lev4 ,thought and ,language4 ,cambridge3 ,,mit ,press1 #aifb4 #g4 ,a ,committee of ,college and ,university ,examiners4 ,educational ,objectives and ,curriculum ,development4 ,taxonomy of ,educational ,objectives -- ,handbook #a3 ,the ,cognitive ,domain4 ,benjamin ,s4 ,bloom1 ed4 ,new ,york3 ,david ,mc,kay ,company1 ,inc41 #aief4 #h4 ,kohlberg1 ,lawrence4 ,moral ,education for a ,moral ,transition4 ,educational ,leadership #cb 7,october #aige73 #df-ed4 #i4 ,magid1 ,ken and ,carole ,a4 ,mc,kelvey4 ,high ,risk3 ,children without a ,conscience4 ,new ,york3 ,bantam ,books1 #aihg4 #aj4 ,unmasking the ,psychopath -- ,antisocial ,personality and ,related ,syndromes4 ,william ,h ,reid1 ,darwin ,dorr1 ,john ,i4 ,walker1 ,jack ,w4 ,bonner1 eds4 ,new ,york3 ,w4,w4 ,norton1 #aihf4 #aa4 ,cline1 ,foster4 ,understanding and ,treating the ,severely ,disturbed ,child4 ,evergreen1 ,,co3 ,evergreen ,consultants in ,human ,behavior1 #aigi4 #ab4 ,handbook for ,boys4 ,new ,york3 ,doubleday-,page and ,co41 #aiaa4 99 99 99 99 99 ,,appendix #a ,outline ,styles #a4 ,a4 #a4 a4 b4 #b4 ,b4 #b4 #c4 ,i4 i4 ii4 iii4 ,,ii4 ,,iii4 ,,iv4 ,,appendix #b4 ,persuasive ,argument ,form4 ,first establish topic1 audience1 and personal position4 ,then gather information and organize the argument4 #a4 ,introduction4 ,establish friendly intentions with the audience by using a sincere complement4 ,state the topic of the argument4 ,state your personal position4 ,state three points you intend to make in the argument4 ,arrange these points 7,a7 second best point1 7,b7 weakest point1 7,c7 strongest point4 ,this is known in the study of rhetoric as the ,nestorian ,order4 ,it achieves interest at the beginning and finishes strong4 #b4 ,the ,body4 ,a4 ,the first point1 but the second best argument4 #a4 ,first example illustrating point ,a4 #b4 ,example #b4 #c4 ,example #c4 ,b4 ,the second point and the weakest point #a4 ,the first answer to the audience's anticipated question about some weak point4 #b4 ,answer #b #c4 ,answer #c ,c4 ,the third point and the strongest4 #a4 ,first example illustrating point ,c #b4 ,example #b #c4 ,example #c #c4 ,the ,conclusion3 ,restate your position to the topic4 ,restate your reasons in the same order as in the introduction and body3 ,a1 ,b1 ,c4 ,introduce a fourth benefit from taking the position and make it a personal1 human interest benefit to leave the audience in a good frame of mind4 ,,appendix #c ,argumentative ,fallacies ,deductive reasoning is stating a series of valid relationships with a reasonable conclusion4 ,when it rains the streets get wet4 ,it is raining4 ,therefore the streets are wet4#a ,several reasoning fallacies exist3 7#a7;formal deductive fallacies1 which occur because of an error in the form of the argument1 and 7#b7 informal false content fallacies4 7#a7 ,a formal deductive fallacy might switch a premise with the conclusion3 ,the streets are wet4 ,when it rains the streets get wet4 ,therefore it is raining4 ,this conclusion is fallacious because there are other reasons that could have caused the street to be wet3 snow melt1 a street sweeper1 etc4 7#b7 ,several informal false content fallacies are3 ,logic errors3 99 ,the straw man deception4 ,this is deceptive attack on an opponents position using a similar but different position4 ,the ,president states that he is a ',peace' president1 but will help those in need4 ,no doubt he will withdraw the ,,nato peace keeping force from ,bosnia and send them to ,somalia to assist with the famine relief4 ,what the president meant to say was that he will seek all reasonable diplomatic solutions to international aggression but will not abandon international treaties and will assist other nations with military forces4 99 ,the false dilemma deception4 ,this deception often presents an argument so horrible that it is an unacceptable alternative1 and the speaker's argument is presented as the only alternative4 ,ebola virus has been accidentally released in ,merryman ,corporation research facility in ,maryland4 ,one way to destroy it is to drop a nuclear bomb on the facility4 ,another alternative is to accept the proposal of the ,paladin ,corporation to take over supervision of the contract granted to the ,merryman ,corporation4 ,paladin estimates that they can decontaminate it with lethal gas for a mere ten million dollars4 99 ,the domino theory deception4 ,the domino theory deception makes the claim that if one thing happens another will invariably follow4 ,if ,south ,vietnam falls to the ,communists1 every other nation in ,southeast ,asia will follow1 including ,australia4 99 ,the two wrongs make a right deception4 ,it is all right to execute prisoners because ,south ,africa does it too4 ,emotional tactics4 99 ,the attack the speaker diversion4 ,this fallacy is known as the ,ad ,hominem fallacy4 ,the mayor proposes opening a day care center for city hall employees4 ,the mayor was once divorced4 ,the mayor is not competent to make family decisions4 ,the mayor's willingness to please his employees and his administrative competence are diverted with a personal attack4 99 ,the commonly accepted practice deception4 ,this deception often is designed to make an action seem biased or prejudicial4 ,it is common practice to replace computers in business every five years4 ,the military even has a policy to that effect 4 99 ,the appeal to pity tactic4 ,if welfare recipients are required to work1 many recipients will not be able to watch television as much4 99 ,the infallible truth or cliche deception4 ,this meal is not well seasoned4 ,too many cooks spoil the soup4 ,the emotional tactics often include cynicism or sarcasm and are used to belittle the other person4 ,the emotional tactics are often used to make another person feel worthless and unloved4 99 99 99 99 99 ,argumentative ,fallacies4 #a4 ,critical ,thinking and ,reasoning3 ,a ,handbook for ,teachers4 ,albany3 ,the ,university of the ,state of ,new ,york1 #aigf4 99 99 99 99 99 ,,references4 ,research ,skills4 ,edwards1 ,betty4 ,drawing on ,the ,right ,side of ,the ,brain4 ,los ,angeles3 ,tarcher1 ,inc41 #aigi4 ,lucas1 ,jerry and ,harry ,lorayne4 ,the ,memory ,book4 ,new ,york3 ,ballantine ,books1 #aigd4 ,mindil1 ,phyllis4 ,power ,reading4 ,englewood ,cliffs1 ,,nj3 ,prentise ,hall1 #aiic4 ,minninger1 ,joan4 ,total ,recall -- ,how to ,boost ,your ,memory ,power4 ,emmaus1 ,pa3 ,rodale ,press1 #aihd4 ,neural mechanisms of 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ed4 ,new ,york3 ,david ,mc,kay ,company1 ,inc41 #aief4 ,critical ,thinking and ,reasoning3 ,a ,handbook for ,teachers4 ,albany3 ,the ,university of the ,state of ,new ,york1 #aigf4 ,dewey1 ,john4 ,how ,we ,think4 #bnd ed4 ,boston3 ,d4 ,c4 ,heath1 #aicc4 ,edwards1 ,betty4 ,drawing on ,the ,right ,side of ,the ,brain4 ,los ,angeles3 ,tarcher1 ,inc41 #aigi4 ,ennis1 ,robert ,h4 ,a ,concept of ,critical ,thinking4 ,harvard ,educational ,review #cb 7,winter #aifb73 #ha-aaj4 ,fiedler1 ,fred ,e4 ,the ,trouble ,with ,leadership ,training ,is ,that it ,doesn't ,train ,leaders4 ,psychology ,today #f7;,february #aigc73 #bc-cj4 ,gardner1 ,howard4 ,frames of ,mind3 ,the ,theory of ,multiple ,intelligences4 ,new ,york3 ,basic ,books1 #aihc4 ,give ,them ,roots1 ,the ,let ,them ,fly3 ,understanding ,attachment ,therapy4 ,carole ,a4 ,mc,kelvey1 ed4 ,evergreen1 ,colorado3 ,the ,attachment ,center at ,evergreen1 ,inc41 #aiie ,goodall1 ,h4 ,lloyd1 ,jr4 ,small ,group ,communications in ,organizations4 #bnd 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,aristotle ,arrogance ,association ,authoritarian leadership style ,axon ,bible ,brain cells ,brainstorm ,cause and effect fallacies ,circular argument ,circularity fallacies ,commonly accepted practice fallacies ,compromise ,compulsion ,compulsive spending ,credibility fallacies ,cynicism ,decision making ,deductive fallacies ,deductive reasoning ,diplomacy ,displacement ,distortion ,domino theory fallacies ,either_/or fallacies ,emotional fallacies ,emotional tactics ,enablers ,everyone rule ,exaggeration ,experimentation ,external conflict ,,fall ,false content fallacies ,false dilemma fallacies ,fear ,forgetfulness ,free association ,frustration ,gambling ,generalization fallacies ,gestation ,glial sheath ,god ,grief process ,guilt by association fallacies ,hobbies ,hypothetico-deductive reasoning ,impulsiveness ,infallible truth fallacies ,intellectualization ,internal conflict ,interpersonal conflict ,interpersonal relationships ,king ,arthur ,knight's code ,knight's laws 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