Reframe

Objet D' Learning

Cindy — Thu, 22 Apr 2010 17:17:00 GMT

I must say learning about learning objects was not easy for me this week! I could blame it on my busy schedule and I could blame it on the virus that attacked my computer and all the countless other things that vied for my attention this week, but the truth is the articles we read this week often seemed like they may have been written in another language.

So it was hard for me to learn about learning objects. But, I did manage to get a concept of learning objects in my brain. They can be:
flexible
dynamic
highly engaging
devices
persons
places
symbols
a single entity or a part of a library
reusable or not!
interactive
tagged and catalogued
based on learning objectives, job function or business unit
decontextualized
granular
created by module designers or their users
viewed, adapted or manipulated

Depending on who you're talking to any of those qualities can be challenged or judged as desirable or not desirable. It would depend on the goal of the object and it's creator.

I think I liked the definition offered by Koppi (et al) the best - "Learning objects were defined as discrete chunks of reusable learning materials or activities that can communicate with other learning objects to build a learning environment.." That being the case, I might be able to create one or two!

Baby, You Can Drive My Car! Beep Beep Yeah!

Cindy — Sat, 17 Apr 2010 00:08:00 GMT

The first thing I actually thought when I read the title of Cognitive Flexibility Theory (CFT) is - what does it really mean? The articles we read this week definitely answered my questions. Yes, questions. The other question that quickly came to mind when I first began reading - is these multimedia learning environments are set up so that learning is non-linear and students go on their own individual journeys of knowledge seeking - then how do you insure that they get the basic, foundational knowledge that they will need to master a subject area? It did not take much reading before both questions were answered!

The multimedia, hypertext learning environments that were described had plenty enough structure and scaffolding to direct students in such a way that they would get an adequate foundation of knowledge and still have the freedom to explore and learn in a unique path. I came up with an analogy to help me figure this system out. The descriptions of these learning environments reminded me of our highway system in America. We are required to learn how to operate cars and there are rules and regulations we must learn and follow to be permitted to drive. After that, we can go anywhere we like! We can go over some roads repeatedly. We can set out on a journey by studying maps and plotting our trip, use a GPS, or we can simply drive on any road and just see where it may take us. The variations are quite possibly unlimited! And, the experience is unique to the driver.

The readings kept referring to CFT being a good vehicle (yeah, pardon the pun) for learning in an ill-structured domain. So, what constitutes an ill-structure domain? (a) Each case involves the interaction of complex multiple schemes or perspectives, and (b) considerable case irregularity exists across nominally similar situations due to complex interactions (Spire et al,, 1991a). OK! Got it. The highway analogy is still working for me.

To help us grasp the CFT even more we were given a couple of examples; the EASE History website and the Plantation Letters website. Our class interacted with the Plantation letters and we reflected on our assignment through Ning. As similarly reported in one of the studies, I did not like that I could only look up the letters by key search words such as; childbirth disease, doctors, food, etc. I would have liked the option of being able to also look the letters up by author and date as well. However, I enjoyed the assignment and it made me think of how much more I would have enjoyed studying history if it had been presented in such a format. The assignment actually drove home (can't help myself!) how studying history can be relevant to modern day problems, which overcomes the most popular objection I've ever heard about studying history!

From our readings, the main benefit of CFT is that it facilitates knowledge transfer. There was much discussion of how traditional teaching methods provide more rigid, inert knowledge. Memorization of subject matter encourages the propensity to use the knowledge only when similar circumstances arise. Even though the knowledge may be used in new, unfamiliar ground it is not because it is linked to a particular set of circumstances. This is why teaching just to produce satisfactory scores on End of Grade tests has just got to go away!

So, bottom line - I like the GFT! I agree that it avoids over simplification and rote memorization of complex concepts. I like the idea of using hypertext, allowing non-linear individualized paths of learning. Now I just have to figure out how to come up with my own GFT, and then get some folks to test drive it!

Shades of Deja Vu

Cindy — Sat, 10 Apr 2010 05:44:00 GMT

Although Dr. Oliver warned us that there would be some overlap due to many of the learning theories being applicable to more than one of our study topics; this week really felt like deja vu for me. Maybe my past studies and experiences contributed to this feeling just as much as our previous discussion of Case-based reasoning during this semester. And familiar authors and study contributors names came around again - rightly so.

It could be that our research used to build our last module felt like similar ground - we built a module that encourages students to share their knowledge through sharing experiences (stories) with one another. Or, my Expressive Art Therapy training focusing on the community (or the tribe) and the power of stories could be why this feels like familiar ground. I have always considered myself a storyteller, so I really like Janassen's discussion of the "narrative," and it's use in education. Some of the research sited explained why the accepted use of narrative has gained much more acceptance, such as this description; “the means for the social distribution of experiential knowledge through community interaction.”

There were new tidbits as well; this was the first time I heard the descriptor - information engineer. I liked that! To fancy myself as an Information Engineer sounds appealing. And, to build a module containing authentic stories that represent reality and would be applicable to the future use of the module students would take some engineering!

In a sense, isn't the experience of something like deja vu the goal of case-based instructional modules? After completing such a module, wouldn't you want students to feel like they have been in this situation before? Maybe they had seen something like this or done something like this before? I know that's what I want for my students - the confidence and the comfort of being familiar with a situation, regardless of whether they had actually experienced it before.
.

Making the MOST of an Online Multimedia Module

Cindy — Sat, 03 Apr 2010 05:32:00 GMT

Having had experience working with and teaching students with learning and physical disabilities, the MOST module concept caught my attention right away. I really like the idea of a module that will:

enhance oral comprehension
facilitate decoding skills within relevant and authentic tasks
facilitate word recognition in a meaningful context
engage students in activities that encourage and require strategic reading
provide visual enhancement and reinforcement

There are plenty of average students and even those that excel in arts and humanities, specifically literature, that could also benefit from such a module. And, the studies also indicate this is true.

The Bransford article discussed and highlighted research on how the addition of visual information makes a contribution to students' comprehension and interpretation of text. My honest thoughts were - isn't this a no brainer? Yes! Visual images contribute! But, this is coming from a visually oriented person. During my reading my mind kept going back to our enjoyment of "story time" in my ASL (American Sign Language) class at work. Each week, we learn new signs, and then our dear colleague tells us a story, using only a few of the signs in our vocabulary. We have to guess what the rest of them mean. In spite of a few hilarious misinterpretations we usually translate the story quite well.

I also just recently viewed an excellent performance of La Sylphide by Carolina Ballet. I opted not to read the story in the program, to see if I could instead interpret it from the dance. Piece of cake! No problem getting the story from the dance. OK, I realize that some need empirical evidence, but I am already satisfied that visual cues of any kind help convey a message.

I really like that the MOST modules at the Peabody Institute are set up so that students may write their own books, and again think that students who are not at risk would also benefit from such a module. I think my favorite aspect of the module is that students are not required to "master" certain skills before using the module and can build on what they do know. And best of all, it provides another way for students to learn pronunciation and other literacy sub-skillls without all the boring drills!

Building a STAR Legacy?:

Cindy — Fri, 26 Mar 2010 04:08:00 GMT

I really like the STAR (Software Technology for Action and Reflection) Legacy model! So much in fact, that I definitely do plan to use it in the future,

It has a straightforward and simple overall framework; yet it is adaptable and flexible enough to contain complex tasks and activities. What I like most is that the simple outline allows teachers, and more importantly, students to realize where they are in the learning process. I find this very appealing and I think others do too. I also like that students and module participants can leave behind a "legacy" for the next round of users. There is a lot of room for creativity. That combined with user input and the module flexibility can help keep the module up to date and relevant to each generation of users.

The module can actually also be used for multiple cycles, allowing the module to grow along with a user group as they progress and deepen their knowledge. I also think it would be fun to challenge others to "test your mettle."

For all the reasons stated above, the STAR Legacy model provides a excellent framework for teaching within an Expressive Art Therapy curriculum. The framework also includes having students and teachers form postulates based on their own knowledge before they begin their research to answer the challenge. Recapping by reflection on the learning experience is also an important component of the STAR Legacy module. In the field of Expressive Art Therapy, there are always different perspectives to consider. Brainstorming and learning from your colleagues' experiences is always encouraged and valued.

So, I'm off to build my own legacy!

Videos, Pilots and Eagles - Oh My!

Cindy — Fri, 12 Mar 2010 18:38:00 GMT

Our recent readings revolved around the Anchored instruction work done at Vanderbilt. I really like the idea of using something like the Jasper Woodbury Problem Solving Series, and the way the videos were adaptable to different instructional styles.

The thought of making such a rich series of videos to be used within a multimedia online instruction module seems like a daunting task and one that would require much time, thought, planning and even video production skills that I do not currently possess. So, it made me question how would someone like me actually produce a module that contains video which would be sophisticated enough to be broken down into "sub-problems" to be solved in order to achieve an overall successful cooperative learning environment? One that would help students acquire knowledge that is more alive, rather than just inert? Successful - also meaning that the learning situation would render knowledge that would continue to serve students well and be available for spontaneous use. How could I produce a video like that?! Or, would I really have to? The Wizard of Oz kept coming to mind.

Maybe the answer would be to use video/film that is already available, such as the Wizard of Oz. Some articles mentioned the use of other films as well. There are many movies that contain factual and historical data that could be used to convey and support teaching science and mathematical concepts. What would I teach with the Wizard of Oz? With the Jasper adventures the students had to dissect the videos to calculate flight paths, fuel requirements and other variables to save the wounded eagle. What would flying monkeys and a girl trying to get home provide? Then it dawned on me - using several different film clips might do the trick. Since I plan to teach concepts related to Expressive Art Therapy, I could pull from different videos, films and movies to convey and provide the components I want to use. The world keeps becoming a smaller place all the time!

Everyone Is An Expert!

Cindy — Fri, 05 Mar 2010 18:30:00 GMT

All the articles we read this week seem to stem from or expound on the Granddaddy article "Learning by Doing," which explains and details Schank's Goal Based Scenario (GBS) Instruction method. As I am very fond of baking and especially love chocolate chip cookies, I had no problem following the example set forth in the article. The additional articles seemed to hash and rehash Schank's theory and approach and just did not excite me quite as much.

Not that I didn't appreciate all the examples, models and advice on applying GBS in an online environment - I did! But, should I say it? Just reading all the articles seemed to put me in a state of conflict. I thought - here I am reading about learning from doing. I really felt like I should be trying to design a online GBS system, rather than reading about one! Ahh, but that is what this course is all about and I will definitely get my chance. No doubt, I'll be referring back to these articles when that time comes!

Which reminds me; there was plenty of discussion about memory (which I do find fascinating) and how we file information away for use at a later date. This is a key to understanding true learning. We are capable of absorbing information, storing and using it. Information that has already served its purpose or has not been used is purged from the mind. This is what makes GBS an exceptional method for retention of knowledge; the content will be used.

If there was one true gem that I really took from this segment of our studies - it is that everyone is an expert at something! I really like this concept! Reading that was one of those light bulb turning on over the head, big smile on my face moments. It is profound. Who really cares that GBS has 7 essential features - when EVERYONE is a expert!

OK, so I really do care, and I will probably follow the guidelines closely to develop a module that does contain all the essentials!

Can You See What I'm Thinking?

Cindy — Thu, 25 Feb 2010 05:11:00 GMT

We read alot of good articles for ECI 517 this week. Many of them were very helpful; explaining concepts such as scaffolding and fading and how to use multimedia as a medium to train apprentices in an authentic learning environment. Very impressive stuff! And I appreciated the useful extra activities provided in the Darling-Hammond article. My favorite by far was this same article entitled "Watch It, Do It, Know It: Cognitive Apprenticeship."

Not only was I impressed by the content; I also appreciated the clean, easy to read format and presentation. What I enjoyed most was the discussion about making thinking visible - referring to not only the instructor's thinking process, but also an individual student's thinking process. I have always been a visual oriented person and have often found ways to help myself process new material by either making a tangible article or by associating the material to a visual image. I really like the idea of spelling out steps as they are taken or having someone articulate what is happening in their head as they are working through an idea or problem.

As for the overall concept of Situated Learning and Cognitive Apprenticeships, the methods seem very natural to me. I have already experienced modeling, scaffolding, coaching and apprentice types of teaching/learning experiences as both a teacher and a student. Being an arts and crafts fan, many of these methods come very naturally when you are learning how and/or teaching someone to make something. Using multimedia as a medium to convey knowledge and skill seems like a natural step to take. I can not tell you how many times I have referred someone to a video tutorial to see how to knit a particular stitch or complete a project.

I have had plenty of one-on-one and tutorial teaching experiences as well, so a Cognitive Apprenticeship doesn't seem like a far reach either. Showing a student how to do something, watching them complete steps, guiding, correcting, holding back when they are able to work independently is something I am quite comfortable doing. And, now I think I might even be able to see what my students are thinking!

Do You Have A Problem With That?

Cindy — Fri, 19 Feb 2010 22:38:00 GMT

I am really excited about the assigned readings for ECI 517 this week! Not only did the articles review another learning theory (Problem Based Learning or PBL), all of the articles specifically addressed how to apply the theory in an online learning environment! The Koschmann project was actually called "Computer Supported Problem Based Learning."

The Problem Based Learning approach has an interesting history, with beginnings in medical training. Allowing medical students to interview patients, participate in group and individual research and to seek solutions proved to be excellent way to educate aspiring medical professionals. From what I see, there are plenty of disciplines that can effectively employ problem based learning in their curriculums.

Hung, Bailey and Jonassen provided a helpful explanation and suggestions to deal with what they term as the "tensions" of PBL. I prefer to call them concerns. Using the PBL approach may cause topics to be covered in much more depth at the sacrifice of a less broad or encompassing curriculum. However, PBL encourages long term knowledge retention and helps make the material covered more relevant to the learner. Using this approach does require a lot of preparation - instructors or facilitators need to predict possible learning paths and direct students to resources that help solve the problem(s). ' Kind of seems like a very intellectual Easter Egg hunt. After every thing I have read, I am destined to try it. I can see it in my future - looking at a lesson plan and asking; have you got a problem with that?

Are You A Team Player?

Cindy — Fri, 12 Feb 2010 04:17:00 GMT

After reading this week's assigned articles, what stood out the most to me is the long standing broad foundation of research that supports the use of Cooperative Learning. Research has shown that cooperative learning improves academic performance, improves students' attitudes, and improves relationships between students and faculty. Meta-data shows that there are indeed many more advantages to using Cooperative Learning. Yet, at the same time, it was apparent that especially in recent years the "traditional" classroom environment that has dominated our grade schools and universities is more competitive and individualistic. How did this happen?

Of course, using a Cooperative Learning format requires more instructor preparation time and many students do reject Cooperative Learning assignments/activities when they are so accustomed to looking out for number one and/or unable to see the practicality or pertinence of the assigned tasks.

As for my future teaching plans, I can't imagine teaching Expressive Art Therapy concepts without using Cooperative Learning in the process. The goals of increasing teamwork, improving negotiation skills, increasing confidence, developing higher order cognitive processing and enhancing creativity among students would be nicely met by using a Cooperative Learning approach. I still haven't figured out - how exactly will I do this in an online environment? I am open to your ideas and suggestions!

Synergistic Serial Decisions

Cindy — Thu, 04 Feb 2010 04:28:00 GMT

This week found my mind bouncing back and forth between our required readings and my own standout experience of a group decision making module that I still remember after more than 20 years!

The readings covered a wide range of training and instructional modules that used the guided design method. At the Universityof Idaho, first year engineering students were taught concepts such as professionalism through the presentation of open-ended scenarios/problems. Most of these case studies required that a series of decisions be made; many times new decisions were based on the results that occurred from prior decisions - thus serial decisions were required. The report from the University of Arizona found that most teams will make superior decisions to that of an individual. However, they did have some maverick individuals that performed well and some renegade teams that failed miserably. Trivette's comparison of several studies measured the efficacy of guided design in great detail and found guided design as an effective and student valued instructional model in a wide variety of disciplines.

Although many of my college classes incorporated case studies in our courses; there were none that made such an impact on me as the real life model scenario game that was introduced to us in an Economics course. Economic theories are often explained - "when all other things are held constant, this will occur..." The problem with that is all other things are never held constant. A theory presented in a vacuum does not reflect real world outcomes. To give us a more realistic view of how the introduced economic theories evolve in a real world, our professor assigned us to groups that competed against each other for the A! The scenario game was a beautifully written computer program that imitated all the aspects of running a business from issuing common stock to developing a new product and purchasing raw materials for the production of goods. Each group's decisions and actions had an impact on the other groups - think the Toyota accelerator fiasco and recent stock market reactions to global currency fluctuations, quarterly earnings announcements and unemployment rate reports!

I was very impressed with the University of Idaho's use of Stephen Covey's Seven Habits of Highly Effective People. Their program was further enhanced by administering the Myers-Briggs personality test with a follow up by a psychologist that taught a segment on how to interact with different personality types. I thought this was fantastic! Between all the articles, I also read about the importance of team input, group dynamics, the importance of each member being willing to listen and talk, and how guided design encourages learning by engaging students through case studies. All the readings mentioned the benefit of combining content knowledge and critical thinking skills.

Although it was acknowledged that there are really no study insights on the intragroup dynamics, this was part of what was most important to me and what I remember most about the Economics game that I played back in the early 80s. At one point I was actually quite disturbed that most of the members in my group were wiling to defer all decisions to a confident, strong willed, and outspoken, older man in our group. He immediately became our group expert. Most of the group members were quite complacent and lacked confidence in their understanding of the material, so they were quite willing to accept our "expert's" decisions. At one point I was so certain that our "leader" was steering us in the wrong direction, I consulted with my professor on how to overcome the problem. I was quite competitive in those days, so I individually spoke with each of the other team members to convince them to cast a different vote at our next group meeting - a mutiny of sorts. In the end our team made an A for our efforts. And, I feel certain that my actions contributed to that final grade. Wonder how our group "expert" remembers the experience?

Remedial Evolution

Cindy — Thu, 28 Jan 2010 02:27:00 GMT

The Kulliks, Peter Cohen, Kosma, Belle and Williams offered up plenty of data to chew on this week. The data and meta-data all revolved around Postlethwait's Audio Tutorial System developed in the early 60s. Although I have great respect for the investigators and felt like they provided valuable information on the efficacy of the Audio Tutorial System as compared to conventional classroom presentations; it was the description of Postlethwait's system that I found most helpful and interesting.

Dr. Postlethwait was a botanist that came up with a system which included audio and video tutorial lessons designed to supplement his traditional (face-to-face) classes. Not only did the students independently visit library carrels to view video tutorials, they also attended "General Assembly Sessions" and met weekly in small groups which were led by an instructor or mentor. In one of the articles the students that were the inspiration for the creation of the Audio Tutorial System were classified as "remedial."

The word remedial has not been used in education for many years now. Instead, students are described as someone with special needs. As with the word remedial, library carrels with video viewing equipment have been replaced with computer stations which offer internet access. Video viewing still happens, but it is much more readily available, via library, home computers and cell phones. Instructors have a vast array of resources which are available and can be shared with any of their students to enhance, increase and improve learning. For the instructor, the need to create material has largely been replaced by the need to access material. We are truly in the midst of the information age, so our challenge is to navigate and to teach others to navigate, retain and utilize some of the vast knowledge that can be found on the "World Wide Web."

But, I Digress!

Cindy — Fri, 22 Jan 2010 03:35:00 GMT

While into this week's assigned reading; "Design of an Effective, Web-Based, Global Learning Environment Using the Keller Plan," my mind did stray from Davis and Ragsdell's intended path. The article description of online participants mentioned that a large portion of the off campus students consisted of soldiers.

My thoughts went to "Men Who Stare At Goats," and my own corroboration of that story. I recalled my first job as a cashier at the Main PX (Post Exchange) and some years later I taught a class in one of the huts located on Fort Bragg campus. Although I had seen some of these unique soldiers at the PX, it was on the campus that I had interaction with a few of the new age soldiers. The movie portrayed much of their training program as experiential, like many of the activities that are used in Expressive Art Therapy. My mind quickly questioned how would I share Expressive Art Therapy concepts, which are experiential by design in an online environment? At this point, I'm not sure; but, I feel like this Advanced Multimedia class will help me figure out how to pull it off!

Davis and Ragsdell used the Keller Plan as a guide to help them develop an internet based educational program for engineering students. This is quite an undertaking, even for experienced and skilled instructors! The Keller Personalized System of Instruction, developed in the 1960s, was selected since it is adaptable to different learning styles and compatible with an asynchronous learning environment. The authors integrated web based technology with the use of guest speakers, videos, case studies, project assignments and simulations to deliver course content. And, at the time of their report they were still developing and updating course modules to take advantage of emerging technologies.

Regardless, it was claimed that off campus students require more attention than on campus students require. The authors did not really explain or substantiate this statement, so I question its validity. In spite, of my skepticism on this point, I was very impressed with the engineering training program that was developed and feel inspired and hopeful about the modules our team will develop this semester!

Signs of Good Things To Come

Cindy — Wed, 20 Jan 2010 02:59:00 GMT

It was an overcast day and 69 degrees when Rudy and I went on our walk this past Sunday. Just a few steps away from the house I felt the first drop of rain. It was small and softly landed on my face. Time and many steps later another drop brushed across my cheek. The dark clouds looked far away, so Rudy and I stayed on course. After we were a half a mile away from home, another isolated drop of moisture found my face. Shortly after, a black cloud rushed over and caught me by surprise!

In spite of the soft, sweet drops, the steady, soaking rain seemed to have snuck up from behind! This made me ask what other signs have I been seeing, but not really reading, not fully understanding?

Then it occurred to me; lately, some mornings I have been waking up to birds singing outside my bedroom window, rather than just winter's cold silence or the repetitious hum of the heat pump. Since late December, the beautiful sunset outside my office window has been happening just a little later each day. These have all been soft, little signs to hint at the coming of spring. Before you know it, spring will be upon us!

I have also seen many people joining and working together to bring hope and help to Haiti. These acts are the soft little steps that will lead to a new strong Haiti. Thank you for the signs!

Tis the Season - ?

Cindy — Sat, 26 Dec 2009 03:59:00 GMT

Do you celebrate Christmas? How do you celebrate Christmas?

Many of the rituals and ceremonies that comprise Christmas today evolved from pagan rituals. Many of which were in existence long before Christ was born. These early celebrations included wine, song and dance. Garlands and other decorations were included in festivities that payed homage to other gods and the winter solstice. Early Romans also exchanged gifts to honor Saturn. Christmas ornaments evolved from "witch balls," which were hung in windows and later on trees to ward off evil spirits.

Around the 4th century the Roman Pope and St. Augustine introduced a "nativity feast" to the people they wished to convert over to Christianity. Early Christians allowed the new converts to keep their traditions and basically inserted the celebration of Christ's birthday* in the middle of all the raucous activities. By the 1800s, many of the Christmas celebrations continued to be rowdy, even raunchy. In the young New York City, a police force was first formed to handle Christmas riots. During those years, poor did actually go wassailing (carousing), pounding on doors and demanding drink and gifts from the more wealthy residents. At this time a concerted effort was made to bring the Christmas celebration inside and make it a more wholesome occasion. Nordic ideas of a kind St. Nicholas were adopted and also converted into Santa Clause. "The Night Before Christmas" was widely accepted and another Christmas transformation was complete.

Over time rituals often lose their meaning as they are passed down from one generation to the next. Knowing how many of the Christmas rituals made their way into your life can help you make a conscious decision to keep the traditions that serve you well, and discard the rituals that drain your energy. *Also note that the Bible is vague on when Jesus was born. What can be derived from the description of shepherds tending flock is that Christ was born in the Spring or Fall, rather than a during a period of time when the days are short.

Christ just asked us to love one another - every day of the year. Be kind to yourself, take time to relax and enjoy. Participate only in what feels right to you.

Mojadara for Thanksgiving

Cindy — Thu, 26 Nov 2009 04:25:41 GMT

Mojadara for Thanksgiving

It’s already time for the annual Thanksgiving feast at my friend Linda’s house again! Tomorrow, I will be spending time with good friends, joking, sharing stories, laughing, and reviewing all the things we have accomplished this year; and of course, eating. Linda serves a delightful turkey and dressing, and the rest of us bring sides and desserts.

This year I am making something a little different – Mojadara. It is a Mediterranean rice and lentil dish topped with caramelized onions – yummy! Many of my friends are either vegetarians, very fond of vegetables, or trying to eat more Mediterranean dishes; so it seems like the right choice.

Through experiences, I continue to move toward a more global view of the world. Traveling and on line classes have done much to help make the world a smaller place for me. I am also glad that I have had the opportunity to form friendships with people that have created dishes like Mojadara. And, now that I think about it, preparing and sharing dishes inspired by people from a different part of the world is how the tradition of the Thanksgiving feast was started!

Changes!

Cindy — Wed, 18 Nov 2009 02:39:00 GMT

Today has been full of changes. In fact, the day made me remember the song called exactly that - Changes. Here it is on YouTube http://www.youtube.com/watch?v=pl3vxEudif8.

Raja sent pictures today. After months and months of hard work and a few setbacks, he was finally able to distribute wheelchairs to over 100 people in the Hyderabad region. It especially makes me happy to see the pictures, since I was the one that suggested he contact Free Wheelchair Mission, based in California. Getting the wheelchairs was no easy task; the Indian government made sure of that! But Raja never gave up and he never complained. Once the chairs were shipped to India, the floods and the flu delayed their arrival. After the chairs finally made their way to Raja, he had to assemble them.

Just recently he was able to distribute the chairs -

It truly is an honor to know and associate with Raja.
You can find out more about Raja at http://site.rajasfriends.com/.

My My Mina!

Cindy — Wed, 04 Nov 2009 04:17:00 GMT

This is the third year that I have seen Hope Community Church conduct a mina challenge. To understand more about this challenge, you can read the parable of the minas here. This year I am really ready for the challenge! To increase my mina, I'm selling hand-dyed scarves. You can see some of them on Etsy.

Last year our mina went toward building a hospital in Haiti, and a few other global and local mission projects and organizations. This year, we received the additional challenge to invest the mina in our own community where we see a need.

I have decided to contribute my mina to a local fledgling business - Garner Town Square $2 Cinema. No one seems to know this theater is offering $2 movies! The theater is really clean, and the friendly staff need their jobs! So, I have already talked to the manager and I'll be treating at least 50 people to a free movie sometime in December (maybe even Christmas day!). Now I have to get busy multiplying my mina!

Satisfaction has Action in it

Cindy — Fri, 02 Oct 2009 02:33:00 GMT

Happy October!

I may not have been very chatty lately, but I have been productive! Which reminds me of something that was revealed to me in a very indirect way. During a past conversation, someone quoted; "Attraction has action in it." I believe this originated with Jack Canfield, and it refers to the fact that the Law of Attraction (LOA) actually has two legs. One is thinking and the other is doing.

By the same token, satisfaction must be the result of action. Think of the times you have felt satisfied; perhaps after a nice meal, when doing something nice for a friend or loved one, while enjoying a fire, in admiration of something you created.... There are many possible examples. In any case, the scenario is the result of action - yours or someone else's. You feel satisfied because something has been done! Can you think of any time you have felt satisfaction that was not proceeded by action?

I have accomplished much lately, and I feel satisfied. What are you doing, and how are you feeling?

Celebrate International Day of Peace!

Cindy — Sat, 12 Sep 2009 20:46:00 GMT

Happy International Day of Peace Everyone!

Several of my expressive arts friends in the NC mountains are participating in events and parades to raise awareness for this day of peace. Since I am not with them physically, I am joining them in spirit.

There is a lot of research and resulting theory on how collective thought can be a force for change in our world. Our brains are often like radio receivers. So, it has been speculated that we can be influenced by the thoughts of those that are near by. Do us all a favor and think of peace today and wish for peace; send others peaceful thoughts!