วันเสาร์ที่ 7 เมษายน พ.ศ. 2555

The Top 10 Secrets From Anthony Robbins

For more than 25 years US-based motivational speaker and success coach Anthony Robbins has been passionately pursuing the answers to questions such as 'What shapes human behaviour? And how can we create lasting change
within oursleves and others?'.

He has spoken in front of more than 3 million people around the world and sold around 35 million Books and audio coaching products.

After attending his 4-day 'Unleash The Power Within' seminar recently in Kuala Lumpur I learnt many strategies to perform at your best.

I even took part in his famous barefoot walk over hot coals. This powerful physical metaphor shows how anyone can overcome their deepest and greatest fears with focus, passion and desire.

Part rock concert, part learning experience, part aerobic workout, the seminar was attended by more than 4,000 people in a giant indoor sporting stadium that was built for the Commonwealth Games.

Standing 6'7", weighing 265 lbs and with a shoe size of 16, Robbins was impressive on stage as he harnessed the energy of the crowd.

In fact, security guards have to line the stage as he is regularly swamped by over eager fans.

At 43 years old, he has been enourmously successful and worked with people like President Clinton and Nelson Mandela.

What was it like?

Hot, humid, high energy and simple take home messages packaged with a high-tech light, sound and video show.

I was impressed, motivated and got some great ideas from it.

Here is my gift to you. The Top 10 Secrets of Success I learnt from spending 4 days with Tony Robbins.

1. YOUR POTENTIAL IS DETERMINED (OR LIMITED) BY YOUR SELF-BELIEF.

As the promotional material says the event was 'about creating breakthroughs, moving beyond fears and limiting beliefs, accomplishing goals and realizing true desires, turning dreams into reality, creating fulfilling relationships, and modeling the strategies of peak performers to produce a quantum difference in your life.'

If you cut out the hype, the simple message is if you believe in yourself enough you can achieve anything.

A memorable one-liner was "the only thing that's keeping you from getting what you want is the story you keep telling yourself".

2. MOST PEOPLE HAVE SELF-DOUBT AROUND UNIVERSAL THEMES.

Ask anyone and most people will admit they lack confidence in some areas of their life. The interesting thing I learnt from this seminar is that this self-doubt is around universal themes. These themes cross age, gender, religious, cultural and Language barriers.

Common doubts include 'I am not good enough', 'I am lazy' and 'No-one loves me'.

3. YOU CAN LEARN MECHANISMS TO ELIMINATE SELF-DOUBT.

Robbins calls it 'immersion' where you break old patterns and build new ones by repetition. He uses a lot of Neuro-Linguistic Programming techniques to achieve this with his audiences.

He says "progress is not automatic".

A memorable moment in the seminar was when we had to visualize ourselves inside a bubble and inside that bubble was a series of videotapes neatly arranged in a time-line that represented all our memories in our lives so far. We had to pull out the negative videotapes and destroy them. This was followed by time spent visualising the future and how your life will look 10 and 20 years from now.

4. BELIEF IMPACTS ON MANY LEVELS.

The Robbins message was that 3 things shape our self-belief. He calls them the Triad. These are our patterns of physiology, focus and Language or meaning.

He highlighted this with the quote: "where focus goes energy flows".

5. OUR VALUES AND BELIEFS SHAPE OUR ACTIONS.

Robbins believes you can "vanquish whatever is holding you back from taking action".

Walking barefoot across a bed of glowing coals is the physical metaphor he uses in his seminars to prove this point to the skeptics.

Eliminate negative self-belief and take massive action are his keys to success.

6. TO CREATE POSITIVE OUTCOMES YOU MUST TAKE MASSIVE ACTION.

"Where focus goes energy flows" is a quote used by Robbins in his presentation to highlight why you need to know your outcome and why achieving this is a must.

But many people fail to take the next step. They delay, put off and find many reasons or excuses not to act.

Robbins believes "progress is not automatic" and "action is power". Take action, even if it is the wrong action. He says it is "never a failure if you learn something".

7. MATCHING & MIRRORING CREATES CONNECTION, TRUST & EMPATHY.

Robbins spent a fair amount of time in the seminar talking about and demonstrating interpersonal communication skills.

He used people from the audience to show how the process of "matching and mirroring" the non-verbal communication and body Language of others can be a very powerful way to connect with people.

In essence, you create rapport by adopting the body language of the person you are communicating with.

He believes "rapport is power" and "total responsiveness is created by a feeling of commonality".

If you have learnt these techniques before and haven't used them for a while, I suggest it is time to dust them off and put them into action next time you are communicating with someone on a one-to-one basis.

8. ANYTHING IS POSSIBLE IF YOU FOCUS ON PASSION AND PURPOSE.

Robbins believes that "to have an extraordinary quality of life you need two skills: the science of achievement (the ability to take anything you envision and make it real) and the art of fulfilment (this allows you to enjoy every moment of it)."

He says "success without fulfilment is failure".

Find your passion and purpose in life. My purpose is to make a difference in people's lives and use my gift as a speaker.

9. MODEL YOURSELF ON OTHER ACHIEVERS.

To gain improvements quickly and step up to a new level of achievement, Robbins believes learning from others who are the best in their field is the fastest way to achieve success.

He told the story of how he wanted to improve his tennis game and so employed Andre Agassi, the then number one ranked player to help him achieve this.

Who could you model yourself on?

"People's lives are a direct reflection of the expectations of their peer group," according to Robbins.

10. SUCCESS IS BUILT ON A HEALTHY, HIGH ENERGY BODY, HEART AND MIND

If you are not healthy - all of the above points are a waste of time.

Your health is determined and influenced by your lifestyle.

One major change I've made since the seminar is to eat a healthier diet and exercise more regularly.

As a speaker, my whole business depends on my ability to perform at a peak state. Like any professional athlete, the success of business is directly linked to my diet and health.

Take care of yourself, your body is ultimately your most important asset.

วันศุกร์ที่ 6 เมษายน พ.ศ. 2555

Teaching Vocabulary to Learners of English As a Foreign Language

Vocabulary is clearly an essential part of Language learning and teaching vocabulary in a productive way is something which must be at the forefront of our minds as teachers of English. Teaching new words to learners of English as a Foreign Language at first seems quite a straightforward proposition. You provide the appropriate word and meaning much like an automatic dictionary and move on. However, the teacher is far more than merely a speaking dictionary.

There are many things to think about when teaching vocabulary.

How many words should you try and teach students in one class? How do you decide which new words you should teach to your students? What criteria do you use to decide which words are most useful? How do you guide the students themselves in recognising which words are most useful for them? What is the importance of active and passive vocabulary? Why are frequency and coverage important? Why is register important? Do all students need to learn the same words?

How many new words should you think about teaching in a class?

There is no definitive figure here of course, as every student is different, but lower level students can generally manage about 5-8 new words of vocabulary a day. At higher levels usually a few more.

What new words should you teach to your students?

Even if you wanted to, you clearly can't teach students every word in the English Language. There are upwards of 500,000 words in English so you clearly only know a fraction of them yourself. A typical B2 (Upper Intermediate) learners' dictionary contains about 55,000 words of vocabulary. The average native speaker probably uses less than 20,000 words actively. Reducing huge quantities of words to manageable learning is a significant challenge for ELT and one of the great challenges for teaching vocabulary is which words to choose.

What criteria do you use in choosing what words to teach?

Frequency and Coverage:

Choose words to teach that are frequently used. Telling students about how often words are used or in what situations you might use them (formal, informal, academic, spoken or written English etc) is something invaluable that they often can't get from a dictionary. Clearly, the most frequently used words will be the most valuable to learn. The words taught also need to be assessed in the light of topic, function, structure, teachability, needs and wants.

Polysemic Words and Word Building:

In English, many words are polysemic - have more than one meaning - and can be used as nouns, verbs or part of a phrasal verb. It is important to bear in mind these alternative meanings and uses when teaching new words. It would appear logical to learn these polysemic words as a priority. The important point to remember when explaining meaning is that context will show which of the various meanings and uses is intended.

Word formation is an essential part of vocabulary teaching, for example, the way that root forms of words change to form adjectival and adverbial forms with the addition of prefixes and suffixes. Learning about word formation raises students' awareness of the language they use. Teach students word building skills. For example, if you teach the verb 'to advance', you might also teach the adjective 'advanced' and the noun 'advancement.' This gives the student extra vocabulary immediately but it also indicates broader patterns within the language. For example, you can point out that 'ment' is a common noun ending. (Others include 'ness' 'ence' 'ation' 'ism' etc.) Typical adjective endings would include 'ed' 'ing' 'ent' 'ive' 'ical' etc.

How do words lead onto other words? How can you point students towards patterns in the language?

Another important aspect of teaching vocabulary is 'word grammar', some words trigger/collocate certain grammatical patterns. Countable/uncountable nouns are an example of this, the former can be used with both singular and plural verbs, while the latter with only singular verbs. Other nouns are neither countable nor uncountable but have a fixed form and collocate with only singular or plural verbs, e.g. people (plural), the news (singular).

Register:

Register refers to a particular style of language relevant to a particular situation or context. For example the way a doctor talks to a patient about a prognosis/diagnosis will differ in style from the way the same doctor will relate the same information to a fellow colleague. Similarly, the way we speak in a job interview will differ from the style of language we use in conversation with close friends. Students need to be aware how certain words fit into different registers. When explaining vocabulary, bear in mind that explanations need to include relevant aspects of context and usage, e.g. 'mate' is a synonym of friend but is used colloquially typically for males.

Topic Area Words:

You could select a theme such as 'weather.' The ensuing vocabulary would include: rain, sunny, cold, windy etc. This is particularly useful if the student is interested in a particular topic or if a topic area has a direct relation to their life or job. Not all vocabulary or topic areas are of equal importance to every student.

Passive and active Vocabulary:

New words enter the Passive Vocabulary of students. Students may understand meaning, especially in the specific context where they see a new word used but as yet cannot use the word independently themselves. To ensure words enter the students' Active Vocabulary, regular revision in meaningful situations is essential. It is estimated that a student needs to encounter a word 10-12 times before it fully enters their Active Vocabulary. Vocabulary, in the same way as Grammar, is learned through use. It is therefore very important to give students opportunities within the classroom to use the new vocabulary themselves. Students remembrance of words is relative to the degree which they have used the word, thus the more we get students to use words in a task of some sort - finding opposites, transformation etc - the better they will remember them. Similarly, if we involve students in presenting new words the better they will remember them. Hence, acting out definitions in a dramatic way - trip, stagger etc - should lead to deeper learning of the words. Sense memory becomes involved, taste, smell, touch etc, which further enhances recall. Discovery techniques where students have to find out the meanings of words themselves will be more effective than standard teacher presentation of new vocabulary.

There may be many words that students will not need to use actively themselves at a particular stage in their learning career and therefore they can remain in the students' Passive Vocabulary. For example, at Beginner level it is enough to know 'big' and 'small'. At Intermediate levels, you might begin to use 'huge' 'massive' 'tiny' 'minute' etc. At Advanced levels, you might use words like 'vast' or 'minuscule' to give a different shade of meaning or to adopt a more formal or academic tone. The point is that at Beginner level it is clearly not practical or useful spending time trying to get the student to use a word like 'vast'.

Vocabulary Testing:

Vocabulary testing has several forms, and as with all techniques in ELT the more variety in the classroom the better.

Examples include:

1. Multiple choice Questions
2. Matching (opposites/complements)
3. Odd one out
4. Writing sentences
5. Dictation
6. Close/gap-fill (with and without wordlist)
7. Sentence completion

Conclusion:

In the classroom, the teacher remains central to the effective acquisition of new vocabulary. Every student is different so their language learning needs and vocabulary requirements are different too. As a teacher, you are interacting with students face to face on a human level. You have an expertise about who the student is and what is useful for them to learn that no dictionary or computer programme could ever have.

วันอาทิตย์ที่ 1 เมษายน พ.ศ. 2555

Cleanth Brooks' The Language of Paradox

In The Language of Paradox, Cleanth Brooks takes on the Language of poetry, stating that at its core poetry is the Language of paradox. Brooks bases his position on the contradictions that are inherent in poetry and his feelings that if those contradictions didn't exist then neither would some of the best poetry we have today.

Using works from Wordsworth to Shakespeare Brooks shows how the only way some ideas can be expressed is through paradox. His best example of this idea is from Coleridge's description of imagination,

...reveals itself in the balance or reconcilement of opposite discordant qualities: of sameness, with difference; of the general, with the concrete; the idea with the image; the individual, with the representative; the sense of novelty and freshness, with old and familiar objects, a more than usual state of emotion, with more than usual order...(Brooks 40)

Brooks points out that while it is an eloquently worded statement it is also a series of paradoxes. He argues that since poetry spends its time trying to explains ideas and emotions as intangible as the idea of imagination it too has to use paradox to best convey those thoughts.
Brooks bolsters his argument on the use of paradox in poetry through a close reading of John Donne's "Canonization". He says that if it were not for paradox Donne's poem would either come across as not taking love seriously or not taking religion seriously.

Since the poem does neither, Brooks concludes that Donne is able to use the discordant image of two lovers giving up the physical world for their love and through their sacrifice achieving sainthood only because of the paradox that the imagery of their love and that of their religion generates.

I agree with Brooks to a point, poetry is filled with paradoxes as a way to convey emotions or sentiments that aren't so easily expressed through a single train of thought but have to encompass many contradictory ideas to begin to describe that emotion or sentiment.

His example of Coleridge's response to what imagination is, is an excellent example of his hypothesis. However, the Coleridge example also undermines his premise in that paradox is not just the Language of poetry or literature but the language of life. In everyday life we find ourselves trying to explain something, an idea, event, an emotion that is not easily explained by simple, straight-forward terms but requires a series of contradictions or paradoxes, if you will, to properly convey their meaning.

There is no reason why poetry shouldn't be any different and I think the radical tone of the chapter, this idea that he is creating a new and previously un-thought of way to look at poetry, is unfounded and hardly revolutionary.

วันพุธที่ 28 มีนาคม พ.ศ. 2555

Be All That You Can Be: The Company Persona and Language Alignment

It's not just CEOs and corporate spokespeople who need effective language to be the message. The most successful advertising taglines are not seen as slogans for a product. They are the product. From M&M's "melts in your mouth, not in your hand" to "Please don't squeeze the Charmin" bathroom tissue, from the "plop, plop, fizz, fizz" of Alka-Seltzer to "Fly the friendly skies of United," there is no light space between the product and its marketing. Words that work reflect "not only the soul of the brand, but the company itself and its reason for being in business," according to Publicis worldwide executive creative director David Droga.

In the same vein, advertising experts identify a common quality among the most popular and long-lasting corporate icons: Rather than selling for their companies, these characters personify them. Ronald McDonald, the Marlboro Man, Betty Crocker, the Energizer Bunny -- they aren't shills trying to talk us into buying a Big Mac, a pack of smokes, a box of cake mix, a package of batteries; they don't even personalize the product. Just like the most celebrated slogans, they are the product.

Walk through any Bookstore and you'll find dozens of Books about the marketing and branding efforts of corporate America. The process of corporate communication has been thinly sliced and diced over and over, but what you won't find is a Book about the one truly essential characteristic in our twenty-first-century world: the company persona and how words that work are used to create and sustain it.

The company persona is the sum of the corporate leadership, the corporate ethos, the products and services offered, interaction with the customer, and, most importantly, the language that ties it all together. A majority of large companies do not have a company persona, but those that do benefit significantly. Ben & Jerry's attracts customers in part because of the funky names they gave to the conventional (and unconventional) flavors they offer, but the positive relationship between corporate management and their employees also plays a role, even after Ben and Jerry sold the company. McDonald's in the 1970s and Starbucks over the past decade became an integral part of the American culture as much for the lifestyle they reflected as the food and beverages they offered, but the in-store lexicon helped by setting them apart from their competition. (Did any customers ever call the person who served them a cup of coffee a "barista" before Starbucks made the term popular?) Language is never the sole determinant in creating a company persona, but you'll find words that work associated with all companies that have one.

And when the message, messenger, and recipient are all on the same page, I call this rare phenomenon "language alignment," and it happens far less frequently than you might expect. In fact, virtually all of the companies that have hired my firm for communication guidance have found themselves linguistically unaligned.

This manifests itself in two ways. First, in service-oriented businesses, the sales force is too often selling with a different language than the marketing people are using. There's nothing wrong with individualizing the sales approach to each customer, but when you have your sales force promoting a message that has no similarity with the advertising campaign, it undermines both efforts. The language in the ads and promotions must match the language on the street, in the shop, and on the floor. For example, Boost Mobile, which caters to an inner city youth demographic, uses the slogan "Where you at?" Not grammatically (or politically) correct -- but it's the language of their consumer.

And second, corporations with multiple products in the same space too often allow the language of those products to blur and bleed into each other. Procter & Gamble may sell a hundred different items, but even though each one fills a different need, a different space, and/or a different category, it is perfectly fine for them to share similar language. You can use some of the same verbiage to sell soap as you would to sell towels, because no consumer will confuse the products and what they do.

Not so for a company that is in a single line of work, say selling cars or selling beer, where companies use the exact same adjectives to describe very different products. In this instance, achieving linguistic alignment requires a much more disciplined linguistic segmentation. It is almost always a more effective sales strategy to divvy up the appropriate adjectives and create a unique lexicon for each individual brand.

An example of a major corporation that has confronted both of these challenges and still managed to achieve linguistic alignment, even as they are laying off thousands of workers, is the Ford Motor Company -- which manages a surprisingly diverse group of brands ranging from Mazda to Aston Martin. The Ford corporate leadership recognized that it was impossible to separate the Ford name, corporate history, heritage, and range of vehicles -- so why bother. They came as a package. Sure, Ford maintains individual brand identity, through national and local ad campaigns and by creating and maintaining a separate image and language for each brand. For example, "uniquely sensual styling" certainly applies when one is talking about a Jaguar S Type, but would probably not be pertinent for a Ford F 250 pickup truck. But the fact that the CEO carries the Ford name communicates continuity to the company's customers, and Bill Ford sitting in front of an assembly line talking about leadership and innovation in all of Ford's vehicles effectively puts all the individual brands into alignment.

The words he uses -- "innovation," "driven," "re-committed," "dramatically," "dedicated" -- represent the simplicity and brevity of effective communications, and they are wrapped around the CEO who is the fourth-generation Ford to lead the company -- hence credibility. The cars are the message, Bill Ford is the messenger, the language is dead-on, and Ford is weathering the American automotive crisis far better than its larger rival General Motors. Again, the language of Ford isn't the only driver of corporate image and sales -- but it certainly is a factor.

In fact, the brand-building campaign was so successful that GM jumped on board. But Ford quickly took it a step further. In early 2006, they began to leverage their ownership of Volvo (I wonder how many readers did not know that Ford bought Volvo in 1999 and purchased Jaguar a decade earlier) to communicate a corporate-wide commitment to automotive safety, across all of its individual brands and vehicles. Volvo is one of the most respected cars on the road today, and aligning all of Ford behind an industry leader is a very smart strategy indeed.

So what about the competition?

General Motors, once the automotive powerhouse of the world, has an equally diverse product line and arguably a richer history of technology and innovation, but their public message of cutbacks, buy-backs, and layoffs was designed to appeal to Wall Street, not Main Street, and it crushed new car sales. At the time of this writing, GM is suffering through record losses, record job layoffs, and a record number of bad stories about its failing marketing efforts.

It didn't have to be this way.

The actual attributes of many of the GM product lines are more appealing than the competition, but the product image itself is not. To own a GM car is to tell the world that you're so 1970s, and since what you drive is considered an extension and expression of yourself to others, people end up buying cars they actually like less because they feel the cars will say something more about them.

Think about it. Here's a company that was the first to develop a catalytic converter, the first to develop an advanced anti-tipping stabilization technology, the first to develop engines that could use all sorts of blended gasolines, and most importantly in today's market, the creator of OnStar -- an incredible new-age computerized safety and tracking device. Yet most American consumers have no idea that any of these valuable innovations came from General Motors, simply because GM decided not to tell them. So instead of using its latest and greatest emerging technology to align itself with its customers, GM finds itself in a deteriorating dialogue with shareholders. No alignment = no sales.

Another problem with GM: No one knew that the various brands under the GM moniker were in fact . . . GM. Even such well-known brands as Corvette and Cadillac had become disconnected from the parent company. Worse yet, all the various brands (with the exception of Hummer, which couldn't get lost in a crowd even if the brand manager wanted it to) were using similar language, similar visuals, and a similar message -- blurring the distinction between brands and turning GM vehicles into nothing more than generic American cars. Repeated marketing failures were just part of GM's recurring problems, but as that issue was completely within their control, it should have been the easiest to address.

When products, services, and language are aligned, they gain another essential attribute: authenticity. In my own market research for dozens of Fortune 500 companies, I have found that the best way to communicate authenticity is to trigger personalization: Do audience members see themselves in the slogan . . . and therefore in the product? Unfortunately, achieving personalization is by no means easy.

To illustrate how companies and brands in a competitive space create compelling personas for themselves while addressing the needs of different consumer groups, let's take a look at cereals. Anyone can go out and buy a box of cereal. But different cereals offer different experiences. Watch and listen carefully to their marketing approach and the words they use.

Most cereals geared toward children sell energy, excitement, adventure, and the potential for fun -- even more than the actual taste of the sugar-coated rice or wheat puffs in the cardboard box. On the other hand, cereal aimed at grown-ups is sold based on its utility to the maintenance and enhancement of health -- with taste once again secondary.

Children's cereals are pitched by nonthreatening cartoon characters -- tigers, parrots, chocolate-loving vampires, Cap'ns, and a tiny trio in stocking caps -- never an adult or authority figure. Adult cereals come at you head-on with a not-so-subtle Food Police message, wrapped in saccharine-sweet smiles, exclaiming that this cereal is a favorite of healthy and cholesterol-conscious adults who don't want to get colon cancer! Ugghhh. Kids buy Frosted Flakes because "They're grrrreat!" Adults buy Special K because we want to be as attractive and vigorous as the actors who promote it. When it comes to cereal, about the only thing parents and kids have in common is that the taste matters only slightly more than the image, experience, and product association -- and if the communication appears authentic, they'll buy.

And cereal certainly sells. From Cheerios to Cinnamon Toast Crunch, more than $6 billion worth of cold cereal was sold in the United States alone in 2005. If you were to look at the five top-selling brands, you would see a diverse list targeted to a diverse set of customers. The language used for each of these five brands is noticeably different, but in all cases totally essential.

In looking at the first and third best-selling brands of cereal, one might initially think that only a slight variation in ingredients mark their distinctions. Cheerios and Honey Nut Cheerios are both based around the same whole-grain O shaped cereal, but are in fact two very different products, beyond the addition of honey and a nut-like crunch.

The language behind Cheerios is remarkably simple and all-encompassing -- "The one and only Cheerios." Could be for kids . . . could be for young adults . . . could be for parents. Actually, Cheerios wants to sell to all of them. As its Web site states, Cheerios is the right cereal for "toddlers to adults and everyone in between." The subtle heart-shaped bowl on each box suggests to the older consumer that the "whole-grain" cereal is a healthy start to a healthy day. But the Web site also has a section devoted entirely to younger adults, complete with testimonials and "tips from new parents" talking about how Cheerios has helped them to raise happy, healthy children. The language behind Cheerios works because it transcends the traditional societal boundaries of age and adds a sense of authenticity to the product.

While you could probably live a happy and healthy existence with Cheerios as your sole cereal choice, there is a substantial segment of the cereal market that demands more. For the cereal-consuming public roughly between the ages of four and fourteen, a different taste and linguistic approach is required. Buzz the Bee, the kid-friendly mascot of Honey Nut Cheerios, pitches the "irresistible taste of golden honey," selling the sweetness of the product to a demographic that craves sweet foods. While the parent knows that his or her child wants the cereal because of its sweet taste (as conveyed through the packaging), Honey Nut Cheerios must still pass the parent test. By putting such statements as "whole-grain" and "13 essential vitamins and minerals" on the box, the product gains authenticity, credibility, and the approval of the parent.

Two different messages on one common box effectively markets the same product to both children and parents alike, helping to make Honey Nut Cheerios the number three top-selling cereal in 2004. So with the addition of honey and nuts, General Mills, the producer of the Cheerios line, has filled the gap between toddlers and young adults, and completed the Cheerios cradle-to-grave lifetime hold on the consumer.

To take another example, if you want people to think you're hip and healthy, you make sure they see you drinking bottled water -- and the fancier the better. No one walking around with a diet Dr Pepper in hand is looking to impress anybody. These days, there's almost a feeling that soft drinks are exclusively for kids and the uneducated masses. There's a cache to the consumption of water, and expensive and exclusive brands are all the rage. Now, there may be a few people who have such extremely refined, educated taste buds that they can taste the difference between Dasani and Aquafina (I certainly can't), but the connoisseurs of modish waters are more likely than not posers (or, to continue the snobbery theme, poseurs). You won't see many people walking around Cincinnati or Syracuse clutching fancy bottled water. Hollywood, South Beach, and the Upper East Side of New York City are, as usual, another story.

There's one final aspect of being the message that impacts what we hear and how we hear it. How our language is delivered can be as important as the words themselves, and no one understands this principle better than Hollywood.

At a small table tucked away in the corner of a boutique Italian restaurant on the outskirts of Beverly Hills, I had the opportunity to dine with legendary actors Charles Durning, Jack Klugman, and Dom DeLuise. The entire dinner was a litany of stories of actors, writers, and the most memorable movie lines ever delivered. (Says Klugman, an Emmy Award winner, "A great line isn't spoken, it is delivered.") Best known for his roles in The Odd Couple and Quincy, Klugman told a story about how Spencer Tracy was practicing his lines for a movie late in his career in the presence of the film's screenwriter. Apparently not pleased with the reading, the writer said to Tracy, "Would you please pay more attention to how you are reading that line? It took me six months to write it," to which Tracy shot back, "It took me thirty years to learn how to say correctly the line that took you only six months to write."

Spencer Tracy knew how to be the message -- and his shelf of Academy Awards proved it.

Excerpted from WORDS THAT WORK by Dr. Frank Luntz. Copyright 2007 Dr. Frank Luntz. All rights reserved. Published by Hyperion. Available wherever Books are sold.

วันอังคารที่ 27 มีนาคม พ.ศ. 2555

How Language and Words Affects Our Behavior

What and how we say things can have an effect on us as well as others. It all depends on the content and context. Language has enabled humans to survive and to thrive. We have been able to communicate to others solely based on the words used. Yet those same words can create tension as well as love.

Though the words may have meaning, it's only the meaning each person gives it. Change the words around in a sentence and they can have a completely different meaning. One word can move someone to action and another word can stop a person in their tracks. Even the words you're reading in this article may have meaning to you - it all depends on how I write it and what you take from it.

Single words can be given additional meaning by using other words. Eventually they form a sentence. How they are structured within the sentence gives it meaning one way or another.

Now here's the kicker regarding words and Language. Many people tend to say a word as the thing they are referring to. For example, saying the words "Statue of Liberty" as it is the Statue of Liberty. The words are only words and not the thing. It's the same with a map. The map is not the territory. It may be a representation, but not the area it represents.

Yet, people will get emotional when a certain word is mentioned as if the word was real. This can affect how we behave. Many advertisers will use words (and language) to affect our behavior so we will buy what they offer. Politicians will use words to have an effect on how we vote. Poets have long used words to connect with us emotionally, so have storytellers. This happens in every language.

Making the words we say to ourselves can help us or hinder us. What if I tell you to "try to do something" does that make you want to take action? But what if I say "you will do something, now" is that more powerful? It's the structure of how the words are used that can have an influence on your behavior.

Now if I say the word "dog" to you, what meaning does it have to you? You may think of a pleasant memory of a family dog you had as a child. Another person may have a fearful memory of being mauled by a dog. It's the same word with different meanings to different people. Think about these words and what meaning would you give them: Republican, Democrat, Libertarian, Independent, Green Party, and Socialist Party? How about California, Alabama, New York, Kansas, Montana, Texas, and Washington D.C.?

What if I changed a sentence and said, "Dog bites man." What meaning does that express to you? How about if I say "Man bites dog?" Does change things even though the same words were used?

As you can see, each one will have a different meaning from different people. Each one may even bring about a behavioral change in each person. Yet, they are only words, aren't they? The only meaning they have is what each one of us gives them. Additionally, the how the sentence is structured will give the words a different meaning.

Look at the words you use in your own life. What meaning are you giving them? What emotions do they bring out in you? Do they create some behavior in you? If you were to think rationally about this, then you'll know the words for what they are for, only words. You are the meaning and the behavior resulting from the words, not the words themselves. Language and words can have a profound effect on our behavior as long as we don't know the reality behind them.

วันจันทร์ที่ 26 มีนาคม พ.ศ. 2555

Understanding Body Language When Dating

It happens all too often that a guy comes back from a date telling his friends that he thinks it went really well, just to find out a few days or weeks later than the woman hasn't agreed to going out with him again. He often wonders where he went wrong, thinking back to the conversations he had on his date. The classic mistake he's making is that he's focusing on what the woman said instead of how she reacted to different things. Basically, he has no understanding of body Language.

Understanding body Language can really help you become a better date and have a better dating life. By looking at the actions or reactions of a woman instead of listening to what she says, you can better determine how a date or relationship is going. It isn't that they mean to lie, but in order to be polite, plenty of women will say they had a good time when they didn't. Because of this, you have to look for the cues that tell you she really had a good time.

When on a date, there are two kinds of body language you need to watch out for. These are negative and positive. Let's look at the negative signs:

1) She's Holding Something Between You

When a woman his holding something between you, maybe her drink or her phone, or something else, she is putting distance between you. She is creating a barrier. This is very telling. What she's trying to do is make sure you don't come too close. Perhaps she isn't comfortable with how the night is going or the conversation. Pick up on this sign.

2) She's Turned Away

If a woman is turned away while you're talking to her, if her face is at an angle facing outward, or maybe you notice that she keeps glancing elsewhere, she might be bored. This isn't a good thing when you're on a date. Try changing topics or suggesting a change in location. You still may be able to recapture her attention.

3) Her Arms Are Crossed

This is a sign of defense, and a very obvious sign that she isn't comfortable. Many people who are upset with someone they are speaking to, cross their arms. It's psychological, but it's a way of protecting themselves. If this happens during your date, try to figure out what might be the problem.

When understanding body language, it is important that you also pick up on cues that suggest she may need something or may need more attention. For example, if a woman is hugging herself (different from crossing her arms) she may be cold. Offer her your jacket. If you see that she is fidgety, playing with her fingers, or has her hands on her lap, she may be nervous. Ask her if she's okay and suggest a change in location if she's not digging the scene. See? Simply by understanding body language, you can become a more attentive and a better date!

วันอาทิตย์ที่ 25 มีนาคม พ.ศ. 2555

Gematria, Language of the Illuminatus

We have seen that Pi is the "Omnific Word" as used by Western Occult Systems. Specifically, the first 32 decimal digits of Pi.

3.141592653589793832464338327950...

So what is Gematria? It is the willful encrypting of a word fused to a mathematical value in order to provide the word with an encoded significance. This definition is a radical departure from profane discussions on this subject, but the definition is far more accurate and clear. Furthermore, the "encoded significance" is further comprised of two primary encoded realities: words that have an absolute truth encoded into them, and words that are encoded to reveal "esoteric significances".

An "absolute truth" may still be compound in nature, meaning that the word has an "esoteric significance" even as it encodes a literal truth. An "absolute truth", often will be set against some astronomical calculation, or some mathematical constant. This principle is set forth in "The Beginning of Masonry, page 24",

If the ultimate and all sustaining secret of Freemasonry may be openly expressed in a few words, it will be these:

The entire course of nature is manifested in cycles. Some of these are scientifically real, others are but appearances based on the presence and position of the observer upon the Earth, away from which they have no true existence. For instance, there is no night except as we are temporarily on the shadow side of our globe during its diurnal rotation. There is this movement of the Earth upon its axis; there is the annual revolution that we term the year; and there is the stupendous cycle called the precession of the equinoxes, which requires nearly 26,000 years for its accomplishment.

There are relative velocities and courses of the planets, the axial revolution of the sun, their angles of inclination, the atomic weights of metals, the phenomena of light, color, crystallization, and gravitation. When the results are expressed in their simplest forms, the latter prove to be some rudimentary geometrical figures that supply the structure of crystals, and all blend together into the marvelous triangle (pythagorean theorem or "golden triangle") that caused old Pythagoras to cry "Eureka!" when the beauties burst upon him."

By careful computation we are able to reconstruct this really divine system, and we find that the exact proportions relating to the celestial correlations in question were lavishly and exclusively employed in the architecture of the temples of old, in all the culture lands of the world, both east and west.

He goes on to explain at the beginning of a Chapter entitled "The Letter/Number System" on page 33: "The next step beyond that of embodying the sacred proportions in architecture and art was to contrive their vocal expression."

"To contrive their vocal expression" is the encoding of particular constants into the words, returning the words back to "the golden triangle of Pythagoras", or Pi. This is the reality of what is "gematria", and hence the definition as defined at the start this article is that "gematria" is "the willful encrypting of a word fused to a mathematical value in order to provide the word with an encoded significance."

Hence "Gematria", provides us with literal hidden essences into the words not contained within the dictionary. This reality, too, is by design, for contrived nature of the words reveals their esoteric, or hidden, meanings, such meanings being either "absolute truths" or purely "esoteric significances" based on a conceptual truth via the process of observer location and observed phenomena.

For example. Higgins mentions "the stupendous cycle called the precession of the equinoxes". This cycle is the primary purpose to the Royal Arch Degree. However, this cycle is purely illusory. Observing the Sun at its location at the Equinox, the Sun appears to traverse in reverse through the Zodiac, forming a "circle in the sky". This "circle" is oft referred to as "the pie in the sky", yet "pi" and "pie" really are encoding the same thing - a Circle, hence the ration of this circle to its diameter.

So the word ZODIAC can be inferred to then be a part of the "contrived vocal expression", and indeed it is, for the anagram of ZODIAC is CADOIZ. Return the Letters to Numbers, and C=3, A=1, D=4, O=15, I=9, Z=26

ZODIAC = CADOIZ = 3.1415926

We can refer to this "contrived word" as both an "absolute truth" and an "esoteric truth", depending on our purpose for the encoding. By revealing that ZODIAC is an anagram for Pi = 3.1415926, we begin to formulate "the structure of crystals" that "all blend together".

Absolute truths, for all intents and purposes, however, we define as words that encode particular constants based on observable astronomic phenomena. For instance, the word EARTH reveals E+A+R+T+H = 5+1+18+20+8 = 52 Weeks. This is an "absolute truth" that clearly defines the Earth relative to its position in the solar system. The word says, "I, the planet Earth, maintains an orbit of 52 weeks around the Sun."

Esoteric truths are really quite different. An overly simplistic analysis of "esoteric truths" assumes that words of same value as "added" together necessarily imply an esoteric equivalency to other words. Many quack analysts assume this to mean "pseudo-numerology" equally, but most quack analysts, themselves, are not educated or versed enough to comment on such matters and are in generally wholly clueless that there is a contrived constructed element to the Language.

Bernard Pick, as quoted in "the Ancient Cipher", a Masonic inspired text released in the 1930's, said, "The art of discovering the hidden sense of the text by means of numerical equivalence of the Letters" was an apt definition of what was "Gematria". In this manner, which really is what "profane Gematria" as been reduced to, Letters are given values based on their "ordinal placement in the Alphabet", and words are then added to find their total value, and words that have the same value are said to have esoteric equivalencies. This process is extended to whole phrases.

Examples of this might be, "The Ancient Word of God = 206 = The Word of Numbers", or "The Number Within the Letter = 302 = Written Beneath Visible Word = 302 = Wisdom Hidden Under the Letter", or "Miraculous Cipher = 191 = God's Spell in Cipher = 191 = The Supreme Miracle = 191 = The Pure White Magic = 191 = Words as Numbers = 191 = The Super Words = 191 = The Silent Words = 191 = Written in Cipher = 191 = The Letters Double = 191 = Letters-Numbers = 191 God-Word Revealed = The Word of Power".

Some of my students have even come to me to reveal that the phrase, "I, Fetch, speak the words of the Gods." = 314 (3.14) itself has an "esoteric significance" in that indeed, what is being revealed is the underlying nature of Pi as the framework to the English Initiated (Illuminatus) System.

However, what is important to note is that contrived or crafted words set against numerical equivalences is a critical component, indeed, THE CRITICAL COMPONENT, to understanding the nature of the Construct, a construct wholly based on, and set against, Pi.