Writer & Poet Dena Austin Miller Forward facing to address change from the heart of our Great Nation our Children. Reaching out to excellent parents, teachers and principals who excite students to the future. With an emphasis on Science,Tech industry and Leadership.
Greatness is Kind gives, understands, Greatness is universal and bigger than oneself Greatness see's your heart your soul In the presence of greatness you feel full of hope and possibilities You move with limitless ability to do right to others and yourself Greatness makes you move in directions you always want to go and go to places you fear Those who inspire greatness inspire through kindness and understanding
I cry and shake my head when one who seems great lacks true greatness. Greatness never makes anyone feel like dirt, greatness never limits, never scares but, greatness dares you to run with the truth you feel in your heart. Greatness creates trust in what you already know but, have been told you can't do.
Trust in the feeling of fullness in the presence of greatness Trust in the feeling of shrinking in the presence of false greatness-trust that.
Trust That That what you feel is true
Greatness is not given to those who do not deserve it and you know it from the first breath that leaves their body. You feel it before the whole word is completed. Trust That, Trust that, Trust that.
Date Name Rank Age Unit Branch State City Cause Place of Death Died In 10-11-2015 Pelky, Phyllis J. Major 45 U.S. Air Force Academy U. S. Air Force New Mexico Rio Rancho Non-Hostile - Helicopter crash Kabul Afghanistan 10-11-2015 Kuhse, Gregory T. Master Sergeant 38 3rd Manpower Requirements Squadron U. S. Air Force Michigan Kalamazoo Non-Hostile - Helicopter crash Kabul Afghanistan 10-02-2015 Golden, Jonathan J. Captain 33 39th Airlift Squadron U. S. Air Force California Camarillo Non-Hostile - Aircraft Crash (C-130J) Jalalabad Airfield Afghanistan 10-02-2015 Pierson, Jordan B. Captain 28 39th Airlift Squadron U. S. Air Force Texas Abilene Non-Hostile - Aircraft Crash (C-130J) Jalalabad Airfield Afghanistan 10-02-2015 Hammond, Ryan D. Staff Sergeant 26 39th Airlift Squadron U.S. Air Force West Virginia Moundsville Non-Hostile - Aircraft Crash (C-130J) Jalalabad Airfield Afghanistan 10-02-2015 Johnson-Harris, Quinn L. Senior Airman 21 39th Airlift Squadron U.S. Air Force Wisconsin Milwaukee Non-Hostile - Aircraft Crash (C-130J) Jalalabad Airfield Afghanistan 10-02-2015 Sartain, Nathan C. Senior Airman 29 66th Security Forces Squadron U.S. Air Force Florida Pensacola Non-Hostile - Aircraft Crash (C-130J) Jalalabad Airfield Afghanistan 10-01-2015 Ruiz,Kcey E. Airman 1st Class 21 66th Security Forces Squadron U.S. Air Force Georgia McDonough Non-Hostile - Aircraft Crash (C-130J) Jalalabad Airfield Afghanistan 9-21-2015 Gilbert, Kyle E. Specialist 24 2nd Battalion, 14th Infantry Regiment, 2nd Brigade Combat Team, 10th Mountain Division U. S. Army Georgia Buford Non-hostile Bagram Afghanistan 8-26-2015 Sibley, Forrest B. Staff Sergeant 31 21st Special Tactics Squadron U.S. Air Force Florida Pensacola Hostile - hostile fire - small arms fire - Green on Blue Camp Antonik (near) Afghanistan 8-26-2015 Roland, Matthew D. Captain 27 23rd Special Tactics Squadron U.S. Air Force Kentucky Lexington Hostile - hostile fire - small arms fire - Green on Blue Camp Antonik (near) Afghanistan 8-08-2015 McKenna Jr., Peter A. Master Sergeant 35 1st Battalion, 7th Special Forces Group U. S. Army Rhode Island Bristol Hostile - hostile fire - small arms fire Kabul Afghanistan 6-29-2015 May, Jason P. Senior Chief Petty Office 38 NA U.S. Navy Michigan Chesterfield Non-hostile at sea At Sea 6-08-2015 Davis,, Krissie K. NA 54 Defense Logistics Agency Civilian Alabama Talladega Hostile - hostile fire - rocket attack (indirect fire) Bagram Airbase Afghanistan 5-24-2015 Ruiz, Pablo A. Sergeant 1st Class 37 Group Support Battalion, 3rd Special Forces Group U. S. Army Florida Melbourne Non-hostile Bagram Afghanistan 4-08-2015 Dawson, John M. Specialist 22 1st Squadron, 33 Cavalry Regiment, 3rd Brigade Combat Team, 101st Airborne Division
Rasmussen, Sieck, and their colleagues identified 12 core aspects of cross-cultural competence. These competencies were frequently found in the thought process of the experts. They are listed here as a set of principles that can help you be more effective on your next sojourn:
Stay focused on your goals: If you’re overseas for work, then building intercultural relationships is not just for fun. Building relationships will help you get your work done.
Understand the culture within yourself: Keep aware of the fact that you see the world in a particular way because of your own background, personal history, and culture.
Manage your attitudes towards the culture: You don’t always have to love the culture. But you do have to keep check on your reactions to values and customs that are different from your own. The first two principles can also help you manage your attitudes.
Direct your learning of the culture: Don’t expect a book or training course to hand you the answers. Try to make sense of the culture for yourself, using the information you come across as clues.
Develop reliable information sources: Find two or three locals to get answers from about the culture. Build the relationships so you feel comfortable asking about most anything. Check with more than one and compare their answers in your head.
Learn about the new culture efficiently: You can’t learn everything about the culture before your trip. It’s unrealistic. Focus on learning a few things that fit your interests, and use those to make connections and learn more while you are abroad.
Cope with cultural surprises: No matter how much you prepare in advance, you will find yourself faced with people acting in ways that you find puzzling. When you do, try to find out why. Doing so will often lead to new insights.
Formulate cultural explanations of behavior: Routinely try to explain to yourself why people act as they do in this culture, differently from your own. Using things you know about the culture to explain behavior will help you build a deeper understanding of the culture overall.
Take a cultural perspective: Try to see things from the point of view of the people from the other culture. By taking a cultural perspective, you may create a whole new understanding of what’s going on around you.
Plan cross-cultural communication: Think ahead of time about what you have to say and how you want the other person to perceive you. Use what you know about the culture to figure out the best way to get that across.
Control how you present yourself: Be deliberate about how you present and express yourself. Sometimes you’ll be most effective if you’re just yourself. Other times you have to adapt how you present yourself to the culture you are in to be most effective.
Reflect and seek feedback: Continue to reflect on and learn from your interactions and experiences after they occur. After an interaction you can think about whether you got the messages across you intended. You can even ask a local how they think you did.
These twelve principles give you some pointers about how to think about the experiences you have in new cultures. They are essential to cross-cultural competence.
"Learning styles has become a popular term to use when we talk about the idea that people have different ways of learning.
The concept of learning styles has a lot of personal and political appeal. It comes in handy when we want to explain why we didn’t learn much from a class. “The teacher just talked and talked the whole time. I’m more of a visual learner. I need more pictures.”
It can help us make the case that the instruction formats and learning environments we’re most comfortable with are more effective for us. “I’m an aural (auditory) learner, so I need to listen to music when I study.” Finally, it appeals to administrators and policy makers. This is because the learning styles idea supports the argument that it’s possible to develop instruction that is optimally effective for the majority of students. Teachers just need to try harder.
But, buyer (and learner) beware. A recent review of research in this area suggests that in spite of its personal and political appeal, not only is the concept of learning styles not helpful, it can lead you astray when you’re trying to gain skills and knowledge.
So, how did the idea of learning styles come about in the first place? It came about because we all want the answer to the million dollar question…"
"Do learning styles exist and do they matter?
Harold Pashler from the University of California, San Diego and his colleagues Mark McDaniel, Doug Rohrer, and Robert Bjork scoured the research literature in search of evidence that learning styles exist and matter. That is, is it true that instruction that meshes with learners’ learning styles lead to better learning outcomes? They published what they discovered about Learning Styles in the journal Psychological Science in the Public Interest."
What Have You Imagined-Made-And Sold (Traded)Today?
A�Fun Thought for the Day: What Have You Imagined-Made-And Sold (Traded)�Today?
A topic many great minds are discussing is US manufacturing.� The result of US R&D and production overseas and the 20th century outcomes of this and how we need to change to succeed in the 21st century. �Articulate to children/young adults the positive concepts of our Capitalist�North American Ideology and how US citizens are researchers, developers, innovators and We Are Producers.�
A Project for Children & Young Adults:
Step 1) Design Something/anything, �with a Pen/Pencil/Computer ��i.e., a robot, a cookie, a doll, a truck, a gadget
Step 2) Use Materials of any kind i.e., �Clay, fabric, tinfoil, metal, wood, dough
Step 3) Make the Design, Complete the Project.
Step 4) Sell It *Trade�It�Somewhere i.e.,� Front Yard, home street corner, local weekend market, a local store, door to door
Email me Pictures of your child/young adults’ project, a picture of each step and I will post them to this Link.� I’m so excited to get them I can barely stand myself.� I too will do this with my son’s and add the pictures to this link.�
And Away We Go, the Race is On.
-Dena Austin Miller
�A great read on the above concept, a series Is the U.S. Killing Its Innovation Machine? �http://blogs.harvardbusiness.org/hbr/restoring-american-competitiveness/
“An impressive roster of experts discuss[ed] these questions in the HBR online symposium” Adi Ignatius, Editor in Chief, �Harvard Business Review
Excessively withdrawn, fearful, or anxious about doing something wrong.
Shows extremes in behavior (extremely compliant or extremely demanding; extremely passive or extremely aggressive).
Doesn’t seem to be attached to the parent or caregiver.
Acts either inappropriately adult (taking care of other children) or inappropriately infantile (rocking, thumb-sucking, throwing tantrums).
Warning signs of physical abuse in children
Frequent injuries or unexplained bruises, welts, or cuts.
Is always watchful and “on alert,” as if waiting for something bad to happen.
Injuries appear to have a pattern such as marks from a hand or belt.
Shies away from touch, flinches at sudden movements, or seems afraid to go home.
Wears inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.
Warning signs of neglect in children
Clothes are ill-fitting, filthy, or inappropriate for the weather.
Hygiene is consistently bad (unbathed, matted and unwashed hair, noticeable body odor).
Untreated illnesses and physical injuries.
Is frequently unsupervised or left alone or allowed to play in unsafe situations and environments.
Is frequently late or missing from school.
Warning signs of sexual abuse in children
Trouble walking or sitting.
Displays knowledge or interest in sexual acts inappropriate to his or her age, or even seductive behavior.
Makes strong efforts to avoid a specific person, without an obvious reason.
Doesn’t want to change clothes in front of others or participate in physical activities.
An STD or pregnancy, especially under the age of 14.
Runs away from home.