Oht 8
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The document provides tips for starting positive relationships, including saying thank you often, graciously accepting compliments, apologizing when wrong, treating others how you want to be treated, and empowering your life.
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Module 6 V3
This document is a workbook module on character traits for The Boys Brigade. It discusses the importance of developing character traits like obedience, reverence, discipline and self-respect. It provides examples of how to foster these traits through The Boys Brigade activities. The module also contains self-reflection exercises to help boys evaluate their strengths and areas for growth in demonstrating the "Fruit of the Spirit" like love, joy and self-control. It presents two case studies for the boys to discuss how they would respond as leaders.
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Module 7 V3
The document provides information about teamwork and communication. It discusses Paul's advice from Titus 3:10 to avoid foolish arguments. The objectives are to learn about focusing on common goals and values in a team. Effective communication and respecting differences are important for teamwork. Maintaining trust through taking responsibility for one's actions is also discussed. The document provides tips for communication, dealing with problems in a group, and ensuring effective team members through taking responsibility.
Oht 7
The document discusses effective communication and teamwork. It provides tips for communication including listening without interrupting, being empathetic, and having positive body language. It also describes a listening exercise where partners take turns speaking without interruption. For teamwork, it emphasizes listening to others, being open-minded, and understanding different perspectives. It presents case studies about resolving conflicts within groups and establishing win-win relationships rather than wanting to be right or make others lose. The overall message is the importance of communication, empathy, and cooperation within teams.
Exercise 1
The participants engaged in several exercises using art, symbols, and drawings to explore and express emotions. In one exercise, participants drew representations of personal problems and most found it helped provide a new perspective. Another had small groups draw symbols and a story without speaking, influencing each other's work. A final exercise had participants create a mandala drawing balancing aspects of their lives, with the center symbolizing the self. Most found value in the introspective and creative nature of the exercises.
Oht 3
The document discusses understanding yourself and managing peer pressure. It prompts the reader to reflect on what they want in life, whether they always follow friends, and if they need approval from others. The reader is encouraged to know themselves, manage their time well, and prioritize school, family, and community over playing without studying. Lastly, the reader is asked to evaluate their own time management by reviewing their schedule from the previous day.
Module 8 V3
The document discusses building positive community relationships. It provides biblical verses emphasizing virtues like compassion, kindness, humility, patience, and forgiveness. It outlines objectives to learn how to create positive relationships, build rapport, and inspire empowering lives. Key strategies include saying thank you, accepting compliments gracefully, apologizing when wrong, and treating others as you wish to be treated. The document also includes case studies about issues in the Boys Brigade community and provides questions to help discuss solutions.
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This document is a workbook module on character traits for The Boys Brigade. It discusses the importance of developing character traits like obedience, reverence, discipline and self-respect. It provides examples of how to foster these traits through The Boys Brigade activities. The module also contains self-reflection exercises to help boys evaluate their strengths and areas for growth in demonstrating the "Fruit of the Spirit" like love, joy and self-control. It presents two case studies for the boys to discuss how they would respond as leaders.
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The document discusses how the rise of Web 2.0 has broken the traditional marketing model and created new opportunities for marketers. Key aspects of Web 2.0 include user-generated content on sites like YouTube and Wikipedia, and social networking on sites like MySpace and Facebook. This shifts focus from personalization to socialization, as customers now control media and influence each other. To succeed, marketers must engage in conversations, convert customers into advocates, and leverage user-generated content and social media insights. Web 2.0 requires a new strategic approach focused on relevance, advocacy, and the changing balance between company and customer messaging.
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The document provides information about teamwork and communication. It discusses Paul's advice from Titus 3:10 to avoid foolish arguments. The objectives are to learn about focusing on common goals and values in a team. Effective communication and respecting differences are important for teamwork. Maintaining trust through taking responsibility for one's actions is also discussed. The document provides tips for communication, dealing with problems in a group, and ensuring effective team members through taking responsibility.
Oht 7
The document discusses effective communication and teamwork. It provides tips for communication including listening without interrupting, being empathetic, and having positive body language. It also describes a listening exercise where partners take turns speaking without interruption. For teamwork, it emphasizes listening to others, being open-minded, and understanding different perspectives. It presents case studies about resolving conflicts within groups and establishing win-win relationships rather than wanting to be right or make others lose. The overall message is the importance of communication, empathy, and cooperation within teams.
Exercise 1
The participants engaged in several exercises using art, symbols, and drawings to explore and express emotions. In one exercise, participants drew representations of personal problems and most found it helped provide a new perspective. Another had small groups draw symbols and a story without speaking, influencing each other's work. A final exercise had participants create a mandala drawing balancing aspects of their lives, with the center symbolizing the self. Most found value in the introspective and creative nature of the exercises.
Oht 3
The document discusses understanding yourself and managing peer pressure. It prompts the reader to reflect on what they want in life, whether they always follow friends, and if they need approval from others. The reader is encouraged to know themselves, manage their time well, and prioritize school, family, and community over playing without studying. Lastly, the reader is asked to evaluate their own time management by reviewing their schedule from the previous day.
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The document discusses building positive community relationships. It provides biblical verses emphasizing virtues like compassion, kindness, humility, patience, and forgiveness. It outlines objectives to learn how to create positive relationships, build rapport, and inspire empowering lives. Key strategies include saying thank you, accepting compliments gracefully, apologizing when wrong, and treating others as you wish to be treated. The document also includes case studies about issues in the Boys Brigade community and provides questions to help discuss solutions.
Oht 4
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Module 9 V3
This document provides guidance on community service. It begins with a story about a little girl saving starfish to teach about contributing to the community. The document then lists objectives and learning outcomes for a module on service. It provides tips for serving the community, such as being aware of community needs and looking for areas to improve. Students are prompted to brainstorm simple acts of kindness and how to use their passions and talents to benefit others. The document guides students through preparing for a community project by understanding a target individual's needs and setting SMART goals. It concludes with pointers for providing service, such as accepting appreciation graciously.
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Oht 9
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This document introduces a workbook module about life gifts and personality types. The module objectives are to help students discover their preferred relationship styles, understand their strengths and areas for growth, and learn to interact effectively with others who have different styles. It includes a questionnaire to assess four relationship styles: driving, people-oriented, stable, and cautious. Students will tally their scores to determine their dominant style and read descriptions to gain insight into how they relate to others.
Oht 2
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Oht 4
1) Melvin has struggled with his weight and lack of confidence since primary school. He joined BB at his mother's suggestion but finds it difficult to fit in and lead others. He feels trapped because he has no one to confide in about how he feels.
2) Chris was used to being a natural leader but was surprised when he did not receive the promotions he expected. While others may not know how upset he is, the missed promotions damaged his self-image and confidence.
3) Both boys would benefit from focusing on their own values and maintaining a positive self-image, instead of basing their worth on external factors like promotions or what others think. Learning to set boundaries and care for themselves can
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This document provides guidance on community service. It begins with a story about a little girl saving starfish to teach about contributing to the community. The document then lists objectives and learning outcomes for a module on service. It provides tips for serving the community, such as being aware of community needs and looking for areas to improve. Students are prompted to brainstorm simple acts of kindness and how to use their passions and talents to benefit others. The document guides students through preparing for a community project by understanding a target individual's needs and setting SMART goals. It concludes with pointers for providing service, such as accepting appreciation graciously.
Module 5 V3
This document provides advice from Paul to Timothy on becoming a leader. It discusses being diligent, giving oneself wholly to certain matters, watching one's life and doctrine closely, and persevering in order to save oneself and others. The document then discusses setting SMART goals to develop one's passion. A SMART goal is specific, measurable, achievable, relevant, and time-based. Examples of setting goals for developing a passion for music and comics are provided.
Oht 9
The document discusses the concepts of service and community contribution. It begins with a story of a little girl saving a starfish to illustrate that every small act of service makes a difference. It provides tips for identifying community needs and using one's talents to address them. A three step process of getting ready, rendering service, and reflecting is outlined. Case studies examine planning a community needs assessment and using talents to help someone in need. The document emphasizes finding ways to serve through one's unique talents.
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Module 2 V3
The document then provides objectives and learning outcomes for a lesson on managing stress and obstacles. It discusses identifying anxiety and fear, noticing anger, and empowering oneself with self-awareness using the ABCD model. An example is given of how to apply the ABCD model to change one's mindset and actions. Finally, the document provides a case study on overcoming obstacles and suggests ways to face fears and deal with problems.
Module 1 V3
This document introduces a workbook module about life gifts and personality types. The module objectives are to help students discover their preferred relationship styles, understand their strengths and areas for growth, and learn to interact effectively with others who have different styles. It includes a questionnaire to assess four relationship styles: driving, people-oriented, stable, and cautious. Students will tally their scores to determine their dominant style and read descriptions to gain insight into how they relate to others.
Oht 2
The document discusses identifying and managing anxiety, fear, and anger. It provides signs of anxiety like difficulty concentrating at work or school and negative thoughts. It suggests noticing where you feel anger in your body and converting angry energy to something positive. The ABCD model is introduced to help understand activating events, beliefs, feelings, and actions. Two case studies are presented about individuals struggling with fears around heights and finding military service stressful. Managing fears involves getting fresh air, focusing on positives, and talking about feelings.
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The document discusses dealing with peer pressure and time management. It provides two case studies about boys facing peer pressure from their friends to do things like smoke cigarettes or spend too much time playing video games instead of focusing on schoolwork. The document emphasizes understanding yourself, prioritizing responsibilities, and developing a weekly schedule to manage time effectively in order to cope with peer pressure and avoid negative outcomes.
Oht 5
Jimmy enjoys making music and practicing guitar. He has found success performing at school and community events. His parents tell him to spend less time on music and more on schoolwork, asking him to withdraw from an upcoming talent competition. Jimmy feels trapped but wants to develop his musical passion.
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Oht 8
- 1. OHT 8.1 How To Start Positive Relationships Say ‘thank you’ often. Saying ‘thank you’ builds your self-esteem and the other person’s too. What are some of the things you can say “thank you” for? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
- 2. OHT 8.2 Be gracious in accepting compliments. Accept kind words with grace, do not react negatively or reject or laugh at them. Let’s practise… How do you feel when you accept kind words with grace:
- 3. OHT 8.3 Say you are sorry when you feel you have been wrong; don’t be stubborn. If you are upset about language or behavior, take a stand and walk away - you support it, non-verbally, by staying. Please write down below two of the times when you could have said you are sorry when you were wrong:
- 4. OHT 8.4 Creating Rapport Whatever you put out to others, is what you will get back so treat other people in exactly the way you want them to treat you. How will you treat your loved ones today?
- 5. OHT 8.5 Strategies To Empower Your Life •Be aware of what is happening in the community around you. Choose a life path from your talent and from what you love doing Find things that you love about your community and take part in them. Look at areas for improvement in your community