This document provides exercises to develop internal assets in youth. It discusses positive youth development and an approach that cultivates strengths rather than weaknesses. The exercises can be used to build team cohesion and develop various internal assets in youth, including positive values, social competencies, and positive identity. Specific activities are described, such as creating team rituals, name games to learn names, scavenger hunts requiring teamwork, and cooperation challenges like the human knot exercise.
Final version november 17 2020 -leadership thoughts and lessons final part ii...Ronald Brown
The document provides leadership lessons from various notable figures such as Ruth Bader Ginsburg, Chadwick Boseman, Maya Angelou, John Lewis, Vince Lombardi, Ludwig van Beethoven, Douglas MacArthur, Stacey Abrams, Michelle Obama, Barack Obama, Wynton Marsalis, Magic Johnson, Jim Tunney, Michael Jordan, Colin Powell, Bill Russell, Jesus Christ, and others. The lessons focus on themes of fighting for what you care about respectfully, finding purpose over jobs, making your mark despite failures, being a servant leader, listening to others, and leading by positive example.
This is pdf version of presentation made to New York School Public Relations Association. It is based on "The Public Relations Practitioner's Playbook" and "The ABCs of Strategic Communication" published by AuthorHouse.
This presentation is a summary of section 2 (of 6) of the book "The 360º Leader" by best-selling author John C Maxwell. Challenges and solutions include:
* Tension (the pressure of being caught in the middle),
* Frustration (following an ineffective leader),
* Multi-Hat (one person – demands and expectations from all quarters),
* Ego (being hidden in the middle),
* Fulfillment (stuck in the middle, when would rather be in front),
* Vision (how to champion it when you did not create it),
* Influence (influencing others whom you do not manage).
The document discusses whether leaders are born or made. It provides perspectives from several individuals on leadership. Some key points discussed include:
- Some believe leaders are born with innate qualities and traits, while others believe leadership can be learned and developed through training and experience.
- Individuals described various ways that leaders can be "made", such as being pushed into a leadership role during a crisis, choosing to pursue leadership training, or developing skills over time through practice and experience.
- Most agree that effective leadership requires both innate traits as well as continuous learning and adaptation of skills. The ability to learn is considered very important for leadership.
The document discusses qualities of good and bad leaders. Good leaders that people follow freely have qualities like experience, empathy, vision, inspiration, honesty and motivation. Bad leaders people are unwilling to follow are corrupt, closed-minded, dishonest, selfish and arrogant. The document also contrasts winners versus losers and discusses different levels of leadership, with level 5 leaders embodying humility and ambition for the organization.
The 360 leader Section 2 Challenges 3 and 4Bea Tosta
The document discusses two challenges that 360-degree leaders face: the multi-hat challenge and the ego challenge. The multi-hat challenge refers to the need to wear many hats and take on different roles to satisfy the demands of leaders, customers, vendors, and followers. The ego challenge arises from 360-degree leaders often not receiving credit for their work and being "hidden in the middle" of an organization. Leaders must focus on their duties rather than dreams or promotion to properly handle these challenges.
This cycle represents the ongoing process of leadership. A leader continually refines their vision, sets goals aligned with that vision, plans concrete steps to achieve those goals, takes action by working diligently, and seeks counsel from others to improve. Repeating this cycle allows the leader to continuously learn and grow in their abilities.
Final version november 17 2020 -leadership thoughts and lessons final part ii...Ronald Brown
The document provides leadership lessons from various notable figures such as Ruth Bader Ginsburg, Chadwick Boseman, Maya Angelou, John Lewis, Vince Lombardi, Ludwig van Beethoven, Douglas MacArthur, Stacey Abrams, Michelle Obama, Barack Obama, Wynton Marsalis, Magic Johnson, Jim Tunney, Michael Jordan, Colin Powell, Bill Russell, Jesus Christ, and others. The lessons focus on themes of fighting for what you care about respectfully, finding purpose over jobs, making your mark despite failures, being a servant leader, listening to others, and leading by positive example.
This is pdf version of presentation made to New York School Public Relations Association. It is based on "The Public Relations Practitioner's Playbook" and "The ABCs of Strategic Communication" published by AuthorHouse.
This presentation is a summary of section 2 (of 6) of the book "The 360º Leader" by best-selling author John C Maxwell. Challenges and solutions include:
* Tension (the pressure of being caught in the middle),
* Frustration (following an ineffective leader),
* Multi-Hat (one person – demands and expectations from all quarters),
* Ego (being hidden in the middle),
* Fulfillment (stuck in the middle, when would rather be in front),
* Vision (how to champion it when you did not create it),
* Influence (influencing others whom you do not manage).
The document discusses whether leaders are born or made. It provides perspectives from several individuals on leadership. Some key points discussed include:
- Some believe leaders are born with innate qualities and traits, while others believe leadership can be learned and developed through training and experience.
- Individuals described various ways that leaders can be "made", such as being pushed into a leadership role during a crisis, choosing to pursue leadership training, or developing skills over time through practice and experience.
- Most agree that effective leadership requires both innate traits as well as continuous learning and adaptation of skills. The ability to learn is considered very important for leadership.
The document discusses qualities of good and bad leaders. Good leaders that people follow freely have qualities like experience, empathy, vision, inspiration, honesty and motivation. Bad leaders people are unwilling to follow are corrupt, closed-minded, dishonest, selfish and arrogant. The document also contrasts winners versus losers and discusses different levels of leadership, with level 5 leaders embodying humility and ambition for the organization.
The 360 leader Section 2 Challenges 3 and 4Bea Tosta
The document discusses two challenges that 360-degree leaders face: the multi-hat challenge and the ego challenge. The multi-hat challenge refers to the need to wear many hats and take on different roles to satisfy the demands of leaders, customers, vendors, and followers. The ego challenge arises from 360-degree leaders often not receiving credit for their work and being "hidden in the middle" of an organization. Leaders must focus on their duties rather than dreams or promotion to properly handle these challenges.
This cycle represents the ongoing process of leadership. A leader continually refines their vision, sets goals aligned with that vision, plans concrete steps to achieve those goals, takes action by working diligently, and seeks counsel from others to improve. Repeating this cycle allows the leader to continuously learn and grow in their abilities.
The Yellow Brick Road of Leadership - Lessons from the Wizard of OzJonathan Stutz
This presentation examines leadership through the lens of L. Frank Baum’s ‘The Wonderful Wizard of Oz’. The reader will learn that a leader’s success is dependent upon a belief in oneself, having a goal for a better future, wisdom, emotional intelligence, and a willingness to take action. Throughout this presentation you will learn that developing these combined capabilities is a journey, a road filled with difficulties and obstacles. Baum’s fantasy provides a platform for leaders and students of leadership to reflect and gain perspective on their own journey down the yellow brick road of leadership.
The document provides a book review and summary of "Living with Honour" by Shiv Khera. It discusses the following key points:
1) The book is about living with dignity and being worthy of respect through principles like fairness, empathy, and integrity.
2) It outlines several principles of honour, including universal values, consistency of character, integrity, ethics, and loyalty.
3) It discusses the importance of leaving one's comfort zone, channeling fear positively, and creating a foundation for success through these principles.
4) It differentiates between true leaders who guide and inspire others, empowering them to carry on a mission, versus pseudo-leaders who control and intimidate
The book review summarizes the book "Living with Honour" by Shiv Khera. It discusses the following key points:
1) The book is about living an honorable life and having integrity, character, and ethics. It provides tools for honorable living.
2) Principles of honor include universal values that don't change over time, consistency in behavior, and having integrity defined by one's conduct rather than status.
3) Success is built on a foundation of ethics, loyalty, and channeling fear in a positive direction. An honorable person is bold but not a bully.
4) True leadership creates more leaders rather than followers and is about facilitating change rather than demonstrations. Leaders
This document provides advice on various aspects of living a purposeful and principled life in 3 sentences or less:
1) It discusses establishing core values, caring about one's thoughts and words, practicing self-discipline, living simply, being generous, taking responsibility, and respecting health.
2) It also offers guidance on cultivating spirituality, generosity, creativity, passion for work, appreciation for others, social skills, role models, and a strong sense of identity.
3) Throughout, it emphasizes principles of non-violence, kindness, respect, and service to others as espoused by leaders like Mahatma Gandhi.
True leaders are born, not made, and possess original thoughts as well as unbounded courage. While circumstances can help shape true leaders, it is difficult to define exactly what makes someone a true leader or to predict where they will come from, as true leaders can emerge from all parts of society.
This document discusses different personality types and how leaders can connect with people of varying personalities. It identifies four main personality types: popular/sanguine, perfect/melancholy, powerful/choleric, and peaceful/phlegmatic. The document provides tips on motivating each personality type and forming effective teams by considering personalities. Leaders are advised to understand their own and others' personalities to improve communication and work relationships.
This presentation covers material from John Maxwell's book, "The 360 Degree Leader." Specifically, the first of six sections is presented, including "The 7 Myths of Leading from the Middle of an Organization" and "5 Levels of Leadership Development."
This book summary provides an overview of the book "The 360° Leader: Developing Your Influence From Anywhere in the Organization" by John C. Maxwell. The book discusses how leadership can be practiced from any level within an organization, not just at the top, through influencing peers, subordinates, and superiors. It outlines principles for leading up, across, and down an organization. The value of developing leadership at all levels is that it creates a stronger team and prepares people for greater responsibilities. Overall, the book promotes a view of leadership as about influence rather than just position.
This document contains summaries and excerpts from various presentations and articles on strategic communication and leadership. It discusses key concepts like developing a strategic mindset, effective communication, gaining influence, and qualities of strong leadership. Specifically, it emphasizes that leaders must think strategically, advise constructively, anticipate challenges, and persevere through difficult times with a focus on results. Leaders are also encouraged to develop trust, serve as teachers, and help organizations adapt to changing environments.
A 360 leader is someone who can lead from any position within an organization by leading down to direct reports, across to peers, and up to managers. The document discusses leadership myths like thinking you need a leadership title to lead. It contrasts one-directional leadership with 360 degree leadership and provides examples of how to lead down by developing others, lead across by helping peers, and lead up by supporting managers. Challenges of 360 leadership are outlined like pressure from multiple roles, unsupportive leaders, competing demands, and communicating vision without authority.
The document discusses different mindsets (fixed vs growth) that people can have about their abilities, with a growth mindset believing abilities can be developed through effort and a fixed mindset believing abilities are innate talents. It notes attitudes associated with each mindset and their effects on learning and persistence. The document asks teachers to consider which mindsets they see in students and how those mindsets influence students.
This document provides guidance on building an effective team through communication, organization, motivation, and leadership. It emphasizes the importance of clear communication, establishing shared goals and a plan to achieve them, empowering staff members, and creating an environment where people are motivated to work hard and improve. The key is getting everyone focused on team success rather than individual accomplishments.
This document discusses the branding and marketing strategy for a shoe brand called "Animus Anima" or "A/A". The brand is inspired by Carl Jung's concepts of animus and anima, representing the masculine and feminine aspects within each person. The brand aims to help users express their "true self" through symbolism in the shoe design and marketing that focuses on individuality, balance, and self-acceptance. The target market is ages 16-34 interested in fitness and style. Advertising will use visual imagery and subtle messaging rather than direct product information to allow for personal interpretation and connection to beliefs. Music in ads will reinforce the concept of challenging norms.
The document summarizes the book "The 360 Degree Leader" by John Maxwell. It discusses key topics like the myths of leading from the middle, challenges faced by middle managers, and principles for leading up, across, and down an organization. The value of 360 degree leadership is developing leadership at all levels to create a more effective team. While providing an overview of leadership concepts, the document notes some criticisms of the book, such as lack of empirical evidence and neglecting situational factors.
This document summarizes and reviews two books on interpersonal skills - Influence Without Authority by Allan R. Cohen and David L. Bradford, and Compelling People by John Neffinger and Matt Kohut. For the first book, it describes the model of using "currencies" like inspiration, tasks, relationships etc. to influence others without direct authority. For the second book, it discusses displaying warmth and strength to be influential, and how factors like body language impact perception. It also provides background on interpersonal skills and life skills.
The document discusses 5 types of leaders who are prone to becoming derailed: imposters, rationalizers, glory seekers, loners, and shooting stars. Imposters lack self-awareness and see underlings as threats. Rationalizers blame others instead of accepting responsibility. Glory seekers are motivated by fame over building lasting organizations. Loners fail to create support systems. Shooting stars' lives revolve around their careers and they don't learn from mistakes. All 5 see themselves as heroes but true leadership means empowering others, not just personal success. Leaders must avoid these pitfalls to stay grounded and elicit the best performance from their teams.
This document provides an outline for a presentation on leadership. It defines a leader as a coach, mentor, communicator, and champion. Leadership is described as goal setting, motivation, teamwork, and achievement. Examples are given of modern young leaders like Mark Zuckerberg, Steve Jobs, and Bill Gates who achieved success at a young age. The presentation encourages the audience to recognize and develop their leadership potential instead of accepting failure, and that challenges make leaders stronger.
Using new technology to optimize your live event def sendstepsConferize
This document discusses using new technology to optimize live events. It emphasizes engaging attendees both during and after events through technologies like live reporting, crowd-sourcing, interactive formats, and sharing user-generated content. The author advocates starting with clear event goals and addressing problems like driving attendance, ROI, and the attendee experience. Technologies should be chosen based on their effectiveness, appeal, usability, and ability to function flawlessly. A case study highlights an event that used gaming and augmented reality to enhance the experience. Overall, new technologies can help events become ongoing communities rather than single peak experiences.
The Yellow Brick Road of Leadership - Lessons from the Wizard of OzJonathan Stutz
This presentation examines leadership through the lens of L. Frank Baum’s ‘The Wonderful Wizard of Oz’. The reader will learn that a leader’s success is dependent upon a belief in oneself, having a goal for a better future, wisdom, emotional intelligence, and a willingness to take action. Throughout this presentation you will learn that developing these combined capabilities is a journey, a road filled with difficulties and obstacles. Baum’s fantasy provides a platform for leaders and students of leadership to reflect and gain perspective on their own journey down the yellow brick road of leadership.
The document provides a book review and summary of "Living with Honour" by Shiv Khera. It discusses the following key points:
1) The book is about living with dignity and being worthy of respect through principles like fairness, empathy, and integrity.
2) It outlines several principles of honour, including universal values, consistency of character, integrity, ethics, and loyalty.
3) It discusses the importance of leaving one's comfort zone, channeling fear positively, and creating a foundation for success through these principles.
4) It differentiates between true leaders who guide and inspire others, empowering them to carry on a mission, versus pseudo-leaders who control and intimidate
The book review summarizes the book "Living with Honour" by Shiv Khera. It discusses the following key points:
1) The book is about living an honorable life and having integrity, character, and ethics. It provides tools for honorable living.
2) Principles of honor include universal values that don't change over time, consistency in behavior, and having integrity defined by one's conduct rather than status.
3) Success is built on a foundation of ethics, loyalty, and channeling fear in a positive direction. An honorable person is bold but not a bully.
4) True leadership creates more leaders rather than followers and is about facilitating change rather than demonstrations. Leaders
This document provides advice on various aspects of living a purposeful and principled life in 3 sentences or less:
1) It discusses establishing core values, caring about one's thoughts and words, practicing self-discipline, living simply, being generous, taking responsibility, and respecting health.
2) It also offers guidance on cultivating spirituality, generosity, creativity, passion for work, appreciation for others, social skills, role models, and a strong sense of identity.
3) Throughout, it emphasizes principles of non-violence, kindness, respect, and service to others as espoused by leaders like Mahatma Gandhi.
True leaders are born, not made, and possess original thoughts as well as unbounded courage. While circumstances can help shape true leaders, it is difficult to define exactly what makes someone a true leader or to predict where they will come from, as true leaders can emerge from all parts of society.
This document discusses different personality types and how leaders can connect with people of varying personalities. It identifies four main personality types: popular/sanguine, perfect/melancholy, powerful/choleric, and peaceful/phlegmatic. The document provides tips on motivating each personality type and forming effective teams by considering personalities. Leaders are advised to understand their own and others' personalities to improve communication and work relationships.
This presentation covers material from John Maxwell's book, "The 360 Degree Leader." Specifically, the first of six sections is presented, including "The 7 Myths of Leading from the Middle of an Organization" and "5 Levels of Leadership Development."
This book summary provides an overview of the book "The 360° Leader: Developing Your Influence From Anywhere in the Organization" by John C. Maxwell. The book discusses how leadership can be practiced from any level within an organization, not just at the top, through influencing peers, subordinates, and superiors. It outlines principles for leading up, across, and down an organization. The value of developing leadership at all levels is that it creates a stronger team and prepares people for greater responsibilities. Overall, the book promotes a view of leadership as about influence rather than just position.
This document contains summaries and excerpts from various presentations and articles on strategic communication and leadership. It discusses key concepts like developing a strategic mindset, effective communication, gaining influence, and qualities of strong leadership. Specifically, it emphasizes that leaders must think strategically, advise constructively, anticipate challenges, and persevere through difficult times with a focus on results. Leaders are also encouraged to develop trust, serve as teachers, and help organizations adapt to changing environments.
A 360 leader is someone who can lead from any position within an organization by leading down to direct reports, across to peers, and up to managers. The document discusses leadership myths like thinking you need a leadership title to lead. It contrasts one-directional leadership with 360 degree leadership and provides examples of how to lead down by developing others, lead across by helping peers, and lead up by supporting managers. Challenges of 360 leadership are outlined like pressure from multiple roles, unsupportive leaders, competing demands, and communicating vision without authority.
The document discusses different mindsets (fixed vs growth) that people can have about their abilities, with a growth mindset believing abilities can be developed through effort and a fixed mindset believing abilities are innate talents. It notes attitudes associated with each mindset and their effects on learning and persistence. The document asks teachers to consider which mindsets they see in students and how those mindsets influence students.
This document provides guidance on building an effective team through communication, organization, motivation, and leadership. It emphasizes the importance of clear communication, establishing shared goals and a plan to achieve them, empowering staff members, and creating an environment where people are motivated to work hard and improve. The key is getting everyone focused on team success rather than individual accomplishments.
This document discusses the branding and marketing strategy for a shoe brand called "Animus Anima" or "A/A". The brand is inspired by Carl Jung's concepts of animus and anima, representing the masculine and feminine aspects within each person. The brand aims to help users express their "true self" through symbolism in the shoe design and marketing that focuses on individuality, balance, and self-acceptance. The target market is ages 16-34 interested in fitness and style. Advertising will use visual imagery and subtle messaging rather than direct product information to allow for personal interpretation and connection to beliefs. Music in ads will reinforce the concept of challenging norms.
The document summarizes the book "The 360 Degree Leader" by John Maxwell. It discusses key topics like the myths of leading from the middle, challenges faced by middle managers, and principles for leading up, across, and down an organization. The value of 360 degree leadership is developing leadership at all levels to create a more effective team. While providing an overview of leadership concepts, the document notes some criticisms of the book, such as lack of empirical evidence and neglecting situational factors.
This document summarizes and reviews two books on interpersonal skills - Influence Without Authority by Allan R. Cohen and David L. Bradford, and Compelling People by John Neffinger and Matt Kohut. For the first book, it describes the model of using "currencies" like inspiration, tasks, relationships etc. to influence others without direct authority. For the second book, it discusses displaying warmth and strength to be influential, and how factors like body language impact perception. It also provides background on interpersonal skills and life skills.
The document discusses 5 types of leaders who are prone to becoming derailed: imposters, rationalizers, glory seekers, loners, and shooting stars. Imposters lack self-awareness and see underlings as threats. Rationalizers blame others instead of accepting responsibility. Glory seekers are motivated by fame over building lasting organizations. Loners fail to create support systems. Shooting stars' lives revolve around their careers and they don't learn from mistakes. All 5 see themselves as heroes but true leadership means empowering others, not just personal success. Leaders must avoid these pitfalls to stay grounded and elicit the best performance from their teams.
This document provides an outline for a presentation on leadership. It defines a leader as a coach, mentor, communicator, and champion. Leadership is described as goal setting, motivation, teamwork, and achievement. Examples are given of modern young leaders like Mark Zuckerberg, Steve Jobs, and Bill Gates who achieved success at a young age. The presentation encourages the audience to recognize and develop their leadership potential instead of accepting failure, and that challenges make leaders stronger.
Using new technology to optimize your live event def sendstepsConferize
This document discusses using new technology to optimize live events. It emphasizes engaging attendees both during and after events through technologies like live reporting, crowd-sourcing, interactive formats, and sharing user-generated content. The author advocates starting with clear event goals and addressing problems like driving attendance, ROI, and the attendee experience. Technologies should be chosen based on their effectiveness, appeal, usability, and ability to function flawlessly. A case study highlights an event that used gaming and augmented reality to enhance the experience. Overall, new technologies can help events become ongoing communities rather than single peak experiences.
Lic. Diego Fernando Tarrío has over 15 years of experience in software development and engineering as well as 14 years experience teaching at the university level. He has expertise in .NET architectures, object oriented design, database modeling, and team management. In his free time, he enjoys taekwondo, playing guitar, nature photography, and spending time with his family.
This 10 question quiz tests knowledge about technology history, including early computers, gaming consoles, smartphones and wearables. It asks about components like joysticks, mainframes and power indicators. It also features questions about pioneering portable computers like the GRID Compass and Newton MessagePad as well as iconic brands like Atari, Apple, IBM, Commodore and Sinclair.
Presentation and workshop about Word of Mouth Marketing for the Brand Communication class at the UVA, Amsterdam, The Netherlands. By Willem Sodderland, Founder & CEO of Buzzer, Europe's leading Word of Mouth Marketing platform and Jorien Langedijk, WoM Wisdom Worker at Buzzer.
Les Jardins Majorelle is a botanical garden located in Marrakech, Morocco. It features a collection of exotic plants and trees laid out across 12 acres. The gardens were originally created in the 1920s by French painter Jacques Majorelle and have been preserved to honor his memory and artistic legacy.
Kollege Watson, übernehmen Sie ... oder: Was Systeme der künstlichen Intellig...Stefan Pfeiffer
Ich habe am 20. Oktober 2016 auf der Zukunft Personal #zp16 diesen Vortrag über die Rolle von künstlicher Intelligenz in der Bewältigung der täglichen Informationsflut gehalten und dabei IBM Watson vorgestellt und gegenüber horizontalen Systemen der Künstlichen Intelligenz wie Microsoft Cortana oder Apple Siri abgegrenzt. In dem Vortrag geht es um die mögliche Rolle von IBM Watson am Arbeitsplatz, in der E-mail-Inbox oder im Enterprise Social Network, aber auch um die Möglichkeiten und Einsatzgebiete in HR Abteilungen. Besonderer Dank gilt meinem Kollegen Dr. Peter Schütt, auf dessen Folien und inhaltliche Aufbereitung ich zurückgreifen konnte.
This document provides a budget form to estimate the costs of furnishing a new home. It lists furniture and appliances needed for the living room, dining room, bedroom, and electronics, along with quantities and descriptions. Items listed for the living room include a sofa, lamp, TV, TV stand, coffee table, and bookcase. The dining room items are chairs, table, cutlery set, painting, rug. Bedroom items listed are a bed, night tables, closet, TV stand, painting, curtain, and mirror. Electronic appliances listed include a TV, stereo, piano, microwave, computer, Xbox, and Blu-ray player. The total estimated amount for all items is provided at the end of the document.
This document describes a mannequin called "Seven" that has seven arm positions and is elegant, contemporary, and chic. It provides specifications for the mannequin including details on the base, fittings, color, finish, feet, and material. Contact information is given for Bob Volpe, Managing Director of Imagine Group.
Les Deux Tours is a hotel located in Marrakech, Morocco. It features an ornate entrance, expansive grounds with outdoor spaces, and amenities like a bar and pool area for guests.
This very short document appears to be a website URL for a site called "On the streets, Amsterdam". It does not contain enough contextual information to generate a meaningful 3 sentence summary.
The document is a photograph taken by Jonathan Baker in Paris, France in 2012 that depicts various storefront windows on a street. The photograph is accompanied by the photographer's name and website about retail store windows. In less than 3 sentences, it summarizes the key details about the content, creator, and subject of the photograph.
The document discusses a technology event case study where six pieces of technology were used to manage the event process, including two startups. An EventManagerBlog WordPress theme was used to create the event website in under three hours. The document also discusses other technologies used like etouches, Conferize, social media, and challenges with integrating different technologies for events. It emphasizes tailoring technology to support each unique event and its attendees.
Here are the key steps to organize a party:
1. Choose a date. Check everyone's schedules to find a date that works for most people.
2. Create a budget. Decide how much you can spend on food, drinks, decorations, etc. Stick to your budget.
3. Send invitations. Send invitations at least 2-3 weeks before the party with the date, time, location, and any other details.
4. Plan food and drinks. Decide what food and drinks to serve. Consider appetizers, main dishes, desserts. Shop and prepare in advance.
5. Set up the location. Decorate the location with balloons, streamers or
This document describes a youth camp activity called "Blind Polygon" where participants try to form shapes like squares and triangles with a rope while blindfolded. The activity is meant to teach skills like listening, problem-solving, and group dynamics. It involves blindfolding participants and having them find and hold the rope in round 1. In subsequent rounds, they work together blindfolded to form the rope into a square in 20 minutes and then an equilateral triangle in 10 minutes. Debrief questions are provided to discuss what happened, why, what changed, and lessons learned about teamwork, leadership, and bringing order from chaos.
Keynote for Twin Rivers School DistrictJon Corippo
The document discusses various topics related to education including mastery learning, assessments, spaced repetitions, gestalt theory, lesson design, technology integration, and professional development. It advocates for moving beyond traditional models of instruction toward more student-centered approaches using project-based and passion-driven learning supported by integrated technology. It emphasizes the importance of communities of sharing and support among educators to successfully implement new practices.
This document describes a team-building activity for a youth camp involving forming shapes with a rope while blindfolded. The activity involves three rounds: 1) finding the rope on the ground blindfolded, 2) forming a square in 20 minutes blindfolded, and 3) forming an equilateral triangle in 10 minutes blindfolded. The facilitator notes provide discussion questions to debrief the activity and draw out lessons about teamwork, leadership, communication, and achieving a common goal.
The document outlines the FISH! Philosophy which consists of four principles: Play, Make Their Day, Be There, and Choose Your Attitude. It discusses each principle in more detail, providing examples of how to incorporate each one. The philosophy aims to create a fun work environment, show kindness to others, be fully present and engaged, and choose a positive attitude. It encourages the reader to think about how they can apply these principles in their own work or school.
The document discusses the concept of leadership. It defines leadership as getting others to willingly do what the leader wants by appealing to their own interests. It outlines different types of leadership, including military and business leadership. The document emphasizes that leaders are made, not born, and that to build a large, productive organization, leaders must raise up other leaders. It lists several qualities of great leaders, such as being good followers, having vision and goals, developing trust and respect, and creating more leaders. The key message is that strong leadership is needed to grow organizations and accomplish goals.
The Centra system was down, causing issues for a planned leadership presentation. The presentation focused on purposefully positive leadership, including motivating oneself and others, staying focused despite distractions, and returning favors by acknowledging others' good work. It discussed concepts like positive thinking, managing creative tension through vision and structure, and leading from the inside out by communicating an organization's purpose and beliefs. The presentation emphasized that leadership involves motivating others towards a shared goal and controlling what you can through attitude, effort and focus.
The Centra system was down, causing issues for a planned online meeting. The document was an agenda for a virtual leadership training covering topics like positivity, motivation, dealing with negativity, and components of successful teams. It included quotes, exercises, and discussions of vision, change management, passion, and the power of positive thinking.
The document provides guidance for team leaders on building and managing high-performing teams. It discusses developing a team structure and talent plan, creating a vision statement, setting boundaries and principles, defining behaviors and culture, and team building activities. It also covers initial planning, goal setting, outlining operational activities, budgeting, and re-planning. The overall guidance is focused on two key areas: talent capacity, which involves forming the team, and learning and development, such as training the team.
This document provides guidance for team leaders on building and managing a high-performing team. It discusses developing a team structure and talent plan, creating a vision statement, setting boundaries and principles, defining behaviors and values, and getting team members acquainted. It also covers planning goals and operations, allocating roles, training the team, evaluating achievement, and developing leadership. The overall message is that both talent development and management processes are needed to build a successful team.
As a reader I wanted you to relate yourself to the situations you had faced and try to apply the methods/ techniques which are being shared. Don’t think of this book as another “Super Hero Movie”, give the due credit to it by believing and taking bay steps which would draw you closure to your intended path.
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
The book "You Can Win" by Shiv Khera discusses principles for success. It covers topics like attitude, motivation, self-esteem, goal-setting and more. The author is an entrepreneur who founded Qualified Learning Systems. He believes success comes from cultivating a positive attitude and strong work ethic. The book provides strategies to help readers develop these traits and achieve their goals.
As a new team leader, forming and building their team is one of their most important responsibilities. This involves recruiting members and helping the team establish an identity and cohesion through activities like getting to know each other and establishing expectations and goals. Regular meetings and reviews are also important for maintaining team bonds and progress. The key is selecting the right members and placing them in positions that utilize their strengths, while also allowing opportunities for the team to work together and understand their shared purpose.
This document discusses different types of leadership styles and their outcomes. It presents a diagram categorizing leadership traits that lead to teams thriving, surviving, or nose diving. Leaders are encouraged to focus on developing the traits that lead to teams thriving, such as having vision and wisdom (knowledge), being their best selves (style), and energizing others (energy). The key to becoming a thriving leader is getting feedback on strengths and areas for improvement, amplifying strengths, focusing on one or two development areas, taking risks, modeling admired leaders, and daring to thrive.
A presentation when i become a guest speaker for UX Indonesia (PT UXINDO DIGITAL INDONESIA) on the relation between Problem, People and Product. Even with a good diverse sets of audience background in the room, it was nice to understand that we can share & relate into the same value! A huge thanks for the opportunity & assistance during the presentation, to good sportsman who was willing to play some games with me on stage and lastly everyone who came & spent their time with me that night !
This document contains a playlist of songs paired with psychological concepts and a chapter about the social self from a psychology textbook. The playlist includes songs related to self-complexity, social comparison theory, self-esteem, and self-control. The chapter discusses how the self is formed through social relationships and influenced by factors like culture, birth order, gender, and situation. It also covers topics like self-knowledge, self-evaluation, and social comparison processes.
THE SOCIAL SELF (Psych 201 - Chapter 3 - Spring 2014)
THRIVE
1. thrive: INTERNAL ASSET DEVELOPMENT
thrive
verb. {THrīv}
to grow or develop vigorously; to flourish
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The following exercises are founded in Positive Youth
Development, a strengths based approach to youth
development.
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This approach cultivates internal assets rather than focusing
on barriers or weaknesses.
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These exercises can be used to break the ice for new riders,
open a ride or raise energy levels during a ride.
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Key
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Activity can be performed indoors in case of
poor weather
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Activity is either exclusively for girls or may be
better suited towards an all-girls group
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Asset development areas
POSITIVE
VALUES
SOCIAL
COMPETENCIES
POSITIVE
IDENTITY
2. thrive: INTERNAL ASSET DEVELOPMENT
INTERNAL ASSETS
The assets below are areas in which Momentum Bike Clubs can develop youth on and off the bikes. Look for
these categories graphically next to the title of each activity and their sub-categories listed in the “Internal
Asset Development” sections.
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Positive Values
!Caring | Young Person places high value on helping other people.
!Equality and Social Justice | Young person places high value on promoting equality and reducing hunger
and poverty.
!Integrity | Young person acts on convictions and stands up for her or his beliefs.
!Honesty | Young person "tells the truth even when it is not easy.”
!Responsibility | Young person accepts and takes personal responsibility.
!Restraint | Young person believes it is important not to be sexually active or to use alcohol or other drugs.
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Social Competencies
!Planning and Decision Making | Young person knows how to plan ahead and make choices.
!Interpersonal Competence| Young person has empathy, sensitivity, and friendship skills.
!Cultural Competence | Young person has knowledge of and comfort with people of different cultural/racial/
ethnic backgrounds.
!Resistance Skills | Young person can resist negative peer pressure and dangerous situations.
!Peaceful Conflict Resolution | Young person seeks to resolve conflict nonviolently.
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Positive Identity
!Personal Power | Young person feels he or she has control over "things that happen to me."
!Self Esteem| Young person reports having a high self-esteem.
!Sense of Purpose | Young person reports that "my life has a purpose."
!Positive View of Personal Future| Young person is optimistic about her or his personal future.
!!*Commitment to Learning is another category of Developmental Assets identified by the Search Institute.
This category has not been included in Momentum Bike Club curriculum as it focuses mainly on asset
development in an academic context.
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POSITIVE
VALUES
SOCIAL
COMPETENCIES
POSITIVE
IDENTITY
3. thrive: INTERNAL ASSET DEVELOPMENT
!PRE OR POST RIDE RITUALS
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Materials None
Movement
Intent Foster team togetherness and cohesion
Internal Asset Development Positive identity
Action Youth create and perform a team ritual before and/or after rides
Preparation Think about some team rituals you’re familiar with and might share
with the team to help their creative ideas start flowing.
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Script We want to come up with a “ritual” or “chant” or “cheer” that bring us
together as team before or after we ride. Have you ever taken part in these before?
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Ideas Bring it in with a consistent cheer or chant: “Go team!” or “Fearless.”
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POSITIVE
IDENTITY
4. thrive: INTERNAL ASSET DEVELOPMENT
NAME ROULETTE
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Materials None
Movement Light
Internal Asset Development Intent Interpersonal competence
Action Youth turn around and name the person opposite them.
Preparation Form two adjacent circles of roughly equal size with people facing
inwards and with a person from each circle standing back to back.
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Script When I say “go”, begin rotating your circle. Both circles turn clockwise (or
counterclockwise) with people looking forward into the center. When I call “stop”,
the circles will stop rotating and people will remain facing the center. When I call
“look”, only the two people in these positions (indicate the two who are back to
back) will turn around to look at each other. The first person to correctly call out
the name of the other person invites that other person to change circles. The
game ends when one group dissolves or time expires.
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Variation Use music to indicate “go” and “stop.”
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Debrief
Was it difficult to remember everyone’s names?
Why is it important to know members of our group’s names?
How might playing this game help our team?
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SOCIAL
COMPETENCIES
5. thrive: INTERNAL ASSET DEVELOPMENT
FALLS PARK DIGITAL SCAVENGER HUNT
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Materials 1 “Falls Park Digital Scavenger Hunt”* document per team and writing
utensils; 1 cell phone (with camera) per team; 1 mentor/volunteer per team
Movement Vigorous
Intent Develop teamwork skills; hone communication abilities
Internal Asset Development Interpersonal competence; responsibility; planning
and decision making
Action Youth find all items on the list as a team.
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*“Falls Park Digital Scavenger Hunt” can be found in the Appendix
Preparation Print the “Falls Park Digital Scavenger Hunt” document for as many
teams as you have. Designate a mentor/volunteer to each team. With a group of 12
youth, 2 or 3 teams works well. The first team back to “base” with a completed list
wins.
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Script Your goal is to check off everything on this list! All team members must be
in the photo with the item. You mentor or volunteer will be taking the pictures.
Remember, work together and stick together! You all need to be present in each
picture.
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Debrief
What was it like to stick together for the whole scavenger hunt?
Did you ever want to go find an item on your own? If you did, what happened?
Did you have a game plan when you started? What was it? If you didn’t, what
would your game plan be next time?
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POSITIVE
VALUES
SOCIAL
COMPETENCIES
6. thrive: INTERNAL ASSET DEVELOPMENT
LINK
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Materials None
Movement Light
Intent Learn and remember names, focus on commonalties
Internal Asset Development Caring; interpersonal competence; self-esteem
Action Youth link arms with a peer they have something in common with
Preparation The group sits on the ground in front of lead mentor; lead mentor
can begin the game.
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Script I am going to say my name and a statement about myself. This statement
can be something like, “I love fresh juice,” “I speak Chinese” or “I was born in New
Jersey.” Immediately when you have something in common, stand up and link
arms with me! Your job now is to state my name, my fact and then your name and
your fact. The game continues until everyone is linked up in a circle. Everyone
states the names and facts of those preceding him or her. The last person has it
tough!
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Debrief
Was it difficult to remember everyone’s names?
Why is it important to know members of our group’s names?
Think about who you were able to link up with and why. Did you expect to have
that in common with the partner you linked with?
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POSITIVE
VALUES
SOCIAL
COMPETENCIES
POSITIVE
IDENTITY
7. thrive: INTERNAL ASSET DEVELOPMENT
LOOK
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Materials None
Movement None
Intent Increase energy & laughs
Internal Asset Development Interpersonal competence
Action Youth sit in a circle and avoid making direct eye contact with others
Preparation The group sits in a circle; one youth stands outside the circle as the
leader.
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Script Please make a big circle and sit down. I am designating you (pick one
youth) to be our leader and say “look.” Everyone in the circle begins with their
heads down, eyes to the floor. On the leader’s command, quickly look directly at
another participant in the circle. If two players are looking directly at each other,
they are eliminated. We will continue to repeat this until number of participants is
down to two.
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SOCIAL
COMPETENCIES
8. thrive: INTERNAL ASSET DEVELOPMENT
HUMAN KNOT
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Materials None
Movement Light
Intent Gain trust; cooperate to complete a common goal
Internal Asset Development Interpersonal competence; planning and decision
making; peaceful conflict resolution
Action After linking hands randomly, untangle everyone without letting go of
anyone’s hands, resulting in an open circle
Preparation Youth make a standing circle facing inward (more than 5 youth per
circle).
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Script Everyone put their right hand into the center of the circle and grab the
hand of another player! Make sure it is not the player standing to your immediate
right or left. Now, put your left hand into the center of the circle and grab a
different player’s left hand, again making sure that it is not the hand of someone
next to you. Your task is to untangle yourself without letting go of anyone’s
hands, resulting in an open circle. You might be facing different directions in this
circle, but that is ok.
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Debrief
Was this game easy or difficult? How did you communicate during the game?
How did it feel to have your group become untangled?
What skills did you use in this game?
How can you use those skills outside of the game?
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SOCIAL
COMPETENCIES
9. thrive: INTERNAL ASSET DEVELOPMENT
HULA HOOP BALANCE
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Materials One hula hoop per group
Movement Light
Intent Practice teamwork, communication, patience & cooperation
Internal Asset Development Planning and decision making; interpersonal
competence; peaceful conflict resolution; self-esteem
Action Youth sit in a circle and avoid making direct eye contact with others
Preparation The group sits in a circle; one youth stands outside the circle as the
leader.
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Script Your goal is to work together to lower a hula hoop to the ground. {Ask for a
group to volunteer to help demonstrate the game.}Form a close circle and raise
your arms to about your eye level, all at the same height, with your index fingers
extended. I am going to place the hula hoop on the volunteers’ fingertips. Now
lower the hula hoop to the ground, making sure your fingers never lose contact
with the hula hoop.
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Variation If lowering the hula hoop to the ground is easy for the groups, have
groups race to a certain point balancing the hula hoop in the same manner.
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Debrief
What happened during the game?
How did your group work together? Could you have been successful without
teamwork?
What skills did you use in the game? How can you use these skills outside of
the game?
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SOCIAL
COMPETENCIES
POSITIVE
IDENTITY
10. thrive: INTERNAL ASSET DEVELOPMENT
SOMEONE WHO
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Materials “Someone Who” Handouts (one per person); writing utensils
Movement Light
Intent Learn about mentors and peers; feel comfortable interacting among team
members
Internal Asset Development Interpersonal competence; self-esteem; sense of
purpose
Action Youth complete handout by interacting with peers
Preparation Circle up for directions. Handout “Someone Who” to each participant.
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Script We’re going to get to know each other a little better by doing a “human
scavenger hunt”. Your job is to fill out your handout by getting your peers to sign
after statements that apply to them. Be sure to mix it up! The same individual can
only sign your handout two time at most.
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Variation Read statements aloud and have youth stand if statement applies to
them.
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Debrief
How difficult or easy was it to get signatures?
Is there any question that you couldn’t find a person’s name for?
What is one thing you learned about someone in the room you didn’t know
before?
Why do you think we might start our ride this way?
How will this experience help us in the future?
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SOCIAL
COMPETENCIES
POSITIVE
IDENTITY
11. thrive: INTERNAL ASSET DEVELOPMENT
THE COMPLIMENT GAME
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Materials Tape, paper, writing utensils
Movement Light
Intent Practice seeing the good in others and articulating compliments
Internal Asset Development Caring; interpersonal competence; self-esteem;
sense of purpose; positive view of personal future
Action Youth write compliments about others and share.
Preparation Tape a piece of paper to each youth’s back with their name at the top.
Provide each youth a writing utensil.
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Script You’ve come a long day since day one of bike club when you may not have
known too many peers here. Think back to the first day. Now think of today! Have
you made friends or become more comfortable with the team? We are now going
the play “The Compliment Game” in which we compliment our peers by writing on
the paper on their backs. You can write a positive statement about this person, an
experience in which that peer helped you or made you feel welcome. After 10
minutes, you’ll get to take your sheet off your back, and read!
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Share
Would someone like to share a favorite compliment they received?
A favorite compliment they gave?
Were you surprised by anything on your page? Why?
How does this process help us function as a team?
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POSITIVE
VALUES
SOCIAL
COMPETENCIES
POSITIVE
IDENTITY
12. thrive: INTERNAL ASSET DEVELOPMENT
SILENCE CHALLENGE
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Materials None
Movement Light
Intent Develop creative strategies to communicate without speech
Internal Asset Development Interpersonal competence; planning and decision
making
Action Youth line themselves up according to a criteria (birthdate) without
speaking
Preparation Circle up for directions.
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Script We’re going to arrange ourselves in a line according to our birthdays -
month and day - without speaking. Don’t worry about year! This end will be
January; this end December. When I say go, there is no more talking. Ready, set,
go!
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Variation Allow 1 or 2 minutes of speaking in order to develop a strategy.
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Debrief
Was not being able to speak frustrating?
Why do you think we tried this activity? *Bring up concepts like patience and
listening to others.
Was there a leader telling people where to line up? How did this happen? Do
you always need a leader? What qualities should the leader have?
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SOCIAL
COMPETENCIES
13. thrive: INTERNAL ASSET DEVELOPMENT
BALANCE CHALLENGE
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Materials A log, curb, or something to balance
Movement Light
Intent Develop communication skills and teamwork
Internal Asset Development Interpersonal competence; planning and decision
making; peaceful conflict resolution
Action Youth line themselves up according to a criteria (height) without falling off
log/curb etc.
Preparation Circle up for directions.
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Script Now we’re going to arrange ourselves in a according to our height
balancing on this log/curb - this time we can talk! This end will be tallest; this end
shortest. When I say go, make sure you balance. You’ll have to help your friends
maneuver around each other without falling. Ready, set, go!
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Variation Allow 1 or 2 minutes to develop a strategy before balancing. Allow 3
strikes (falling off of structure) if youth are struggling to stay balanced.
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Debrief
What was easy about this activity? What was hard?
What kind of skills came in handy when you did this activity? Physical skills
and interpersonal skills?
What wasn’t helpful as you were trying to complete the task?
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SOCIAL
COMPETENCIES
14. thrive: INTERNAL ASSET DEVELOPMENT
THIS YEAR I WANT TO. . .
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Materials Paper and writing utensils
Movement None
Intent Encourage youth to be forward-thinking about goals and dreams
Internal Asset Development Personal power; self-esteem; sense of purpose;
positive view of personal future
Action Youth write a letter to themselves to be opened after a year in bike clubs.
Preparation Write an example letter for students to pass around.
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Script You guys have shown me how awesome you are today during this ride. I
want you to write a letter to your future self to both inspire and challenge the
person you’ll be in a year. In this letter can include whatever you want, as well as
these two requirements. Write down one achievement you’ve made this year (in
bike clubs, school, at home) and one goal you have yet to achieve. Maybe you want
to bike 25 miles one day. Or get published in the school magazine. Get crazy! You
are limitless. You have the power to change your mind, your actions and your
future.
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*Save these letters somewhere safe and give them back to youth to read when
they leave bike club or after a length of time you feel is appropriate.
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Debrief
What have you accomplished this year? Think about the different contexts…
school, bike club, home, etc.
How did writing a goal on paper help you accomplish it or make changes?
How can you incorporate goal setting into your everyday life?
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POSITIVE
IDENTITY
15. thrive: INTERNAL ASSET DEVELOPMENT
INNER SUPERHERO
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Materials “Your Inner Superhero” worksheets and writing utensils
Movement None
Intent Encourage youth to examine their strengths
Internal Asset Development Personal power; self-esteem; sense of purpose;
positive view of personal future
Action Youth contemplate and share what their inner superhero looks like.
Preparation Print “Your Inner Superhero” worksheets
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Script Take a moment to think about what your inner superhero looks like. We all
have strengths and we all have weaknesses. We can spend time focused on the
things we don’t like about ourselves, the things we wish we different or worrying
about what we don’t think we’re good at. However, it makes a lot more sense to
focus on what we do like about ourselves, and what we are good at, right? When we
focus here, we can maximize our strengths and capitalize on them. Here’s a
worksheet to help you think about what your inner superhero looks like… Take a
moment to complete the worksheet as best you can, and then we will have time to
share.
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Debrief
What strength are you most proud of?
What is your greatest superpower?
What is a superpower that you admire in someone else?
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POSITIVE
IDENTITY
16. thrive: INTERNAL ASSET DEVELOPMENT
“I AM FEARLESS BECAUSE..."
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Materials Paper and markers
Movement None
Intent Encourage girls to live fearlessly, stand up for what they believe in, and
express themselves.
Internal Asset Development Personal power; self-esteem; sense of purpose;
positive view of personal future
Action Youth finish the statement “I am fearless because…” and share.
Preparation Write “I am fearless because…” on each girl’s sheet of paper.
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Script What is one thing you, as a teen girl, want to tell your bike club peers? What
is one thing you wish every girl knew? Each of you will have a sheet of paper, and
you’ll complete the sentence “I am fearless because…” Once you complete your
sentence, we will take a picture of each of you individually holding your sign to
ultimately make a collage.
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Variation Instead of compiling individual pictures, create a Youtube video and
have girls read their sentences aloud while holding their signs.
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Debrief
What did it feel like to write down what you are fearless about?
How might this mantra help you in everyday life?
POSITIVE
IDENTITY