Wednesday, April 9, 2014

Get Out of Your Own Way (How to Develop Greater Self-Discipline)






Anyone can attest that moving forward means getting things done on time while ensuring that your output is of the highest quality. However, what if you have somehow found yourself at the crossroads of not getting things done and not being satisfied with your work? Have you ever thought of what could cause this lack of productivity?

Here are some reasons why you feel that you are not moving forward with your plan:

1.     You are focusing on the wrong things or tasks. Sometimes, the thought of success and doing a lot of things for your plan can get you to miss seeing the real or “Big Picture.”
2.     Your projects’ aims or goals are not clear.  What does your plan actually need? What do you want to see it do for your life? How does it look? Set your goals straight.
3.     You think about what multiple projects can do for you compared to what it can do for your plan. You benefit from the success of your life’s plan, but it’s not about you.  If you only do what was fun, you wouldn’t complete your long-term plan. Many of the skill sets that you have to develop to be successful require that you learn new skills. How effective of a researcher are you? Do you know how to market your ideas?  Can you build web sites to distribute your ideas? All this and more requires you to increase your knowledge base.
4.     You overload yourself with too much information that you fail to distinguish which ones are relevant to your plan. Pick out and use only the pertinent information, otherwise you will end up confused and unable to complete your plan with accuracy.
5.     Distractions can get the best of you. This means that having many things on your mind can keep you from focusing on your goals. And take note, distractions are not just about other tasks that you have in mind, distractions also include friends, partying too hard and not being productive during office hours.
6.     Disorganized and dysfunctional work system. Of course, this is understandable, considering the fact that having a disorganized system can greatly affect you and your plan’s success.
7.     Too much negativity from yourself and other people affect you. Obviously, if you let yourself be taken over by all those negative comments such as: you are not good enough for the job, or that you are too much of a perfectionist that you can’t seem to focus on what you want and what you have to do.  In addition, if you procrastinate too much, this attitude will pull you down. Besides, making up excuses for not being able to accomplish something is very counterproductive.
8.     Too much multitasking and very little single tasking can seriously affect your productivity. If you are taking in and doing too many things, you will find yourself being pulled away from your actual goals and merely spinning your wheels.
9.     You are too afraid to fail, and that’s why you think of several strategies to succeed. But in reality, instead of being led to one major achievement, you end up being a major collector of failed projects and tasks.  Failure should not be taken negatively. Failure should be your fuel to propel you towards success. But, don’t throw a lot of projects on the wall to see what sticks. Choose the projects that you have the most interest, skillset and warrants the greatest need in the marketplace.
10.  Lack of strict rules and work ethics.  You should always have a strict set of rules to ensure that you are able to move according to your original plan. The less discipline you have, the stricter you have to be on yourself, until you develop positive habits. 

To add more order to your life, review "The Art of Discipline: How to Get Things Done Easily, by clicking: http://www.amazon.com/dp/B00JK6OB6Y

Monday, February 17, 2014

Is Bullying a Public Safety Problem?




Edward Brown, M.S.


Bullying has become a hot issue in recent times. According to the StopBullying.gov web site, bullying is defined as “Unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems."
  

Bullystatistics.org quoted that, When it comes to verbal bullying, this type of bullying is the most common type with about 77 percent of all students being bullied verbally in some way or another including mental bullying or even verbal abuse. These types of bullying can also include spreading rumors, yelling obscenities or other derogatory terms based on an individual's race, gender, sexual orientation, religion, etc. Out of the 77 percent of those bullied, 14 percent have a severe or bad reaction to the abuse, according to recent school bullying statistics. These numbers make up the students that experience poor self-esteem, depression, anxiety about going to school and even suicidal thoughts (bullycide) as a result of being bullied by their peers. Also as part of this study, about one in five students admitted they are responsible for bullying their peers. Almost half of all students fear harassment or bullying in the bathroom at school, according to these school bullying statistics. As a result of this fear and anxiety of being bullied, many students will make excuses or find ways around going to school. School bullying statistics also reveal that teens ages 12-17 believe they have seen violence increase at their schools. In fact, these numbers also show that most violent altercations between students are more likely to occur on school grounds than on the way to school for many teens (para. 2).


Edward Brown, M.S., of Core Edge Police Professional Development provides answers to questions on whether bullying is a public safety issue.



Q: Why do you believe bullying has gained so much attention recently?


Brown: As you know, bullying has been around since the inception of humans. I believe it’s gained greater exposure recently, because of the fallout.  In highly publicized cases, the victims of bullying have either committed homicide or suicide. The terrorism that plagues victims of bullying feels unbearable. I’m speaking from experience.  As an elementary and middle school student, I felt like my world was crumbling when I was bullied.


Q: But you didn’t kill anybody or yourself.  What has changed over the years?


Brown: The current environment for any social interaction is perceived as less safe compared to the past.  With the rise of school shootings, foreign and domestic terrorism, and the increase of violence in the media, it feels like  civilization, as we know it, is under attack.  Children and adolescents who don’t have practical life experiences exaggerate the possibilities of violence causing them to act irrationally. Once fear and imagination meet perceived danger, anything can happen.


Q: Do you believe that bullying has reached the level of a public safety problem?


Brown: Yes. If perception is someone else’s reality, then the responses we see being played out in the news, now become a bullying victim’s  option.  As a survivor of bullying, I never thought about homicide or suicide, but I wanted the taunting, pushing, and fear to stop.  In retrospect, who knows what I would have done if I was confronted with the fear faced by today’s youth.  It has become too commonplace that a simple fight I would have had forty years ago, now can end with someone dying.  If the environment has become this incendiary, then bullying definitely has become a public safety problem.



Q: What do you believe are solutions to bullying?


Brown: In my current research, I state that bullying is a terroristic relationship between two or more disempowered individuals.  The bully lacks power outside of physical force. He either suffers from low self-esteem from lack of support and guidance or is socially inept.  The victim of bullying suffers from low self-esteem, self-consciousness, and fails to assert himself out of fear.  Both are engaged in a symbiotic relationship where needs are not being met in their emotional lives. As a result, I talk about the three (3) aspects of power-direct, indirect, and consolidated. Since the youth in many communities resemble the characters in the TV show “The Little Rascals,” where parents or authority figures are rarely around, bullying victims have to leverage at least one of these aspects of power to become free of bullying.


Q: What do direct, indirect, and consolidated power mean?


Brown: Direct power is the ability to meet oppositional power head on.  You cannot bully a person who is physically and psychologically equal to would-be  bullies. Indirect power is using older siblings, powerful friends, and allies to be perceived as possessing power. The individual has power through these alliances, but rarely has to use them when everyone has been put on notice about his support system. And consolidated power is similar to indirect power, but is used as a way of leveraging knowledge and skills.  With consolidated power, an individual who is a math tutor for the high school football team, becomes a valuable resource to that team.  As such, the team protects the asset that allows them to get good grades to play football. Consolidated power uses psychological persuasion to ward off would-be bullies.


Q: In your latest book, How to Keep the World From Bullying You..., you mention that as children and adolescents become older, their physical challenges become more psychological. What do you mean by this?


Brown: My Aunt Ann once told me that as a person gets older, his battles transition from physical to psychological ones.  If a child or adolescent never learns assertiveness and self-confidence, he will grow up to be pushed around in personal and professional relationships. This pushing shows up in unrequited love relationships, the butt of employee jokes, and blatant disrespect in social settings. The individual’s power is still being usurped, although not in a physical form.  Once an individual becomes more assertive and self-confident, the world views and treats him differently. He uses voice, posture, and defiance as psychological weapons.



Q: It has been said that some people who become police officers use their power as a result of early bullying. Do you believe this is true?


Brown: As a former Atlanta police officer, I have seen cases when this was true.  If I had not reinvented myself by becoming more assertive and self-confident in college, I might have been one of them.  Becoming a police officer is the ultimate in direct and indirect power. An individual officer has the power to take life and liberty as well as call for back up (indirect) when situations warrant. The officers I knew who used their power unwisely, and in some instances illegally, were eventually weeded out. Their sense of powerlessness eventually caught up with them.



To view the book, How to Keep the World From Bullying You: Becoming More Assertive & Self-Confident for Smart and Gifted Students on Amazon Kindle, go to: http://www.amazon.com/dp/B00IFVNDAU

Monday, January 6, 2014

Law of Attraction for Students





What is the biggest thing you fear in your life right now? Not being able to get into your college of choice? Not getting your dream job? Or not feeling happy about the future? A few years ago, a book called “Law of Attraction” took the world by storm. Amazingly, the book didn’t reveal any information you hadn’t heard before. Whether you read it in the Holy Bible or the motivational gurus of the 1990s, the concepts weren't new. On the other hand, it was good to be reminded of the possibilities for success.  But, how does the Law of Attraction affect the success of students? 


Edward Brown, M.S., of Core Edge Image & Charisma Institute provides answers to questions on how students can attract more success and happiness into their lives by reinventing themselves in their own image.


Q: Why do you believe the Law of Attraction gained so much momentum some years ago?


Brown: In short, it spoke to the core needs of individuals through great marketing. The docu-drama movie made you feel like something new was being revealed from the ancients.


Q: Did you buy all the hoopla?


Brown: Not really.  A friend of mine insisted that I had to download the movie and watch it right away. I think the movie was 90 minutes long. As I watched it, I was more floored about what my friend thought he saw than what I personally witnessed. Basically, the take away is that you are what you focus on all day. You attract what you want the most in life.


Q: That sounds pretty straightforward, what’s your argument?

Brown: Yes, it’s true that you need focused attention, but you also have to develop the necessary skills to succeed in life. Your ability to reflect a polished image, improve your communication skills, and enhance your critical thinking skills have everything to do with attracting the best in your life. I didn’t see enough of what the individual had to do to become a magnet for success.


Q: Maybe that’s the point. What an individual thinks about constantly makes all the difference in the world. Why is that a problem?


Brown: Researchers have said that it takes 10,000 hours of deliberate practice to become world class at any activity. On average, it takes about 10 years to reach 10,000 hours of deliberate practice. If you don’t perform a deliberate act for 10 years or 10,000 hours, no matter what you think, you won't be world class according to this doctrine.


Q: How does this affect students?


Brown: If students find a subject or topic that they absolutely love, parents won’t have to remind them to practice or rehearse.  In fact, the reverse may happen. Parents will start complaining that the student is spending too much time on an activity. That is, parents who don’t understand the method for achieving greatness.

Q: Does it matter whether a student goes to an online college, technical college, or community college to be successful?

Brown: Not if the chosen curriculum lines up with your goals. Online, technical,and community colleges have received criticism in the past by traditional universities. However, if you look behind the motivation of traditional universities, they don't want competition from these colleges.  Any infringement on traditional universities, with respect to student enrollment, affects school profitability. 

As long as a student builds marketable skills that help a company make profits, that's all that's important.


Q: So, what is the method or steps for students to become more magnets for success?


  1. Search relentlessly for an interest that captures your imagination. Let it start out as general interest and the more inquisitive you become, the more specific it will become.
  2. Become a relentless reader. You will find everything you desire in the field of ideas within books.
  3. Create a mental image of what you look like as a success and start acting and dressing that way. The only truth that your mind is aware of, is the truth you tell it.
  4. Say “yes” to every opportunity that fits into your ideal self to achieve a specific goal.
  5. Live a frugal lifestyle that centers around your focal point. Everything bought in your life should be an investment into your long-term goals.
  6. Embrace solitude. You will be your own biggest cheerleader at first. No one will understand your goals and ideas. To succeed, the only voice that should speak and sound the loudest, is your own.
  7. Graduate from college to show a track record of achievement.
  8. Never give up until you win. We all will eventually get old. The only thing that counts in life is the choices you made.



Click here to begin reinventing your life to attract the best: http://www.amazon.com/dp/B00HGZWOIS

Friday, December 6, 2013

From Zero to 4.0







Edward Brown, M.S., of Core Edge Image & Charisma Institute provides answers to questions on how students entering college and graduate school can achieve 4.0 grade point averages to get the best jobs.


Q: First, what does Zero to 4.0 mean?


Brown: Essentially, when new students enter college or graduate school, they start from ground zero. Meaning, whatever they achieved in the past does not count for this new academic undertaking. Of course, if they have excelled academically, they bring something to the table. However, you are only as good as your latest challenge.


Q: Are you speaking from experience?


Brown: Yes, I am. I had been out of college twenty-four years before I went back to get my master’s degree. Although I have always been an avid reader, I feared not being able to excel at the master’s degree level. All that reading over the years would have meant nothing, if I could not write or think on a higher level.


Q: You still would have been smarter by being an avid reader even if you had failed in graduate school. Are you being a bit dramatic?


Brown: Fortunately, I learned that there was a correlation between all that reading I had done and academic success. Reading, relentlessly, prepared me for graduate school. But, I would not have known how prepared I was until I was tested.


Q: So, what are you suggesting for students entering college or graduate school today?


Brown: The game has changed. I know a guy who took 8 years to get a 4-year degree, because he didn’t want to leave the college scene. He was just having too much fun. The cost of college tuition is too high to stay longer than 4 years, unnecessarily. I’ll go further to say that grades, like money, are only a means of keeping score of your progress. If you master the academic experience with a 4.0, it says you have learned and mastered the game.


Q: What game are you referring to?


Brown: The only game that exists. Your ability to learn every system you enter into and master its operations. For education, it’s to understand the nature of people and their interplay with ideas. When you specialize or declare a particular major, you are simply choosing to understand that part of human nature where a profession has been created. It applies to all systems, such as law, medicine, architecture, business, etc.  All systems require a mastery of a discipline to express a human idea. 


Q: Okay, so how do students leverage a 4.0 overall grade point average into the marketplace?


Brown: By understanding their objectives before entering colleges and graduate schools. Once you enter college, and have written several research papers on a specific idea or theme, you have become a subject matter expert by default. I did it with charismatic leadership. Most of the papers I wrote dealing with leadership, the media, or business operations centered on the charismatic leadership model. Add two years of academic research in addition to ten years of independent study and you have to respect my body of work on the topic. You  don’t have to agree with my research findings, but you have to respect what I have documented. Only history can speak to its long-term value.


Q: So, if students stop merely going to colleges and graduate schools to solely get jobs, but become subject matter experts, will they make more money as well as make history?


Brown: Yes, theoretically. If they can market the value of their academic work to solve a compelling problem, they will in fact become wealthy.  If the problem they solve is big enough, they will make history.

Tips for achieving a 4.0:
1. Develop a lifestyle where reading and research are at the center of all daily activities.
2. Choose a major that you are passionate about.
3. In class discussions, use your outside reading and research to make your cases.
4. Build rapport with professors. They are human and can make academic decisions based on emotions like anyone else.
5. Always exhibit an air of polish and professionalism. Image will always count in perceptions. 


Enroll in the next teleseminar, “From Zero to 4.0,” by visiting: http://coreedgeimage.core-edge.com/events