Paper
The paper will focus on goal setting and your individual goals. Write a 6 page paper that addresses the following:
· Define goal.
· Explain why it is important to have realistic and challenging goals.
· Identify and explain your goals for the following areas. Classify each goal as either short-term, immediate-term, or long-term.
o Educational goals
o Personal goals
o Professional goals
o Community service goals
· Describe the action plan you will use to achieve your goals.
Instructions.
The paper must be
6-7 pages in length, not including the cover page or reference page.
Use a minimum
of five (5) peer reviewed sources for the paper.
The course textbook is a required source.
Format your paper consistent with
APA guidelines.
You will not need a Running head title or abstract for the paper.
R eaching Your Potential is based on the simple idea that you can be what you
want to be. Through a process of self-examination and self-discovery, you
can change your life. But to change, you must understand the various aspects of
yourself and how they interrelate to form the whole you. Each of us has four areas
of potential growth. We have:
■ emotional potential: how we feel and what we want
■ intellectual potential: how we think and learn
■ physical potential: how we maintain our body’s well-being
■ social potential: how we relate to other people
Development of these four potentials takes place in stages. Each stage builds upon
the previous stage to expand your ability to create your own success.
Stage 1. Developing Your Self-Belief Self-belief is the foundation of
success. It is your knowledge of and confidence in your own abilities.
Stage 2. Reframing Your Thoughts By changing your beliefs and values,
you can change the way you perceive and act.
Stage 3. Setting Goals Goals are the targets that we try to achieve. Without
goals, we are aimless and confused. To establish goals, you must define your
values and beliefs and examine the world around you in a realistic way.
Stage 4. Envisioning a Compelling Future Envisioning a compelling
future means you have a vivid picture of what the future can be. This creates
a driving force that helps you move from your current reality toward your
future reality.
Stage 5. Achieving Personal Mastery The final stage in reaching
your potential is achieving personal mastery. When you achieve this, you
are able to get consistent results from your actions. You have a thorough
understanding of yourself, the ability to reframe your thoughts when
necessary, realistic and achievable goals, and a vision of the future.
The process of achieving personal mastery it is a lifelong process. As you grow
and change, your visions of a compelling future and your goals will also change.
What you will get from working through Reaching Your Potential are the
knowledge and skills you need to keep up the habits of self-examination,
self-discovery, and self-management that will serve you all your life.
The Path to Reaching
Your Full Potential
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Austral ia • Brazi l • Japan • Korea • Mexico • S ingapore • Spain • United Kingdom • United States
REACHING YOUR
POTENTIAL:
PERSONAL AND
PROFESSIONAL DEVELOPMENT
FOURTH EDITION
Robert K. Throop
Marion B. Castellucci
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Reaching Your Potential: Personal and Professional
Development, Fourth Edition
Robert K. Throop, Marion B. Castellucci
Senior Sponsoring Editor: Shani Fisher
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© 2011, 2004 Wadsworth, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the
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Printed in the United States of America
1 2 3 4 5 6 7 13 12 11 10 09
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
This is for my father, Ken, who lives within me; for my mother, Joie, who always made
me feel unique; for my wife, Joyce, who provides me with unconditional love; and for my
daughters, Tracey, Wendee, and Bethany, who fill me with resounding joy.
—Robert K. Throop
•
For my mother, Agatha Eken Bonney.
—Marion B. Castellucci
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
vCONTENTS
Preface xv
Acknowledgments xxii
Introduction: To the Lifelong Learner 1
Four Areas of Potential Growth 1
The Stages of the Mastery Approach 2
Before You Begin: Self-Assessment 4
UNIT 1 Developing Your Emotional Potential 9
Chapter 1 The Power of Self-Belief 10
What Is Success? 12
Values 13
Where Do Values Come From? 13
Our Society’s Values 15
News & Views: Benjamin Franklin’s Values 17
Changing Values 18
Beliefs 18
The Effects of Beliefs 18
Changing Your Beliefs 20
Whatever It Takes: The Three Doctors 21
Positive Psychology 22
Self-Belief 24
Improving Your Self-Belief 26
The Foundation of Success 26
Tech Tips: An Overview of College Technology 27
What’s Up 29
Case Studies 30
Journal 31
Contents
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
vivi
Chapter 2 Setting Goals and Managing Time 32
Identifying Your Goals 34
Goals: Challenging and Realistic 34
Types of Goals 34
Length of Time to Achieve Goals 35
Six Rules for Stating Goals 37
News & Views: New Year’s Resolutions 38
Whatever It Takes: Becky Zaheri and the Katrina Krewe 40
Creating an Action Plan 41
Managing Your Time 41
Taking the First Step 43
Avoiding Wasted Time and Misused Time 43
Getting Organized 44
Using Time Management Tools 46
Reaching Your Goals 46
Using the Personal Mastery Approach 46
Motivating Yourself 47
Using Visualization 49
Overcoming Fears 50
Being Flexible 51
Being Less Than Perfect 52
The Importance of Hope 52
Tech Tips: Using Blackboard and Other Course Management Systems
to Get Organized 54
What’s Up 57
Case Studies 58
Journal 59
UNIT 2 Developing Your Intellectual Potential 61
Chapter 3 Improving Your Thinking Skills 62
The Brain 64
Remembering 64
How Does Memory Work? 65
Improving Your Memory 67
News & Views: The Nun Study: The Importance of Mental Exercise 69
Thinking Critically 70
Logic 70
Fact or Opinion? 71
CONTENTS
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
viivii
Solving Problems 72
Proactive versus Reactive Attitudes 72
The PrOACT Approach to Problem Solving 73
Whatever It Takes: Lonnie G. Johnson 74
Thinking Creatively 75
Improving Your Creativity 77
Tech Tips: Taking Online and Blended Courses 81
What’s Up 83
Case Studies 84
Journal 85
Chapter 4 Improving Your Study Skills 86
Learning Styles 88
Visual Learning 88
Auditory Learning 88
Kinesthetic Learning 88
Tactile Learning 88
Using Learning Style Preferences 88
Students with Special Needs 89
News & Views: Are There Many Types of Intelligence? 90
Preparing to Study 91
Set Up a Study Area 91
Schedule Regular Study Time 92
Set Study Goals 93
Whatever It Takes: Michael Hooks 94
Reading to Learn 94
Previewing 95
Questioning while Reading 95
Reviewing: Seeing, Saying, Writing 97
Taking Notes 97
Using a Two-Column Format for Notes 98
Outlining and Diagramming 98
Building Your Vocabulary 100
Taking Tests 100
Studying for Tests 100
Preparing to Take a Test 101
Basic Test-Taking Techniques 102
Tech Tips: Using Library Resources 103
What’s Up 106
CONTENTS
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
viii
Case Studies 108
Journal 109
UNIT 3 Developing Your Physical Potential 111
Chapter 5 Eating Well 112
Nutrients 114
Protein 114
Carbohydrates 114
Whatever It Takes: Michele Hoskins 115
Fats 116
Water 116
Vitamins and Minerals 116
Finding Information about Nutrients 118
Eating from the Basic Food Groups 119
Eating a Healthy Diet 122
Changing Your Eating Habits 122
Are You a Healthy Weight? 123
Measuring Body Mass Index 123
Counting Calories 125
Losing Weight 125
Gaining Weight 128
Tech Tips: Using The Internet 127
News & Views: Eating Disorders 130
What’s Up 131
Case Studies 132
Journal 133
Chapter 6 Staying Healthy 134
Exercise 136
Becoming Fit 136
News & Views: Where Are U.S. Residents Physically
Active? 140
Sticking to an Exercise Program 141
Rest 141
viii CONTENTS
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
ixCONTENTS
Drug Abuse 142
Alcohol 144
Nicotine 144
Other Drugs 146
Whatever It Takes: Tom Coderre 147
Treating Drug Abuse 150
Sexually Transmitted Diseases 150
Tech Tips: Exploring Blogs 152
What’s Up 154
Case Studies 156
Journal 157
UNIT 4 Developing Your Social Potential 159
Chapter 7 Communicating Effectively 160
What Is Communication? 162
Nonverbal Communication and Culture 163
Facial Expressions 164
Eye Contact 165
News & Views: Gestures: One Culture’s “Good Luck” Is Another
Culture’s Insult 166
Body Language 167
Voice Qualities 167
Barriers to Communication 167
Physical Barriers 168
Mental Barriers 169
Emotional Barriers 169
Lack of Rapport 170
Communication Styles 170
The Thinker 171
The Achiever 171
The Seller 171
The Relater 171
Understanding the Communication Styles 171
Effective Communication 172
Whatever It Takes: Elizabeth Vargas 173
Identifying Communication Problems 174
Improving Rapport 175
Tech Tips: Using E-Mail 178
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
x CONTENTS
What’s Up 181
Case Studies 183
Journal 185
Chapter 8 Improving Your Listening Skills 186
Why Is Listening So Hard? 188
Distractions 188
Preconceptions 188
Self-Absorption 188
Daydreaming 188
Listening Effectively 189
Be Physically Prepared 189
Be Open 189
News & Views: Noise and Health 190
Be Curious 191
Ask Questions 191
Listen for Meaning and Verbal Cues 194
Listen between the Lines 194
Take Notes 195
Tech Tips: Using iPods And MP3 Players to Study
and Learn 196
Whatever It Takes: Chan Ho Yun 198
What’s Up 199
Case Studies 200
Journal 201
Chapter 9 Improving Your Speaking Skills 202
First Impressions 204
Speech Qualities 204
Spoken American English 204
Volume 206
Pitch 206
Rate 206
Tone 207
Enunciation 207
Pronunciation 207
Grammar and Vocabulary 208
Effective Conversations 208
Know What You Want to Say 209
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xiCONTENTS
Know What You Don’t Want to Say 209
News & Views: Wanted: Bilingual Workers 210
Establish a Positive Atmosphere 211
Use Body Language 211
Listen 211
Let Others Talk 211
Mirror the Speech of Others 212
Speaking to Groups 212
Speaking Informally in a Group 212
Whatever It Takes: Bobby Jindal 214
Making a Presentation 215
Tech Tips: Getting The Most out of Your Cell Phone 218
What’s Up 220
Case Studies 222
Journal 223
Chapter 10 Getting Along with Others 224
Begin with Yourself 226
Self-Belief 226
Trust, Respect, and Empathy 226
Assertiveness 226
Consider Your Ethical Values 228
Consider Cultural Influences 230
Reach out to Others 231
What Do People Need? 232
Whatever It Takes: Community Cousins 233
How Do You Relate to Others? 235
Feedback in Relationships 238
Giving Feedback 238
News & Views: My Space Is Not Your Space 239
Receiving Feedback 240
Conflict 242
What Causes Conflict? 242
Anger 242
Resolving Conflicts 243
Tech Tips: Using Online Social Networks 245
What’s Up 247
Case Studies 248
Journal 249
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xii CONTENTS
Chapter 11 Functioning in Groups 250
Group Dynamics 252
Goals 252
Roles and Norms 252
Communication 254
Cohesiveness 256
How People Behave in Groups 256
Conformity 256
Groupthink 257
Participating in Groups 257
Analyzing Group Goals, Roles, and Norms 257
News & Views: Prejudice, Stereotypes, and Discrimination 259
Participating Actively 260
Whatever It Takes: Luma Mufleh and the Fugees 261
Norms for Classroom Behavior 262
Tech Tips: Norms for Course Discussion Boards 264
Leading Groups 265
Qualities of a Good Leader 265
Basic Leadership Styles 266
What’s Up 268
Case Studies 270
Journal 271
UNIT 5 Developing Your Action Plan 273
Chapter 12 Handling Change and Stress 274
What Causes Stress? 276
Responses to Stress 277
Psychological Responses 277
Physical Responses 278
Long-Term Responses to Stress 279
Signs of Stress 279
Stress, Personality, and the Environment 280
Whatever It Takes: Sylvia Harris 281
Attitudes to Change 282
Negative and Positive Thought Patterns 282
Resilience: The Ability to Cope 282
Social Support 284
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xiiiCONTENTS
Coping with Stress 284
Dealing with the Cause 284
Acknowledging the Demands of Others 285
Learning to Say No 285
Reframing Your Thoughts 285
News & Views: Drugs to Relieve Stress: A Treatment, Not a Cure 286
Relieving the Symptoms of Stress through Lifestyle Changes 287
Seeking Social Support 287
Tech Tips: Technology and Stress 289
What’s Up 291
Case Studies 292
Journal 293
Chapter 13 Managing Money 294
Attitudes toward Money 296
The Financial Pyramid 298
Budgeting for the Basics 299
Income and Expenses 300
The Four A’s of Budgeting 301
Savings and Debit Cards 306
Savings and Banking 306
Debit Cards 307
Credit 308
The Cost of Credit 309
Credit Cards 309
Loans 310
Credit Records and Your Rights 311
Your Credit Obligations 312
Dealing with Debt 312
Insurance 312
News & Views: Identity Theft on the Rise 313
Medical Coverage 314
Auto Insurance 315
Other Types of Insurance 316
Owning a Home 316
Advantages of Home Ownership 317
Disadvantages of Home Ownership 318
Making the Decision to Buy or Rent 318
Investing for the Future 318
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xiv CONTENTS
Whatever It Takes: Manuel A. Henriquez 320
Tech Tips: Using Online Personal Finance Resources 322
What’s Up 324
Case Studies 326
Journal 327
Chapter 14 Preparing for Your Career 328
What Can You Offer? 330
Personal Qualities, Skills, and Interests 330
Education and Experience 332
What Do You Want? 334
What Trends May Affect you? 336
News & Views: Where the Jobs Will Be in the Year 2016 337
Matching Yourself to an Occupation 338
Using Career Information Resources 338
Job Shadowing 339
Internships 340
Setting an Occupational Objective 340
Taking Action on Your Job Search 340
Preparing a Resume 341
Preparing a Career Portfolio 345
Finding Job Openings 345
Whatever It Takes: Alfredo Quinones-Hinojosa 351
Writing Cover Letters 352
Filling Out Employment Applications 353
Interviewing 355
Your Career: A Lifelong Enterprise 360
Tech Tips: Exploring Internet Career Resources 362
What’s Up? 364
Case Studies 366
Journal 367
After You’re Done: Self-Assessment 369
Glossary 375
References 381
Index 385
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
PREFACE xv
S elf-belief is the foundation of success in all personal, educational, and
professional endeavors. In order to succeed, students must deal with
personal, economic, and societal problems and make a commitment to work to
achieve their goals. A solid sense of who they are and who they might become is
the springboard for overcoming obstacles and succeeding in school and all other
areas of life.
Reaching Your Potential is designed to help students take control of their lives
and improve their self-belief. The text provides a blend of concepts and applications
to help students discover their emotional, intellectual, physical, and social potential.
Through a process of learning and self-examination, students discover their values,
increase their commitment to personal goals, and challenge themselves to grow and
learn. While gaining practical knowledge and skills, students will discover their emo-
tional, intellectual, physical, and social resources. They will learn that they can
improve their lives by changing the way they think about themselves—and then
acting accordingly.
Coverage Reaching Your Potential, Fourth Edition, is divided into five units and
fourteen chapters. Unit 1, “Developing Your Emotional Potential,” discusses the
fundamentals—values, self-belief, commitment, and goal setting. Unit 2, “Developing
Your Intellectual Potential,” explores the thinking skills, creativity, and study skills
needed for school and professional success. Unit 3, “Developing Your Physical
Potential,” discusses how a healthy diet, exercise, and rest contribute to well-being
and provides information on overcoming substance abuse and preventing the spread
of sexually transmitted diseases. Unit 4, “Developing Your Social Potential,” stresses
the importance in today’s diverse society of good communications and human rela-
tions skills, including avoiding miscommunication, active listening, speaking, ethical
conduct, conflict resolution, group interaction, and leadership. The fifth and final
unit, “Developing Your Action Plan,” provides suggestions for dealing with stress
and change, managing money, and choosing and pursuing a career.
Preface
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xvi PREFACE
Journal
Thinking about new ideas is helpful, but writing about them in a journal will help you understand them
much better. You will be able to see how the ideas can relate to your own life. This journal focuses on what
your ideal days would be like; a diary, in contrast, is about what your day actually was.5
Learn about success, values, beliefs, and behavior by answering the following journal questions.
1. Describe the most successful person you know. What makes this person successful, in your opinion?
2. From whom did you learn your most important values? How were the values taught to you? How do your values
relate to some aspect of your identity (as a man, woman, family member, member of a culture, or citizen)? 3. Give a personal example of positive thoughts or beliefs that influenced your actions.
4. Describe (a) a behavior that you would like to change and (b) how you might use positive self-talk to help you
change the behavior.
CHAPTER 3 Improving Your Thinking Skills 79
Bathing suit
New clothes
$
Money
Traveler’s
checks
Foreign
exchange
Tourist
New places
Airplane
Fear
Tour
group
Language
barriers
Packing
Car
Cooking
Laundry
Beach house
Rest
Hotel
Room service Towels
Sight-seeing
Tokyo
Paris
Rio
FIGURE 3–2
Visualizing the relationships among ideas
and things can help you think creatively.
You can draw a mind-map to show these
connections.
DRAW YOUR OWN MIND-MAP
Think of a problem you have or an issue that interests you.
1. On a separate sheet of paper, draw a mind-map with a picture related to this problem or issue in the center.
2. Write key words and phrases about the problem or issue around the central drawing, and draw lines to show
the connections among these ideas.
3. Use colors, symbols, images, and codes to emphasize important ideas.
4. Use associative thinking to add related ideas to your mind-map.
5. Study your mind-map. What patterns or ideas might help you with solving this problem or dealing with
this issue?
Your Turn 3-8
DRAW
Think o
1. O
2. W
th
3. U
4. U
5. S
th
xvi PREFACE
Because people learn best from their own experiences, Reaching Your Potential offers a unique
format that involves students in active learning. Before they begin, students fill in self-assessment
questionnaires—benchmarks against which they will measure their progress. Please note that an
online version of the self-assessment is also available on the Premium Website.
1
4
79
W YOUR OWN MIND-MAP
of a problem you have or an issue that interests you.
On a separate sheet of paper, rr draw a mind-map with the center.
Write key words and phra es to show
the connectio
DRAWA
Think o
1. O
2. W
th
106
Name
Date
UNIT 2 Developing Your Intellectual Potential
What’s Up?
1. Why are physical and emotional well-being important for effective learning?
2. Briefly describe each of the four basic learning styles. Circle the name of the style(s) you prefer.
Visual learning: ______________________________________________________
Auditory learning: ____________________________________________________
Kinesthetic learning: __________________________________________________
Tactile learning: _____________________________________________________
3. Why it is im
portant to have a study area?
4. How can you take advantage of your peak learning times?
5. Describe each step in the P.Q.R. system of reading.
2
58 UNIT 1 Developing Your Emotional Potential
The Case of the Would-Be Nonsmoker
Will decided to stop smoking when he found himself out of breath on the basketball court after very
little exertion. Since he loved to play basketball and wanted to feel fit again, he figured it would be easy
to quit smoking. During the first week, Will did well. He was very pleased with himself for having the
willpower not to smoke. He already felt healthier. During the second week, he went to a party and out of
habit smoked a few cigarettes. By the third week, Will was regularly borrowing cigarettes from others. He
felt disgusted with himself.
1. When Will first stopped smoking, what was his motivation? Was it intrinsic or extrinsic?
2. Will underestimated how hard it would be to achieve his goal. How can he get himself on track again?
The Case of the Harried Student
Barbara always complained to her friend Alyssa that she had no time. Alyssa found this hard to believe,
since Barbara had a light course load at school and didn’t have a part-time job. One day the two friends
spent some time together, and Alyssa got to see what Barbara’s day was like.
Barbara was late in meeting Alyssa, because she had gotten up late and spent too much time over
breakfast. After Barbara’s first class, which they barely got to in time, they had an hour’s break. Barbara
said she needed to get a book from the school library in order to complete an assignment that night. But
instead of going to the library, they ran into some friends and had a latte. After the second class, they
had an hour for lunch. Barbara was scheduled for an hour in the computer lab, which turned out to be
only 45 minutes, since the friends got there late. Then Barbara had a doctor’s appointment, and it was
clear she would be late for that, too. When Alyssa left her friend, she realized they had never gotten to
the library.
1. Describe three problems that Barbara has with time.
2. Do you think Barbara has enough time to do what she needs to do in the course of the day? Explain.
Case Studies
58 UNIT 1 Developing Your Emotional Potential
3
1 As students work through the text, they apply the con-
cepts they learn to their own situations in the “Your
Turn” activities that are interspersed throughout each
chapter. Through these activities, students participate in
a process of self-discovery, which engages and holds their
interest.
2 At the end of each chapter, students test their compre-
hension by answering “What’s Up” questions.
3 Students also apply the knowledge they have acquired
with the case studies in each chapter. They can use their
critical thinking skills to solve the problems.
4 Each chapter ends with a journal activity in which stu-
dents reflect on the contents of the chapter as it pertains
to their lives and their futures.
Finally, when students finish the text, they
reassess themselves and the progress they have
made toward reaching their potential.
How to Use This Book
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
PREFACE xvii
CHAPTER 2 Setting Goals and Managing Time 43
Taking the First Step
Old habits and ways of living are powerful forces. Taking the first step
toward a major goal can be hard. But procrastinating, or postponing
a task that ought to be done now, is the sure way to fail to reach a goal.
People who procrastinate usually have a “good” reason. Danielle may say,
for example, that she will start studying for a course as soon as pressure
eases up at work. In fact, Danielle knows she should start studying now,
but she gives herself an excuse not to start.
Postponing a task will not make it easier. Rather, when you are
tempted to put off something important, you should carefully think
about what is holding you back. You may be feeling shy, indecisive, fearful,
negative, or bad about yourself. You feel you can’t do something, so you
don’t do it. The result is inaction.
To overcome procrastination, you can change your beliefs and you can
change your behavior. In Chapter 1, we discussed the power of positive
self-talk in improving your self-belief. If you are a procrastinator, now
is the time for some serious conversation with yourself. Danielle, for
example, should be telling herself, “Studying is important. I want to study
to pass the course. I can start now despite pressures at work. When I’m at
home I’ll study from 8 to 10 each evening.”
Tips for Getting Started One approach for people who procrastinate is
to start by doing a little bit. There are several techniques you can use to get
yourself started on a task:
■ Set a deadline for getting started. By focusing on a starting
date, you will find the energy to begin because you have made a
commitment to yourself.
■ List small tasks—that will take only a minute or two—that can get
you started. Then do the first one.
■ Do anything in connection with the goal. If you have to write
letters and can’t get started, then ease into the task by looking up the
addresses or preparing the envelopes first.
■ Assign a short period of time during which you will work on the
goal. For example, tell yourself that for the next five minutes you will
do things that relate to the goal.
■ Do the worst thing first. Sometimes tackling the hardest part and
getting it done opens up the way to achieving the goal.
Any one of these approaches, in combination with positive self-talk,
can help you get started.
Avoiding Wasted Time and Misused Time
Many people complain that they don’t procrastinate, they just don’t have
enough time. They are beset by family, school, work, civic, and household
responsibilities. Their spouses, children, parents, lovers, bosses, teachers,
friends, and neighbors are making constant demands on their time. How
can they ever get anything done?
“ The best way to get something
done is to begin.”
ANONYMOUS
“ Those who make the worst
use of their time are the first to
complain of its shortness.”
JEAN DE LA BRUYÈRE (1645–1696),
French writer
40 UNIT 1 Developing Your Emotional Potential
WHATEVER IT TAKES
Becky Zaheri and
the Katrina Krewe
WH
In September 2005, a week after
Hurricane Katrina flooded New Orleans,
Becky Zaheri visited the city to check on her
house. She expected to see storm debris,
water damage, and empty neighborhoods.
What she didn’t expect to see was trash all
over the streets. Her family had planned to
return to New Orleans in a few months. But
Zaheri knew that something needed to be
done about the garbage before her family
could go home.
Zaheri couldn’t pick up the large pieces
of debris; the Army Corps of Engineers was
doing that with their street sweepers. But
lots of smaller trash was left behind. Zaheri
decided to focus on trash that people could
bag by hand.
In November 2005, Zaheri e-mailed about
100 friends and family, asking if they would
help clean up the neighborhoods. About an
hour later, she had 25 responses, some from
people she didn’t even know, who had been
forwarded her message. That month, Zaheri
organized two Saturday cleanups. Dozens of
volunteers showed up to help.
Zaheri named her volunteers the
Katrina Krewe (krewes are the groups that
sponsor floats in the annual New Orleans
Mardi Gras parade). Over the next several
months, more than 10,000 local, national,
and international volunteers participated
in Katrina Krewe cleanups. They bagged
about 250,000 pounds of trash, which the
New Orleans Department of Sanitation
hauled away.
By August 2006, the Katrina Krewe had
accomplished their goal of removing storm-
related trash, and they stopped organizing
cleanups. Instead, the group began to run
a “Keep It Klean” media campaign, which
reminds New Orleans residents that it’s now
up to them to keep their neighborhoods clean.
Sources: “Katrina Krewe: Pitching In for a Cleaner
New Orleans!” CleanNO.org, accessed
Jan. 19, 2009. Maria Montoya, “Changemaker:
A Mom Who Moves Mountains.” Ladies Home
Journal, Aug. 2006, at http://www.lhj.com/
lhj/story.jhtml?storyid=/templatedata/lhj/story/
data/1153841885160.xml, accessed Jan. 11, 2008.
Steve Ritea, “Katrina Krewe Calls It A Day.” The
Times-Picayune, Aug. 25, 2006, at http://www.
nola.com/news/t-p/frontpage/index.ssf?/base/news-
16/1156486170218950.xml&coll=1, accessed
Jan. 11, 2008. Becky Zaheri, “Katrina Anniversary.”
http://www.time.com/time/specials/2007/article/
0,28804,1646611_1646683_1647789,00.html,
accessed Jan. 11, 2008.
Becky Zahevi (center)
(©
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xvii
5
6
Additional features make the text attractive to stu-
dents. Its format and concise coverage make the book
easy to read and comprehend.
5 Full color photos, diagrams, graphs, and tables
provide visual interest as well as reinforce concepts.
6 Quotations from great leaders, artists, think-
ers, and other role models serve to inspire
students to succeed.
7 A diverse array of people who have overcome
challenges and succeeded in life are profiled in
“Whatever It Takes,” providing motivation
for students to do the same.
8 “News & Views” highlight trends,
topics, or issues of particular interest
to students.
9 “Tech Tips” provide suggestions for
using technology in college, in per-
sonal life, and on the job.
7
38 UNIT 1 Developing Your Emotional Potential
6. Make your goals your own. Having others set goals for you,
even well-meaning people like parents, spouses, and friends,
means that the goals are not truly your own. Your goals must
be just that—yours. That way, you’ll be committed to achieving
them. Accomplishing your goals ought to give you pleasure and
satisfaction.
“ A numerical goal without a
method is nonsense.”
W. EDWARDS DEMING (1900–1993),
statistician and quality-control expert
News & Views
NEW YEAR’S RESOLUTIONS
New Year’s Day is the traditional time for setting goals. After a holiday season in which people often eat,
drink, and party too much, New Year’s is the time when many people resolve to change something about
their lives.
What do people resolve to do? MyGoals.com, a Web site devoted to goal-setting, issues annual
statistics on New Year’s resolutions. The people who run this Web site base their breakdown of types of
resolutions on the site’s goal-setting activity. According to their data, in 2009, health and fitness goals were
the most common, followed by career and personal finance goals, as shown in this circle graph.
“All told, the data suggest a broader trend toward returning to basics—family, friends, and home,” said
Greg Helmstetter, CEO of myGoals.com, “because that’s where people are finding security and fulfillment.”
Source: “2009 New Year’s Resolutions Reflect Tough Economy: Health & Travel Are Out, Nesting & Relationships Are In,”
18%
14%
13%
8%8%
8%
7%
23%
Health & Fitness
Recreation &
Leisure (<1%)
Time Management
& Organization
Home Improvement
& Real Estate
Family &
Relationships Education
& Training
Personal Growth
& Interests
Personal
Finance
Career
196 UNIT 4 Developing Your Social Potential
USING IPODS AND MP3 PLAYERS TO STUDY AND LEARN
Apple’s iPod and other MP3 portable media players started out as entertainment-only devices. But now you
can study and learn on the go by downloading education-related podcasts (digital media files) onto your iPod,
MP3 player, or computer. Podcasts are being used by many
college students and instructors as study aids. If you favor the
auditory style of learning, this technology may be particularly
effective for you (see Chapter 4, page 000). If you favor the
visual learning style, an iPod or MP3 player with a video
display may be a more useful study aid.
But no matter your preferred learning style, you are likely
to find something helpful in the wide variety of study material
that can be downloaded from the Internet to an iPod, MP3
player, or computer:
■ Audio study guides for popular college courses like
psychology and business and for frequently assigned
works of literature like Shakespeare’s plays
■ Test preparation materials for exams like the SAT
■ Audio books so you can listen to reading assignments
■ Self-guided tours of historic sites, architecture, or art
■ Foreign language instruction and practice, including
English as a second languageIn addition to these commercial offerings available on Apple’s
iTunes and other Web sites, individual colleges and instructors are
making their own podcasts for student use. For example, some
instructors record all their lectures and class sessions and post them on the Internet as podcasts that students can
download. If you missed a class or simply want to hear parts of it again, you can do so at your own convenience.
At some schools, the use of iPods is required in certain courses. The college lends an iPod to each student
registered for the course. During the term, the student uses the iPod to download lectures and other audiovisual
material. Instead of writing a paper for the course, the student may produce a podcast to share with the class.
At the end of the term, the student returns the iPod.
Some colleges and universities have even partnered with Apple and created their own sections on
the iTunes U Web site. There students and others can download podcasts that range from campus tours to
academic course content to student life.
US
App
can
MP
coll
aud
effe
visu
disp
to f
tha
play
iTun
ma
inst
dow
reg
ma
At t
AND MP3 PLAYERS TO STUDY AND LEARN
Tech Tips
This student looks like she’s listening to music,
but she’s actually studying on the way to class.
(© Petesaloutos/Dreamstime LLC.)
e
ad
the
aca9
8
i P No 35
C/M/Y/ K
Short / Normal / Long
DESIGN SERVICES OF
S4-CARLISLE
Publishing Services
Your Turn 2-1
WHAT ARE YOUR DREAMS?
Take a few minutes to write down what you’ve always dreamed of doing.
Community Service Goals Community service goals are related to
improving conditions in your neighborhood, town, or city. Examples
are helping homeless people, giving kids the opportunity to play sports,
participating in a parent–teacher organization, and bringing meals
to housebound people. Achieving community service goals benefits
the community, but it also gives you the satisfaction of accomplishing
something yourself.
Length of Time to Achieve Goals
Some personal, educational, professional, and community service goals
can be achieved in a month. Others might take a decade. When you are
setting goals, it’s helpful to think about how much time you will need to
achieve them (see Figure 2–1).
“ Service to others is the rent
you pay for your room here
on earth.”
MUHAMMAD ALI,
boxing champion
Short-term
goals
Intermediate-term
goals
Long-term
goals
Now
The future
1 2 3 4 5 6 7 8
Number of years
FIGURE 2–1
Short-term goals take a year or less to achieve, intermediate-term goals take from one to five years, and long-term goals take more
than five years to accomplish. (AP/Wide World Photos/Dennis Cook.)
CHAPTER 2 Setting Goals and Managing Time 35
36 UNIT 1 Developing Your Emotional Potential
People have goals in many areas of life. Becoming physically fit,
getting a college degree, becoming a health care worker, and
helping to clean up the community are examples of personal,
educational, professional, and community service goals.
(©
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)
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)
Experts say that steroid users face side effects and risks that are not full
understood. Women risk changes in their sexual characte i
shrinking of the breasts, growth of body h i
Some men suffer high blo d
In additio
TABLE 6–1 The Most Common Club Drugs
Drug
Form
Short-Term Effects Potential Health Effects
MDMA
Ecstasy, XTC, E, X, go, hug drug, disco biscuit
Tablet or capsule
■ Stimulant: increased heart rate,
blood pressure; feelings of alertness
and energy; mild hallucinogenic
effects
Depression, sleep problems,
anxiety, impaired memory
and learning
■ In high doses, can lead to high body
temperature, dehydration, and death
GHB G,
grievous bodily harm, goop, max, soap, juice, liquid ecstasy, fantasy
■ Clear liquid, white powder, tablet, or capsule
■ Depressant: reduced heart rate,
blood pressure; reduced pain and
anxiety; feeling of relaxation and
well-being; reduced inhibitions
Unknown
■ Often made in home laboratories ■ In high doses, can lead to
drowsiness, loss of consciousness,
coma, and death■ Used as a date rape drug
Ketamine K, special K, kettle mine, cat Valium, jet, super acid
■ Liquid for injection, powder for snorting or smoking
■ Used legally as an anesthetic, usually for animals
■ Depressant: hallucinations; poor
judgment; poor coordination
■ In high doses, can cause delirium,
amnesia, depression, respiratory
problems, heart rate abnormalities,
and death
Memory loss; numbness; nausea and vomiting
Rohypnol Roofies, roaches, forget-me drug, Mexican valium
■ Pill or powder
■ Depressant: reduced heart rate,
blood pressure; reduced pain and
anxiety; feeling of relaxation and
well-being; reduced inhibitions
Loss of memory for period
while under the effects of
the drug
■ Used legally in Europe as a sleeping pill ■ Visual and digestive disturbances;
urine retention
■ Used as a date rape drug
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xviii PREFACE
Although computers and the Internet played a small role in our lives when the first
edition of Reaching Your Potential was published, technology’s influence, especially
in higher education, is far more pervasive today. To improve the effectiveness of the
text, we have increased the fourth edition’s coverage of technology with a new feature,
“Tech Tips.” These sections appear in each chapter, followed by a “Your Turn” activity
so students can explore and apply the aspect of technology covered in the chapter. The
“Tech Tips” sections focus on the following topics:
■ gaining an overview of computers and other technology used in college and
accessing computers and technology resources on campus (Chapter 1)
■ effectively using course management systems such as Blackboard and learning
to adapt to individual instructors’ online styles (Chapter 2)
■ understanding the special challenges of taking online and blended courses and
assessing whether one has the computer skills and personal qualities needed to
succeed in these courses (Chapter 3)
■ using the library’s online catalog and databases and exploring its resources
(Chapter 4)
■ using the Internet’s many features and searching for and evaluating
information found on the Web (Chapter 5)
■ understanding what personal, topic, and corporate blogs are and exploring the
blogosphere (Chapter 6)
■ writing appropriate e-mail messages and using the send, cc, reply, and reply all
functions properly (Chapter 7)
■ using iPods and MP3 players and downloading and/or producing course-
related podcasts (Chapter 8)
■ exploring cell phone functions and using proper cell phone etiquette (Chapter 9)
■ using online social networks like Facebook and MySpace and being aware of
privacy issues (Chapter 10)
■ understanding the norms of course discussion boards and using them
effectively (Chapter 11)
xviii PREFACE
New to the Fourth Edition
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
PREFACE xix
■ minimizing technology-related stress and using technology to keep in touch
with others and cope with stress (Chapter 12)
■ exploring personal finance resources on the Internet and using them for
budgeting, finding financial aid, evaluating credit cards, and performing other
money tasks (Chapter 13)
■ using career guidance and job search Internet resources and exploring careers,
internships, and entry-level job opportunities. (Chapter 14)
Our second goal for the fourth edition was to revise and update the instructional con-
tent and activities to make them more useful to students and relevant to their needs.
■ In Chapter 1, a new “Your Turn” activity about positive psychology prompts
students to explore this new subfield of psychology.
■ In Chapter 4, on study skills, the treatment of learning styles has been revised
to focus on a model based on visual, audio, kinesthetic, and tactile learning,
and a new “Your Turn” activity helps students identify their preferred learning
style(s). The section on previewing while reading has been expanded to
cover previewing a Web site, with an accompanying “Your Turn” activity on
previewing the FEMA site. Finally, a new section explains that students with
special needs must take responsibility to navigate their college’s academic
services on their own.
■ In Chapter 5, the approach to food groups and a balanced diet has been updated
to reflect the New Dietary Guidelines for Americans 2005. A new fast-food quiz
helps students learn to identify healthy menu choices when eating out.
■ In Chapter 6, on health, a new bar graph shows the number of calories expended
during common activities. The section on drug abuse has been updated with
the latest statistics on smoking and drinking alcohol, a new student self-test on
alcohol abuse, and new information about methamphetamines, which have
become the illegal drug of choice in many regions of the country.
■ In Chapter 9, on speaking, a new “Your Turn” asks students to do research on
the Web about spoken English and its variants.
■ In Chapter 12, on stress, new sections on the causes of stress and the cognitive
and physiological responses to stress are based on up-to-date stress research
findings. A new “Your Turn” provides a brief stress assessment test.
■ In Chapter 13, the section on credit cards has been expanded to cover the
marketing of cards to students and the special pitfalls for students of overusing
credit cards. The section on banking has been updated to cover online banking.
■ In Chapter 14, on careers, a new section emphasizes the importance of keeping
up with economic trends such as globalization and outsourcing as well as
PREFACE xix
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xx PREFACE
technology developments, and making decisions with these factors
in mind. New sections on internships and using social networking
sites for job-related tasks reflect students’ approaches to the job
market. The career resource and job-hunting information has also
been updated to reflect the availability of so much information on
the Internet.
Throughout the text, there are many new News & Views features on vari-
ous current topics: how the average amount of physical exercise varies con-
siderably from state to state (Chapter 6), the relationship of noise and health
and how to protect your hearing (Chapter 8), the study of proxemics, or our
comfort zone (Chapter 10), identity theft and how to prevent it (Chapter 13),
and job growth projections through 2016 (Chapter 14). Other News & Views
features have been expanded and updated.
The Whatever It Takes profiles have been updated with new profiles of
people from all backgrounds and walks of life. Among the new profiles are
those of three young friends who became doctors, a post-Katrina volunteer, a
man who develops high-tech study aids for limited-sight people, a recovered
drug abuser who lobbies for drug treatment programs, a successful young
politician, a soccer coach for a team of refugees, a jockey, a venture capitalist,
and an illegal immigrant who became a surgeon.
Photos have been updated in all chapters. As in the previous editions, we
have tried to show engaging and diverse people in a wide range of activities to
increase the appeal of the text to students.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
PREFACE xxi
Student Resources
Premium Web Site
The Premium Web Site, which contains various
resources such as Tutorial Quizzes, Flashcards,
PowerPoints, Web Links, Discussion Questions
and Video Skillbuilders, can be accessed by visiting
www.cengage.com/success/throop/potential4e.
Students will need a passkey to access the site.
Instructors request a package of the main text plus
the passkey if they are interested in assigning mate-
rial on the Web site.
Premium Web Site Printed ISBN 0-4958-9936-4
Access Card
WebTUTOR™
Available in both the WebCT™ and Blackboard™ platforms,
WebTUTOR™ allows for instructors to easily communicate
with their students in an online learning management system.
The WebTUTOR™ provides students with content such as
Tutorial Quizzes, Flashcards, PowerPoints, Web Links, Discus-
sion Questions and Video Skillbuilders that will enrich and
complement the material in the main text.
WebTUTOR™ on WebCT™ Printed Access Card ISBN 1-4354-3974-0
WebTUTOR™ on Blackboard™ Printed Access Card ISBN 1-4354-3976-7
Instructor Resources
A printed Instructor’s Manual (ISBN 1-4354-3975-9) written by the authors offers teaching suggestions, additional resources,
and answer keys to text activities. A PDF of the Intructor’s Manual is also available on the PowerLecture CD (ISBN 1-4354-
3977-5), a resource that contains an ExamView® Test Bank, PowerPoints, and Discussion Questions.
An additional service available with this textbook is support from TeamUP Faculty Program Consultants. For
more than a decade, our consultants have helped faculty reach and engage first-year students by offering peer-to-
peer consulting on curriculum and assessment, faculty training, and workshops. Our consultants are educators and
higher education professionals who provide full-time support helping educators establish and maintain effective
student success programs. They are available to help you to establish or improve your student success program and
provide training on the implementation of our textbooks and technology. To connect with your TeamUP Faculty
Program Consultant, call 1-800-528-8323 or visit www.cengage.com/teamup.
Complete Learning and
Instructional Package
PREFACE xxi
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xxii ACKNOWLEDGMENTS
Acknowledgments
W e would like to acknowledge all the students who have proven that education—both through
teaching and writing—is the ultimate profession, and that there could not have been a better
path for us to have traveled.
Cengage Learning and the authors thank the following instructors, who reviewed the manuscript of
the fourth edition of this and provided valuable suggestions for improving it:
Aleyenne Johnson-Jonas
The Art Institiute of California-
San Diego
Robert C. Noyes
Tidewater Community College
Wendy Parker
Minnesota School of Business
Jan Pitera
Broome Community College
Dave Parmenter
Wright Career College
Mary Rhiner
Kirkwood Community College
Liese A. Hull
University of Michigan
Sharon Zygowicz
GateWay Community College
Lisa Ledeboer
Mt. San Antonio College
Tricia Berry
Hamilton College
Jonathan Hayward
ITT Technical Institute
Thomas Bledsaw
ITT Technical Institute
Lisa Hoover
ITT Technical Institute
Sally Combs
Atlanta Technical Institute
Susan Klemm
Lincoln School of Commerce
Joann Driggers
Mt. San Antonio College
Herman Kuminkoski
ITT Technical Institute
Marianne Fitzpatrick
Bauder College
Thom Perrino
City College
Nancy Gleason
Hamilton College
Maris Roze
DeVry Institute
Carolyn Hagaman
Western Kentucky University
Louise Sundermeier
Lynn University
Martha Hannah
Valdosta Technical Institute
Diana Wyatt
Danville Area Community
College
Cengage Learning and the authors are also indebted to the following instructors, who reviewed the
previous edition’s of this text and made many helpful suggestions.
Because so many of the improvements in this text have come from your suggestions, we always welcome com-
ments. Send us your thoughts care of Cengage Learning, 20 Channel Center, Boston, MA 02210 ATTN: College
Success, or e-mail us at rthroop@ec.rr.com or marioncastellucci@verizon.net.
Robert K. Throop
Marion B. Castellucci
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
INTRODUCTION: TO THE LIFELONG LEARNER 1
Y our values, beliefs, and thoughts make you the person you are
today. They influence your current and future behaviors. But if
you are like most people, perhaps you feel that you could be more than
you are today. Perhaps your values, beliefs, and thoughts are limiting your
ability to make the most of the present and grow toward a better future.
To improve your life, you must change the way you think about yourself
and your potential.
Reaching Your Potential is based on the simple idea that you can be what
you want to be. Through a process of self-examination and self-discovery,
you can change your life. But to change, you must understand the various
aspects of yourself and how they interrelate to form the whole you.
Four Areas of Potential Growth
Each of us has four areas of potential growth. We have:
1. Emotional potential: how we feel and what we want
2. Intellectual potential: how we think and learn
3. Physical potential: how we maintain our body’s well-being
4. Social potential: how we relate to other people
Each of these four potentials will be discussed in this book separately
so you can develop insight into that aspect of your own character and life.
But it is important to remember—and we will keep reminding you—that
these areas are interrelated and are simply parts of the whole you. It is vital
that you develop all these potentials as an ensemble.
How can you develop to your fullest potential? You must change
the way you think about yourself and create a mind shift—a new way of
looking at things. And the way to do this is through learning. Learning is
the critical key to achieving success.
Introduction: To the
Lifelong Learner
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
2 INTRODUCTION: TO THE LIFELONG LEARNER
Through learning we re-create ourselves. Through learning we
become able to do something we were never able to do. Through
learning we re-perceive the world and our relationship to it. Through
learning we extend our capacity to create, to be part of the . . . process
of life.1
This type of learning is not passive. You cannot simply soak up
information. Instead, to learn you must continually question your beliefs,
values, and goals. You must apply what you learn to your own life in order
to change and grow. Reaching Your Potential will help you do this.
The Stages of the Mastery Approach
The process of reaching your potential takes place in stages. Each stage
builds upon the previous stage to expand your ability to create your own
success.
Stage 1: Developing Your Self-Belief Self-belief is the foundation
of success. It is your knowledge of and confidence in your own abilities.
Self-belief underlies all your actions, both good and bad. You develop
your self-belief little by little, by succeeding in small ways that eventually
build up into a solid foundation.
Stage 2: Reframing Your Thoughts By changing your beliefs
and values, you can change the way you perceive and act. An example
of reframing is the ugly duckling that was transformed into a beautiful
swan. The ugly duckling’s situation did not change, but he perceived
it completely differently and acted accordingly. Another example of
reframing is a student who gets an F on a math exam. At first, she
perceives herself as a math “dummy,” but then she reframes that F: She
decides the failing grade is really a wake-up call, and she gets help from a
math tutor. In order to change your behavior, you have to reframe your
thoughts.
Stage 3: Setting Goals Goals are the targets that we try to achieve.
Without goals, we are aimless and confused. To establish goals, you
must define your values and beliefs and examine the world around you
in a realistic way. It is not helpful to be unrealistic about yourself or
the world when you set goals. That is simply a way to excuse inaction
and failure: If there’s no problem, I don’t have to solve anything. If my
parents were rich, I wouldn’t be behind in my car payments. If I were
smarter, I would pass that course. Instead, goals should be realistic and
achievable in a series of small steps.
Social
potential
Intellectual
potential
Physical
potential
Emotional
potential
Each person has emotional, intellectual,
physical, and social areas of potential
growth.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
3INTRODUCTION: TO THE LIFELONG LEARNER
Stage 4: Envisioning a Compelling Future Envisioning a
compelling future means you have a vivid picture of what the future can
be. This creates a driving force that helps you move from your current
reality toward your future reality. The gap between the present and the
future creates the tension necessary to motivate you to act. If you take no
action toward achieving a compelling future, the gap remains between the
present and your vision of the future.
Stage 5: Achieving Personal Mastery The final stage in reaching
your potential is achieving personal mastery. When you achieve this, you
are able to get consistent results from your actions. You have a thorough
understanding of yourself, the ability to reframe your thoughts when
necessary, realistic and achievable goals, and a vision of the future.
Note that progress toward personal mastery is not a straight,
unbroken line. Instead, we may achieve personal mastery in an area but
then fall back to a previous stage. One way to think of the five stages is
to compare them to the method used by mountain climbers to scale a
high peak like Mt. Everest.2 Climbers do not make straight for the top.
Instead, they establish a base camp where plans are made and supplies are
stored and where the climb begins. From the base camp, they climb a few
thousand feet and establish a second camp, and so on up the mountain.
During the ascent the climbers sometimes run into problems at a certain
height and have to return to the base camp or a lower campsite for
supplies, rest, or help before they resume the climb and reach the top.
Similarly, in our quest for personal mastery we go from stage to stage, but
when we get stuck we return to a previous stage and start again.
So the process of reaching your potential and achieving personal
mastery does not end when you finish this book. Instead, it is a lifelong
process. As you grow and change, your visions of a compelling future
and your goals will also change. What you will get from working through
Reaching Your Potential are the knowledge and skills you need to keep up
the habits of self-examination, self-discovery, and self-management that
will serve you all your life.
Achieving
personal mastery
Envisioning a
compelling future
Setting
goals
Reframing
your thoughts
Developing
your self-belief
The mastery approach is an ongoing,
lifelong process of personal growth. It
can be applied to any aspect of human
achievement.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Before You Begin:
Self-Assessment
Take a few minutes to assess yourself at this point in time, before you
begin reading Chapter 1. Respond to the statements in the survey below.
Later, when you have finished the book, you will reassess yourself by
retaking the survey “After You’re Done: Self-Assessment.” We are
confident that when you compare the two assessments, you will find that
you have made real progress toward reaching your potential.
Directions: Read each of the following statements. Then circle yes, maybe,
or no to indicate whether the statement is true of you at this time.
As a Lifelong Learner
1. I can name and describe the four
areas of potential that each of us has. Yes Maybe No
2. I have good self-belief, the foundation
of success. Yes Maybe No
3. I can learn new things and change my
beliefs to change my behavior. Yes Maybe No
4. I can set, pursue, and achieve realistic goals. Yes Maybe No
5. I can envision a compelling future for myself. Yes Maybe No
6. I have achieved personal mastery over
at least some aspects of my life. Yes Maybe No
UNIT 1 Developing Your Emotional Potential
Chapter 1 The Power of Self-Belief
7. I can explain my most important values
and beliefs to another person. Yes Maybe No
8. I usually think about things in a positive way. Yes Maybe No
9. I recognize my good qualities and always
make the most of them. Yes Maybe No
Chapter 2 Setting Goals and Managing Time
10. I have a dream for my future. Yes Maybe No
11. I have written personal, educational,
professional, and community service goals. Yes Maybe No
4 BEFORE YOU BEGIN: SELF-ASSESSMENT
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
12. I have action plans for achieving my goals. Yes Maybe No
13. I set priorities on the things I need to do. Yes Maybe No
14. I use a planner to organize my time. Yes Maybe No
15. I have the motivation needed to achieve
my goals. Yes Maybe No
UNIT 2 Developing Your Intellectual Potential
Chapter 3 Improving Your Thinking Skills
16. I use techniques to improve my memory. Yes Maybe No
17. I am able to think critically. Yes Maybe No
18. I try to solve problems in a systematic way. Yes Maybe No
19. I use techniques to improve my creative
thinking. Yes Maybe No
Chapter 4 Improving Your Study Skills
20. I know my learning style and try to use it
whenever possible. Yes Maybe No
21. I have good study skills. Yes Maybe No
22. I use special reading techniques when
I read to learn. Yes Maybe No
23. I take good notes on my readings and
in class. Yes Maybe No
24. I have good test-taking skills. Yes Maybe No
25. I know how to use the resources of
a library and the Internet. Yes Maybe No
UNIT 3 Developing Your Physical Potential
Chapter 5 Eating Well
26. I can list the basic food groups and
their nutrients. Yes Maybe No
27. I eat a balanced diet. Yes Maybe No
28. I maintain a healthy weight. Yes Maybe No
Chapter 6 Staying Healthy
29. I am physically fit because I exercise regularly. Yes Maybe No
30. I do not abuse drugs, including alcohol
and tobacco. Yes Maybe No
31. I understand how to prevent the spread
of sexually transmitted diseases. Yes Maybe No
5BEFORE YOU BEGIN: SELF-ASSESSMENT
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6 BEFORE YOU BEGIN: SELF-ASSESSMENT
UNIT 4 Developing Your Social Potential
Chapter 7 Communicating Effectively
32. I can explain the basic elements
of communication. Yes Maybe No
33. I know what my own communication style is. Yes Maybe No
34. I use techniques to improve my
communication with others. Yes Maybe No
Chapter 8 Improving Your Listening Skills
35. I am an active listener, with respect for the
speaker and comprehension of the message. Yes Maybe No
Chapter 9 Improving Your Speaking Skills
36. I am a good speaker, with good voice
qualities and a good command
of Standard English. Yes Maybe No
37. I am good at conversing with another person. Yes Maybe No
38. I can prepare and deliver an oral presentation. Yes Maybe No
Chapter 10 Getting Along with Others
39. I am assertive without being aggressive. Yes Maybe No
40. I have ethical values that I try to live by. Yes Maybe No
41. I am good at understanding the needs
of other people. Yes Maybe No
42. I give feedback tactfully and receive
feedback openly. Yes Maybe No
43. I use conflict resolution techniques to
defuse angry situations. Yes Maybe No
Chapter 11 Functioning in Groups
44. I can describe the basics of group dynamics. Yes Maybe No
45. I function well as a member of a team
or group. Yes Maybe No
46. I can use different leadership styles in
different situations. Yes Maybe No
UNIT 5 Developing Your Action Plan
Chapter 12 Handling Change and Stress
47. I understand the causes of stress and the
responses to stress. Yes Maybe No
48. I know the signs of stress and watch out
for them. Yes Maybe No
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
BEFORE YOU BEGIN: SELF-ASSESSMENT 7
49. I can reduce my feelings of stress by using
coping techniques. Yes Maybe No
Chapter 13 Managing Money
50. I know my values and goals and base short-
and long-term financial decisions upon them. Yes Maybe No
51. I have a written budget. Yes Maybe No
52. I understand and use savings institutions,
debit, credit, and insurance wisely. Yes Maybe No
53. I know the factors that influence whether
I should rent or buy a home. Yes Maybe No
54. I invest now for large future expenses such
as retirement. Yes Maybe No
Chapter 14 Preparing for Your Career
55. I can match my skills and interests to one
or more suitable occupations by using
career resources. Yes Maybe No
56. I have a good resume and career portfolio
and can write a good cover letter. Yes Maybe No
57. I know how to use various job-hunting
resources. Yes Maybe No
58. I am good at preparing for and undergoing
employment interviews. Yes Maybe No
59. I can evaluate whether a job fits into my
long-term professional goals. Yes Maybe No
Now look over your self-assessment. Underline the statements to which
you replied maybe or no. These statements reflect areas in which you may
not yet have reached your potential.
1. For the items to which you replied maybe or no, which five do you
want to work on the most?
2. What do you hope to achieve by working on these areas of your life?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
U N I T
1
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99
Developing Your
Emotional Potential
Everything you think and do is colored by feelings and values. In the two chapters in this
unit, you will develop your emotional potential by exploring your values and your self-
belief. Then you will use your values and self-belief as the foundation for setting, planning, and
achieving your goals.
CHAPTER 1
THE POWER OF
SELF-BELIEF
In this chapter, you will be
. . . developing your self belief:
• I will explore my values and beliefs.
• I will learn how self-belief is the
foundation of success.
. . . reframing your thoughts:
• I will compare my values to those of
other people.
• I will change negative beliefs to
positive beliefs through positive
self-talk.
. . . setting goals:
• I will decide which values are most
important to me.
. . . envisioning a compelling
future:
• I will visualize success in my future.
• I will imagine myself having the
traits needed for good self-belief.
. . . achieving personal mastery:
• I will view setbacks and failures as
temporary.
• I will gain confidence to take action
to achieve success.
CHAPTER 2
SETTING GOALS AND
MANAGING TIME
In this chapter, you will be . . .
. . . developing your self belief:
• I will acknowledge my deepest
wishes and dreams.
• I will accept my imperfections.
. . . reframing your thoughts:
• I will express my goals in positive
language.
• I will maintain a hopeful outlook on
the future.
. . . setting goals:
• I will set one personal, professional,
educational, and community service
goal.
• I will write action plans for three of
my goals.
• I will use a planner to organize and
schedule my course work.
. . . envisioning a compelling
future:
• I will visualize what it will be like to
achieve my goals.
. . . achieving personal mastery:
• I will get started on at least one of
my long-term goals.
• I will keep working on my goals
even when I experience setbacks.
99
n this
r self-
ng, and
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
1 The Power of
Self-Belief
C H A P T E R
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
11
W hen the last book of the Harry Potter series, Harry Potter and the
Deathly Hallows, came out, it broke all records, selling 11 million
copies on the first day of publication. By then its author, J. K. Rowling, was already
well established as one of the best-selling writers of all time as well as one of the
richest women in the world.
Rowling’s success as a writer was not an overnight accomplishment. Born
in England in 1965, Joanne Rowling often told fantasy stories to her younger
sister Di. When she went to college, she wanted to study English, but her parents
persuaded her to major in a foreign language, a more practical subject. After she
graduated, she worked in London for several years. In 1990, the idea for the Harry
Potter series came to her while she was stuck on a train for four hours. She started
writing the first novel.
That same year Rowling’s mother died after a 10-year battle with multiple
sclerosis. Her mother’s death affected Joanne Rowling deeply. Eager to get away,
Rowling moved to Portugal to teach English with the unfinished manuscript
in her luggage. There she married a Portuguese journalist and had a daughter,
Jessica. When the marriage failed a year later, Rowling moved to Scotland with her
daughter—and the still unfinished book.
The next couple of years were the bleakest of Rowling’s life. She was
depressed, unemployed, and living on welfare benefits. As a single mother, she had
little time to write. Rowling would walk Jessica in her stroller until she fell asleep,
and then she would go to a café, park the stroller beside a table, and work on her
novel until Jessica awoke.
11
the
lion
was already
e of the
Born
nger
parents
After she
the Harry
he started
ultiple
et away,
cript
ghter,
d with her
er, she had
ell asleep,
k on her
Success requires self-knowledge, motivation,
and hard work. J. K. Rowling worked on the
first Harry Potter novel for years while raising
a daughter on her own.
(©
S
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
In 1995, Rowling finally finished the manuscript. During the
next year, 12 publishers rejected the book. At last, a small company,
Bloomsbury, agreed to publish it, giving her an advance of £1,500 (about
$2,250). Her editor at Bloomsbury advised Rowling to get a day job,
because writing children’s books didn’t pay well. In Rowling’s case, he
turned out to be spectacularly wrong, as the Harry Potter books and
movies have been extremely successful worldwide.
Rowling’s award-winning books have gained her fame and fortune.
Yet there are many people whose success occurs in more private lives.
These people—whether successful in athletics, personal relationships,
business, community affairs, or other areas—share several characteristics.
Successful people know who they are and what they want. In addition,
they are committed to achieving their best.
The foundation of success in college and in life is a belief in yourself
and your abilities. This is called self-belief. In this chapter, you will start
developing your personal self-belief. You will:
■ examine the meaning of success;
■ explore your values;
■ learn how values and beliefs affect behavior;
■ gain insight into positive psychology;
■ learn techniques for improving your self-belief; and
■ use this knowledge to change your beliefs and behavior.
Finally, you will learn about the role of technology in college—an
important tool for students to master to achieve success in school and
beyond.
What Is Success?
Let’s take a moment to think about success. In the United States, success
is often equated with celebrity, glamor, and riches. Or it is thought of
as a single achievement—winning an election or getting a good job. Yet
leading a successful life is an ongoing process.
For example, Al Gore was a member of Congress, a U.S. senator, and
vice president of the United States, surely a very successful political career.
But when he lost his own bid to become president in 2000, he left politics
and explored new tasks. Eventually Gore became an environmental
activist, focusing on climate change. His film about global warming,
An Inconvenient Truth, has been credited with raising public awareness
worldwide about the dangers posed by global warming. In 2007, Gore
received two major awards—an Academy Award for best documentary
feature and the Nobel Peace Prize. These high honors were awarded to
Gore for his work after he left U.S. politics.
12 UNIT 1 Developing Your Emotional Potential
“ Success doesn’t come to
you . . . you go to it.”
MARVA COLLINS,
American educator
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 13
Fame and awards are not the only marks of a successful life. A feeling
of worth and good relationships with others are often the basis of a
successful life. As golf champion Chi Chi Rodriguez said, “The most
successful human being I know was my dad and he never had anything
financially.”
So people who are truly successful are always trying to fulfill their
potential. They focus on possibilities and work to turn them into realities.
Furthermore, they see their potential as wide-ranging, from emotional
to intellectual, from social to physical. They also see that their potential
continues to change and grow as they gain experience. People who are
trying to reach their potential know that the pursuit of success is a lifelong
process.
Values
People who lead successful lives live by certain values. Values are your
deepest feelings and thoughts about yourself and life. Values have three
parts: (1) what you think; (2) how you feel; and (3) how you act, based
on what you think and feel. For example, one of your
values might be honesty. You think that telling a lie is
wrong (thought). If someone you trust lies to you, you
feel betrayed (feeling). When you make a mistake, you
admit it rather than try to cover up or blame someone
else (action).
Sometimes the three aspects of values do not always
work in harmony. Let’s take the value of honesty again.
Even though you think telling a lie is wrong, there are
times when you feel or act as though lying is okay. If
someone asks you to do something you don’t want to
do, you might lie and say you’re busy. Lying makes you
feel uncomfortable because your actions and thoughts
contradict one another. People are most comfortable
in situations in which the thinking, feeling, and acting
aspects of their values are working together.
Where Do Values Come From?
You weren’t born with a set of values. Rather, as you grew up, you were
influenced by your family, friends, religion, culture, school, and society
at large. For example, if your family expected each member to help with
household chores, you may have learned the values of cooperation and
helpfulness. When your friends became more of an influence, you may
have learned the value of friendship.
Xernona Clayton, a broadcasting executive, says her basic values
come from lessons her father taught her. Her father, a minister in a
small Oklahoma town, often worked with people of various races and
backgrounds. As a child, Xernona saw Native Americans, whites, and blacks
“ If we did all the things we are
capable of doing, we would
literally astonish ourselves.”
THOMAS A. EDISON (1847–1931),
inventor
It can be hard for families to teach their children what they value.
Children learn values from many sources outside the family.
Ratings systems help parents decide what movies, TV shows, CDs,
and video games are appropriate for their children.
(©
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)
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14 UNIT 1 Developing Your Emotional Potential
Your Turn 1-1
WHO ARE YOU?
Successful people usually have a clear sense of who they are and what they want from life. Take a few minutes to
think about yourself and your life. Then answer these questions.
1. I like:
a.
b.
c.
2. I respect:
a.
b.
c.
3. I am good at:
a.
b.
c.
4. Someday I would like to:
a.
b.
c.
WHO
Succes
think a
1. I
a
b
c
2. I
a
b
c
3. I
a
b
c
4. S
a
b
c
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 15
like herself consulting with her father. Her father’s example taught her to
look beyond race to see a person’s inner qualities. He taught her to be kind
to all people, regardless of race, and to focus on inner qualities and strength,
not on outward appearances.
Our Society’s Values
Although Americans come from many national, ethnic, and racial groups,
we share many values. Polls have shown that adult Americans value
honesty, ambition, responsibility, and broad-mindedness. We value peace,
family security, and freedom. We may not always behave according to our
values, but they are the standard against which we judge ourselves. Rank
your values in Your Turn 1-2.
It’s interesting to see how a large group of technical and business
school graduates ranked the same values you ranked in Your Turn 1-2.
Check this list to compare.
1. Competence (being capable)
2. Self-control (commitment)
3. Ambition
4. Open-mindedness
“ The only place that success
comes before work is in the
dictionary.”
VIDAL SASSOON,
salon professional
WHAT DO YOU VALUE?
Following is a list of 15 values arranged in alphabetical order. Study the list carefully. Then circle the five values
that are most important to you. Rank these five by placing a 1 next to the value most important to you, a 2 next to
the value that is second in importance, and so on until you have ranked the top five values.
When you have completed ranking your top five values, check your list. Feel free to make changes. Take all the
time you need so that the end result truly reflects how you think and feel.
WHA
Followi
that are
the valu
Wh
time yo
Your Turn 1-2
Value Rank
Affection ____
Ambition ____
Bravery ____
Cheerfulness ____
Competence (being capable) ____
Courtesy (being well-mannered) ____
Forgiveness ____
Helpfulness (working for
others’ welfare) ____
Value Rank
Honesty ____
Logic ____
Neatness ____
Obedience (duty, respect) ____
Open-mindedness ____
Responsibility ____
Self-control (commitment) ____
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16 UNIT 1 Developing Your Emotional Potential
5. Honesty
6. Neatness
7. Forgiveness
8. Helpfulness (working for others’ welfare)
9. Affection
10. Cheerfulness
11. Courtesy (being well-mannered)
12. Responsibility
13. Bravery
14. Obedience (duty, respect)
15. Logic
Apparently, these technical and business school graduates feel that being
competent or capable (number 1), and self-controlled or committed
Your Turn 1–3Your Turn 1-3
EXAMINE YOUR VALUES
Answer the following questions about the five values you chose and ranked.
1. Why is your top-ranked value so important to you?
2. Choose one of your top values and discuss (a) how you think about it; (b) how you feel about it; and (c) how
it influences your behavior.
3. How did your ranking of the values differ from those of the students who ranked them?
4. Now that you know how others ranked the values, how would you change your rankings, if at all?
EXAM
Answer
1. W
2. Ch
it
3. Ho
4. No
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
(number 2) were of greatest importance. They believe that competence
and commitment are necessary for a successful life.
Research has supported the conclusions of these graduates. A five-
year study to determine what 120 of the nation’s top artists, athletes, and
scholars had in common came up with surprising results. Researcher
Benjamin Bloom, professor of education at the University of Chicago,
said, “We expected to find tales of great natural gifts. We didn’t find
that at all. Their mothers often said it was their other child who had the
greater gift.” The study concluded that the key element common to these
successful people was not talent but commitment.1
CHAPTER 1 The Power of Self-Belief 17
News & Views
BENJAMIN FRANKLIN’S VALUES
Throughout history, people have been concerned about figuring out their values and trying to live by
them. Benjamin Franklin (1706–1790), the American printer, author, diplomat, and scientist, was one
of the writers of the Declaration of Independence. He also helped draft the U.S. Constitution. In his
autobiography, Franklin explains how he tried to change his behavior by describing and then trying to live
by his values, which he called “virtues.” How are Franklin’s values applicable today? Which of Franklin’s
values do you share?
The Thirteen Virtues
1. Temperance: Eat not to dullness. Drink not to elevation.
2. Silence: Speak not but what may benefit others or yourself. Avoid trifling conversation.
3. Order: Let all your things have their places. Let each part of your business have its time.
4. Resolution: Resolve to perform what you ought. Perform without fail what you resolve.
5. Frugality: Make no expense but to do good to others or yourself, i.e., waste nothing.
6. Industry: Lose no time. Be always employed in something useful. Cut off all unnecessary actions.
7. Sincerity: Use no hurtful deceit. Think innocently and justly; if you speak, speak accordingly.
8. Justice: Wrong none by doing injuries or omitting the benefits that are your duty.
9. Moderation: Avoid extremes. Forbear resenting injuries so much as you think they deserve.
10. Cleanliness: Tolerate no uncleanliness in body, clothes, or habitation.
11. Tranquility: Be not disturbed at trifles or at accidents common or unavoidable.
12. Chastity: Rarely use venery* but for health or offspring—never to dullness, weakness, or the injury of your
own or another’s peace or reputation.
13. Humility: Imitate Jesus and Socrates.†
Source: Franklin, Benjamin, The Autobiography of Benjamin Franklin and Selections from His Other Writings. New York: Random House,
1994, pp. 93–95.
*Sexual activity.
†Ancient Greek philosopher who taught about virtue and justice.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
18 UNIT 1 Developing Your Emotional Potential
Changing Values
Our values can change as a result of experience. For example, after the
terrorist attacks on the United States on September 11, 2001, a shift
took place in Americans’ values. According to a CBS News/New York
Times poll taken a year later, 14 percent of Americans reevaluated their
lives as a result of the attack. Although many felt the country had not
changed, 17 percent thought that communities had become stronger,
and 7 percent felt that Americans were more patriotic, had more pride
in their country, and were nicer to one another than they had been
before.2
Values can also change because of personal experience. For example,
a young woman overcame a drug abuse problem with the help of her
church’s music director. As a result, she became aware of the importance
of helping others. Today she is studying to become a psychotherapist so
she can help others.
Beliefs
While values are your most deeply held general thoughts and feelings,
beliefs are the specific opinions you have about yourself and particular
people, situations, things, or ideas. In other words, beliefs are the specific
attitudes that arise from your values. For example, if one of your values
is ambition, you may have the belief that further education is important
for success. If you value helpfulness, you may believe that you should do
volunteer work in your community.
The Effects of Beliefs
Psychologists have shown that beliefs have a tremendous influence
on behavior, and in turn, behavior can affect beliefs. Aesop’s fable
about the fox and the grapes shows how this can happen. When the
fox first sees the grapes, he thinks they look delicious. This belief
influences his behavior. He leaps up again and again, trying to reach
the grapes. But the bunch of grapes is too high for him, and he gives
up. Frustrated, the fox changes his belief: He decides the grapes must
be sour.
This type of interplay between beliefs and behavior goes on
all the time. Most of the time, you may not even be aware that
it is happening. Yet your beliefs and other people’s beliefs about
you—both positive and negative—have a powerful influence on how
you behave.
Negative Beliefs Each person has the potential to live a successful
and happy life. Yet most of us fall short of that ideal because we
are carrying a bag of mental “garbage” that weighs us down. This
“ They cannot take away our
self-respect if we do not give it
to them.”
GANDHI (1869–1948),
Indian political and
spiritual leader
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 19
garbage is negative beliefs about ourselves. Some examples of negative
beliefs are:
“I can’t do algebra.”
“I’m not smart enough to do that.”
“Nobody cares about me.”
“I’ll never find a job.”
Unfortunately, negative beliefs like these influence our behavior. The
person who says she can’t learn algebra in fact can’t. The person who says
he can’t find a job doesn’t find a job. Why? Because they don’t try very
hard. They think they will fail and so they do fail. A belief that comes true
because it is believed is called a self-fulfilling prophecy.
Positive Beliefs Self-fulfilling prophecies need not be negative, however.
Sometimes they are positive; they enable you to take action and make
progress. Some positive, or enabling, beliefs are:
“I will find the money to go to school.”
“I will speak in class even though I’m nervous.”
“I’m going to start my own business in five years.”
“I will learn to swim.”
The power of enabling beliefs is that they often come true. They come
true not because of wishful thinking, however. Rather, enabling beliefs
help you focus on what you need to do to accomplish something. They
give you the self-confidence to persist and succeed.
Others Affect Your Beliefs Your beliefs about yourself, both positive
and negative, are influenced by the people around you. Family, friends,
coworkers, and acquaintances all affect your beliefs. For example,
many studies have shown the effect of teachers’ beliefs on students’
performance. In one experiment, 60 preschoolers were taught
symbols. One group was taught by instructors who were told
to expect good symbol learning. The other group was taught by
instructors told to expect poor learning. The results? Nearly
77 percent of the first group of children learned five or more
symbols. Only 13 percent of the second group of children learned
five or more symbols.3
The power of other people’s beliefs was dramatized in the movie
Stand and Deliver, based on a Los Angeles mathematics teacher
named Jaime Escalante. Escalante believed that his underachieving
inner-city high school students could learn calculus. He also believed
they could pass a national standardized calculus exam. After a year of
intense effort on his part and theirs, all the students passed the exam.
Such outstanding results were so unusual that the testing authority
had the students retake the test. They passed again. Without the
power of Escalante’s belief in them and their belief in themselves,
these students probably would not have learned calculus.
Beliefs can transform behavior. Jaime Escalante’s
students didn’t believe they could learn calculus,
much less pass a national calculus exam. Yet because
he believed they could, they mastered calculus.
(©
S
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
20 UNIT 1 Developing Your Emotional Potential
Victims and Nonvictims If you allow yourself to be persuaded by
negative beliefs, you will soon view yourself as a victim. Victims operate
from a position of weakness. They feel that they are not smart enough or
strong enough to take charge of their own lives. They live from day to day,
allowing things to happen to them and others to control them.
Nonvictims, on the other hand, understand that negative beliefs can
be crippling. Nonvictims have the ability to resist the negative beliefs of
others because they believe in their own strengths. Because they have
positive views of their abilities and goals, nonvictims often succeed where
victims fail. The Reverend Jesse Jackson, for example, grew up in poverty
and went on to become a political leader and Democratic presidential
candidate. “My mother was a teenaged mother and her mother was a
teenaged mother. With scholarships and other help, I managed to get an
education. Success to me is being born in a poor or disadvantaged family
and making something of yourself.”
Changing Your Beliefs
We all suffer the effects of negative beliefs, some of us more than others.
Sometimes events don’t happen the way we expect. Or we fall into a pattern
of negative behavior toward the people around us. Or a stressful event or
change in our lives throws us off balance. When these situations happen, it’s
“ We need to internalize this
idea of excellence. Not many
folks spend a lot of time trying
to be excellent.”
BARACK OBAMA,
44th President of the
United States
THE POWER OF OTHER PEOPLE’S BELIEFS
Think about a time when another person’s opinion of you influenced your thoughts or actions. Then recall a time
when your opinion of someone else changed what that person thought or did.
1. Describe a time when someone’s opinion of you influenced your thoughts or actions.
2. Describe a time when your opinion of someone changed that person’s thoughts or actions.
THE P
Think a
when y
1. D
2. D
Your Turn 1-4
“ No one can persuade another
to change. Each of us guards
a gate of change that can only
be opened from the inside.”
MARILYN FERGUSON,
American poet
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 21
WHATEVER IT TAKES
The Three Doctors
In 1990, three Newark, New Jersey, high
school seniors cut class and took refuge
in their school library. There, representatives
from Seton Hall University happened to be
giving a talk on health and the sciences.
One of the students, George Jenkins, was
intrigued. By the end of the day, he had
convinced his friends Sampson Davis and
Rameck Hunt that they were all destined to
become doctors.
Nothing in their backgrounds suggested
that the three boys would succeed. All of
them were being raised in broken homes
in the poorest neighborhoods of Newark.
Absentee fathers, drugs, gangs, and crime
were part of their everyday lives. Their
families didn’t have the money to send them
to college. None of them even knew a real
doctor.
Still, the three students made an
agreement that day in 1990: They would
go to college and become doctors, and they
would help each other along the way. And
that’s just what they did: All three attended
Seton Hall University and the University of
Medicine and Dentistry in New Jersey. They
got financial aid to help with the costs.
Davis and Hunt became doctors, and Jenkins
became a dentist.
But that’s not the end of their story. The
three doctors decided they needed to reach
out to others, and so they established the
Three Doctors Foundation, whose mission
is “to inspire and create opportunities for
communities through education, mentoring
and health awareness.” They have written
books about their experiences: The Pact,
for adults; We Beat the Street (2005), for
children; and The Bond (2007), a book about
fathers.
On their Web site, www.threedoctors.
com, Dr. Davis says, “Strength comes from
knowing that the power to overcome
adversity and prevail lies within one’s self
and you have to first realize that. Once
realized, you have to accept accountability
for your life and take the necessary steps to
turn hopes and dreams into realities.”
Sources: “Our Story,” http://www.threedoctors.
com/ourstory.php, accessed Jan. 4, 2008; Lornet
Turnbull, “Three friends escaped streets to
prosper as ‘Three Doctors,’” Seattle Times, Oct.
4, 2004, http://seattletimes.nwsource.com/html/
education/2002051015_threedocs01m.html,
accessed Jan. 4, 2008; Bob Minzeheimer, “Three
Doctors,” USAToday, Oct. 2, 2007, http://www.
usatoday.com/life/books/news/2007-10-02-three-
doctors_N.htm, accessed Jan. 4, 2008.
The Three Doctors (left to right): Sampson Davis,
George Jenkins, and Rameck Hunt
WH
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
22 UNIT 1 Developing Your Emotional Potential
time to pay attention to your beliefs. If your beliefs are contributing to your
difficulties, you can change them—and change your life for the better.
Why should you drop negative beliefs and adopt beliefs that will
enable you to succeed? Because it works. You must:
1. understand the power that beliefs have in your life
2. realize that continuing to think in a negative way will harm the
quality of your life
3. change your beliefs and how you feel about yourself
If you change your beliefs, you will change your behavior. If you
change your behavior, you will change your life.
Using Positive Self-Talk That negative inner voice that tells you how
bad things are and how bad they always will be has to be silenced. Talking
back to that negative voice can help you change your beliefs, attitudes, and
behavior.
To change your beliefs and behavior, you needn’t talk out loud in
public, but you can use positive self-talk. Positive self-talk has three
characteristics:
1. Positive self-talk consists of “I” statements. “I” statements show
that you are taking charge of your life.
2. Positive self-talk uses the present tense. Using the present tense
shows you are ready for action.
3. Positive self-talk is positive and enthusiastic. It focuses on what is
rather than what is not.
For example, suppose that Jessica’s longtime boyfriend Brian has
broken off their relationship. Jessica wants to meet new people, but
she makes no effort to do so. Instead, she gets more depressed and
lonely. Jessica thinks, “Brian broke up with me so I must be boring and
unattractive. Why should anyone want to go out with me?” It would be far
more helpful if Jessica used positive self-talk. She could tell herself, “I am
an interesting and attractive person. I am looking for chances to meet new
people and form new relationships.”4
Positive Psychology
Positive psychology is a branch of psychology that studies the positive
aspects of human experience. It focuses on people’s strengths instead of
their weaknesses. It is concerned with mental health rather than mental
illness.
At the level of the individual, positive psychology focuses on
positive traits: the ability to love and work, courage, interpersonal skill,
appreciation for beauty, perseverance, forgiveness, originality, future-
mindedness, spirituality, talent, and wisdom. At the community level,
positive psychology is about civics and citizenship: responsibility to the
“ Here’s the challenge: This
is the time, this is the place,
and you are the person to
do whatever it takes to
succeed.”
ROBERT K. THROOP,
educator
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 23
group, nurturance, generosity, civility, moderation, tolerance, and
work ethic.
One aspect of positive psychology is prevention. How can problems
like depression, substance abuse, and violence be prevented when society
contributes to these problems? According to positive psychologists,
improvements in prevention have come from building competencies in
people, not from treating their weaknesses. There are human qualities that
help prevent mental illness and antisocial behavior. Optimism, courage,
hope, and perseverance are just a few.
USE POSITIVE SELF-TALK
Each of the following is a negative belief. Rewrite each so that it is positive self-talk.
1. I’ll never pass that exam. I missed too many classes.
2. That computer is too hard to operate.
3. I’ll be ___ years old before I get my diploma (or degree or certificate).
Answer the following questions.
4. Describe a situation about which you had negative thoughts and feelings.
5. How could you have used positive self-talk to change your beliefs and behavior?
Your Turn 1-5
USE
Each of
1. I’
2. T
3. I’
An
4. D
5. H
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
24 UNIT 1 Developing Your Emotional Potential
People who are optimistic tend to interpret their troubles as passing,
controllable, and specific to one situation. In contrast, pessimistic people
believe that troubles last forever, undermine everything that they do,
and can’t be controlled. Positive psychologists think that people can be
taught to be more optimistic. Pessimistic people can distract and distance
themselves from negative beliefs and reactions to failure. They can argue
with themselves about the failure and discover it is not as bad as it could
have been. By doing this, people can learn to turn pessimistic thought
patterns into optimistic thought patterns. They can increase their sense of
well-being.
Self-Belief
The net effect of your values and beliefs is your self-belief. Self-belief
is your confidence in and respect for your own abilities. Self-belief is
the part of us that is resilient in the face of difficulties. Bad things may
happen and hurt us—physically, emotionally, or economically—but our
positive self-belief does not need to be harmed. People with positive
self-belief understand that outward circumstances do not change this
inner belief.
INVESTIGATE POSITIVE PSYCHOLOGY
To learn more about positive psychology, visit the Web site of the Positive Psychology Center at the University
of Pennsylvania
its findings, questionnaires to help you develop insights about your own outlook, and links to other positive
psychology resources on the Internet. Then answer these questions:
1. What is the most interesting thing you learned about positive psychology?
2. How might you apply the ideas of positive psychology to your own life?
Your Turn 1-6
INVE
To learn
of Penn
its findi
psycho
1. W
2. H
“ Success is not final, failure is
not fatal: it is the courage to
continue that counts.”
WINSTON CHURCHILL (1874–1965),
British prime minister
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 25
WHAT’S YOUR SELF-BELIEF?
Self-belief involves the way you think and feel about yourself. Use the following list of personality traits
to describe your current self-belief.
aggressive
ambitious
assertive
bossy
capable
caring
cheerful
confident
considerate
creative
daring
decisive
determined
dishonest
dumb
eager
fair
funny
goal-oriented
gloomy
healthy
honest
humble
indecisive
insensitive
intelligent
irresponsible
lonely
loyal
mature
motivated
neat
negative
nervous
open
outgoing
passive
polite
positive
quiet
reserved
responsible
sensitive
shy
sincere
sweet
trusting
unambitious
understanding
unhealthy
unmotivated
warm
1. Current self-belief: I see myself as
Now imagine that you are at a banquet. Your family, friends, and colleagues are there to praise you. What
qualities do you hope they talk about?
2. Future self-belief: I will be
Your Turn 1-7
WHA
Self-be
to desc
aggres
ambitio
assertiv
bossy
capable
caring
cheerfu
confide
conside
creative
daring
decisiv
determ
1. C
Now im
qualitie
2. F
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
26 UNIT 1 Developing Your Emotional Potential
Improving Your Self-Belief
Have you decided that your self-belief is not all it could be? There are ways
to improve your self-belief.
1. Accept yourself. Recognize your own good qualities and don’t
expect to be perfect. Everyone has special talents and abilities.
Work to discover and develop yours.
2. Pay attention to yourself. Try to discover what gives you inner
satisfaction, and do things that give you pleasure. Successful
people do what they enjoy.
3. Use positive self-talk. Encourage yourself to make the most of
your abilities by developing a positive mental attitude. People who
succeed tell themselves that they will succeed.
4. Don’t be afraid to try new things. Remember that there is no
such thing as failure—only results. If you don’t try new things, you
won’t reach your potential.
5. Remember that you are special. No one else has your set of
capabilities and talents. Your values, beliefs, and emotions, and the
way you act upon them, make up your unique personality.
The Foundation of Success
Positive self-belief is the foundation of success. When you believe in
yourself, you can accomplish what you set your mind to. Self-belief allows
you to use your emotional, intellectual, social, and physical potential
to take action. Taking action means making progress toward achieving
your dreams and goals. When you act, you get results. When you get
results, your self-belief improves because you’ve succeeded at something.
Improved self-belief gives you the confidence to take further action. The
process of building self-belief is cyclical. The more you try, the more you
accomplish and the greater your self-belief. Self-belief with commitment
can create miracles.
Take the example of Mahatma Gandhi, a man with many exceptional
traits, one of which was a strong belief in himself and his abilities. While
the Indian power elites were trying to break England’s colonial rule
with speeches and infighting, Gandhi was working with the poor in
the countryside of India. Gradually he gathered overwhelming support
and trust from ordinary Indians. With no political office or military
capability, he and his followers eventually defeated England. India won its
independence as a nation.
Although Gandhi was clearly an exceptional person, successful
people share some of his characteristics. They are willing to do
whatever it takes to reach their potential without harming others. They
are not necessarily the “best” or the “brightest,” but they have positive
self-belief and a strong commitment to their goals. You can be one
of them.
“ If you want a quality, act as if
you already had it.”
WILLIAM JAMES (1842–1910),
psychologist and philosopher
“ If you want to succeed in life . . .
you . . . need to know what you
believe in. . . . Then you have
to have the courage to act on
those beliefs.”
RUDOLPH GIULIANI,
former mayor of New York City
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 27
AN OVERVIEW OF COLLEGE TECHNOLOGY
One aspect of your success can be achieving your educational goals using computer technology. If you are
not comfortable working with computers, now is the time for some positive self-talk. (Remind yourself that a
computer is just a tool. But if that’s not enough to ease your mind, look ahead to the section on dealing with
“technostress” in Chapter 12, page 289.) Whatever your technology knowledge and skills, now is also the time
to become familiar with what your campus has to offer.
At college you’ll be using a computer every day to perform a variety of tasks. You’ll need a computer for
administrative tasks, like registering for classes and viewing your grades. You’ll need a computer to access
your school’s online resources, like academic departments, course Web sites, and the library. And you’ll need
a computer for course assignments, like doing research and writing papers. If you’re taking an online course,
you’ll need a computer for every aspect of the class.
Check Your College’s Information Technology Resources
Today the use of computers and other technology on campus is so widespread that most schools have their
own information technology departments. These departments run and maintain the college’s public computers,
campus network, communications, and other technology resources. They also provide training and help to
students and faculty, and give out information about the types of computers and software that are most
compatible with the school’s systems.
Access Computers in a Variety of Places
If you have your own laptop computer to use at college, that is very convenient. But if you do not, there are
several places you can find computers to use:
■ On campus, you’ll find public computers with campus network and Internet access in the computer labs,
the library, and at scattered workstations in other buildings.
■ In your neighborhood, you can find computers at the local public library.
■ At home, you can use the family computer, if there is one, to access your college’s network and do your
course work.
Consider Technology beyond the Computer
Although it may seem that a computer can do just about everything you’ll need to do, you may find some other
technology useful as a student:
■ USB flash drive. A portable memory device small enough to fit in your pocket, a flash drive is ideal for
transporting files from computer to computer. If you use campus computers, a flash drive enables you to
save and keep your files on your own storage device.
■ Printer. It’s convenient to have your own printer but not necessary, because printers are available on
campus.
■ iPod or MP3 player. Some course lectures and audio textbooks are available for download to iPods
and MP3 players. You can listen at your own convenience.
■ Cable television. Some colleges show course sessions on cable television stations. For students at a
distance, these courses are ideal.
OF COLLEGE TECHNOLOGY
Tech Tips
AN
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Toda
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Acc
If you
seve
Con
Altho
techn
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
28 UNIT 1 Developing Your Emotional Potential
FINDING TECHNOLOGY RESOURCES
Search your college’s Web site to learn specifics about computers and networks on your campus. If an
information technology orientation session is available, take it. Then answer the following questions:
1. Where are the public computers on campus? When are they available?
2. What advice, if any, does the information technology staff give students about buying a computer that will
be compatible with your school’s systems?
3. What help does the information technology department offer to students?
4. What other tecnology-related resources are there on your school’s Web site?
5. Where can you find an off-campus public computer in your area?
Your Turn 1-8
FIND
Search
informa
1. W
2. W
b
3. W
4. W
5. W
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 29
Name DateDate
What’s Up?
1. What are values?
2. List the three aspects of values.
3. What are beliefs?
4. How do negative beliefs affect you?
5. How do other people’s beliefs affect you?
6. How can positive self-talk be used to change your beliefs?
7. What are the three characteristics of positive self-talk?
8. What is positive psychology? What does it emphasize?
9. What effect does changing your beliefs have?
10. What is self-belief? Why is it important?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
30 UNIT 1 Developing Your Emotional Potential
Case Studies
The Case of the New Roommate
Elisa was discovering that her new roommate Pam had some unsettling habits. Although they had agreed
to share chores, even listing who would do each task, Elisa felt that Pam was not doing her share. For
example, when it was Pam’s turn to clean, the apartment stayed messy for days. When Pam finally did
clean up, Elisa thought she didn’t do a good job. Elisa was very uncomfortable living in a dirty, disorderly
apartment. She was starting to think she had made a mistake when she had asked Pam to share the
apartment. Yet Elisa liked Pam because she was a cheerful, pleasant person.
1. Why is Elisa uncomfortable with her new roommate?
2. What does Elisa value?
3. Does Pam share these values? Explain.
4. What might Elisa do to improve the situation with her roommate?
The Case of the Gloomy Coworker
Lee and Dave were technicians who provided technology support for home and small business computer
networks. Their boss was going to take a week’s vacation, and she asked Lee to fill in for her. Instead
of solving computer problems in the field, Lee would have to take customer calls, assign technicians to
particular jobs, and make sure everything went smoothly. He was looking forward to the challenge. When
Dave heard about Lee’s temporary assignment, he began to discourage Lee. He told him all the things
that could go wrong—angry customers, not enough technicians, system problems that couldn’t be solved.
Finally, Dave told Lee that Lee wouldn’t get through the week without a major catastrophe. Lee started to
feel very nervous about the assignment.
1. What was the effect of Dave’s negative beliefs on Lee’s attitude toward substituting for his boss?
2. What should Lee do to counteract the effect of Dave’s beliefs?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 1 The Power of Self-Belief 31
Journal
Thinking about new ideas is helpful, but writing about them in a journal will help you understand them
much better. You will be able to see how the ideas can relate to your own life. This journal focuses on what
your ideal days would be like; a diary, in contrast, is about what your day actually was.5
Learn about success, values, beliefs, and behavior by answering the following journal questions.
1. Describe the most successful person you know. What makes this person successful, in your opinion?
2. From whom did you learn your most important values? How were the values taught to you? How do your values
relate to some aspect of your identity (as a man, woman, family member, member of a culture, or citizen)?
3. Give a personal example of positive thoughts or beliefs that influenced your actions.
4. Describe (a) a behavior that you would like to change and (b) how you might use positive self-talk to help you
change the behavior.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
2 Setting Goals and
Managing Time
C H A P T E R
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Great accomplishments often start with a
dream. Doug Blevins dreamed of a career in
the National Football League, despite having
a disabling disease, cerebral palsy. After
coaching school teams, Blevins taught kicking
skills and eventually was hired as a full-time
kicking coach by the Miami Dolphins. He has
coached some of the best kickers in the NFL,
including Olindo Mare (shown here) and
Adam Vinatieri. Today he runs his own kicking
consulting business.
33
H ave you ever set out for a walk or drive with no clear destination in mind?
Or have you ever surfed the Internet when you had nothing better to do?
You went from place to place at random, perhaps saw some interesting things,
perhaps not. When you were finished, you couldn’t really say whether you had
accomplished anything or not.
People who can point to achievements and successes generally are those who
don’t wander all the time. Instead, they take charge of their lives. They realize
that they are responsible for themselves. They understand their own values and
abilities. They decide what they want, and they go after it. You too can take charge
of your life and determine its direction. You have already started this process in
Chapter 1.
The previous chapter prompted you to think about your values, beliefs, and
self-beliefs. By now, you should have a good idea about who you are and what
you do well. With this in mind, you can start thinking about what you want to
accomplish. In this chapter, you will:
■ identify and state your goals;
■ create an action plan for three goals;
■ learn some techniques for overcoming procrastination;
■ discover how to manage time on a daily, weekly, and monthly basis;
■ use time management tools to get organized; and
■ discover how to keep yourself motivated to succeed.
Finally, you will learn how course management systems can help you organize
your academic work and achieve your educational goals.
rt with a
a career in
spite having
y. After
aught kicking
a full-time
hins. He has
in the NFL,
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33
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
34 UNIT 1 Developing Your Emotional Potential
Identifying Your Goals
A good way to start identifying your goals is to think about your deepest
wishes and dreams. Perhaps you’ve always longed to be a dancer, visit
China, or own your own home. Maybe you want to have three children, be
governor of your state, or start your own business.
Perhaps you haven’t thought about your dreams in a long time. If
that’s the case, try asking yourself these questions: If you had only one year
left to live, what would you do? If you were granted three wishes, what
would they be? If you were guaranteed success in anything you chose to
do, what would you do?1
Goals: Challenging and Realistic
Your dreams can be the source of many of your goals. People whose
achievements are extraordinary often started with dreams that may have
seemed out of their reach. By focusing on their dreams, they were able to
concentrate their energies on achieving them, one step at a time.
However, it’s important to be realistic. Suppose, for example, that Jon
loves cars and wants to become a mechanic. Yet Jon has little aptitude for
taking things apart and putting them together. He has trouble visualizing
how things work. Jon’s dream is not realistic. He can use up all his energy
trying to become a master mechanic, or he can revise his dream. Perhaps
another career involving cars would make better use of Jon’s talents.
Being realistic doesn’t necessarily mean giving up dreams that appear
to be long shots. Your goals should be realistic, taking into account your
unique talents and abilities. Yet they should also be challenging and
require effort to achieve. If your goals are too easily achieved, you are not
realizing your full potential. You can do more.
Types of Goals
Do you have dreams and goals for each aspect of your life? Goals can be
thought of as personal, educational, professional, and community service.
Personal Goals Personal goals relate to your family or private life. You may
want to increase your strength, lose 10 pounds, or learn to play the electric
guitar. Improving your relationships with family and friends and improving
yourself in personal ways are the general objectives of personal goals.
Educational Goals Educational goals relate to your efforts to learn
more and improve your educational credentials. They may take the form
of learning about something new, for example, learning how to use a
spreadsheet program. Or the goals may relate to certificates, diplomas, and
degrees that you want to earn.
Professional Goals Your objectives for your work life are professional
goals. Professional goals may be broad, for example, becoming a
salesperson or earning $100,000 a year. Or the goals may be more specific.
You may want to pass a licensing exam in a particular field or get a job at a
specific company.
34 UNIT 1 Developing Your Emotional Potential
“ The tragedy in life doesn’t lie
in not reaching your goal. The
tragedy lies in having no goal
to reach.”
BENJAMIN MAYS (1895–1984),
mentor to Martin Luther King, Jr.
“ People are not lazy. They
simply have limited goals—
that is, goals that do not
inspire them.”
ANTHONY ROBBINS,
motivational writer
“ Education is not preparation
for life; education is life
itself.”
JOHN DEWEY (1859–1952),
philosopher and educator
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Your Turn 2-1
WHAT ARE YOUR DREAMS?
Take a few minutes to write down what you’ve always dreamed of doing.
Community Service Goals Community service goals are related to
improving conditions in your neighborhood, town, or city. Examples
are helping homeless people, giving kids the opportunity to play sports,
participating in a parent–teacher organization, and bringing meals
to housebound people. Achieving community service goals benefits
the community, but it also gives you the satisfaction of accomplishing
something yourself.
Length of Time to Achieve Goals
Some personal, educational, professional, and community service goals
can be achieved in a month. Others might take a decade. When you are
setting goals, it’s helpful to think about how much time you will need to
achieve them (see Figure 2–1).
“ Service to others is the rent
you pay for your room here
on earth.”
MUHAMMAD ALI,
boxing champion
Short-term
goals
Intermediate-term
goals
Long-term
goals
Now The future
1 2 3 4 5 6 7 8
Number of years
FIGURE 2–1
Short-term goals take a year or less to achieve, intermediate-term goals take from one to five years, and long-term goals take more
than five years to accomplish. (AP/Wide World Photos/Dennis Cook.)
CHAPTER 2 Setting Goals and Managing Time 35
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
36 UNIT 1 Developing Your Emotional Potential
People have goals in many areas of life. Becoming physically fit,
getting a college degree, becoming a health care worker, and
helping to clean up the community are examples of personal,
educational, professional, and community service goals.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 2 Setting Goals and Managing Time 37
“ If you are planning for a year,
sow rice; if you are planning
for a decade, plant trees; if you
are planning for a lifetime,
educate people.”
CHINESE PROVERB
■ Short-term goals are those that can be achieved in a relatively brief
period of time—a year or less.
■ Intermediate-term goals can be achieved in one to five years.
■ Long-term goals take at least five years to accomplish.
One of your short-term goals, for example, may be to pass a particular
course. Achieving this goal will take only a couple of months. On the other
hand, earning your degree, diploma, or certificate is an intermediate-term
goal. It may take you several years to accomplish. For people who go to
school part-time, earning a degree may be a long-term goal.
Note that long- and intermediate-term goals can often be thought of
as a series of short-term goals. Earning an academic degree, diploma, or
certificate is a long- or intermediate-term goal; each course you pass is a
short-term goal that contributes to your objective.
Six Rules for Stating Goals
Thinking about your goals is not enough. It’s important to write them
down. Studies have shown that people who write down their goals are far
more likely to achieve them than people who do not.
When you state your goals, you should keep the following six rules in mind:
1. Express your goals in positive language. For example, “I will get
at least a C in English,” rather than “I won’t get a D or F in English.”
In goal-writing, positive language has the same beneficial effects as
positive self-talk.
2. Make your goals as specific as possible. Avoid vague, general
language like, “I would like to travel.” Instead, be specific and say
something like “I will vacation in Aruba.” Making goals specific
helps you focus on achieving them.
3. Make your goals measurable. For example, suppose you want
to save some money. How will you know whether you’ve reached
your goal? When you’ve saved $100? $1,000? You have to have
some way to measure whether you’ve achieved your goal. If you
say you want to save $1,000 of your part-time earnings, you have
a measurable goal. When you state a goal, ask yourself, “What do I
want to accomplish? How will I know that I have accomplished it?”
Your goal will be measurable if you can respond to these questions.
4. Set a deadline. When do you want to achieve this goal? In two
months? In two years? Whatever the answer, commit yourself to a
time frame. Decide when you will start and when you will be done.
5. Have a variety of goals. It’s important not to channel your
efforts toward only one goal or one type of goal. If all your goals
are professional, for example, you will find yourself neglecting
other aspects of your life. Try to achieve a balance of personal,
educational, professional, community service, short-term, and
long-term goals.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
38 UNIT 1 Developing Your Emotional Potential
6. Make your goals your own. Having others set goals for you,
even well-meaning people like parents, spouses, and friends,
means that the goals are not truly your own. Your goals must
be just that—yours. That way, you’ll be committed to achieving
them. Accomplishing your goals ought to give you pleasure and
satisfaction.
“ A numerical goal without a
method is nonsense.”
W. EDWARDS DEMING (1900–1993),
statistician and quality-control expert
News & Views
NEW YEAR’S RESOLUTIONS
New Year’s Day is the traditional time for setting goals. After a holiday season in which people often eat,
drink, and party too much, New Year’s is the time when many people resolve to change something about
their lives.
What do people resolve to do? MyGoals.com, a Web site devoted to goal-setting, issues annual
statistics on New Year’s resolutions. The people who run this Web site base their breakdown of types of
resolutions on the site’s goal-setting activity. According to their data, in 2009, health and fitness goals were
the most common, followed by career and personal finance goals, as shown in this circle graph.
“All told, the data suggest a broader trend toward returning to basics—family, friends, and home,” said
Greg Helmstetter, CEO of myGoals.com, “because that’s where people are finding security and fulfillment.”
Source: “2009 New Year’s Resolutions Reflect Tough Economy: Health & Travel Are Out, Nesting & Relationships Are In,”
18%
14%
13%
8%8%
8%
7%
23%
Health & Fitness
Recreation &
Leisure (<1%)
Time Management
& Organization
Home Improvement
& Real Estate
Family &
Relationships Education
& Training
Personal Growth
& Interests
Personal
Finance
Career
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Your Turn 2-2
WHAT ARE YOUR GOALS?
Use the chart below to record your personal, educational, professional, and community service goals. Remember
to classify goals as either short-term (one year or less to accomplish), intermediate-term (one to five years), or
long-term (more than five years to achieve). You may have more than one goal or no goals in a particular category.
Personal Goals
Short-term:
Intermediate-term:
Long-term:
Professional Goals
Short-term:
Intermediate-term:
Long-term:
Educational Goals
Short-term:
Intermediate-term:
Long-term:
Community Service Goals
Short-term:
Intermediate-term:
Long-term:
CHAPTER 2 Setting Goals and Managing Time 39
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
40 UNIT 1 Developing Your Emotional Potential
WHATEVER IT TAKES
Becky Zaheri and
the Katrina Krewe
WH
In September 2005, a week after
Hurricane Katrina flooded New Orleans,
Becky Zaheri visited the city to check on her
house. She expected to see storm debris,
water damage, and empty neighborhoods.
What she didn’t expect to see was trash all
over the streets. Her family had planned to
return to New Orleans in a few months. But
Zaheri knew that something needed to be
done about the garbage before her family
could go home.
Zaheri couldn’t pick up the large pieces
of debris; the Army Corps of Engineers was
doing that with their street sweepers. But
lots of smaller trash was left behind. Zaheri
decided to focus on trash that people could
bag by hand.
In November 2005, Zaheri e-mailed about
100 friends and family, asking if they would
help clean up the neighborhoods. About an
hour later, she had 25 responses, some from
people she didn’t even know, who had been
forwarded her message. That month, Zaheri
organized two Saturday cleanups. Dozens of
volunteers showed up to help.
Zaheri named her volunteers the
Katrina Krewe (krewes are the groups that
sponsor floats in the annual New Orleans
Mardi Gras parade). Over the next several
months, more than 10,000 local, national,
and international volunteers participated
in Katrina Krewe cleanups. They bagged
about 250,000 pounds of trash, which the
New Orleans Department of Sanitation
hauled away.
By August 2006, the Katrina Krewe had
accomplished their goal of removing storm-
related trash, and they stopped organizing
cleanups. Instead, the group began to run
a “Keep It Klean” media campaign, which
reminds New Orleans residents that it’s now
up to them to keep their neighborhoods clean.
Sources: “Katrina Krewe: Pitching In for a Cleaner
New Orleans!” CleanNO.org, accessed
Jan. 19, 2009. Maria Montoya, “Changemaker:
A Mom Who Moves Mountains.” Ladies Home
Journal, Aug. 2006, at http://www.lhj.com/
lhj/story.jhtml?storyid=/templatedata/lhj/story/
data/1153841885160.xml, accessed Jan. 11, 2008.
Steve Ritea, “Katrina Krewe Calls It A Day.” The
Times-Picayune, Aug. 25, 2006, at http://www.
nola.com/news/t-p/frontpage/index.ssf?/base/news-
16/1156486170218950.xml&coll=1, accessed
Jan. 11, 2008. Becky Zaheri, “Katrina Anniversary.”
http://www.time.com/time/specials/2007/article/
0,28804,1646611_1646683_1647789,00.html,
accessed Jan. 11, 2008.
Becky Zaheri (center)
(©
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CHAPTER 2 Setting Goals and Managing Time 41
Creating an Action Plan
Once you’ve decided on your goals, you need to plan how you’ll reach
them. A written action plan will help you focus your efforts and reach
your goals without getting lost along the way.
When preparing an action plan, think about your
long-term goals first. In other words, start by knowing
where you want to wind up. Let’s say, for example, that
Elena wants to open her own clothing boutique. First, she
decides that she wants to accomplish this within seven
years. With that target in mind, Elena plans the steps she
must take to open the shop. First she plans to work in
a large clothing store for five years to get experience. At
the same time, she will take courses at night in fashion
merchandising, accounting, and other business subjects.
She will also save 10 percent of her income each year
toward the expense of starting a business. At the end of
five years, Elena plans to look for a job in a small specialty
shop in order to get more experience. During the two
years before she opens the shop, she will save 15 percent of
her income.
Elena has created an action plan for one of her long-
term goals. Essentially, the steps she took were:
1. stating a long-term goal in specific terms and giving it a time
frame
2. breaking down the goal into short-term goals, or steps, that will lead
to achieving the long-term goal
3. indicating specific results of the short-term goals in order to
monitor progress
4. setting deadlines for the short-term goals
If you follow these steps for each of your intermediate- or long-term
goals, you will have an action plan for each goal. A plan for a short-term
goal would skip step 2. The plan should be written so you can monitor
your progress toward achieving your goals.
Managing Your Time
Action plans for intermediate and long-term goals are big-picture
plans. Whether you follow your plans and achieve your goals will
depend on managing your time well on a daily, weekly, and monthly
basis. Otherwise, time can easily slip away. Procrastinating, not having
enough time, wasting time, and misusing time can add up to a life
spent without reaching your goals and your potential. If you want to
be in control of your life and achieve your goals, you will have to take
charge of your time.
“ Employ thy time well, if thou
meanest to gain leisure.”
BENJAMIN FRANKLIN (1706–1790),
statesman, scientist, and writer
Running a marathon is an intermediate-term goal that requires
a step-by-step action plan. Over the course of a year or more,
these runners gradually increase the distance they can cover.
(©
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42 UNIT 1 Developing Your Emotional Potential
Your Turn 2-3
PREPARE AN ACTION PLAN
Refer to your goals statement on page 39 and select three of your most important intermediate- or long-term
goals. Using the Action Plan form that follows, create an action plan for these goals.
ACTION PLAN: INTERMEDIATE- OR LONG-TERM GOALS
1. Intermediate- or long-term goal:
To be accomplished by:
Step 1:
Results needed:
To be accomplished by:
Step 2:
Results needed:
To be accomplished by:
Step 3:
Results needed:
To be accomplished by:
Step 4:
Results needed:
To be accomplished by:
2. Intermediate- or long-term goal:
To be accomplished by:
Step 1:
Results needed:
To be accomplished by:
Step 2:
Results needed:
To be accomplished by:
Step 3:
Results needed:
To be accomplished by:
Step 4:
Results needed:
To be accomplished by:
3. Intermediate- or long-term goal:
To be accomplished by:
Step 1:
Results needed:
To be accomplished by:
Step 2:
Results needed:
To be accomplished by:
Step 3:
Results needed:
To be accomplished by:
Step 4:
Results needed:
To be accomplished by:
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 2 Setting Goals and Managing Time 43
Taking the First Step
Old habits and ways of living are powerful forces. Taking the first step
toward a major goal can be hard. But procrastinating, or postponing
a task that ought to be done now, is the sure way to fail to reach a goal.
People who procrastinate usually have a “good” reason. Danielle may say,
for example, that she will start studying for a course as soon as pressure
eases up at work. In fact, Danielle knows she should start studying now,
but she gives herself an excuse not to start.
Postponing a task will not make it easier. Rather, when you are
tempted to put off something important, you should carefully think
about what is holding you back. You may be feeling shy, indecisive, fearful,
negative, or bad about yourself. You feel you can’t do something, so you
don’t do it. The result is inaction.
To overcome procrastination, you can change your beliefs and you can
change your behavior. In Chapter 1, we discussed the power of positive
self-talk in improving your self-belief. If you are a procrastinator, now
is the time for some serious conversation with yourself. Danielle, for
example, should be telling herself, “Studying is important. I want to study
to pass the course. I can start now despite pressures at work. When I’m at
home I’ll study from 8 to 10 each evening.”
Tips for Getting Started One approach for people who procrastinate is
to start by doing a little bit. There are several techniques you can use to get
yourself started on a task:
■ Set a deadline for getting started. By focusing on a starting
date, you will find the energy to begin because you have made a
commitment to yourself.
■ List small tasks—that will take only a minute or two—that can get
you started. Then do the first one.
■ Do anything in connection with the goal. If you have to write
letters and can’t get started, then ease into the task by looking up the
addresses or preparing the envelopes first.
■ Assign a short period of time during which you will work on the
goal. For example, tell yourself that for the next five minutes you will
do things that relate to the goal.
■ Do the worst thing first. Sometimes tackling the hardest part and
getting it done opens up the way to achieving the goal.
Any one of these approaches, in combination with positive self-talk,
can help you get started.
Avoiding Wasted Time and Misused Time
Many people complain that they don’t procrastinate, they just don’t have
enough time. They are beset by family, school, work, civic, and household
responsibilities. Their spouses, children, parents, lovers, bosses, teachers,
friends, and neighbors are making constant demands on their time. How
can they ever get anything done?
“ The best way to get something
done is to begin.”
ANONYMOUS
“ Those who make the worst
use of their time are the first to
complain of its shortness.”
JEAN DE LA BRUYÈRE (1645–1696),
French writer
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44 UNIT 1 Developing Your Emotional Potential
People who believe they don’t have enough time to accomplish
everything they want to accomplish may be facing two problems.
First, they may be wasting time. They may be dawdling over meals,
taking more time than necessary to finish a task, or doing nothing.
(Of course, a certain amount of doing nothing is good for your
mental health. But too much amounts to laziness.)
The second problem they may be facing is that they are
misusing time. They are spending too much time on unimportant
matters and too little time on what’s important. Their days are
eaten away by the trivial, and they never have time for the
significant tasks that help them achieve their goals and for leisure
activities.
Another way to misuse time is to drift mentally and lose
focus. It’s important to stay in the moment and make sure your
attention doesn’t wander. As the saying goes, “Pay attention to
your attention.”
Getting Organized
The key to using your time wisely is being organized. This means you
must keep your goals and tasks in mind and learn to plan ahead.
Keeping Your Goals in Mind Earlier in this chapter, you set long-,
intermediate-, and short-term personal, educational, professional, and
community service goals for yourself. How many of these goals have you
already forgotten?
Setting goals is important, as we have learned. However, you will
not reach your goals unless you learn to keep them in mind. Write them
down and put them someplace where you’ll see them, perhaps on your
refrigerator or in your wallet.
Planning You have already created action plans for your most important
goals. No doubt you considered each goal separately and created plans for
each. What happens, though, when your plan for one goal interferes with
your plan for another goal?
Setting Priorities Time management would be simple if you just had
one goal to reach or one task to perform. But most of us have many goals
and tasks on top of the dozens of routine activities we face each day. So
every day, whether we’re conscious of it or not, we make choices about
how we will spend our time.
Part of planning is setting priorities—that is, deciding what tasks are
the most important and must be done first. Setting priorities helps you
decide which tasks are most pressing. You will find that you may have to
postpone one or more tasks to achieve the others.
When you set priorities, you review everything you need to do and ask
yourself:
1. What tasks must be done immediately (for example, getting your
mother a birthday present when today is her birthday)?
“ Time is the scarcest
resource, and unless it is
managed, nothing else can
be managed.”
PETER DRUCKER (1909–2005),
management consultant
For some people, there is never enough time; they
always seem to be rushing.
(©
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2. What tasks are important to do soon?
3. What tasks can safely be delayed for a short period?
4. What tasks can be delayed for a week, a month, or longer?
Assign each matter you must take care of to one of these four categories.
That will establish your priorities. Tasks in the first two categories have the
highest priority and deserve your immediate attention.
Scheduling Once you have your priorities set, you can schedule the tasks
you need to accomplish. There are time management tools, discussed in
the next section, that can help you set up a schedule. But before you get
into the specifics of your schedule, remember these tips:
■ Be realistic about how long activities take. Some people routinely
underestimate the time needed for a particular task. For example,
if you commute to school or work during rush hour, don’t allow
20 minutes when it’s really a 30-minute trip door to door.
■ Remember that some tasks have to be finished so that others
may start. For example, if you have to write a paper, you will need to
schedule research time before writing time.
“ Work expands so as to fill
the time available for its
completion.”
CYRIL NORTHCOTE PARKINSON
(1909–1993),
English naval historian and writer
CHAPTER 2 Setting Goals and Managing Time 45
Your Turn 2-4
SET YOUR PRIORITIES
To give you practice in setting priorities, think about the most important things you want to do this week. Write
each activity following, and assign it a priority number from 1 to 4.
1. highest priority, cannot be delayed
2. important, should be done as soon as possible
3. less important, can be done next week
4. least important, can be postponed more than a week if necessary
“ You may delay, but time
will not.”
BENJAMIN FRANKLIN
(1706–1790),
statesman, scientist, and writer
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46 UNIT 1 Developing Your Emotional Potential
■ Account for the time you spend on fixed daily activities such as
sleeping, eating, personal hygiene, work, and attending class. Then you
can allocate the time left over to the tasks with the highest priority.
■ Remember that you have peak energy levels at certain times of
day. Try to schedule difficult or important tasks at those times.
Using Time Management Tools
To help you schedule your time, you can use a planner for intermediate-
and long-term scheduling and “to do” lists for daily activities. You can
go “low tech” by using paper, or “high tech” with an electronic planner.
Planners for Intermediate- and Long-Term Activities. Planners are
basically calendars designed to be used for planning and scheduling.
They take two basic forms:
1. Paper pocket calendars, weekly planners, and diaries
2. Electronic planners in the form of personal digital assistants
(PDAs and some cell phones), computer-based calendars
(Microsoft Outlook), and online time management tools
(http://todoist.com)
Whichever planner you select, make sure that it is a convenient
format to carry with you all the time. Your planner should be your single
source of information about your time schedule. In other words, don’t
put goal schedules in one place, social appointments in another calendar,
and school activities in a third. Use the planner to plan and record all
commitments on your time. Keep it up to date.
“To Do” Lists for Daily Activities. In addition to using a planner
for long-term scheduling, making a daily “to do” list can help you get
things done. A paper or electronic “to do” list, prepared each morning
or the night before, lists all the tasks you want to accomplish that day
(see Figure 2–2). The act of creating the list helps you plan your day.
Consulting the list during the day helps you remember what you need to
do. And crossing off or deleting an item when you finish it will give you a
sense of accomplishment.
Reaching Your Goals
Making an action plan to achieve your goals and managing your time are
both important achievements. But to make real progress, you will have to
work hard, keep your goals in view, and persevere, even when you run into
problems.
Using the Personal Mastery Approach
Many people get off to a good start when they try to work on their goals,
and then they get bogged down and give up. They experience a short
burst of progress, followed by a period of being on a plateau, during
Paper and electronic planners are excellent
tools for time management. They come in
different formats, sizes, and prices to suit
different needs.
To Do
Read Ch. 12 of Stephenson
Do Ch. 12 of Stephenson study guide
Study for English quiz
Work 1:30
Return videos
Call Kaylee
FIGURE 2–2
A daily “to do” list helps you plan and
keep track of tasks. Crossing off items
as you do them can give you a sense of
accomplishment.
(©
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)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Your Turn 2-5
USE A PLANNER
Practice using a planner by filling in your time commitments for the next week using the weekly planner on
pages 48–49, or your own planner. Start by entering your routine commitments and any special appointments,
whether school, work, or social. Then plan study time, goal time, and leisure time.
CHAPTER 2 Setting Goals and Managing Time 47
“ You’ll always miss
100 percent of the shots you
do not take.”
WAYNE GRETZKY,
Canadian hockey player
which nothing seems to happen. A perfect example of this is a man
whose goal is to learn a new sport. At first, he makes rapid progress. But
then, instead of continuing to improve, he reaches a plateau. For weeks
or even months, his skill level remains the same. Finally, another burst of
progress occurs, and his mastery of the sport increases.
The secret of the mastery approach is to expect and accept that you
will reach plateaus and stop progressing. When this happens, don’t give
up! Instead, persist, understanding that plateauing and backsliding are
natural. Eventually you will make more progress and achieve your goal.
Motivating Yourself
How do you keep yourself moving toward a goal even when you’ve
reached a plateau? How can you motivate yourself to act in ways that will
keep you striving and trying?
Motivation is having the energy to work toward a goal. It is made up
of the needs and incentives that make us act in particular ways. Motivation
can be complex, but we will consider two aspects that are particularly
relevant to achievement:
1. Intrinsic motivation comes from within. When you are
intrinsically motivated, you do something because you want to
and you enjoy it. Let’s say you like to do aerobic exercises. They
make you feel good. You are intrinsically motivated to exercise.
2. Extrinsic motivation is an outside reward for behavior. For
example, you may want your sister to exercise for her health,
so you offer her an exercise outfit and a ride to the gym. These
extrinsic motivations may be enough to get your sister to come
with you, at least for a while. Over time, though, the value of
extrinsic motivation decreases. After a few weeks the extrinsic
rewards may lose their power to get your sister to exercise.
In most situations, people have a combination of intrinsic and
extrinsic motivations. Meg may enjoy learning how to use a new computer
program (intrinsic), but she is also doing it to earn course credits
(extrinsic). Psychologists have found that the best form of extrinsic
motivation is praise. Unlike other extrinsic rewards, praise tends to
increase a person’s intrinsic motivation to do well.
“ Fame or one’s own self, which
matters to one most? One’s
own self or things bought,
which should count most?”
LAO-TZU,
ancient Chinese philosopher
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48 UNIT 1 Developing Your Emotional Potential
If you are intrinsically motivated to achieve a goal, your chances of
achieving it are good. Working on the goal is something you enjoy, so you
don’t look for excuses to stop. If your intrinsic motivation needs a boost,
you can use positive self-talk to keep your energy high. Congratulate
yourself on what you’ve accomplished so far, and imagine what it’s going
to be like when you reach your goal.
If you need some extrinsic motivation to keep you going, you can do
two things:
1. Set up a system of rewards for yourself. For example, when
you accomplish one step toward a goal, reward yourself with
something you enjoy. Just be careful not to let the reward become
more important than doing the task.
Your Turn 2-5 (cont inued)
Weekly Planner
Time Monday Tuesday Wednesday
7 A.M.
8
9
10
11
12 NOON
1 P.M.
2
3
4
5
6
7
8
9
10
11
12 MIDNIGHT
1 A.M.
2
3
4
5
6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
2. Enlist the support of your family or friends. If you communicate your
goals and successes, the pride that others feel in your accomplishments
will provide powerful motivation for you to persevere.
Using Visualization
Another technique you can use to help you achieve your goals is to
visualize a compelling future. Visualization means imagining
what it would be like to have already reached the goal. What scene do
you picture? What sounds do you hear? How are the people around you
reacting to you? Imagining the future can compel us to do things now, in
order to create the kind of future we want. Visualizing your success gives
you a powerful mental boost to get started and stay on course.
CHAPTER 2 Setting Goals and Managing Time 49
Your Turn 2-5 (cont inued)
Weekly Planner
Time Thursday Friday Saturday Sunday
7 A.M.
8
9
10
11
12 NOON
1 P.M.
2
3
4
5
6
7
8
9
10
11
12 MIDNIGHT
1 A.M.
2
3
4
5
6
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50 UNIT 1 Developing Your Emotional Potential
“ A failure is not always a
mistake; it may simply be
the best one can do under
the circumstances. The real
mistake is to stop trying.”
B. F. SKINNER (1904–1990),
psychologist
Your Turn 2-6
MAKE A “TO DO” LIST
In the space following, make a “to do” list of all the tasks you wish to accomplish tomorrow. Assign each one a
priority number from 1 to 4 as follows:
1. highest priority, cannot be delayed
2. important, should be done as soon as possible
3. less important, can be done within a few days
4. least important, can be postponed a week or more if necessary
Tomorrow, as you finish each item, cross it off.
Overcoming Fears
Fear often stands in the way of action. People are hampered by fear
of many things. The two most important fears that can interfere with
reaching a goal are fear of failure and fear of success.
You may think that fearing failure makes perfect sense. In a way, it
does. No one likes to look stupid, incompetent, or ridiculous. Actually,
it’s our perception of failure that causes fear. Instead of seeing failure as a
poor result or a temporary setback, we see failure as defeat and shame. If
we remember that everyone fails at times, we can start putting failure in
perspective. Out of failure can come valuable lessons for success.
However odd it sounds, people often fear success also. People who
fear success are seldom aware of it. Yet they put obstacles in the way of
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 2 Setting Goals and Managing Time 51
Your Turn 2-7
WHAT MOTIVATES YOU?
What motivates you to achieve your goals? Consider the three goals for which you prepared action plans. What
will motivate you to accomplish these goals?
1. Goal 1:
Your intrinsic motivation:
Sources of extrinsic motivation:
2. Goal 2:
Your intrinsic motivation:
Sources of extrinsic motivation:
3. Goal 3:
Your intrinsic motivation:
Sources of extrinsic motivation:
achieving their goals. Why? They fear that success will bring
new situations and new responsibilities they can’t handle.
Some may believe that they don’t deserve to succeed. In fact,
they probably can succeed. Most people tend to underestimate
their abilities.
If fear is preventing you from achieving your goals, tell
yourself this: “Fear is natural. I feel afraid, but I’m going to do
this anyway.”
Being Flexible
Life means change, and people who don’t change their goals
accordingly run into trouble. Suppose your family moves to
another state or you become interested in another career. It
would be foolish to persist in trying to reach goals that are
no longer relevant to you. Goals and action plans are not
carved in stone. When your situation changes, be flexible
and change your goals and action plans to suit your new
circumstances.
Praise is a very effective form of extrinsic motivation.
Receiving the approval and good wishes of others
increases a person’s intrinsic motivation to do well.
(©
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52 UNIT 1 Developing Your Emotional Potential
Being Less Than Perfect
People who are perfectionists often get bogged down in trying to reach
their goals. They demand perfection of themselves. Nothing they do is
ever good enough.
On the other hand, people who reach their goals tend to be more
relaxed about themselves. They acknowledge that they are human and
have faults. They make mistakes, but they do as well as they can. They
realize the importance of pleasing themselves. They are flexible and
relaxed and open to new situations and people. These are the people who
have the inner resources to succeed.
The Importance of Hope
Psychologists are finding that hope plays an important role in achieving
success in life.
A study of 3,920 college freshmen showed that the level of hope at the
start of school was a better predictor of their college grades than previous
ARE YOU A PERFECTIONIST?
Read the following pairs of sentences, and circle the letter of the sentence in each pair that is most like you.
1. a. I make mistakes occasionally.
b. When I make a mistake, it’s someone else’s fault.
2. a. I do the best I can.
b. It’s hard, but I try.
3. a. My goals are pleasing to me.
b. My goals are pleasing to my family and friends.
4. a. I take my time in getting things done.
b. I’m always in a hurry to finish.
5. a. I’m open to sharing my feelings.
b. I’d rather appear strong than show weakness.
If you circled three or more b’s, you tend to be a perfectionist. Try to be easier on yourself!
Your Turn 2-8
ARE Y
Read th
1. a
b
2. a
b
3. a
b
4. a
b
5. a
b
If y
“ The man who makes no
mistakes does not usually
make anything.”
EDWARD JOHN PHELPS (1822–1900),
lawyer and diplomat
“ To accomplish great things,
we must not only act, but also
dream; not only plan, but
also believe.”
ANATOLE FRANCE (1844–1924),
French writer
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 2 Setting Goals and Managing Time 53
performance on standardized tests or their high school grade-point
average. Dr. Charles R. Snyder, a psychologist at the University of Kansas,
says, “Students with high hope set themselves higher goals and know how
to work to attain them.”2
To Dr. Snyder, hope is more than the feeling that everything will be
okay. Rather, he defines having hope as believing that you have both the
will and the way to accomplish your goals. In other words, people with
commitment and self-belief are hopeful people.
People who are naturally hopeful are fortunate. But others can learn
hopeful ways of thinking. To imitate the mental habits of hopeful people,
you can:
■ turn to friends for help in achieving your goals
■ use positive self-talk
■ believe that things will get better
■ be flexible enough to change your action plans when necessary
■ be flexible enough to change your goals when necessary
■ focus on the short-term goals you need to achieve in order to reach
your long-term goal
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
54 UNIT 1 Developing Your Emotional Potential
USING BLACKBOARD AND OTHER COURSE MANAGEMENT SYSTEMS
TO GET ORGANIZED
Course management systems may at first seem to create extra work and waste time. But once you master their
use, you will find that they help you organize your course work and time. They can contribute to your achieving
your educational goals.
Your college’s Internet home page is a portal through which you can access administrative offices,
academic departments and the library. At many campuses, it is also the site through which you access a course
management system like Blackboard, CourseCompass, or Web Tutor. Course management systems provide
faculty and students with a convenient online tool for running a course. If your campus has one of these
systems, you may be using it every day to manage your course work.
OARD AND OTHER COURSE MANAGEMENT SYSTEMS
Tech Tips
USI
TO
Cou
use,
your
acad
man
facu
syste
Explore the System Menus
If your college provides orientation sessions to learn the course management system, you should take
one. If not, spend some time exploring the system on your own, going through the menus to see what
is available and how the site might be used. In Blackboard, for example, when you log on you’ll see a
list of your courses. Choose a course and then explore the menu options. You’ll find some or all of these
features:
■ Announcements from the instructor
■ Course information including the syllabus
■ Instructor information, including contact information and office hours
■ Course documents, including readings in pdf format or links to readings on the Internet
■ Assignments
cont inues
A course home page
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 2 Setting Goals and Managing Time 55
■ Communication tools, including a discussion board, e-mail links to other course members, and group
pages for large courses divided into sections
■ Other tools, including an address book, calendar, digital drop box for submitting assignments, and
your grades.
Assess Your Instructors’ Online Style
You can see from the previous list that the course management system provides an array of features useful
for taking (and giving) a course. However, you may find that your instructors use the system in different ways.
Some professors will use the system for every aspect of the course. Others may use it only for posting the
syllabus and readings. Still others won’t use it at all. You will have to determine each instructor’s “Blackboard
style” and adjust accordingly.
Using the course management system in the first few days of a term can be confusing, especially
if it’s your first term. For example, you may be taking five courses, and getting online announcements
about each course from five instructors. Furthermore, at the beginning of a term you don’t yet know your
instructors’ preferences for using the system, so you have to check all your courses every day to make sure
you don’t miss anything.
After a week or two, you’ll understand how each instructor expects you to use the course management
system, and it will become easier for you to manage your course work.
Manage Your Courses Effectively
While course management systems like Blackboard provide a convenient online way to run or take a course,
they do create some challenges. For example, you can’t assume that nothing has happened in the course since
the class met. Your instructor may have changed an assignment online, sent you an e-mail, or posted a reading
since your last class meeting. As a result you need to develop an approach to the system that will ensure you
don’t miss anything:
■ Check each course on the course management system daily, or at least before you start a homework
assignment. That way you’ll have the most up-to-date information.
■ Check your campus e-mail every day as well, since many professors e-mail students rather than post
announcements in the course management system.
■ Use the course e-mail list, if one is posted, to get in touch with classmates if you’ve missed
something.
■ Use the calendar tool to keep track of your class schedule, assignment due dates, and exam dates.
With a little practice, you’ll become so accustomed to using the course management system with a variety
of instructors that you won’t have to think about it. Instead, you’ll be able to concentrate on your studies—
which, after all, is the point of taking college courses.
Ass
You
for t
Som
sylla
style
if it’
abo
instr
you
syste
Ma
Whi
they
the c
since
don’
of in
whic
Tech Tips (cont inued)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
56 UNIT 1 Developing Your Emotional Potential
EXPLORING BLACKBOARD AND OTHER COURSE MANAGEMENT SYSTEMS
If Blackboard or another course management is used at your school, take a few minutes to log on and explore
each of your course sites. If necessary, ask your instructors how they plan to use the site and how they expect you
to use it. Then for each of your courses, list (1) the type of information posted on the site and (2) describe how your
instructor expects you to use the site.
Course 1: _________________________ Instructor: ________________________
Information posted: _______________________________________________________
______________________________________________________________________
How the course management site will be used: ____________________________________
______________________________________________________________________
Course 2: _________________________ Instructor: ________________________
Information posted: _______________________________________________________
______________________________________________________________________
How the course management site will be used: ____________________________________
______________________________________________________________________
Course 3: _________________________ Instructor: ________________________
Information posted: _______________________________________________________
______________________________________________________________________
How the course management site will be used: ____________________________________
______________________________________________________________________
Course 4: _________________________ Instructor: ________________________
Information posted: _______________________________________________________
______________________________________________________________________
How the course management site will be used: ____________________________________
______________________________________________________________________
Course 5: _________________________ Instructor: ________________________
Information posted: _______________________________________________________
______________________________________________________________________
How the course management site will be used: ____________________________________
______________________________________________________________________
Your Turn 2-9
EXPL
If Black
each of
to use i
instruct
C
C
C
C
C
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CHAPTER 2 Setting Goals and Managing Time 57
1. Why is it important to have realistic and challenging goals?
Match the specific goal in the second column to the type of goal in the first column. Write the letter of the goal in the space
provided.
Type of Goal Specific Goal
2. _______personal a. earning a degree, diploma, or certificate
3. _______educational b. becoming a manager
4. _______professional c. running a 5K race
5. _______community service d. becoming a hospital volunteer
6. List the six rules for stating goals.
7. What is the purpose of a written action plan?
8. What are three techniques that can be used to get started on a task?
9. Why is it important to set priorities?
10. Describe the difference between intrinsic and extrinsic motivation.
Name Date
What’s Up?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
58 UNIT 1 Developing Your Emotional Potential
The Case of the Would-Be Nonsmoker
Will decided to stop smoking when he found himself out of breath on the basketball court after very
little exertion. Since he loved to play basketball and wanted to feel fit again, he figured it would be easy
to quit smoking. During the first week, Will did well. He was very pleased with himself for having the
willpower not to smoke. He already felt healthier. During the second week, he went to a party and out of
habit smoked a few cigarettes. By the third week, Will was regularly borrowing cigarettes from others. He
felt disgusted with himself.
1. When Will first stopped smoking, what was his motivation? Was it intrinsic or extrinsic?
2. Will underestimated how hard it would be to achieve his goal. How can he get himself on track again?
The Case of the Harried Student
Barbara always complained to her friend Alyssa that she had no time. Alyssa found this hard to believe,
since Barbara had a light course load at school and didn’t have a part-time job. One day the two friends
spent some time together, and Alyssa got to see what Barbara’s day was like.
Barbara was late in meeting Alyssa, because she had gotten up late and spent too much time over
breakfast. After Barbara’s first class, which they barely got to in time, they had an hour’s break. Barbara
said she needed to get a book from the school library in order to complete an assignment that night. But
instead of going to the library, they ran into some friends and had a latte. After the second class, they
had an hour for lunch. Barbara was scheduled for an hour in the computer lab, which turned out to be
only 45 minutes, since the friends got there late. Then Barbara had a doctor’s appointment, and it was
clear she would be late for that, too. When Alyssa left her friend, she realized they had never gotten to
the library.
1. Describe three problems that Barbara has with time.
2. Do you think Barbara has enough time to do what she needs to do in the course of the day? Explain.
Case Studies
58 UNIT 1 Developing Your Emotional Potential
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 2 Setting Goals and Managing Time 59
Journal
Answer the following journal questions.
1. In Your Turn 2-2 (page 39), you listed your personal, professional, educational, and community service goals. Of
all the goals you listed, which is most important to you? Why?
2. Visualize yourself when you achieve your most important goal. Describe what your life will be like.
3. Assess your current approach to time management. Are you a procrastinator? Are you organized? Do you meet
all your deadlines? Do you use any time management tools?
4. What activity do you consider your biggest time waster? What benefit do you get from this activity? Is it worth
the amount of time you spend?
5. How do you meet the demands of your family and friends, as well as the demands of school and work? What
might make juggling these easier for you?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
U N I T
2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
61
Developing Your
Intellectual Potential
T he human brain is a powerful tool that helps us master our environment. As you work on
developing your intellectual potential, the following two chapters will help you improve
your thinking and learning skills. You will learn techniques to remember, think critically, and
study that will help you reach your full potential in school and in all areas of life.
CHAPTER 3
IMPROVING YOUR
THINKING SKILLS
In this chapter, you will be . . .
. . . developing your self belief:
• I will think critically in order to
make good judgments.
• I will use thinking skills to work on
good solutions to problems.
. . . reframing your thoughts:
• I will try different techniques to
improve my memory.
• I will learn critical thinking skills to
become a better problem solver.
• I will learn to approach challenges
by using creative thinking methods.
. . . setting goals:
• I will use memory devices in one
class to study for a test.
• I will apply the PrOACT approach to
problem solving to make a decision.
. . . envisioning a compelling
future:
• I will improve my performance as
a student by using these thinking
skills.
• I will do well in my career by using
thinking and problem solving skills.
. . . achieving personal mastery:
• I will achieve higher test scores
as a result of using new memory
techniques.
• I will face challenges in college and
beyond by thinking critically and
creatively and solving problems.
CHAPTER 4
IMPROVING YOUR STUDY
SKILLS
In this chapter, you will be . . .
. . . developing your self belief:
• I will set up a study area that works
for me.
• I will take advantage of peak energy
times to study more effectively.
. . . reframing your thoughts:
• I will use the learning style that
works best for me whenever
possible.
• I will reinforce what I am learning
by using another learning style.
. . . setting goals:
• I will set study goals for at least one
of my courses.
• I will use the P.Q.R. method to
improve my understanding of
assigned reading.
• I will improve my test scores by
studying and preparing for tests.
. . . envisioning a compelling
future:
• I will graduate from college because
I will use effective study skills.
• I will have a better career because
I have a good education.
. . . achieving personal mastery:
• I will acquire study habits that will
help me as a lifelong learner.
61
work on
mprove
, and
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
3 Improving Your
Thinking Skills
C H A P T E R
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
People in all walks of life solve problems and
think creatively.
63
H ave you ever done poorly on an exam because you had a cold? Have you
ever been unable to solve a problem because you were too anxious about
it? These common experiences show that our ability to think is affected by our
physical and emotional well-being. When we feel good about ourselves, both
emotionally and physically, our ability to think improves.
Studies have shown that all of us have far more brain power than we use. We
can improve our ability to think by tapping into some of that unused power. If
we understand how the brain works, we can sharpen our thinking skills. In this
chapter, you will:
■ learn about the brain;
■ improve your ability to remember;
■ develop your critical thinking skills;
■ learn an effective approach to solving problems; and
■ practice thinking creatively.
Finally, you will learn about the challenges and advantages of taking online
and blended courses.
(©
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)
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64 UNIT 2 Developing Your Intellectual Potential
“ I will stuff your head with
brains. I cannot tell you
how to use them, however;
you must find that out for
yourself.” (The Wizard of Oz
to the Scarecrow, who asked
for brains.)
L. FRANK BAUM (1856–1919),
American writer
The Brain
Make two fists and place them together with your thumbs on top and your
arms touching from wrist to elbow. You have just made a crude model of
the human brain. The brain, a three-pound organ, is the complex director
of all of your body’s activities. It regulates basic life support systems such
as breathing, controls all your movements, interprets your environment,
and feels, remembers, thinks, reasons, and creates.
How does the brain do all this? Basically, the brain is made of billions
of tiny cells called neurons. In fact, they are so tiny that 30,000 neurons
would fit on the head of a pin. Neurons are shaped like trees, with roots,
trunk, and branches. Networks of neurons provide communications
pathways through the brain. Chemicals called neurotransmitters pass
from one neuron to another, activating electrical impulses. The activation
of a particular group of neurons produces a perception, feeling, thought,
or memory. Each neuron’s branches can make contact with between 5,000
and 50,000 other neurons, so you can imagine that billions of complex
connections are possible. When you learn something new, you are making
new connections among your neurons.
The human brain’s ability to deal with complex perceptions, thoughts,
and feelings is the key to our success as a species. We cannot run as fast as
a cheetah or see our prey with eyes as sharp as an eagle’s, but we use our
brains to make up for our physical limitations. Humans survive because
our brains are constantly filtering the information coming in from the
environment. The brain tells us what is safe to ignore—most of what’s
around us. It tells us what we must pay attention to. Every encounter with
something new means that the brain must try to fit the new information
into an existing pattern of neurons or else change the pattern to make
room for the new thing. Because humans learn and remember, we have
thrived.
However, your brain can pay attention to only one train of conscious
thought at a time. It is always getting rid of excess information through
the process of forgetting. What does the brain pay attention to? It pays
attention to things that have meaning to you (information that connects
to an existing network of neurons) or things that arouse feelings
(information that makes you afraid, happy, or angry).
We can use this very basic understanding of how the human brain
works to improve our ability to remember, think logically, solve problems,
and think creatively.
Remembering
One of the most basic functions of the brain is to remember. Without
memory, other learning and thinking skills would be impossible. Imagine
trying to solve a problem if you couldn’t even remember what it was! Your
brain stores a vast amount of information in memory. This ranges from
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 3 Improving Your Thinking Skills 65
“ Iron rusts from disuse,
stagnant water loses its
purity, and in cold weather
becomes frozen; even so does
inaction sap the vigors of
the mind.”
LEONARDO DA VINCI (1452–1519),
Renaissance Italian artist,
musician, engineer, and scientist
important information such as a friend’s appearance to trivial information
like the sound of the doorbell in your last apartment or house.
How does memory work? And why do we remember some things and
not others? With the answers to these questions, we can actually improve
our ability to remember.
How Does Memory Work?
Most psychologists think of memory as having three stages:(1) sensory
memory; (2) short-term memory; and (3) long-term memory. Figure 3–1
is a diagram of the three-stage model of memory.1
Before you can remember anything, you have to perceive it. That
means you must see, hear, smell, or become aware of it through some
other sense. Everything you perceive is registered in sensory memory,
the first stage of memory. The material in sensory memory lasts less
than a couple of seconds while your brain processes it, looking for what’s
important. Then most of it disappears.
Some material in sensory memory reaches the second stage, short-
term memory, where it lasts about 20 seconds. To make it into short-term
memory, the new material is matched with information you already have
stored, and a meaningful association or pattern is made. For example,
when you see a T, you immediately recognize it as the letter T. You would
recognize it whether it was a lowercase t, an italic t, an uppercase T, or a
handwritten T. If you did not have these associations for the letter T, you
would have much more difficulty placing it in short-term memory.
The material in short-term memory is the information we are
currently using. The capacity of short-term memory is small—on average,
about seven meaningful units of information. And short-term memory
usually doesn’t last more than 20 seconds. To make it last longer, repetition
helps. For example, if you are lost and someone is giving you directions,
you should repeat them to fix them in your memory. But if someone
interrupts you, you will probably confuse or forget the directions.
FIGURE 3–1
The three stages of memory are sensory memory, short-term memory, and long-term memory. Our five senses perceive information from
our environment, which is processed in sensory memory. Only the important information is sent on to short-term memory. There it is
processed and used. Then the information is either forgotten or sent to long-term memory for storage. When the information is needed,
it is retrieved from long-term memory, if it can be found.
Information
Processed
in Sensory
Memory
Processed/
Used in
Short-term
Memory
Stored in
Long-Term
Memory
Sight
Hearing
Touch
Taste
Smell
Forgotten
Forgotten
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66 UNIT 2 Developing Your Intellectual Potential
Some material in short-term memory makes it into the third stage,
long-term memory, which lasts much longer than short-term memory.
Long-term memories are those we don’t need at the moment but have
stored. In fact, long-term memory is often compared to a complicated
filing system, index, or database. The way memories are stored affects the
ease with which we can retrieve them. In general, we store new memories
by associating them with old memories. For example, if we see a new
shade of blue we may associate it with other shades of blue we know or
with a blue object.
The capacity of long-term memory seems limitless. Even after a full
life of remembering, people have room to store more information in
long-term memory. Much of what we “forget” is still actually in long-term
memory, but we have trouble getting it out.
HOW SOON WE FORGET . . .
Try this experiment on yourself to test your memory.
1. Look at the number below just once, cover it up, and then do something distracting such as
singing a song.
8519472
Now write the number here:
a. If you got the number right, which level of memory was it in?
b. If you got the number wrong, which level of memory was it in?
2. Now look at the number below for a few seconds and repeat it to yourself several times.
Then cover it up.
461-8352
Now write the number here:
a. If you got the number right, which level of memory was it in?
b. If you got the number wrong, which level of memory was it in?
c. Why was this number easier to remember than the number in the first item?
Your Turn 3-1
HOW
Try this
1. L
s
8
N
a
b
2. N
T
4
N
a
b
c
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 3 Improving Your Thinking Skills 67
“ The true art of memory is the
art of attention.”
SAMUEL JOHNSON (1709–1784),
English author
Improving Your Memory
There are several techniques you can use to improve your short-term and
long-term memory. Of course, one time-honored way to improve your
memory is to write yourself lists and notes. However, you can learn other
purely mental aids to memory that take advantage of how the brain works.
These include repetition, organization, and mnemonics. They work best
when you actually understand the material you are trying to memorize.
Repetition Repetition is an effective way to improve your short-term
memory. Going over something again and again in your head—or even
better, out loud—will help you remember it.
Organization Organizing material can help both
your short-term and long-term memory. To help keep
something in short-term memory, you can organize it
into seven or fewer chunks. A grocery list of 20 items, for
instance, can be “chunked” into produce, dairy, deli, meats,
packaged foods, paper products, and cleaning products.
The way you organize material for long-term storage
will help you when you need to retrieve it. One way
is to make meaningful associations between the new
information you are memorizing and other information
you already know. For example, if you are trying to
remember to buy fish at the supermarket, you can associate
it with the meal you’re planning to cook. Associations need
not involve only words. You can associate new information
with music, sounds, images, places, people, and so on.
Another way to organize information for long-term memory is by
rearranging or categorizing it. You can categorize by meaning, sound,
familiarity, alphabetic order, size, or any other pattern that makes sense to you.
Mnemonics “I before E except after C and when it sounds like A, as
in neighbor or in weigh” has helped children learn one of the rules of
English spelling for years. Devices that help people remember are called
mnemonics. Mnemonics can work, but they require practice. Mnemonics
can be poems, like this example, or they can be acronyms—the first
letter of each item to be memorized. If you have ever studied music,
you probably remember the acronym FACE, which stands for the notes
associated with the spaces in the treble clef.
In addition to rhymes and acronyms, there are mnemonic systems
that can be used to help memorize information. One system, called
the peg word method, involves learning a jingle that contains words
corresponding to the numbers 1 through 10:
1 is a bun; 2 is a shoe; 3 is a tree; 4 is a door; 5 is a hive; 6 is sticks; 7 is
heaven; 8 is a gate; 9 is swine; 10 is a hen.
After repeating this jingle a few times, you will be able to count to
10 by peg words: bun, shoe, tree, door, and so on. Then you can visually
associate items you need to remember with the peg words. For example,
Repetition is a memory technique used by actors and actresses
when they are memorizing their parts.
(©
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)
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68 UNIT 2 Developing Your Intellectual Potential
DO YOU REMEMBER?
Practice using the peg word method or the method of loci to memorize a list.
1. Make a list of the items you are carrying with you. There should be at least 10 items on your list.
2. Describe or sketch your mental image for each item. Go over it a few times. Then cover the list and proceed
to the next question.
3. Without referring to the original list, recall your mental images and write the 10 items here:
Your Turn 3-2
DO Y
Practice
1. M
2. D
to
3. W
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CHAPTER 3 Improving Your Thinking Skills 69
News & Views
THE NUN STUDY: THE IMPORTANCE OF MENTAL EXERCISE
“Use it or lose it” is a familiar saying that may turn out to be true in regard to the brain. A long-term study of 678 nuns
has provided insights about why some people live to a great age with their minds lively and intact, while others suffer
from Alzheimer’s disease or other forms of dementia.
The School Sisters of Notre Dame are a good group to study from a scientific point of view. They do not
smoke, drink very little, and get good health care. In addition, they live in similar communities all their lives. Many
of them are teachers. The sisters keep mentally and physically active well into old age. The Nun Study, as it is
known, has been conducted by Dr. David Snowdon of the University of Kentucky since 1986.
Each year, Dr. Snowdon and his colleagues test the nuns’ memory, concentration, and language ability.
For example, the nuns are asked to recall words they have seen on flash cards and to name as many items in a
category as they can in one minute.
Dr. Snowdon also analyzed personal essays the nuns had written decades earlier when they entered the
convent. These essays provided evidence of the young sisters’ thinking and language abilities. The researchers
measured the “idea density”—the number of ideas in 10 written words—and the grammatical complexity of
the essays. They also looked for words that indicated a positive or a negative mental outlook. The essays gave
Dr. Snowdon a way to compare the nuns’ mental skills in their youth and in old age.
Much to his surprise, Dr. Snowdon found that the sisters who had shown a positive outlook in their essays lived
longer than those whose essays showed a negative outlook. Furthermore, those whose essays had high idea density
and grammatical complexity were far less likely than the others to develop symptoms of Alzheimer’s disease in old age.
The results of the study suggest that people who exercise their minds may protect themselves from declining
mental function as they age. Sisters who had taught school, for example, showed better mental health in old age
than those who cooked and cleaned in the convent. Of course, Alzheimer’s disease is partially caused by genetic
factors, so in many cases it may not be possible to prevent the disease. Still, the educated nuns whose lives had
been mentally active may have developed extra brain capacity—more connections among neurons. These extra
connections gave them a surplus they could draw on, even as Alzheimer’s disease may have been developing.
The results of the nun study suggest that
the average person should choose new and
stimulating things to do or study throughout
life. A personal trainer could take up painting. A
computer technician might learn a new language.
Even activities like brain teasers, crossword puzzles,
and video games can help expand the brain’s
capacity.
Sources: The Nun Study Web site, http://www.mc.uky.edu/nunnet/,
accessed Jan. 13, 2008; Michael D. Lemonick and Alice Park, “The
Nun Study: How One Scientist and 678 Sisters Are Helping Unlock
the Secrets of Alzheimer’s Disease, Time Pacific, May 14, 2001,
http://www.time.com/tim/pacific/magazine/20010514/cover1.
html, accessed January 28, 2003; Jay Copp, “This Is for the Benefit
of Those Who Come after Us,” Our Sunday Visitor, June 17,
2001, http://www.osv.com/periodicals/show-article.asp? pid=313,
accessed January 28, 2003.
Dr. David Snowdon plays cards with one of the Nun Study’s
oldest participants, Sister Esther, who is 106.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
70 UNIT 2 Developing Your Intellectual Potential
if the first item on your list is a notebook, you can imagine a notebook
sandwiched on a bun. Later, when you need to remember the list, the
10 peg words will serve as clues to the items. The numbers will help you
keep track of how many items you must remember.
Another mnemonic system that makes use of images is the method
of loci. In this system, you associate items on a list with images of places
along a route. (Loci means “places” in Latin.) First you must develop
the stops along your route. You can use the path from your front door
to the kitchen, from your home to school, or any other familiar route.
When you want to memorize a list, you create an image of the item at the
corresponding stop along your route. For example, if you must remember
notebook, you could picture a notebook hanging on your front door.
When you want to remember the list, you take a mental walk along your
route, remembering the scene at each stop.
Thinking Critically
Memory is one form of thought, or cognition, as psychologists refer to
mental processes. Another is critical thinking. When you think critically,
you are evaluating what’s true and making judgments. To do this, you
must be able to reason, or think logically. You must also be able to
distinguish fact from opinion.
Logic
Whether you are aware of it or not, you use logic hundreds of times a day.
When you are hungry, you decide to eat. When you need to know the time,
you look at a clock. When it’s chilly, you put on a jacket. In all these cases,
you have used a logical sequence of steps in thinking.
One type of logical thinking is called deductive reasoning. In
deductive reasoning, the conclusion that is reached is true if the
information it is based on, called the premises, is true. Let’s consider an
example of deductive reasoning:
Premise When it rains, the street gets wet.
Premise It is raining.
Conclusion The street is wet.
You can see from this example that you use deductive reasoning all the
time without even being aware of it. When you make a decision, however,
you are often aware of your thought process. Let’s say you must decide
whether your car needs servicing. You might follow this train of thought:
Premise If the car leaks oil, it needs servicing.
Premise The car leaks oil.
Conclusion The car needs servicing.
The conclusion in deductive reasoning is always true if the premises
are true.
“ To be conscious that we are
perceiving or thinking is
to be conscious of our own
existence.”
ARISTOTLE (384–322 BCE),
Ancient Greek philosopher
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CHAPTER 3 Improving Your Thinking Skills 71
A type of thinking in which the conclusion is not always true is called
inductive reasoning. In inductive reasoning, the conclusion drawn is
probably true. Here’s an example of inductive reasoning:
Premise Coworkers Francine and Devon have the same last name.
Premise Francine and Devon leave the office together every day.
Conclusion Francine and Devon are married.
While it is possible that Francine and Devon are married, this
conclusion may not be true. Francine and Devon may be sister and brother,
mother and son, daughter and father, or cousins. In fact, Francine and
Devon may not be related at all—they may simply have the same last name.
Fact or Opinion?
An important part of critical thinking is the ability to distinguish between
fact and opinion. A fact is something that can be shown to be true. The
premises and conclusions of sound deductive reasoning are generally
facts. Opinions, on the other hand, are beliefs based on values and
assumptions. Opinions may or may not be true.
DRAW YOUR OWN CONCLUSIONS
Read each set of premises. If you can reach a logical or probable conclusion, write it down. Indicate whether you
used deductive or inductive reasoning.
1. If a category 3 hurricane is predicted, the barrier islands are evacuated.
A category 3 hurricane is predicted.
Conclusion: ______________________________________________________
Type of reasoning: _________________________________________________
2. When I’m in love, I’m happy.
I’m happy.
Conclusion: ______________________________________________________
Type of reasoning: _________________________________________________
3. Dexter uses his computer to surf the Internet.
Dexter used his computer yesterday.
Conclusion: ______________________________________________________
Type of reasoning: _________________________________________________
Your Turn 3-3
DRAW
Read ea
used de
1. If
A
C
T
2. W
I’
C
T
3. D
D
C
T
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
72 UNIT 2 Developing Your Intellectual Potential
“ If everybody’s thinking alike,
somebody isn’t thinking.”
ANONYMOUS
To distinguish between fact and opinion, think logically. Evaluate
the material and sort out the reasonable from the emotional or illogical.
Look for inconsistencies and evidence. Above all, trust your own ability to
distinguish logical facts and ideas from opinions and assumptions. One
area in which Americans have had a lot of practice in sorting fact from
opinion is advertising. Think of your favorite commercial and try to sort
out the facts from the assumptions.
Solving Problems
Problem solving is another important thinking skill. To be a good problem
solver, you must be able to think critically. In addition, recognize that problems
often have an emotional component that affects your ability to deal with them.
Proactive versus Reactive Attitudes
Let’s consider Steve, who is having trouble getting along with a coworker.
Steve thinks, “It’s unfair that I have to deal with him. He shouldn’t be my
problem. Anyway, it’s his fault. I don’t have the time to work things out.”
With this attitude, how likely is it that Steve will be able to solve the problem?
Now Steve pulls himself together and tells himself that he will take
full responsibility for this problem. He will do what’s necessary to solve it.
Steve will even enlist the help of others, if necessary. Steve imagines that he
has worked out the problem with his coworker. Since he believes that he
can solve the problem, his chances of success are increased.
These two attitudes toward problem solving can be characterized as
reactive or proactive. A reactive approach is essentially negative. A person
WHAT DO YOU THINK?
Indicate whether each of the following is a fact or opinion by writing fact or opinion in the space provided.
1. Living in the suburbs is better than living in the city. ___________________
2. Mixing blue and yellow yields green. _______________________________
3. On average, women live longer than men. ___________________________
4. Modern fashions look better than those of 50 years ago. ____________________
5. Swimming is good exercise. ________________________
Your Turn 3-4
WHA
Indicate
1. L
2. M
3. O
4. M
5. S
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 3 Improving Your Thinking Skills 73
“ A problem is a chance for you
to do your best.”
DUKE ELLINGTON (1899–1974),
composer and jazz musician
with a reactive attitude feels incapable of solving the problem and tries to
blame someone else. In contrast, a person with a proactive attitude takes
responsibility and is committed to solving the problem.2
So before we undertake the steps involved in thinking through and
solving a problem, it’s important to have a proactive attitude.
The PrOACT Approach
to Problem Solving
Now that we’ve decided on a proactive attitude to problem solving, let’s
consider the elements involved in solving a problem or making a decision.
Many people approach problem solving by using the trial-and-error
method. This means they try out solutions at random and use the first one
that works. It’s not very efficient, and the results are often poor.
APPROACH PROBLEMS PROACTIVELY
Think of a problem you have—personal, school-related, or job-related—and answer the following questions.
1. Describe your problem in one sentence.
2. Write down all the reasons why you can’t solve this problem.
3. Now imagine that you can successfully solve the problem. Write down all the factors that are driving you to
solve this problem.
4. Write a positive message to yourself about your commitment to solving the problem.
Your Turn 3-5
APPR
Think o
1. D
2. W
3. N
s
4. W
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
74 UNIT 2 Developing Your Intellectual Potential
WHATEVER IT TAKES
Lonnie G.
Johnson
You may never have heard of a flow-
actuated pulsator, but you certainly
know it by its more common name—the
Super Soaker. Invented in 1982 by engineer
Lonnie G. Johnson, the high-powered water
gun has become one of the most popular
summer toys ever made.
Johnson, who grew up in Mobile,
Alabama, was the third of six children.
Even though he was told he didn’t have
what it takes to become an engineer,
Johnson persevered. When he was a
high school senior, his science project, a
remote-controlled robot, won first place at
a University of Alabama science fair. “Back
then, robots were unheard of, so I was one
of only a few kids in the country who had his
own robot,” said Johnson. Johnson went to
college on math and military scholarships.
He earned a bachelor’s degree in mechanical
engineering and a master’s degree in
nuclear engineering.
Johnson worked for NASA’s Jet
Propulsion Laboratory, helping to fit
an atomic battery into the space probe
Galileo. He also worked on the stealth
bomber for the Air Force. In his free time,
Johnson fooled around with things at home.
While trying to invent a cooling system that
didn’t use Freon gas, Johnson rigged up
some tubing and a nozzle in his bathroom.
When he pressed the nozzle, a blast of water
shot into the bathtub. Johnson thought,
“This would make a great water gun.”
The Super Soaker sold so well that
in 1991 Johnson was able to form his
own company, Johnson Research and
Development. Today he has more than a
hundred patents to his name, and he is
currently working on energy technology.
When asked what the key to success is,
Johnson said, “Perseverance! There is no
short, easy route to success.” And when
asked why he invented things, he replied, “I
have these ideas, and they keep on coming.”
Sources: Logan Ward, “Supersoaker Inventor Aims
to Cut Solar Costs in Half.” Popular Mechanics,
Jan. 8, 2008,
2008; “Yes, You Can Make a Million.” Kiplinger’s
Personal Finance, Mar. 2007,
Tracie Newton, “Inventor Encourages Audience to
Persevere in Quest for Dreams, Holds Up Own Life
as Example,” Athens Online, February 28, 1999,
2003; Susan Fineman, “Sometimes It Does Take a
Rocket Scientist,” Associated Press, February 13,
1999,
William J. Broad, “Rocket Science, Served Up
Soggy,” New York Times, July 31, 2001, pp. D1, D7.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 3 Improving Your Thinking Skills 75
A better approach has been devised by three business professors and
decision-making consultants.3 Essentially, they advise breaking down a problem
and considering it one step at a time: Problem, Objectives, Alternatives,
Consequences, and Trade-offs. The acronym for these—PrOACT—serves as a
reminder that the best attitude to problem solving is proactive.
In the PrOACT approach, you break a problem into the five PrOACT
elements and think about each one separately. Then you put your
thoughts back together and make a smart choice.
1. Problem. First, you have to figure out just what the problem is.
Your ability to solve a problem depends on how you define it. For
example, is your problem deciding whether or not to buy a car, or
deciding which car to buy?
2. Objectives. Solving a problem or making a decision should bring
you closer to achieving your goals. In a problem-solving situation,
therefore, you need to know what your objectives are. For example,
your objective could be to buy a vehicle that has room for your
family of six, is reasonably priced, and gets good gas mileage.
3. Alternatives. What different courses of action can you think of?
What solutions are there to your problem? Think of as many
possible alternatives as you can.
4. Consequences. For each reasonable alternative you come up
with, think through the possible consequences, or results. Which
alternatives have consequences that match your objectives?
5. Trade-offs. Whatever solution you choose, there will be pros and
cons. You need to evaluate the pros and cons and decide what
trade-offs are acceptable. There is no perfect solution to a problem;
even the best alternative has drawbacks.
Constructing a decision matrix, or grid, such as the one in Table 3–1,
can help you frame the problem, explore alternatives, and make a good
decision. Which new car would be best for a family of six?
Thinking Creatively
You may think of creativity as a characteristic of artists and writers rather
than of ordinary people. Yet psychologists define creativity as the ability
to see things in a new way and to come up with unusual and effective
TABLE 3–1 Decision Matrix for Buying a New Family Car
Alternatives
Objectives Sedan Minivan SUV
Seating 5 7 6
Gas mileage 28 mpg 25 mpg 14 mpg
Repair record Excellent Good Good
Approximate cost $20,000 $21,000 $30,000
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
76 UNIT 2 Developing Your Intellectual Potential
“ To raise new questions,
new possibilities, to regard
old problems from a new
angle requires creative
imagination. . . .”
ALBERT EINSTEIN (1879–1955),
physicist
solutions to problems. When we use this definition of creativity, it’s
apparent that anyone can be creative. A secretary who works out a new
and efficient office procedure and a parent who helps a child overcome a
problem are both being creative.
What makes people creative? Intelligence, you may be surprised to
learn, has little relation to creativity. Many highly intelligent people do
not think creatively. Rather, creative people tend to be those who are
intrinsically motivated. They choose to do what they do. Often they live or
work in an environment that is stimulating and brings them into contact
SOLVE A PROBLEM
Ramon has a problem. He volunteered to buy T-shirts for his son’s baseball team. The shirts will cost about $150. Ramon
doesn’t have $150 to spare for the T-shirts. What should Ramon do? Use the PrOACT approach to solve Ramon’s problem.
1. Problem. Define Ramon’s problem.
2. Objectives. What objective(s) does Ramon need to achieve?
3. Alternatives. What alternative solutions are there to Ramon’s problem?
4. Consequences. What are the consequences of the different alternatives?
5. Trade-offs. List any trade-offs Ramon needs to make.
6. In your opinion, what is the best solution to Ramon’s problem?
Your Turn 3-6
SOLV
Ramon
doesn’t
1. P
2. O
3. A
4. C
5. T
6. In
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 3 Improving Your Thinking Skills 77
with other creative people. Creative people perform tasks without fear of
being judged foolish. They are not afraid to make mistakes.
Improving Your Creativity
Creativity does not depend on talent or intelligence. Rather, creativity
depends on how we use our brains. Most of the techniques associated with
improving creativity are based on using neglected modes of thinking. Since
analytic, verbal, and sequential modes of thinking dominate in our society,
creative breakthroughs often come about when people tap into other modes
of thinking. The techniques described here have one thing in common:
They all focus on getting us to change our routine thought processes.
Associative Thinking One thinking process that helps give you a jump
start on creativity is associative thinking. Associative thinking is a method
in which you let your mind wander from one thing to another, even
seemingly unrelated matters, in order to get fresh insight on a problem. If
you have ever used the Internet, wandering from Web site to Web site with
the links provided, you have a good idea of how associative thinking works.
To use associative thinking, start with the problem or issue and think
of a couple of key words. For example, if you must decide whether to go
to school full-time or part-time, your key words might be school and time.
Starting with those words, let your mind wander, and jot down words and
TEST YOUR CREATIVITY
This is an ordinary brick. How many uses for a brick can you think of? Write these uses below.
Your Turn 3-7
TEST
This is a
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
78 UNIT 2 Developing Your Intellectual Potential
“ To live a creative life, we must
lose our fear of being wrong.”
JOSEPH CHILTON PEARCE,
author
thoughts as they come to you. Sometimes associative thinking triggers
useful new connections in your mind.
Backburner Thinking Occasionally, when you think too much about
a problem, you get stuck. No matter how you rack your brain, nothing
useful occurs to you. So you put the problem out of your mind. Some time
later, as if from nowhere, you have a great insight. The problem is solved.
What has happened? Essentially, although you’ve stopped thinking
about the problem on a conscious level, your brain continues to work
on it. You’ve put the problem on a “back burner.” Backburner thinking
involves knowing when to stop thinking about a problem and let your
unconscious mind take over.
You can improve the chances that backburner thinking will help you
solve a problem by following these tips:
■ Think about your problem, but if you are getting nowhere, stop.
■ Do something else, preferably something relaxing. If it’s night, go to sleep.
■ Return to the problem after the break.
When you start thinking about the problem again, you may have
gained a new perspective.
Mind-Mapping Mind-mapping is a creative technique that draws on the
visual, intuitive thought processes that we often neglect when trying to
solve a problem. In mind-mapping, you sketch your problem or topic and
the thoughts that come to mind. The result is a drawing that represents
your ideas (see Figure 3–2).
To draw a mind-map, follow these steps:
1. Draw a picture of the problem or issue in the center of a piece of
paper.
2. Print key words and ideas, and connect these to the central drawing.
3. Use colors, images, symbols, and codes to emphasize important
points.
4. Use associative thinking to come up with more ideas, and connect
them with other parts of the mind-map.
When your mind-map is done, you can study it to find new
relationships, insights, and ideas. Perhaps a pattern will emerge that can
help you with the problem.
Brainstorming Someone once said that two heads are better than one.
Taking this idea even further, brainstorming allows a group of people—
preferably five to eight—to come up with as many ideas about a problem
or issue as they can. To brainstorm effectively, people must not be critical of
one another’s ideas. Any idea, however farfetched, is considered. Evaluating
and judging will come later. Brainstorming can be used effectively in
business situations where groups of people share problems and goals.
Mindstorming Mindstorming is similar to brainstorming, but you do it
alone. Take a piece of paper, and at the top write your problem or issue of
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 3 Improving Your Thinking Skills 79
Bathing suit
New clothes
$
Money
Traveler’s
checks
Foreign
exchange
Tourist
New places
Airplane
Fear
Tour
group
Language
barriers
Packing
Car
Cooking
Laundry
Beach house
Rest
Hotel
Room service Towels
Sight-seeing
Tokyo
Paris
Rio
FIGURE 3–2
Visualizing the relationships among ideas
and things can help you think creatively.
You can draw a mind-map to show these
connections.
DRAW YOUR OWN MIND-MAP
Think of a problem you have or an issue that interests you.
1. On a separate sheet of paper, draw a mind-map with a picture related to this problem or issue in the center.
2. Write key words and phrases about the problem or issue around the central drawing, and draw lines to show
the connections among these ideas.
3. Use colors, symbols, images, and codes to emphasize important ideas.
4. Use associative thinking to add related ideas to your mind-map.
5. Study your mind-map. What patterns or ideas might help you with solving this problem or dealing with
this issue?
Your Turn 3-8
DRAW
Think o
1. O
2. W
th
3. U
4. U
5. S
th
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
80 UNIT 2 Developing Your Intellectual Potential
great concern. Then list 20 ways you can solve the problem or approach
the issue. The first 10 ideas will probably come easily and seem obvious.
However, don’t judge your ideas yet. Let your imagination take over and
write down 10 more ideas, however odd, that come to mind. Then review
the list and choose the ideas that are most likely to solve your problem.4
HAVE A BRAINSTORMING SESSION
With four or five other people in your class, have a five-minute brainstorming session on this issue: looking for a
job in the computer industry.
One person should take notes on the ideas that come up. When the session is done, answer the following questions:
1. What did the group decide was important to do when looking for a job in the computer industry?
2. Did everyone contribute an idea? If not, why not?
3. Did you contribute an idea inspired by something someone else said?
4. Would you have come up with the same ideas the group did if you were thinking about this matter on your
own? Explain.
Your Turn 3-9
HAVE
With fo
job in t
On
1. W
2. D
3. D
4. W
o
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 3 Improving Your Thinking Skills 81
TAKING ONLINE AND BLENDED COURSES
Millions of students are taking courses over the Internet. Online courses are those in which all—or almost
all—of the content is delivered via the Internet. The technologies used in online courses can vary. For example,
the instructor may record audio or video lectures or write lecture notes and post these online. You would
“attend” these lectures on your computer. Written class “discussions” may take place in online forums or live
chat rooms. Blended, or hybrid, courses are similar to online courses but include one or more face-to-face
class meetings in addition to online work.
Both online and blended courses present students with special advantages and challenges.
The Advantages of Online and Blended Courses
The main advantage of an online or blended course is convenience. You can take a course without having to
travel to campus several times a week. And, you can also do much of the course work at any time of the day
or night. If you have work or family obligations, online courses may help you fit school into a busy life. You can
even earn an entire degree online from many colleges and universities.
The Challenges of Online and Blended Courses
The convenience of online and blended courses is so great that many students overlook the challenges of
learning via the Internet. Online courses have the same academic requirements and workload as traditional
classes do. In addition, they have challenges
unique to the online environment. These
challenges can be broadly classified as
technical and personal in nature.
Technical Challenges Access to a reliable,
up-to-date computer with a fast Internet
connection is a must for any online learner.
Without this, the communications necessary
for online courses will be impossible.
But the computer equipment and
Internet access are just the beginning. To
succeed in an online or blended course, you
must have enough computer and Internet
skills so that the technology doesn’t
become a barrier to learning. For example,
you should be able to find things on the
Internet, navigate the course Web site,
communicate through e-mail, discussion
forums, and bulletin boards, and manage
and transfer computer files. If you are
spending too much time learning how
to perform these tasks during an online
E AND BLENDED COURSES
Tech Tips
TA
Mill
all—
the
“att
cha
clas
The
The
trav
or n
eve
The
The
lear
cont inues
Students who take courses online can work at their own
convenience, but that means having the self-discipline to keep up
with course work on their own.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
82 UNIT 2 Developing Your Intellectual Potential
course, you won’t have time to learn the course material and you will quickly fall behind. To make the most of
an online course, you should already be comfortable using a computer and the Internet.
Personal Challenges Internet access and good computer skills are very important for online learning.
Even more important are personal factors like internal motivation and self-discipline, as well as learning style.
Since online courses tend to be less structured than traditional courses, much of the responsibility for
keeping up with the course rests with the student. You need to have the internal motivation and self-discipline
to manage the course work on your own. For example, suppose there are no regular real-time online meetings,
and you are expected watch or listen to lectures, do assignments, and post written contributions to class
discussions on your own time. Under these circumstances, it’s easy to let the work pile up unless you are self-
disciplined enough to develop your own structure for the course.
Beyond having strong motivation and good organizational skills, you need to be comfortable with
spending time by yourself, reading and writing on your computer and connecting to others via the Web. This
way of learning works well for some students, but not for all. Some people prefer more social interaction when
learning. We’ll learn more about learning styles in the next chapter.
c
a
P
E
k
t
a
d
d
s
w
l
ASSESS WHETHER ONLINE OR BLENDED COURSES ARE FOR YOU
If you are seriously considering taking one or more courses online, you should assess your readiness for this form
of learning. Ask yourself the following questions:
Yes No
1. Do I have access to a reliable, up-to-date computer and a
fast Internet connection? ■ ■
2. Do I have sufficient computer and Internet skills so that I can deal with
computer and communication tasks without creating a barrier to learning? ■ ■
3. Am I motivated to do the work involved in navigating the online
environment as well as learning the course material? ■ ■
4. Do I have the organizational and self-management skills necessary to
keep up with an online course? ■ ■
5. Will I be able to learn effectively in an environment that is based primarily
on written communication instead of face-to-face class discussions and lectures? ■ ■
If the answer to most or all of these questions is yes, then you are ready for online and blended courses. If
possible, you might want to sign up for just one course to see whether this method of instruction works for you.
Even if you are very computer savvy and organized, there is still a learning curve involved in taking an online
course for the first time. Once you’ve mastered the technology and the format, online learning will greatly expand
your access to education.
Your Turn 3-10
ASSE
If you a
of learn
1. Do
fast
2. Do
com
3. Am
env
4. Do
kee
5. Will
on w
If t
possibl
Even if
course
your ac
Tech Tips (cont inued)
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CHAPTER 3 Improving Your Thinking Skills 83
Name DateDate
What’s Up?
1. How has the brain contributed to our success as a species?
2. Describe the three stages of memory.
3. What are two mnemonic systems that are used to memorize lists of information?
4. What is the difference between deductive and inductive reasoning?
5. Describe the PrOACT approach to solving a problem.
6. Why are there no perfect solutions to problems?
7. How do psychologists define creativity?
8. What happens during associative thinking?
9. Describe what happens in backburner thinking.
10. In what situations is brainstorming particularly useful?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
84 UNIT 2 Developing Your Intellectual Potential
Case Studies
The Case of the Forgetful Counselor
Aneisha was a counselor at the day camp run by her local YMCA. Every two weeks, she met a new group
of 10 campers for whom she was responsible. Aneisha found that she was terrible at remembering the
campers’ names. As soon as they introduced themselves, their names would vanish into thin air. Often
she didn’t get the kids in the group straight until the end of the two-week session. Then those kids left
and she had to learn who was who in a new set of campers.
1. Why was Aneisha having trouble remembering the names of the kids in her group?
2. What suggestions do you have for Aneisha that would help her remember the campers’ names?
The Case of the Unsold Bike
Arlen wanted to sell his old bike so he could buy a new, better model. He placed an ad on the Internet
auction site eBay, offering the bike for $200. Arlen wanted at least $100 for his bike, but he got no bids.
Arlen was discouraged. He can’t afford a new bike unless he sells the old one for at least $100.
1. Using the PrOACT problem-solving method, indicate how Arlen might solve his problem.
2. Use associative thinking to help solve Arlen’s problem. Write your associations in the space below.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 3 Improving Your Thinking Skills 85
Journal
Answer the following journal questions.
1. What is your earliest memory of school? Why do you think you remember this event or thing?
2. If your memory was better, how would this affect your studies? Your job?
3. In Your Turn 3-5, you wrote about a problem you have. Describe how you might use the PrOACT approach to
solve this problem.
4. Describe the most creative person you know. What makes this person creative, in your opinion?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
4 Improving Your
Study Skills
C H A P T E R
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Oseola McCarty dropped out of school
after sixth grade and earned her living as a
laundress. Yet she valued education so much
that she left her life savings of $150,000
to the University of Southern Mississippi to
provide scholarships for deserving African-
American students. Here she carries the
Olympic torch in Columbia, Mississippi.
87
In Chapter 3, we learned that the brain is capable of far more than most people
realize. Regardless of your age, sex, or background, your brain can remember
phenomenal amounts of information, detect patterns, analyze information, and
think creatively. These processes have a physiological basis in the structures of the
brain. Therefore, your physical well-being can affect your ability to think and learn.
We’ve all had the experience of performing poorly when we’re feeling ill or tired.
In addition, your brain does not separate emotion from thinking. How you
feel colors how you think. We saw a powerful example of this in self-belief, the
connection between what you believe (your thoughts) and how you feel about
yourself (your emotions). Your self-belief affects everything you do. More specific
feelings have more specific effects. The feeling of stage fright can make an actress
forget her lines. Someone who is in love may be unable to think rationally about
his loved one.
In effect, physical and emotional well-being is the foundation upon which
you can build specific learning skills. In this chapter, you will:
■ identify your learning style preferences;
■ discover what makes a good place and time for studying;
■ learn a technique for reading books, articles, and Web sites that will help you
remember what you read;
■ improve your note-taking skills; and
■ learn the best way to approach test taking.
Finally, you will discover the wealth of resources, both print and computer
based, that school and community libraries provide to support your lifelong
learning.
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88 UNIT 2 Developing Your Intellectual Potential
Learning Styles
Just as no two people look alike, no two people learn in the same way.
Some people like to get the big picture first and then fill in the details.
Others prefer to start with examples and details, and from
them develop an overarching concept. Many people are
comfortable learning from books, and others prefer to
participate in discussions. People have preferences for facts
or feelings, analysis or intuition.
Some psychologists have attempted to categorize people’s
preferences for learning new material. Have you ever thought
about how you prefer to learn? The chances are you will
recognize yourself in one or two of the basic learning style
preferences following.1
Visual Learning
The visual learner feels most comfortable learning through
seeing. When learning a new subject, the visual learner
prefers to read words and look at diagrams and pictures.
Visual learners are most comfortable with reading print and
online material, looking at images, reviewing notes, and
using flashcards.
Auditory Learning
The auditory learner prefers sound. When learning, the
auditory learner feels most comfortable listening to new
material. Auditory learners prefer to hear lectures, participate
in class discussions, and listen to recordings and podcasts.
Kinesthetic Learning
The kinesthetic learner prefers to learn by involving the whole body, not just
the mind. He or she prefers to learn through real-life experience, role playing,
designing and building things, interactive programs, and interviewing.
Tactile Learning
The tactile learner also prefers to learn by doing, but primarily by using
the hands. Highlighting, note taking, and underlining, sketching, and
diagramming are characteristic ways for the tactile learner to learn.
Using Learning Style Preferences
Do you recognize yourself in one or more of these learning styles? If so,
you may already be aware of your preferred ways to learn new material;
however, you shouldn’t limit yourself to learning in one manner only. You
can reinforce what you learn by combining two or more of the learning
Auditory learners like to process information by listening.
These students are listening to a lecture on an MP3 player.
Kinesthetic learners like to get their whole
bodies involved in learning. This student is
learning by making a model.
Some people learn best by using their eyes. In this photo,
a visual learner reads some material on his laptop.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 4 Improving Your Study Skills 89
styles when trying to master a subject. For example, if you
prefer auditory learning, you learn a lot just by listening to
lectures. But you can reinforce this material by taking notes
(tactile learning) and then by reviewing your notes (visual
learning). Similarly, if you prefer visual learning, you may
learn the most from your assigned readings but then you can
reinforce this learning by listening to lectures (auditory) and
by doing a related internship (kinesthetic).
Students with Special Needs
Although each of us has a preferred learning style, some people
have disabilities that affect how they learn. The Americans with
Disabilities Act (ADA) requires colleges and universities to help
such students by making “reasonable accommodations” for their disabilities.
Examples of reasonable accommodations include extra time on tests, a seat
in the front of the class, sign language interpreters, alternative print formats
for tests, tutoring, and so on.
There is a major difference in the way high schools and colleges
treat special needs students. In high school, most of the procedures and
accommodations are handled by the school. In contrast, once special
needs students are enrolled in college, they must take the initiative to
arrange their own accommodations with the administration. If you
have special needs, you should contact your school’s student services
department to apply for accommodations. You will have to provide
documentation that includes the diagnosis, your limitations, and your
need for accommodations.
Some people learn best by taking notes. Tactile learners
favor note-taking and highlighting when they study.
“ Whatever is received is received
according to the nature of the
recipient.”
ST. THOMAS AQUINAS (1225–1274),
Italian philosopher and theologian
WHAT LEARNING STYLE(S) DO YOU PREFER?
Reread the descriptions of the learning style preferences on pages 88–89. Then answer the following questions:
1. If you had to choose one learning style to describe yourself, which would it be?
_____________________________________________________________________________
2. What other learning style preferences do you have?
_____________________________________________________________________________
3. Given your own assessment of your preferred learning style(s), describe how you would best learn a new
subject.
_____________________________________________________________________________
Your Turn 4-1
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90 UNIT 2 Developing Your Intellectual Potential
ARE THERE MANY TYPES
OF INTELLIGENCE?
Scientists have struggled for centuries to define the idea of
intelligence. Psychologist Howard Gardner proposed that
intelligence is not one ability; instead, there are many forms
of intelligence that people have in varying degrees. Gardner’s
ideas have influenced educators, because people benefit
from being taught in ways that develop their particular
combinations of intelligences. Following, briefly, is Gardner’s theory of multiple intelligences.
The first two types of intelligence that Gardner proposes are those stressed in most schools and
by most standardized tests such as IQ tests, MATs, and SATs. People who are strong in these types of
intelligence tend to do well in school.
■ Linguistic intelligence is the ability to use language well. Writers and journalists possess a high degree
of this type of intelligence.
■ Logical-mathematical intelligence is the ability to think logically, mathematically, and scientifically.
Scientists, mathematicians, computer programmers, financial analysts, accountants, and others whose
work involves logic and numbers have a high degree of this type of intelligence.
The next types of intelligence involve abilities to understand and use aspects of the environment.
■ Spatial intelligence is the ability to form and use a mental model of a three-dimensional world. Sailors,
engineers, mechanics, artists, architects, drafters, and surgeons have a high degree of spatial intelligence.
■ Musical intelligence is the ability to hear musical sounds and make music. Singers, conductors, and other
musicians have lots of musical intelligence.
■ Bodily-kinesthetic intelligence is the ability to solve problems or make things using your body, or parts
of your body. Athletes, dancers, and crafts people have high degrees of bodily-kinesthetic intelligence.
The last two types of intelligence that Gardner proposes are personal. Although they are not usually
thought of as forms of intelligence, they are very important because they influence how well people do in life.
■ Interpersonal intelligence is the ability to understand other people and to work cooperatively with them.
Good salespeople, teachers, therapists, politicians, and parents possess this ability in a high degree.
■ Intrapersonal intelligence is the ability to assess and understand yourself and use the knowledge to
live an effective life. People with good self-belief and appropriate goals have considerable intrapersonal
intelligence.
Looking at intelligence as a variety of different abilities opens up the way we evaluate ourselves and
others. Each of us possesses some degree of each of these abilities, but most people have more of some
than of others. What is your intelligence profile? How might it influence what you like to learn, the way you
learn, and your professional goals?
Sources: Howard Gardner, Multiple Intelligences: The Theory in Practice, New York: Basic Books, 1993; Howard Gardner, Frames of Mind: The
Theory of Multiple Intelligences, New York: Basic Books, 1983.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 4 Improving Your Study Skills 91
Preparing to Study
No matter what your preferred learning styles, you must set the stage for
studying in order to learn productively. Establish a study area you can call
your own, a study schedule that takes advantage of your peak learning
times, and clear learning goals to focus your efforts.
Set Up a Study Area
The word study refers to the process of learning as well as the place where
learning occurs. Many great learners have set up ideal spaces in which
they can work and think. A good study area is a place where you can
concentrate and learn with few distractions.
Setting aside space to study sends a message to yourself and others
that you take studying seriously and have made a commitment to succeed.
In addition, studying in the same place helps people learn. Psychologists
have found that learning is often state specific. That means that what
we learn is connected with the state and place in which we learn. The
environment in which learning takes place provides cues associated
with the learning, making things easier to recall when you’re in the same
location. That’s why students who take a class and final exam in the same
room generally do better than those who are tested in a different room.
You may be thinking that a good study area requires both space and
cash. True, you can do a lot with these two resources. However, a study
area can be set up in the corner of a bedroom or living room or on the
kitchen table after dinner. If your home has too many distractions, you
can find a quiet, temporary, portable study area in your school or local
library. The most important consideration is that you find a study area,
however small, that works for you.
Following is a list of questions to help you plan your ideal study or
work area:
■ Where will the study be located?
■ What kind of furniture, if any, will you need?
■ How will you decorate the area to make it functional, pleasant, and
inspiring? What light, color, sound, pictures, and objects will you use?
■ What access will you need to a computer and the Internet?
■ What supplies will you need?
■ What other resources will you need (for example, dictionaries,
manuals, and calculators)?
Once you’ve got your study area set up, no doubt you will run into
problems that will interfere with your ability to learn. Instead of thinking
of these problems as inevitable, try making changes to improve your study
environment. Some common problems include:
■ Too much noise from the environment. People who need silence
to concentrate can try earplugs to block out noise.
■ Too little noise from the environment. Some people work
better with background sounds. Use a computer and headphones
“ Learning is not compulsory,
but neither is survival.”
W. EDWARDS DEMING (1900–1993),
quality-control expert
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
92 UNIT 2 Developing Your Intellectual Potential
or an MP3 player for background music that won’t disturb
others.
■ Visual distractions. Set up the work area so your back is to the
source of distractions. You can also screen off the study area. If the
visual distractions are coming from your own computer, close down
all programs except the ones you need for studying.
■ Interruptions. Ask people around you not to disturb you when
you’re studying. To avoid cell phone interruptions, turn off your
phone or set it to send calls to voice mail and to store text messages.
To avoid instant message (IM) interruptions when you are working
online, post an “away” message. That way, friends and family will
know you are not currently available for IMs.
■ Discomfort. If you are uncomfortable, try adjusting your posture,
chair, or work surface height.
Schedule Regular Study Time
Once your study area is set up, plan a study schedule. In other words,
studying should be part of your everyday routine, not be left for
occasional marathon sessions before exams.
Regular studying is much more effective than cramming because
it takes advantage of the way your memory works. As you recall from
Chapter 3, repetition and organization are two ways to improve your
ability to remember. When you study each day, you organize what you’ve
learned in class and from reading assignments. By reviewing this material,
you commit it to your long-term memory.
If you think you are too busy to study every day, think again about your
daily schedule. Can you study while commuting or between classes? Perhaps
you have time after work or after dinner. You should plan your study time
as carefully as you plan your work or class schedule. (We discuss scheduling
your time more thoroughly in Chapter 2.) You can improve the effectiveness
of your studying by taking advantage of your peak learning times. (See
Figure 4–1.) People are mentally alert and motivated at different times
“ You’ve really got to start
hitting the books because it’s
no joke out here.”
SPIKE LEE,
filmmaker
8 A.M. 12
noon
4 P.M. 8 P.M. 12
midnight
Learning
Ability
Time
FIGURE 4–1
People learn best at different times of day. This
person’s peak study time is clearly the morning.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 4 Improving Your Study Skills 93
EARLY BIRD OR NIGHT OWL?
For each of the following statements, answer true or false to get a better sense of when your peak studying
time occurs.
1. I would wake up early even if my alarm didn’t go off. __________
2. When I have something to do that requires concentration, I do it first thing in the morning. __________
3. If I stay up late to get something done, I often fall asleep over it. __________
4. It usually takes all morning for me to get started. __________
5. I would rather go to school or work in the afternoon instead of the morning. __________
6. When I have to concentrate on something, it’s best if I work on it after lunch. __________
7. I could stay up all night. __________
8. I usually start tasks that require concentration after dinner. __________
9. I wish I could relax during the day and go to work or school at night.__________
Here’s how to figure out your peak learning time:
If you answered true to items 1–3, your best time is the morning.
If you answered true to items 4–6, your best time is the afternoon.
If you answered true to items 7–9, your best time is the evening.
Your Turn 4-2
EARL
For eac
time oc
1. I
2. W
3. If
4. It
5. I
6. W
7. I
8. I
9. I
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of the day. Some people wake up early full of energy and purpose; others
would sleep until noon each day if given the chance. If you can schedule
studying for your peak times, you will learn faster and more easily.
Set Study Goals
Do you remember the educational and professional goals you set in
Chapter 2? If you don’t, now is a good time to review them. Keep your
educational and professional goals in mind, because studying is part of
any action plan to accomplish them. If you commit yourself to studying,
you are committing yourself to doing well in your courses. Focusing
on a short-term goal like studying helps you progress toward your
intermediate- and long-term goals.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
94 UNIT 2 Developing Your Intellectual Potential
Reading to Learn
One of the key study skills is the ability to read. When you were in
elementary school, you learned how to read by reading stories. You may still
enjoy reading novels and other books for your own pleasure. But reading
in order to learn is a different process. It involves special techniques to help
you understand and remember what you read. The basic steps in reading
for information are (1) previewing, (2) questioning while reading, and (3)
reviewing. This method is sometimes called the P.Q.R. system.
WHATEVER IT TAKES
Michael Hooks
Sometimes adopting a learning style
is not a matter of preference, but of
necessity. That was the case with Michael
Hooks, who began to lose his eyesight as
a child. Now in his 30s and legally blind,
Hooks can only see things that are very
close. But that hasn’t stopped him from
learning and working, and teaching others
to do the same. Hooks has devoted his
career to helping blind and visually impaired
people succeed.
While still in school, Hooks learned to
read Braille and use technology that helps
people with poor vision. He went on to get
a masters degree in assistive technology
from Northern Illinois University. For seven
years, Hook taught and was an assistive
technology specialist at the Washington
State School for the Blind.
In 1998 Hooks decided to form
his own company, Next Level Assistive
Technology, to provide products and
services for people who are blind or
visually impaired. One of his big successes
was the development of software that
would enable a blind medical student
to access medical information on
her hand-held computer. Hooks also
develops products that help aging adults
compensate for vision loss. Hooks credits
his teaching experience as well as his own
experiences as a visually impaired student
for much of his success. “You have to
understand people and understand what
they’re going through before you can
teach them,” he says.
Sources: “PAC Mate Enables Blind Medical Student
to Achieve Her Ultimate Goal,” http://www.iinet.
com, accessed Nov. 7, 2007; Amy McFall Prince,
“Blind Ambition,” The Columbian [Vancouver, WA],
March 24, 2006; Next Level Assistive Technology
web site, http: www.nextlevelat.com, accessed
January 25, 2008.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 4 Improving Your Study Skills 95
“ Tell me, I’ll forget. Show me,
I may remember. But involve
me and I’ll understand.”
CHINESE PROVERB
“ Hear them, read, mark, learn,
and inwardly digest them.”
BOOK OF COMMON PRAYER
Previewing
When you first turn to a reading assignment, do you start at the first word
and proceed until you get to the last? If you take this approach, you aren’t
getting as much out of the assignment as you could.
Experienced readers preview the material, before they start reading.
Previewing means scanning the selection, looking for main points, and
discovering how the material is organized. Previewing is like standing back
from a new item of clothing and getting an idea of its style and fit rather
than closely examining each button, thread, zipper, and piece of fabric.
Previewing a Book To preview a book, you should look at the pages at
the front. Skim the preface, which is a short essay that often summarizes
the author’s point of view (see page xix). Then turn to the table of
contents and examine it. The table of contents is an outline of the main
ideas of the book and how they relate to one another (see page vii). Finally,
page through the book to get a feel for it.
Previewing a Chapter To preview a chapter from a text, skim it first,
looking at the headings. Like the table of contents, the headings provide
an outline of the material. Many textbooks have other features to help
you preview. These may include a list of what you will learn by reading
the chapter and a chapter summary. Read these first to get an idea of the
chapter’s content and organization.
Previewing an Article When previewing an article, scan any headings
and look at charts, graphs, or other illustrations. These often highlight key
ideas in the article. If the article has a summary, read it. If not, read the
first and last paragraphs to get a general idea of what it is about.
Previewing a Web Site Many Web sites are similar in size and complexity
to books. However, since so much of a site is hidden “behind” the page you
are currently viewing, they are a little harder to preview. To preview a Web
site, start at the home page. (A home page’s URL, or Web address, will end
with .edu, .com, .org, or .net.) If there is an “About Us” link, click on it for
background information about the site’s sponsor. Back on the home page,
look at the main links to other parts of the site. These links are often located
in a banner at the top, or in a list at the bottom or side of the home page. If
the home page has a link to a site index or site guide, click on it to see how
information on the site is organized. If there is no site guide, you can click on
each major link on the home page to see what type of material is located there.
Questioning while Reading
Only after you have previewed a reading assignment are you ready to
start reading. To understand what you are reading, you must be an active
reader. Take a questioning approach to the material. Ask yourself:
■ Why am I reading this?
■ How will this material meet my needs?
■ What do I already know about this topic?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
96 UNIT 2 Developing Your Intellectual Potential
PREVIEW A WEB SITE
Preview the Web site of the Federal Emergency Management Agency, http://www.fema.gov, your college’s
Web site, or another site chosen by your instructor. You don’t have to read the whole site. Just browse to get an
overview of what is there.
1. List the main links on the site’s home page—those at the top of the Web page.
_____________________________________________________________________________
2. Read the “About Us” page. Who sponsors this site? What is its purpose?
_____________________________________________________________________________
3. What could you use this Web site for?
_____________________________________________________________________________
Your Turn 4-3
PREV
Preview
Web sit
overvie
1. L
_
2. R
_
3. W
_
READ TO LEARN: USE THE P.Q.R. METHOD
1. Practice using the P.Q.R. method on the next main section of this chapter, Taking Notes, on pages 97–99.
P Preview the section. In one sentence, describe what this section is about.
_____________________________________________________________________________
Q Question yourself while reading:
a. What do you expect to learn by reading this section?
_____________________________________________________________________________
b. What do you already know about this topic?
_____________________________________________________________________________
c. Write down questions to ask yourself as you read:
_____________________________________________________________________________
R Review.
a. See the material—go over the section again.
b. Say the answers to your questions out loud.
c. On a separate sheet of paper, write brief answers to the questions you posed in item 2c.
Your Turn 4-4
READ
1. P
P
_
Q
a
_
b
_
c
_
R
a
b
c
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CHAPTER 4 Improving Your Study Skills 97
By answering these questions, you will begin to make associations
between the new material you are reading and what you already know.
As you are reading, continue to question yourself, using the words who,
what, where, when, why, and how. One way to do this is to turn every heading
into a question that you must answer. For example, if the heading in an
accounting text is “Balance Sheet,” ask yourself, What is a balance sheet? Then
read the section with your question in mind. If you own the book, after you
read a section you can underline or highlight key ideas and words that help
answer the question. Asking and answering questions as you read helps.
Reviewing: Seeing, Saying, Writing
When you are studying, reading something once is not enough. You must
review what you read to fix it in your long-term memory. You do this by
using three processes: seeing, saying, and writing.
First, go back over the material, skimming each section of the chapter
or article. As you see the material, say the main points out loud. Then
write brief study notes that outline the main ideas. This review method
helps you remember by organizing and repeating the material using three
different processes: seeing, saying, and writing.
Taking Notes
When you are learning a subject, it’s important to take notes during class
sessions and reading assignments for two reasons. First, taking notes
forces you to be an active learner. Writing down important facts and ideas
helps you understand and remember them. Second, a good set of notes
provides you with a concise summary of the course content—a valuable
resource when you’re preparing for an exam.
You should use a spiral notebook or loose-leaf binder with ruled
paper for your notes. Set up sections or separate notebooks for each
course. When you go to class, make sure you have the right notebook and
a couple of pens with you.
If you prefer to take notes on a laptop computer, be sure the battery is
charged. Set up a note-taking document template that you can use in all
your classes. Bring a paper notebook, too. You may need to draw sketches,
diagrams, or flowcharts as part of your note taking.
Choose a seat near the front of the room so you will be able to see and
hear clearly. You’ll find that taking classroom notes is easier if you keep up
with reading assignments and come to class prepared.
Taking good notes on your readings is less difficult than taking good
classroom notes. If you miss something in class, you can’t go back over it to fill
it in. You have to wait until the class is over and ask your instructor or another
student for help. On the other hand, when you miss something in a reading,
you can reread it as many times as you need to in order to understand it.
Several techniques can help you get the most out of note taking.
Formatting your notes, outlining, and diagramming are basic techniques.
In addition, there are special techniques you can use for building your
vocabulary.
When you read to learn, you should take
notes. By taking notes, you repeat the
important material, making it easier to
remember.
(©
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98 UNIT 2 Developing Your Intellectual Potential
Using a Two-Column Format for Notes
Many students find that a two-column format, with one narrow and one
wide column, is the best setup for notes (see Figure 4–2). The narrow
column is used for recall words, important words that provide cues for the
main ideas. These are filled in when you review your notes, not when you
first take them. The wide column is used for main ideas and important facts.
FIGURE 4–2
These notes were taken using a two-column
format and outlining. Note the recall words in
the narrow column.
Evaluating Software Oct. 10
Hardware Check that computer system meets or exceeds hardware
requirements requirements:
• PC or Macintosh
• processor speed
• which operating system
• amount of memory needed to run the program (RAM)
• amount of free space on hard drive
Documentation/Help “How to” manual (documentation) and/or help system:
• complete
• organized
• easy to find what you need (good index)
• tech. support hours
Installation Installation
• clear instructions
• fast & easy
• Internet download or CD ROM
Outlining and Diagramming
When you take notes, you should not be writing every word the instructor
says or copying a whole reading. Rather, you should write main ideas
and important facts. Generally, definitions, lists, formulas, and solutions
are important enough to write down. To save time, use phrases and
abbreviations rather than full sentences.
Using an outline format will help you take down the important
material and organize it at the same time. In an outline, indentions
are used to show the relationship of main ideas to secondary ideas or
supporting details. For example:
I. Three stages of memory
A. Sensory memory—perceptions of senses
B. Short-term memory—information brain is using
C. Long-term memory—permanent storage
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 4 Improving Your Study Skills 99
Your outline need not be numbered. More important than letters and
numbers are the indentions that show the relation of one idea to another.
In addition to outlining your notes, you should use diagrams and
drawings whenever possible to simplify the ideas (see Figure 4–3).
■ Time lines are good for showing the sequence of historical events.
■ Flowcharts can be used to show the steps in a process or procedure.
■ Pie charts show the relationship of parts to a whole.
■ An idea diagram is like a mind-map; it shows the relationship of
secondary ideas to a main idea and to one another.
■ A drawing gives an instant description of something visual.
FIGURE 4–3
Diagrams and drawings can be helpful when you are taking notes. An image can summarize facts and ideas that would take many words
to describe.
Start Stop
Last
record?
Read
record
Print
record
Print
record
Flow Chart
Pie Chart
9 A.M.–
5 P.M.
P.M.
P.M.–
P.M.–
A.M.
75%
5
11
22%
11
9
3%
Idea Diagram
mousescanner
joystick
modemkeyboard
microphone
Time Line
1945
1st
electronic
computer
1951
1st
commercial
computer
1965
1st
minicomputer
1973
Internet
established
1975
1st
microcomputer
1991
World Wide
Web
developed
Telephone Orders
Drawing
yes
no
Mouse
Input devices
camera
style devices
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100 UNIT 2 Developing Your Intellectual Potential
Building Your Vocabulary
You may hear words you don’t understand from your instructor and find
unfamiliar words in your textbooks. Don’t skip over them! Building a good
vocabulary is important for educational and career success. Particularly
important are the specialized words, called jargon, that are used in every field.
When you hear an unfamiliar word in class, write it down as best you
can and look it up in a dictionary after class. In your readings, you will
find that many words are defined for you in the text or at the end of the
book in a glossary (see page 000). When you look up a new word, write it
down, along with its definition. Some students prefer to record vocabulary
words for each course on a separate page in their course notebook. They
write the word in the narrow column and the definition in the wide
column. Other students prefer to make flash cards with the word on one
side and the definition on the other (see Figure 4–4).
Having written notes of all new vocabulary words associated with a
subject will help you master the subject and prepare for exams.
Taking Tests
Many students think that a long cramming session—even an “all
nighter”—is the best way to prepare for an exam. Unfortunately, this
method doesn’t work well. Learning is more effective when done in short
sessions of no more than two hours. Longer study sessions are tiring, and
a tired brain doesn’t think, memorize, or recall things effectively.
The keys to doing well on exams are good study habits; preparation,
both mental and physical; and an understanding of some basic test-taking
techniques.
Studying for Tests
You will never need to pull an “all nighter” if you have made studying
a regular part of your routine. If you attend class regularly, take class
notes, read your assignments, and take notes on your readings, you will
have absorbed a good part of the course content. Studying for a test will
mean reviewing what you have already learned, not learning it from
scratch.
“ Forewarned, forearmed; to be
prepared is half the victory.”
CERVANTES (1547–1616),
Spanish writer
FIGURE 4–4
Flash cards are useful for learning
technical and course-related vocabulary.
laser printer
a printer that uses laser
light to make an image on
a rotating drum before
transferring the image to
paper using toner
TAKE NOTES ON THIS CHAPTER
Use the techniques described in the sections on reading and taking notes to prepare notes on this chapter. Use
your own notebook or laptop.
Your Turn 4-5
TAKE
Use the
your ow
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CHAPTER 4 Improving Your Study Skills 101
Your notes are your primary resource when you are preparing for an
exam. A complete set of course notes, on class discussions and readings,
provides an outline of the course content. By studying your notes, you can
refresh your memory.
Now is the time that the two-column format for note taking will
pay off. If you have not already done so, read the material in the wide
column and write corresponding recall words and questions in the narrow
column. Then cover the wide column and answer out loud the questions
you have written in the narrow column. Uncover the wide column to
check each answer. If you did not answer correctly, review the material and
ask yourself the question again. This time write your answer and check it.
Repeat this process until you have mastered the material.
You can use the memory techniques discussed in Chapter 3 to help
you remember. Repeating material, organizing facts and ideas into small
groups, and using associations, acronyms, rhymes, the pegword method,
and the method of loci are useful ways to improve your ability to recall
what you are studying.
However, don’t try to memorize material without understanding it
first. If you need help understanding some of the course concepts, ask
your instructor or fellow students to work with you. Some colleges offer
learning centers or tutors to help students study. If your college has such
resources, use them.
Preparing to Take a Test
If you have studied thoroughly, you have done 90 percent of the
preparation needed for taking an exam. But don’t stop now—the other
10 percent is also important.
First, check your emotional state. Are you feeling prepared, relaxed,
and capable? Do you feel you will do well on the exam? Or do you feel
uneasy, anxious, and sure to fail? A certain amount of anxiety is normal;
it will even sharpen your performance. But excessive anxiety can cause
you to “blank out” during an exam. If you tend to be anxious before
exams, don’t tank up on coffee, energy drinks, or cola. The caffeine and
other substances in these beverages will make you feel even more stressed.
Instead, have a complex carbohydrate snack (grains, fruits, or vegetables)
to calm yourself and help you focus.
If you are feeling very anxious, ask yourself whether you have studied
enough. Perhaps you need to review your notes one more time. Or perhaps
you need a positive self-talk session to boost your confidence. Tell yourself
it’s normal to feel anxious but that you are prepared and will do well
anyway. Remember, a positive attitude will improve your performance.
You can give your feelings of preparedness a boost by making sure that
you are physically ready—not just mentally and emotionally ready. Gather
all the materials you will need to take the exam—pens, pencils, calculator,
watch, books, and so on—and pack them the night before. Then get a
good night’s sleep and eat breakfast so you will be well rested and have
plenty of energy.
Test taking can be stressful.
Thoroughly prepared students who
are well rested and have good test-
taking habits generally do well.
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102 UNIT 2 Developing Your Intellectual Potential
Basic Test-Taking Techniques
Successful students also improve their test-taking performance by using
some basic test-taking techniques. Of course, no technique can substitute
for thorough preparation. But understanding the best way to approach a
test can improve your score. Following are some suggestions:
■ Skim the whole test first. Just as you preview a reading to get an idea
of what it’s about, you should preview the test to see what’s on it.
■ Pace yourself. Know how much each question is worth and budget
your time accordingly. For example, if the test is an hour, don’t spend
half an hour on a question worth only 10 points. Check your watch or
a clock every few minutes to make sure you are not wasting time.
■ Answer the easy questions first. Put a check in the margin next to
difficult questions, and return to these questions last. That way you
won’t spend too much time trying to answer the hard questions and
miss answering the easy ones.
■ Make sure you understand each question. Underline key words
and ideas. If you think a question is vague or unclear, ask your
instructor for help.
HOW GOOD ARE YOUR STUDY HABITS?
Use the following checklist to evaluate your study habits.
Yes No
1. I have a separate notebook, section, or computer folder for each class. ■ ■
2. I attend class regularly. ■ ■
3. I check my campus e-mail and course management system (Blackboard) regularly
for updates from my instructors. ■ ■
4. I take notes on class lectures and discussions. ■ ■
5. When I miss class, I borrow another student’s notes to learn what was covered. ■ ■
6. I keep up with reading assignments and special projects. ■ ■
7. If I have trouble understanding course material, I ask for help. ■ ■
8. I take notes on readings. ■ ■
9. I review my notes regularly. ■ ■
10. I use my notes to study for exams. ■ ■
If you answered yes to all these items, congratulations! You have excellent study habits.
If you answered no to any items, you should concentrate on improving these aspects of your study routine.
Your Turn 4-6
HOW
Use the
1. I h
2. I at
3. I ch
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4. I ta
5. Wh
6. I ke
7. If I
8. I ta
9. I re
10. I u
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If y
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CHAPTER 4 Improving Your Study Skills 103
■ Look for clues to the answer in the question itself. For example,
if you get stuck on a multiple-choice item, eliminate the choices
that are clearly wrong, then choose from the two or three remaining
possibilities. When answering true-false questions, look for the
words always or never. These words often signal a false statement.
Approaching test taking in this methodical way will help you
minimize feelings of anxiety.
“ He who asks is a fool for five
minutes, but he who does not
ask remains a fool forever.”
CHINESE PROVERB
USING LIBRARY RESOURCES
Your school and community libraries are among the most useful resources to help you succeed at college. Not
only do libraries provide material when you need to prepare a research paper or project for school but also
they have information that can help you in your professional and personal life. It pays, therefore, to become
acquainted with your libraries, because as a lifelong learner, you can benefit from these resources over the
years. If you have never used a particular library before, sign up for an orientation session, if these are given, or
take a tour on your own. Since access to so many library resources is available online, be sure to explore your
library’s Web site. Take a virtual tour or browse links on your own.
A modern library has books, periodicals, reference works, online or CD-ROM indexes and reference
materials, and access to the World Wide Web. Doing research in such a library can be confusing because
there are so many possible sources of information. When you are looking for information, it helps to narrow
the topic you need to research; the more specific you can be, the better the quality of information you will find.
It also helps to know what type of source material is likely to have the information you need, whether books,
magazines, newspapers, academic journals, or Web sites. Above all, do not hesitate to ask a librarian for help
if you get stuck, either in person or via e-mail or chat links on the library’s Web site. Librarians, because they
know where to find different types of information, are still the most valuable resource of the library.
USING THE ONLINE CATALOG
You can find books, and nonbook items such as tapes and DVDs, by searching the library’s catalog. Most library
catalogs can be accessed from any computer, anywhere, although you may need a user name and password to
do this.
You can search the online catalog in several ways: by the author’s last name, the title, the subject, or by
key words. If you are looking for a specific book or item, look under the author’s name or the title. If you
are looking for books on a particular topic, look under the subject. In addition to searching by general subject
headings, you may be able to search an online catalog by specific key words. Once you find material that looks
promising, you can find related works with a keystroke. An online catalog may also tell you whether the item is
checked out and, if so, when it is due back. It may tell you which other libraries in your area have the item.
Once you find an item that interests you, save the item or copy its call number, an identification number
that shows where it is shelved in the library.
Y RESOURCES
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
104 UNIT 2 Developing Your Intellectual Potential
Specific methods for using online catalogs vary from library to library. You’ll need to learn how to use
your own library catalog by direct experience. Ask a librarian for help if you need it.
USING REFERENCE WORKS
Most libraries have collections of basic reference works that cannot be borrowed. Reference works include
dictionaries, encyclopedias, atlases, biographical directories, indexes, handbooks, telephone books, and
almanacs. Many of these are in book form, but an increasing number are on CD-ROMs or in online databases
and are accessed by computer.
In addition, many school libraries put copies of texts and other course readings in the print reference
collection during the term so that students can use them in the library.
FINDING ARTICLES IN ONLINE DATABASES
Periodicals are publications that appear at regular intervals, such as newspapers, magazines, and scholarly
journals. Newspapers and magazines contain articles geared to the general public. Scholarly journals contain
articles written by experts and geared to students, teachers, and professionals in a particular field. Since
the information in periodicals is more up to date than the information in books, you may need to consult
periodicals when doing research.
Articles are not indexed in the library’s main online catalog. Instead, you must search for articles in online
databases compiled by various companies. Following are just a few examples:
■ EBSCOhost. A database covering most academic subject areas and containing full-text articles from
more than 3,000 periodicals.
■ ProQuest. A database covering many academic areas, as well as articles from newspapers.
■ ERIC. A specialized database that contains articles from education journals.
■ Medline. A specialized database that covers health-related and medical journals.
You can access online databases at a computer terminal in the library or from your own computer by
using a password. Note that these databases of periodical articles cannot be searched by Web search engines
like Google or Yahoo!. Your library must subscribe to a particular database for you to access it.
Each database has its own search engine. You can search the articles by author, title, subject, key words,
date, type of periodical, and other characteristics. The database usually contains citation information as well
as an abstract, or summary, of each article. In many cases it also contains the full text of the article (but often
no illustrations).You can download the article, print it, or e-mail it to yourself.
The database also tells you whether the library owns a paper copy of the periodical in which the article
appears. If it does, you should locate the paper copy, even if it seems easier just to download the article’s
text from the database. That’s because seeing the paper copy will give you a better idea of what type of
publication the article appears in. The paper copy also includes illustrations, which may be very important in
your research.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 4 Improving Your Study Skills 105
CHECK OUT YOUR LIBRARY
Get to know your library better by taking a tour and answering the following questions. Use your school or local
library.
1. What types of searches can you do on the online catalog?
_____________________________________________________________________________
2. List four books in the library’s reference section.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What periodicals’ databases does your library subscribe to? Which of them is used for general searches?
_____________________________________________________________________________
_____________________________________________________________________________
4. How can you get back issues of periodicals?
_____________________________________________________________________________
_____________________________________________________________________________
5. How can you get items that your own library does not own or subscribe to?
_____________________________________________________________________________
_____________________________________________________________________________
Your Turn 4-7
CHEC
Get to
library.
1. W
_
2. L
_
_
_
3. W
_
_
4. H
_
_
5. H
_
_
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
106
Name Date
UNIT 2 Developing Your Intellectual Potential
What’s Up?
1. Why are physical and emotional well-being important for effective learning?
2. Briefly describe each of the four basic learning styles. Circle the name of the style(s) you prefer.
Visual learning: ______________________________________________________
Auditory learning: ____________________________________________________
Kinesthetic learning: __________________________________________________
Tactile learning: _____________________________________________________
3. Why it is important to have a study area?
4. How can you take advantage of your peak learning times?
5. Describe each step in the P.Q.R. system of reading.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 4 Improving Your Study Skills 107
Name Date
What’s Up? continued
6. Give two reasons for taking notes on class sessions and readings.
7. Why should you outline and diagram your notes?
8. How can the two-column format for note taking be used when you are studying for an exam?
9. Describe two techniques for taking tests.
10. How would you find each of the following items in your school library?
(a) a book by Colin Powell, former secretary of state
(b) an article in an education journal about methods of teaching freshman composition
(c) a DVD of the first Harry Potter movie
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
108 UNIT 2 Developing Your Intellectual Potential
Case Studies
The Case of the Unhappy Learner
When Arianne transferred from a small rural school to a large urban school, she found her studies
suffering. In the country, classes had been small and group discussions encouraged. Arianne had done
very well and had always enjoyed her courses. Now Arianne found herself in large classes with little
opportunity for discussion and lots of assigned readings. The subjects were not harder, but Arianne’s
marks were slipping and she wasn’t happy about her studies.
1. What learning style does Arianne prefer? How do you know?
2. How can Arianne make up for the fact that her new school does not offer instruction tailored to her preferred
learning style?
The Case of the Disorganized Student
Michael had always managed to get by on the strength of his cleverness, but when he got to college he
found that cleverness was not enough. He had several hard courses and lots of reading to do for each
one. In addition, there were quizzes plus midterms and finals. Michael liked the freedom of college, and
often he skipped class. Since no one checked whether he was keeping up with the readings, he let them
slide. Michael had always depended on cramming to pass exams. When he tried this during his first
semester, he was dismayed to find he had failed two of his midterms.
1. What poor study habits has Michael fallen into?
2. What can Michael do to improve his school performance?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 4 Improving Your Study Skills 109
Journal
Answer the following journal questions.
1. Now that you understand your own learning style preferences, what will you do to change the way you study
and learn?
2. Describe your ideal study location.
3. If you suffer from anxiety before tests, what can you do to reduce this? How can you improve your approach to
taking tests?
4. What do you use the library for? If you don’t regularly use the library now, what uses might it have for you in
the future?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
U N I T
3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
111111
Developing Your
Physical Potential
A strong and healthy body provides the foundation for all your activities—as well as your
state of mind. A feeling of well-being will help you reach your potential in all areas of
your life. In the following two chapters, you will learn how to eat well and stay healthy.
CHAPTER 5: EATING WELL
In this chapter, you will be . . .
. . . developing your self belief:
• I will remember that “you are what
you eat.”
. . . reframing your thoughts:
• I will think about the nutrients
provided by the foods I usually eat.
• I will keep the five basic food
groups in mind when planning
meals.
. . . setting goals:
• I will eat more fruits, vegetables,
and whole grains.
• I will consume less fat, sugar, salt,
and alcohol.
• I will maintain a healthy weight by
eating well and exercising.
. . . envisioning a compelling
future:
• I will look and feel great as a result
of eating well.
. . . achieving personal mastery:
• I will reach my physical potential in
part by eating a healthy diet.
CHAPTER 6: STAYING
HEALTHY
In this chapter, you will be . . .
. . . developing your self belief:
• I will exercise and get enough rest
to improve the way I feel about
myself.
• I will recognize the damage that
drug abuse does to self-belief and
relationships.
. . . reframing your thoughts:
• I will assess my level of physical
activity and adjust my exercise
habits if needed.
• If I am dependent on alcohol or
other drugs, I will develop the moti-
vation to change.
111111
as your
as of
. . . setting goals:
• I will make an exercise agreement
with a friend or family member.
• If I use alcohol or other drugs, I will
moderate or give up their use.
• If I am sexually active, I will take
steps to prevent the spread of
disease.
. . . envisioning a compelling
future:
• I will look and feel great as a result
of living a healthy lifestyle.
. . . achieving personal mastery:
• I will reach my physical potential
so I can meet life’s challenges with
energy.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
5 Eating Well
C H A P T E R
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Lorena Garcia always loved to cook, but
cooking wasn’t considered a career option
in her native Venezuela. Trained as a lawyer,
Garcia spent time in restaurant kitchens
until attending culinary school. She opened,
operated and sold two successful restaurants
until starring in her own cooking show
on Telemundo. Today she is a successful
entrepreneur with three cooking shows and a
complete kitchenware product line.
113
O ver the years, the media have warned us about eating too much salt, sugar,
and fat, smoking cigarettes, drinking alcohol, failing to exercise, practicing
unsafe sex—the list goes on and on. As the headlines come and go, people try
to adjust their habits to the latest round of advice. The result is often confusion
about what’s healthy and what’s not.
Anyone who has been ill doesn’t doubt the value of good health. People who
don’t feel well simply don’t perform up to their potential. As we’ve seen, our
ability to reach our potential as human beings depends on our emotional and
intellectual well-being. Add physical well-being to that list, and you have the
foundation for all your achievements. The better your physical health, the greater
your chances of reaching your potential.
You may think you’re in great shape, and perhaps you are. Yet studies have
shown that most Americans have poor eating habits, don’t get enough exercise
and rest, and abuse their bodies with substances like alcohol and tobacco. These
people may think they feel well, but in reality they are functioning below their
potential.
On the other hand, people who eat healthy diets and are physically active are
rewarded by increased well-being and self-confidence. They feel full of health and
energy and mentally alert. As a result, they look good, too. To reach this level of
(©
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114 UNIT 3 Developing Your Physical Potential
physical potential, you must have a well-balanced approach to
maintaining good health.
In this chapter, the focus is on eating a healthy diet. You will:
■ learn about the major nutrients and how they affect your health;
■ understand how to classify foods into the basic food groups;
■ discover how to eat a balanced diet;
■ figure out your body mass index to see if your weight is healthy; and
■ determine your calorie needs based on your level of activity.
Finally, you will use various Internet tools to find out more about
food and healthy eating.
Nutrients
Food provides nutrients, the substances your body uses for growth,
maintenance, and repair, as well as for energy. Diets with too much or too
little of a nutrient can be harmful to your health. In addition, the nutrients
in foods affect your mind, mood, and energy level. To look, feel, and act
your best, you have to eat your best, and that means a diet with foods rich
in nutrients.
All foods contain one or more nutrients. The major types of nutrients
are protein, carbohydrates, fats, water, vitamins, and minerals.
Protein
Protein is a chemical substance that is part of all body cells. It has many
functions, including growth and the maintenance and repair of tissue.
Meat, fish, poultry, eggs, dairy products, nuts, and tofu are all sources
of protein. In addition, beans can be sources of protein if they are eaten
with grains.
Carbohydrates
There are two basic types of carbohydrates: simple and complex.
Simple carbohydrates are sugar, corn syrup, and other sweets.
Complex carbohydrates are starches (like potatoes) and grains (like
whole wheat). Starches and grains also contain dietary fiber that aids
digestion.
In general, the more that a complex carbohydrate food has been
processed, the less fiber it has. So, for example, white bread has less fiber
than whole wheat bread, which is made from the whole grain.
Flour, cereal, bread, rice, noodles, grits, fruits, and vegetables all
contain carbohydrates and varying amounts of dietary fiber. The
healthiest choices are made from whole grains and contain complex
carbohydrates.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 115
In 1983, Michele Hoskins was a
recently divorced mother of three with
no business experience. However, she
did have determination—and a secret
recipe for honey crème syrup passed
down through the third daughter of
each generation from her great-great-
grandmother America, who was a slave.
When Hoskins got the recipe from
her mother, she served the syrup, a
blend of honey, churned butter, and
cream, at Sunday family breakfasts.
Rather than passing down the recipe to
her own daughter, she decided to pass
down a business instead.
To finance the business, Hoskins
sold everything she owned and moved
into her parents’ attic to save on living
expenses. She and her daughters bottled
syrup by hand in the basement. It took
them an hour to fill 12 bottles, and their
feet stuck to the spilled syrup on the floor.
At first, Hoskins made some bad
deals and lost money. She and her girls
moved to a public housing project and
went on welfare for 18 months. But she
continued to make and sell syrup. First
she sold syrup to her neighborhood
grocers in Chicago. Then she sold
syrup to local and regional grocery and
restaurant chains. She added butter
pecan and maple crème syrups to her
inventory. Finally, in 1993, Hoskins got
her big break. She landed a $3 million
contract with Denny’s, the national
restaurant chain. How did she do that?
She phoned them to promote her syrup
every Monday morning for two years.
Today, Hoskins’s business,
Michele’s Foods Inc., sells syrup to
10,000 stores nationwide. To help
others achieve the success she has,
Hoskins started Recipes to Retail, a
group that mentors women who want
to start food service businesses. She
has also written an autobiography
called Sweet Expectations: The Michele
Hoskins Success Bible (2004), in which
she describes how family, faith, and
determination contributed to her
success.
Sources: Ting Yu and Barbara Sandler,
“Topping o’ the Morning: Ex-Welfare Mom
Michele Hoskins Finds a Rich New Life in a
Family Recipe,” People, July 29, 2000,
pp. 121–122; “The History of Michele’s
Foods,” and “Welcome to Michele Foods”
on the Michele’s Foods Inc. Web site,
March 15, 2008; Charlotte Mulhern, “Through
Thick and Thin: Cashing In on an Age-Old
Family Recipe,” Entrepreneur, June 1998.
WHATEVER IT TAKES
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
116 UNIT 3 Developing Your Physical Potential
Fats
Fats provide concentrated storage of energy for the body. They also provide
insulation and dissolve certain vitamins. There are several types of fat:
■ Saturated fats are those that are solid at room temperature; they
are found in meat, lard, dairy products, and palm and coconut oils.
Saturated fats increase the body’s own production of cholesterol and
have been linked to heart disease.
■ Trans fats are a type of saturated fat. Most are produced during
the manufacture of processed foods such as baked goods, chips,
vegetable shortening, margarine, and fried foods. Trans fats have also
been linked to heart disease.
■ Cholesterol, a fatty acid, is found in animal products like meat,
cheese, shellfish, and eggs. High levels of cholesterol in the blood are
associated with heart disease.
■ Unsaturated fats are liquid at room temperature.
Polyunsaturated fats are found in corn, safflower, and soybean
oil. Monounsaturated fats are found in peanut and olive oils.
Unsaturated fats are healthier than saturated or trans fats.
■ Omega-3, a fatty acid needed for proper brain functioning, is found
in fish such as tuna, salmon, trout, and sardines. Fish also has the
benefit of being low in saturated and unsaturated fats.
All fats have the same number of calories, but some are healthier than
others. When you have a choice, opt for fats that come from plants and
fish—the unsaturated fats and omega-3. Keep animal-based fats—
saturated and trans fats—to a minimum.
Water
Water is an extremely important nutrient; it is found in every cell of the body.
It transports nutrients throughout the body and removes waste products.
Water cushions and lubricates parts of the body, and it is an essential part of
many chemical reactions. It also helps regulate the body’s temperature. Water
is present in most foods, as well as in the liquids we drink.
Most healthy people get enough water by drinking a beverage with
meals and from the water content of the food they eat. Only if you are
thirsty, experiencing heat stress, or performing sustained physical activity
do you need to drink extra water.
Vitamins and Minerals
Protein, carbohydrates, fats, and water are the major nutrients by weight in
most food. However, foods also contain trace amounts of other chemicals,
called vitamins and minerals, that are essential for life and growth. Each
vitamin and mineral has specific functions in the body. For example, the
mineral calcium is needed for strong bones, and Vitamin D is needed to
help the body absorb calcium. Sodium (salt) is needed for fluid balance,
but excess amounts contribute to high blood pressure (hypertension).
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 117
HOW MUCH FAT AND SALT ARE IN FAST FOOD?
Fast food is popular, because it is convenient and inexpensive. But it’s also popular because it contains a lot of
fat and sodium (salt). These nutrients tend to satisfy our appetites and our taste buds; however, they have been
associated with heart disease and hypertension.
Take the following quiz to see if you can identify the “healthier” choice—the one with fewer calories and less
fat and sodium—from these pairs of fast food menu offerings. Note that we say “healthier” in quotation marks
because none of these offerings is really healthy, as you’ll discover as you read the rest of this chapter.
1. The “healthier” choice from KFC:
� Crispy Caesar salad with ranch dressing OR � one fried chicken breast
2. The “healthier” choice from McDonald’s:
� Big Mac sandwich OR � premium grilled chicken classic sandwich
3. The “healthier” choice from Subway:
� Six-inch steak and cheese sandwich OR
� six-inch tuna sandwich (both with lettuce, tomatoes, onions, green peppers, pickles, olives, and cheese)
Note that if you are interested in finding out the nutrients in your favorite fast foods, the restaurants post
nutrition guides for their menus on their Web sites, and sometimes in the restaurants, too. Following is partial
nutrition information for the menu items above.1
Your Turn 5-1
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
118 UNIT 3 Developing Your Physical Potential
Item Calories
Fat
(grams)
Sodium
(milligrams)
Better
choice Comments
KFC crispy caesar salad
with ranch dressing
550 39 1550 The ranch dressing accounts
for more than 1/3 of the
calories and fat. Without the
dressing, the salad is the
better choice.
KFC fried chicken breast 440 27 970 �
McDonald’s Big Mac 540 29 1040
McDonald’s premium
grilled chicken classic
sandwich
420 10 1190 � Less fat but a little more
sodium. Still, this is the better
choice.
Subway six-inch steak
and cheese sandwich
400 12 1110 �
Subway six-inch tuna
sandwich
530 31 1010 This Sandwich mart have a lot
of mayonnaise or other oils to
raise fat and calories. Usually,
tuna is a healthier choice
than steak.
Item
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with ra
KFC fr
McDon
McDon
grilled
sandw
Subwa
and ch
Subwa
sandw
Finding Information about Nutrients
How can you tell what nutrients are in the foods you eat at home?
You can look up the foods you eat in dieters’ booklets containing
tables of nutrition information, or search the Internet for such tables
(see page 129). For packaged foods, you can check the nutrition
facts chart on the label. This chart, which is required by law on all
packaged foods, tells you the amount of each nutrient a serving
of that food contains. It also tells you what percentage of the daily
requirement for that nutrient one serving provides. For example,
the Nutrition Facts chart shown in Figure 5–1 is from a package of
macaroni and cheese.
If you make a habit of checking the nutrition facts charts on the
packaged foods you eat, you will have a pretty good idea of the nutrient
content of your diet. You may be surprised to discover how much fat,
sodium, and carbohydrates there are in most packaged foods, including
this macaroni and cheese.
Your Turn 5-1 (cont inued)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 119
Eating From the Basic Food Groups
Watching the fat and sodium in your diet is important, but it’s not
the only factor in good eating. The key to making sure you get all the
necessary nutrients is to eat a wide variety of healthy foods from different
food groups. According to the U.S. Department of Agriculture, the basic
food groups include fruits, vegetables, grains, meats and beans, milk and
dairy products, and oils, as shown in Table 5–1.
Macaroni & Cheese
Start
Reading
Here
Limit these
Nutrients
Limit these
Nutrients
Get Enough
of these
Nutrients
Footnote
Nutrition Facts
Serving Size 1 cup (228g)
Servings Per Container 2
Amount Per Serving
Calories 250 Calories from Fat 110
Total Fat 12g 18%
Saturated Fat 3g 15%
Cholesterol 30mg
Sodium 470mg
Total Carbohydrate 31g
Protein 5g
Vitamin A
10%
20%
10%
0%
4%
Vitamin C
Calories 2,000 2,500
Less than
Less than
Less than
Less than
Total Fat
Sat Fat
Cholesterol
Sodium
Total Carbohydrate
Dietary Fiber
65g
20g
300mg
2,400mg
300g
25g
80g
25g
300mg
2,400mg
375g
30g
2%
20%
4%
% Daily Value*
Dietary Fiber 0g
Sugars 5g
Calcium
Iron
*Percent Daily Values are based on a 2,000 calorie diet. Your
daily values may be higher or lower depending on your calorie
needs:
FIGURE 5–1
All packaged foods must have a nutrition facts
chart showing the nutrients in one serving. This
chart is from a package of macaroni and cheese.
TABLE 5–1 The Basic Food Groups
Food Group Some Examples How Much Each Day?
Fruits
Provide essential nutrients and fiber,
which helps digestion.
■ citrus fruits like oranges, grapefruit, and
pineapple
■ melons such as cantaloupe, honeydew, and
watermelon
■ berries such as strawberries and blueberries
■ stone fruits such as peaches, plums, and
apricots
■ other fruits like apples and pears
One or two pieces (or 1 or 2 cups)
of fresh or frozen fruit; half that if
eating dried fruit
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
120 UNIT 3 Developing Your Physical Potential
TABLE 5–1 The Basic Food Groups (Continued)
Vegetables
Provide essential nutrients and fiber,
which helps digestion.
■ dark green vegetables like broccoli, spinach,
and kale
■ orange vegetables like carrots, winter
squash, sweet potatoes, and pumpkin
■ legumes such as dry beans, chickpeas, and tofu
■ starchy vegetables like corn, white potatoes,
and green peas
■ other vegetables such as tomatoes,
cabbage, lettuce, onions, peppers,
mushrooms, and summer squash.
2 to 2.5 cups
Grains, especially whole grains
Provide carbohydrates for energy and
fiber for digestion.
■ bread, preferably whole grain bread
■ pasta, preferably whole grain pasta
■ rice, preferably brown rice
■ bulgur (cracked wheat), as in tabouli
■ oatmeal and oat bran
■ other breakfast cereals, preferably whole
grain
3 to 6 slices of bread or 1.5 to
3 cups; half should be whole
grains
Meats and beans
Provide protein and fat.
■ cooked lean meats, poultry, and fish
■ eggs
■ beans, tofu, peanut butter, nuts, seeds
6 ounces or less
Milk and dairy products
Provide protein and calcium.
■ milk, preferably skim or 1 percent
■ yogurt, preferably low-fat
■ cheese, preferably low-fat
2 to 3 cups of milk or yogurt
OR 1.5 ounces of cheese
Note that people who do not
eat dairy products can find the
necessary calcium in soy milk, tofu,
dark leafy vegetables, and some
fish.
Oils
Help growth and development and
provide energy.
■ Margarine or butter
■ Mayonnaise, preferably low-fat
■ Salad dressing, preferably low-fat
■ Cooking oil
2 to 6 teaspoons
Limit saturated fat, which is found in
animal products like butter, cheese,
and meat.
Also limit trans fat, found in
processed foods.
Source: Adapted from U.S. Department of Health and Human Services and U.S. Department of Agriculture, Dietary Guidelines for Americans, 2005, Table 1, Sample USDA Food
Guide and the DASH Eating Plan at the 2,000-Calorie Level, p. 10.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 121
Your Turn 5-2
WHAT ARE YOU EATING?
Use the food diary form below to keep track of what you eat or drink for three days. Be honest! Then review your
diet. Use the information in this chapter and the nutrition facts charts on the foods you’ve eaten to answer the
following questions:
Three-Day Food Diary
Meal Day 1 Day 2 Day 3
Breakfast
Lunch
Dinner
Snacks
Beverages
1. What fruits did you eat?
2. What vegetables did you eat?
3. What grain products did you eat?
4. What meat and beans did you eat?
5. What dairy products did you eat?
6. What oils did you eat?
7. What else did you eat (for example, soda, candy, and alcohol)?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
122 UNIT 3 Developing Your Physical Potential
“ Food is our common ground, a
universal experience.”
JAMES BEARD (1903–1985),
chef and cookbook author
“ Eat breakfast like a king, lunch
like a prince, and dinner like
a pauper.”
ADELLE DAVIS (1903–1974),
nutritionist
Eating a Healthy Diet
Many vitamins and minerals are essential to prevent certain diseases. For
example, rickets, a disease that affects bone development in children, can
be prevented with vitamin D and calcium, both found in fortified milk.
Goiter, an enlargement of the thyroid gland, can be prevented with iodine,
a mineral in iodized salt. The relationship between diet and health in these
types of disease is clear-cut.
The more general relationship between diet and health is not as
clear cut. Many things influence health, and diet is just one of them.
Still, nutritionists and scientists at the U.S. Department of Health and
Human Services and the U.S. Department of Agriculture study the eating
habits of Americans, and every few years they issue Dietary Guidelines
for Americans.2 This publication provides advice on healthy eating for
Americans. Among the current guidelines are the following:
■ Get adequate nutrients by eating a variety of healthy foods from all
the food groups.
■ Engage in regular physical activity.
■ Balance calories from food with physical activity to maintain a
healthy weight.
■ Eat a lot of fruits, vegetables, and whole-grain products.
■ Consume three cups of skim or low-fat milk daily, or its equivalent.
■ Limit fats, especially saturated fats, trans fats, and cholesterol. Fats
should make up between 20 and 35 percent of your daily calories.
■ Limit sodium to less than 2,300 milligrams (about one teaspoon)
per day.
■ Limit your consumption of foods and beverages with lots of sugar
and few other nutrients (for example, candy, soda, and sweetened
fruit drinks)
■ If you drink alcohol, do so in moderation. This means one drink per
day for women, and two for men.
Changing Your Eating Habits
If your diet falls short of these guidelines, you can change it. There are
several steps you can take to improve the way you eat.
1. Find out what you are really eating by keeping a food diary for
a few days, as you are doing (or did) in Your Turn 5–2. It’s easy to
deceive yourself, so be sure to record everything, even sodas and
snacks.
2. Analyze the foods you eat and decide what changes are
necessary. If you are like most Americans, you will find you need
to cut down on fats, processed foods, sweets, and soft drinks, and
eat more whole grains, fruits, and vegetables.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 123
“ Eat to live, and not live to eat.”
BENJAMIN FRANKLIN (1706–1790),
statesman, scientist, and writer
3. Evaluate your meal patterns. Do you skip breakfast? That’s a
bad habit, because breakfast fuels the start of your day and helps
spread your eating into smaller meals. Studies have shown that
eating several small meals each day rather than one or two large
meals helps prevent the storage of fat.
4. Evaluate your snacks. Do you always eat a high-calorie sweet
when doing a particular activity like studying? If you do, try to
substitute a healthy snack like fruit.
5. Limit the number of restaurant meals you eat. It’s much harder
to control what you eat when you dine out. First, portion sizes in
restaurants are often very large. Second, you may have to look hard
to find restaurants whose foods are not full of fat, sodium, and
sugar, as you saw in Your Turn 5-1.
6. Consider your weight. If you have a healthy weight, changing
your eating habits may simply mean adjusting your diet so it has a
better balance of foods. If you need to lose or gain weight, you will
have to make further changes to increase or decrease the number
of calories you take in every day.
In addition to issuing the Dietary Guidelines described on page 119,
the U.S. Department of Agriculture offers an interactive Web site to
help Americans plan and maintain a healthy, balanced diet. The site,
www.MyPyramid.gov, enables you to personalize your diet, create menus
and exercise plans, and determine your calorie needs. Its centerpiece is
the Food Guide Pyramid, a graphic guide to healthy eating that can be
modified to suit your needs.
Are You a Healthy Weight?
Only one-third of American adults are at healthy weights. Almost two-
thirds are overweight or obese, and fewer than 2 percent are underweight.3
Being underweight, overweight, or obese is not simply an appearance
issue. It’s a health issue. Overweight and obese people have a higher
risk of developing hypertension, heart disease, stroke, certain types of
diabetes, and some cancers. Underweight people have a higher risk of
health problems as well. Underweight women have a greater chance
of developing osteoporosis, a bone disease, and underweight men and
women, on average, do not live as long as people whose weight is healthy.
Measuring Body Mass Index
Is your weight healthy? Your body mass index (BMI) will tell you. BMI
is a measure of weight in relation to height. It’s the relationship that is
important, not the weight alone. For example, someone who is 5 feet 5
inches tall and weighs 200 pounds has a higher BMI than someone who is
6 feet tall and weighs 200 pounds. Your BMI will put you in one of three
categories: (1) healthy weight, (2) overweight, or (3) obese.
BMI Weight Category
18.5 to 25 Healthy weight
25 to 30 Overweight
Over 30 Obese
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
124 UNIT 3 Developing Your Physical Potential
Height*
Pounds†
BMI (Body Mass Index)
6�6�
6�5�
6�4�
6�3�
6�2�
6�1�
6�0�
5�11�
5�10�
5�9�
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50 75 100 125 150 175 200 225 250 275
18
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25 30
Healthy Weight BMI from 18.5 up to 25 refers to healthy weight.
Overweight BMI from 25 up to 30 refers to overweight.
Obese BMI 30 or higher refers to obesity. Obese persons are also overweight.
*Without shoes
†Without clothes
FIGURE 5–2
This chart shows the BMI ranges for healthy,
overweight, and obese people. A healthy BMI
ranges from 18.5 to 25.
WHAT IS YOUR BODY MASS INDEX?
1. In the BMI chart shown in Figure 5–2, find your weight along the horizontal axis. Go straight up from that
point to the line that matches your height. What is your BMI?
2. Which weight group do you fall into? Are you a healthy weight, overweight, or obese?
Your Turn 5-3
WHA
1. In
p
2. W
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 125
fewer calories and increase your level of activity. If you want to gain
weight, you will have to consume more calories.
Of course, women who are pregnant or breast-feeding need more
than their normal number of calories and are advised to consult with their
doctors before changing their diets.
Losing Weight
Most Americans who are overweight weigh too much because of their
lifestyles. Today, we drive instead of walk, work at computers instead of on
farms, watch television or surf the Internet instead of exercise, and eat as if
we were still very active. Losing weight means changing this lifestyle with
two goals in mind: (1) cut the number of calories you eat each day, and
(2) increase your activity level to burn more calories. For most people,
these changes result in gradual weight loss.
Counting Calories
It’s easier to control your weight if you understand what a calorie is.
A calorie is the amount of heat needed to raise the temperature of one
kilogram of water one degree Centigrade. Think of a calorie as a unit of
energy. If you are active, the calorie is used to produce energy. If you are
inactive, the calorie is stored as fat.
The number of calories you need each day just to maintain your
present weight varies according to your sex, age, and activity level
(see Figure 5–3). If you want to lose weight, you will have to consume
“ Glutton: one who digs his grave
with his teeth.”
French proverb
N
u
m
b
er
o
f
C
al
o
ri
es
p
er
D
ay
3000
2800
2600
2400
2200
2000
1800
1600
Sedentary
Daily Calorie Count for Men
Daily Calorie Count for Women
Ages 19−30 Ages 31−50
Moderately
active
Moderately
active
Active Sedentary Active
FIGURE 5–3
Calorie requirements to maintain
your current weight.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
126 UNIT 3 Developing Your Physical Potential
“ To lengthen thy life, lessen thy
meals.”
BENJAMIN FRANKLIN (1706–1790),
statesman, scientist, and writer
To maintain the weight loss, you must change the way you live— not
simply diet for a month or two and then resume your old habits. You must
get in the habit of cutting down on foods and beverages rich in calories.
You must get used to eating lean meat, fruits, vegetables, and whole grains.
And you must exercise regularly. An exercise program is an important part
of any serious plan to maintain a healthy weight (see Chapter 6).
For people whose weight problem has a genetic or medical cause,
weight loss is more difficult and needs to be medically supervised. And
for those who are inclined to try quick weight-loss diet programs, fads,
and pills, a word of warning: Diets that rely on eating one food—like
grapefruit—or on fewer than 1,000 calories a day are dangerous to your
health. That’s because one food—or too little food—cannot possibly
provide the range of nutrients your body needs to function. Losing weight
rapidly is hazardous; it can cause faintness, changes in blood pressure, and
heart trouble, as well as malnutrition. In addition, avoid diet pills unless
you are using them under a doctor’s supervision. These can cause nausea,
rapid heartbeat, nervousness, irritability, sleeplessness, and more serious
side effects.
Neither diet fads nor diet pills get at the root of most people’s weight
problem—changing eating and exercising habits over the long term. If
HOW MANY CALORIES DO YOU NEED EACH DAY?
1. Read the descriptions of physical activity in this chart, and check the level that applies to you.
Key to Level of Physical Activity
Level Description
Sedentary Only the light physical activity associated with daily life
Moderately active Physical activity that includes the equivalent of walking 1.5 to
3 miles daily at 3 to 4 miles per hour
Active Physical activity that includes the equivalent of walking more than
3 miles daily at 3 to 4 miles per hour
2. Now check your daily calorie count by finding the bar that represents your sex, age, and activity level in the
graphs shown in Figure 5–3. How many calories per day should you be eating if you want to maintain your
current weight? ___________________________________
3. If your BMI is below 18.5, you will probably want to increase your calorie intake. If your BMI is above 25, you
will probably want to decrease your calorie intake and/or increase your physical activity.
Your Turn 5-4
HOW
1. R
A
2. N
g
c
3. If
w
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 127
USING THE INTERNET
The Internet has many elements, some of which you may use all the time; others you may never use. Here is a
brief overview of some important aspects of the Internet.
1. E-mail. E-mail allows you to exchange messages via computer with anyone else who has an e-mail
address, anywhere in the world. You can attach files with documents, sounds, pictures, or software to
your e-mail messages. If you don’t have a personal e-mail address, you can get one through Web sites
such as
2. The World Wide Web. The World Wide Web consists of millions of Web pages— interlinked docu-
ments containing text, pictures, sounds, and video. When you click on a link, which usually appears as
underlined text or a picture, you are taken to a related Web page. Surfing the Net refers to the process
of clicking on links to go from one page to another, following topics that interest you. A collection of
related Web pages maintained by an individual or group is called a Web site.
3. Blogs. Web logs, or blogs, are online diaries on a wide range of subjects, from the personal to the
political. Many blogs are maintained by individuals and reflect their personal interests and points of view.
Other blogs are maintained by corporations using them for marketing purposes. Still others are run by
organizations with a political agenda.
4. Online social networks. The Internet has created a new way of associating with people and keeping
in touch with them—the online social network. MySpace and Facebook are the most popular of
these. Anyone can join and post information about themselves and maintain links to others. For this
reason, these sites have to be used with caution. If you belong to an online social network, don’t post
anything you wouldn’t want your mother to see, and be careful about giving out personal information.
5. Groups or forums. There are a huge number of Internet forums, or groups, on almost any subject you
can think of, from horror movies to college to entrepreneurs. These forums are global bulletin boards
where you can read and post messages. Keep in mind that in most groups no one is keeping an eye on
the content or the users. You may find silly, boring, repetitive, or obscene material. On the other hand,
you may also find something useful or brilliant.
TERNET
Tech Tips
USI
The
brief
1
2
3
4
5
you need support to change your diet permanently, consider joining a diet
club or group such as Weight Watchers.
Gaining Weight
If you are underweight, you must increase your intake of calories to gain
weight. You can do this by eating larger portions or by adding some fat-
rich foods to your diet. It’s not recommended that you cut your level of
exercise unless it is extremely high. Remember, as you get older and your
level of activity decreases, it’s easier to put on weight and keep it on.
cont inues
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128 UNIT 3 Developing Your Physical Potential
FINDING INFORMATION ON THE INTERNET
There are two main ways of finding information on the Internet: by its address and by using a search engine.
By Address
If you know the Internet address of what you are looking for, you can use it to locate the information. Different
types of Internet addresses look different:
Type Example Description
E-mail Jsmith@abc.net Janelle Smith’s e-mail address
World Wide Web www.foodnetwork.com [note that
www stands for World Wide Web]
The Web site of the Food Network
Group rec.food.veg A group devoted to vegetarian diets
By Using a Search Engine
If you do not know the Internet address of what you are looking for, you can use a search engine, which
is a computerized index such as Google
Alta Vista
search engines
or phrase, and the search engine provides a list of Internet locations where they appear. If you are searching
for a phrase like unsaturated fat, enclose it in quotation marks (“unsaturated fat”) so the search engine will
look for the whole phrase rather than each word separately. The more specific you can be with key words and
phrases, the better the results of your search.
For example, using Google we did a search on “fats” and got more than 18 million “hits,” or Web pages,
with a reference to fats. To narrow the search, we added the words “unsaturated fats” to “fats.” This time
we got 302,000 hits. To narrow it even further, we added the words “trans fats” and got 53,800 hits. So, the
more, and the more specific, the key words, the fewer the results and the more on target they are.
Evaluating What You Find
Remember that anyone can post anything on the Web. The quality of the material you will find ranges from
the full text of authoritative encyclopedias to “get rich quick” schemes to biased opinions and rants. Be very
skeptical of what you find. Ask yourself:
■ Who is running this Web site?
■ What is its purpose?
■ Is it a commercial, educational, nonprofit, or government site?
■ How credible is the site?
F
T
B
If
t
B
If
is
A
s
o
f
l
p
w
w
m
E
R
t
s
Tech Tips (cont inued)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 129
EXPLORING THE INTERNET
1. Find some information related to the topics in this chapter. Visit these Web sites:
■
A Web site run by the U.S. Departments of Health and Human Services and the U.S. Department of
Agriculture includes links to the Dietary Guidelines for Americans. It also allows you to tailor your own diet
based on your sex, age, and level of physical activity using an interactive Food Guide Pyramid.
■
The American Heart Association provides lots of information on food and nutrition, including recipes.
■ http://nutrition.tufts.edu/
Tufts University provides links to research and publications on nutrition.
2. If you have e-mail, send a message to one of the authors. We’d love to get your suggestions for improving
this text.
■ rthroop@ec.rr.com
■ marioncastellucci@verizon.net
3. Find an Internet group on a particular food-related topic that interests you, such as cooking or chocolate.
You can search in the Groups section of Google or ask this group:
■ http://www.faqs.org
4. Use a search engine and try searching for these key words: nutrition, food groups, dietary guidelines, body
mass index, eating disorders, anorexia nervosa, bulimia.
Your Turn 5-5
EXPL
1. F
■
A
b
■
■
2. If
th
■
■
3. F
Y
■
4. U
m
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
130 UNIT 3 Developing Your Physical Potential
News & Views
EATING DISORDERS
“You can never be too rich or too thin.” So said the Duchess of
Windsor, but she was wrong. You can be too thin if you suffer from an
eating disorder.
In anorexia nervosa, a person loses weight until she is
15 percent or more under her ideal weight. In spite of being thin, she
thinks she is fat and continues to eat very little. Some people with
anorexia nervosa are so worried about food intake that they won’t
even lick an envelope flap because the glue may have a fraction of a
calorie. Between 5 and 10 percent of individuals with anorexia nervosa
die of starvation or complications of severe weight loss.
Another eating disorder is bulimia. A person with bulimia secretly
binges, eating huge amounts of high-calorie foods, and then purges,
either by vomiting or by using laxatives. People with bulimia may or
may not be underweight. Because they binge and purge in private,
their condition is easy to hide.
Both anorexia nervosa and bulimia are disorders whose victims
are almost all adolescent girls and young women. Some people
with the disorders may have a genetic predisposition to the disorders.
However, the incidence of these disorders is highest in weight-conscious
cultures such as those of the United States and Europe. In these cultures, the ideal of female beauty is
the ultra-thin high-fashion model. Images of thin, glamorous women are everywhere. Adolescent girls,
especially those with low self-belief, feel enormous pressure to look like the ideal. As a result, many go on
diets. Eventually, some lose control of their diets and develop anorexia nervosa or bulimia.
It’s important to realize that people who have eating disorders cannot consciously control their eating
habits. Instead, they need professional help. Both psychotherapy and drugs are used to treat the disorders.
Actress Mary-Kate Olsen has suffered
from an eating disorder.
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CHAPTER 5 Eating Well 131
Name DateDate
What’s Up?
Match the letter of the nutrient with the food that provides the best source of the nutrient.
1. Yogurt a. Water
2. Orange juice b. Fat
3. Chicken c. Complex carbohydrates
4. Whole wheat bread d. Protein
5. Vegetable oil e. Calcium and Vitamin D
Answer the following questions in the space provided.
6. Name the basic food groups and give an example of a food from each.
7. What types of foods do nutritionists think Americans should eat more of?
8. What types of foods do nutritionists think Americans should eat less of?
9. What does BMI stand for? What does it measure?
10. What two lifestyle changes would enable most Americans to lose weight?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
132 UNIT 3 Developing Your Physical Potential
Case Studies
The Case of the Man Who Dined Out
Since his work demands that he travel, Matt dines out regularly. When given a choice between a bagel
and scrambled eggs for breakfast, Matt chooses the eggs. At lunchtime, he orders a cheeseburger
instead of a salad. In the evening, he often chooses a steak and french fries instead of pasta with tomato
sauce. Since he does not snack between meals, Matt can’t understand why he is putting on weight.
1. What is wrong with Matt’s diet?
2. What can Matt do to lose the weight he has gained?
The Case of the Dinnerless Diet
Luisa wanted to lose about 10 pounds, and she decided the best way to do it was to skip dinner every
day. For breakfast she had a doughnut or muffin, and for lunch she ate a salad with dressing.
At dinnertime she fed her family but did not eat. By 8 or 9 P.M., however, Luisa was so hungry that she
had a snack of microwave popcorn or chips. Luisa maintained her level of physical activity—she went
dancing one evening a week. After a month, she found she had lost only one pound. Even worse, she
didn’t feel very well.
1. What is wrong with Luisa’s diet and eating patterns?
2. How can Luisa lose 10 pounds and still feel well?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 5 Eating Well 133
Journal
Answer the following journal questions.
1. What does food mean to you and your family? What foods reflect your family’s heritage?
2. Describe a food or beverage you love that’s not very healthy. How can you enjoy this food and still have a
healthy diet?
3. In this society, the ideal beautiful woman is slim and tall. Is this ideal healthy? How do you think this ideal
affects you?
4. What changes do you plan to make to your diet after reading this chapter?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
6 Staying Healthy
C H A P T E R
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
135
T ake a look in a mirror. Do you see a person with bright clear eyes and
skin, fit and attractive, with lots of energy? If you do, you are probably
already working hard at reaching your physical potential. But if that person in the
mirror looks less than glowing, don’t worry! There are many things you can do to
improve your health and feel better mentally as well as physically.
If you have ever felt sick, you know the value of good health. When you
are not feeling healthy, all aspects of your life suffer. You become unable to live up to
your emotional, intellectual, and social potential. All of you suffers—not just
your body.
What does it take to feel healthy and energetic? You have already learned
about the importance of eating a balanced diet in maintaining good health and
preventing disease (see Chapter 5). In this chapter, the focus shifts to other aspects
of health, and you will:
■ learn about the health benefits of different types of exercise and make an
exercise plan to improve your fitness;
■ learn about the importance of adequate and regular sleep;
■ discover the negative physical, emotional, and intellectual consequences of
abusing drugs; and
■ learn about preventing and treating sexually transmitted diseases.
Finally, you will explore health issues that interest you by reading and
responding to blogs on the Internet.
135
and
bably
son in the
can do to
u
live up to
ust
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lth and
her aspects
ake an
uences of
d
When she was born, Shawn Johnson flunked
the Apgar, a test of newborns’ vitality, with a
score of 0. She quickly rebounded, however,
and channeled her energy into gymnastics.
At age 15, Johnson was the All-Around World
Champion gymnast, and in 2008 she won
a gold medal and three silver medals at the
Beijing Olympics.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
136 UNIT 3 Developing Your Physical Potential
Exercise
Modern life, with cars, office work, computers, and TV, tends to make
“couch potatoes” of us all. For most of us, physical activity is not a natural
part of the daily routine. To be active, we must make a conscious decision
to exercise or play sports.
Why take the time to exercise? First, exercise increases the number of
calories we burn and helps us keep our weight under control. People who
exercise regularly look better because they have more muscle than fat.
They are stronger, more energetic, and more flexible. And perhaps most
important, people who are fit feel better about themselves, both physically
and mentally.
Becoming Fit
What is physical fitness? The President’s Council on Physical Fitness and
Sports suggests that physical fitness is the ability to carry out daily tasks
without tiring and with enough energy left to enjoy leisure activities and to
handle an emergency requiring physical exertion. Your own level of fitness is
determined to a great extent by your daily routine—your work or schooling,
your chores, your sports activities, and how much you walk in the course of
the day. To improve your normal level of fitness or to lose weight, you must
add physical activities, exercise, or sports to your daily life (see Figure 6–1).
There are several aspects to physical fitness. For example, a woman
who jogs regularly may have a heart and lungs in great condition, but she’s
not strong enough to carry a heavy suitcase more than five feet. That’s
because she lacks muscular strength and endurance in her upper body. A
person who is truly physically fit has good:
■ cardiorespiratory endurance—the ability to do moderately
strenuous activity over a period of time without overtaxing the heart
and lungs
■ muscular strength—the ability to exert force in a single try
“When you enjoy what you do,
you never get tired.”
DONALD TRUMP,
real estate developer
Ca
lo
ri
es
p
er
h
ou
r
600
500
400
300
200
100
0
W
alk
in
g
(3
.5
m
ph)
W
alk
in
g
(4
.5
m
ph)
Dan
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Hiki
ng
Bas
ke
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all
Aer
obics
Sw
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lap
s Biki
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(1
0+
m
ph)
Jo
ggin
g
(5
m
ph)
Lig
ht y
ar
d
work
Hea
vy
ya
rd
work
FIGURE 6–1
How much energy are you using?
This graph shows the average
number of calories burned during
an hour of various activities.
Note that the data are averages
for a 154-pound person. People
who weigh less will burn fewer
calories, and people who weigh
more will burn more calories.
Source: Data from U.S. Department of
Health and Human Services and U.S.
Department of Agriculture, Dietary
Guidelines for Americans, 2005,
Table 4, Calories/Hour Expended in
Common Physical Activities, p. 16.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 6 Staying Healthy 137
■ muscular endurance—the ability to repeat movements or to hold a
position for a long time without tiring
■ flexibility—the ability to move a joint through its full range of motion
■ body composition—the proportion of the body made of muscle
compared with fat
Different types of physical activities improve different aspects
of fitness. In general, activities involving continuous movement,
such as running, basketball, aerobic routines, and tennis, are best for
cardiorespiratory endurance and body composition (burning calories
and losing fat). Activities such as calisthenics, weight training, karate,
yoga, and stretching improve strength, endurance, and/or flexibility.
Aerobic Exercises Exercises that improve cardiorespiratory endurance are
called aerobic exercise. They work by gradually increasing the ability of the
heart and lungs to supply the body’s increased need for oxygen during the
activity. When you first start doing aerobic exercise, you may find yourself
out of breath and unable to continue. However, if you keep exercising,
gradually your body will adapt and your heart will become stronger,
increasing your body’s oxygen supply without greater effort. Aerobic
exercises, because they use large parts of the body, have the added advantage
of turning fat to muscle, which improves body composition.
Any type of exercise that involves continuous movement is aerobic.
■ Aerobic exercise routines consist of 20 or more
minutes of running, skipping, hopping, stepping,
boxing, jumping, sliding, stretching, and
bending, usually set to music. Low-impact
aerobics are designed for people who need to
minimize jarring their joints. Aerobic routines
can be done in exercise classes or at home using
exercise videos.
■ Fitness walking—walking at a brisk pace—is an
excellent aerobic activity. It has the advantage of
requiring no special equipment or skill, and it can be
done almost anywhere.
■ Jogging is a very popular aerobic exercise requiring
just a pair of good jogging sneakers. Joggers
sometimes develop leg problems because jogging is a
high-impact activity.
■ Swimming is often considered the best aerobic
activity because it exercises all the major muscle
groups in an environment— water—that cushions
impact.
■ Bicycling has aerobic benefits when done at a brisk
pace for long distances. In addition, it provides good
exercise for the lower body.
“There’s no easy way out. If there
were, I would have bought it. And
believe me, it would be one of my
favorite things!”
OPRAH WINFREY
on exercise, O Magazine
Aerobic exercise strengthens the heart and lungs. An aerobics
class is a good place to work out, but walking, running,
swimming, and biking are also good aerobic exercises.
(©
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138 UNIT 3 Developing Your Physical Potential
RATE YOUR LEVEL OF ACTIVITY
You can check your level of physical activity by rating how hard, how long, and how often you exercise. Circle your
score for each question.
1. How hard do you exercise in a typical session? Score
no change in pulse 0
little change in heart rate (slow walking, bowling, yoga) 1
small increase in heart rate and breathing (table tennis, active golf) 2
moderate increase in heart rate and breathing (rapid walking, dancing, easy swimming) 3
occasional heavy breathing and sweating (tennis, basketball, squash) 4
sustained heavy breathing and sweating (jogging, aerobics) 5
2. How long do you exercise at one session? Score
less than 5 minutes 0
5 to 14 minutes 1
15 to 29 minutes 2
30 to 44 minutes 3
45 to 59 minutes 4
60 minutes or more 5
3. How often do you exercise? Score
less than once a week 0
once a week 1
2 times a week 2
3 times a week 3
4 times a week 4
5 or more times a week 5
4. Now take your scores from each question above and multiply them: _____ � _____ � _____� �
________ Activity level Rate your activity level as follows:
Score Activity Level
less than 15 inactive
15–24 somewhat active
25–40 moderately active
41–60 active
over 60 very active
If your score is 41 or higher, you are active enough to enjoy a wide variety of physical activities. If your score is
less than 41, you should approach a change in your physical fitness program gradually and with caution. Anyone
who is starting a new or increased fitness program should check with his or her doctor first.
Your Turn 6-1
RATE
You can
score fo
1. H
n
li
s
m
o
s
2. H
le
5
1
3
4
6
3. H
le
o
2
3
4
5
4. N
_
S
le
1
2
4
o
If y
less tha
who is
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 6 Staying Healthy 139
■ Cross-country skiing provides excellent aerobic benefits. It is ideal
for those who live in areas with lots of snow for several months a
year.
■ Rowing a boat, paddling a canoe, or kayaking at a steady, brisk
speed provides good aerobic benefits.
■ Jumping rope for extended periods is an excellent aerobic activity,
although it can be hard on the joints.
Strength, Endurance, and Flexibility Exercises Although aerobic
exercise improves cardiorespiratory endurance and body composition, it
is not enough to promote all-around fitness. To improve muscle strength,
endurance, and flexibility, you need to do other forms of exercise as well.
Weight training and calisthenics are good for increasing muscle strength,
endurance, and flexibility, and yoga and stretching are good for flexibility.
Weight training is an exercise program in which you use weights or
resistance machines to improve strength, endurance, and flexibility. As your
body becomes stronger, you gradually increase the number of pounds you
are using and the number of repetitions. Weight training improves muscle
tone, bone density, and appearance. Older women, who are at risk for
osteoporosis, a weakening of the bones, can benefit from the increased bone
strength that results from weight lifting. And contrary to popular belief,
women can do weight training without developing “bulging”
muscles. (The muscles of male weight trainers and weight lifters
are the result primarily of a male hormone.) Weight training can
be done with barbells, dumbbells, or even household objects such
as canned foods. Many fitness centers have exercise machines that
can be used for weight training.
Calisthenics—exercises such as pushups and situps—are
especially good for increasing muscular endurance. Because the
exercises are repeated many times, the muscles become more
able to hold a position for a length of time or to repeat the same
motion many times. Calisthenics can be done at home or in an
exercise class.
For those seeking to promote flexibility, yoga is ideal. The
movements of yoga are slow and emphasize joint flexibility
and stretching, as well as mental relaxation.Yoga can be done
at home once the movements are learned or in an exercise class
under an instructor’s guidance.
Sports and Recreational Activities For those who can’t bring
themselves to exercise regularly—and for others as well—many
sports and recreational activities provide fitness benefits. And
sports and recreational activities have additional advantages.
We play them because they are fun. Many activities involve
interacting with people who share our interest. So the social
advantages of sports and activities can be as great as the
fitness advantages.
“Exercise and application produce
order in our affairs, health of body,
cheerfulness of mind, and these
make us precious to our friends.”
THOMAS JEFFERSON (1743–1826),
Third President of the United States
Weight training improves the strength of muscles. It also
strengthens bones, an important benefit for women, who
lose bone mass as they age.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
140 UNIT 3 Developing Your Physical Potential
News & Views
WHERE ARE U.S. RESIDENTS
PHYSICALLY ACTIVE?
We all know we should be physically active, but how many of us really are? The U.S. Centers for Disease
Control and state health departments wanted to know the answer to this question, so they conducted a
telephone survey to find out. People were asked about their leisure activities (such as sports and exercise),
their household chores (like gardening and vacuuming), and their transportation (for example, did they
drive, bike, or walk places). Those who reported moderate activity at least five days a week for
30 minutes a day, or intense activity at least three days a week for 20 minutes a day, were considered
physically active. The results showed that the states vary considerably in the percentage of people who are
physically active, as shown in this map.
If you are interested in finding out more about physical activity statistics where you live, go to
drop-down menu.
Source: U.S. Centers for Disease Control, Physical Activity Statistics, http://apps.nccd.cdc.gov/PASurveillance/StateSumV.asp,
accessed April 9, 2008.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 6 Staying Healthy 141
When you select a sport or activity, keep two
things in mind. First, choose activities you will enjoy
and to which you have easy access. And second,
choose activities that will give you a range of fitness
benefits. For example, bowling and golf may be fun,
but they won’t improve your physical fitness. On the
other hand, continuous-action sports like basketball
and handball provide excellent aerobic benefits.
Sticking to an Exercise Program
Many people start an exercise program with the best
intentions, and within several months they quit. To
avoid this fate and to make physical activity part of
your routine, follow these guidelines:
1. Choose a friend or relative, and make an
agreement with them to exercise. Be sure to
write it down.
2. Be specific. Write down the days you will
exercise, what you will do, and the number of
months you will do it.
3. Include rewards and punishments. Specify what you’ll do to earn a
reward and what will result in punishment—doing an unpleasant
chore, for example.
4. Get the person with whom you made the agreement to support
you. This will make it harder to skip sessions or quit.
Rest
Eating well and exercising are two components of maintaining good health. A
third essential component is adequate rest. More than 100 years ago, Thomas
Edison invented the lightbulb and radically changed people’s sleeping habits.
Whereas people used to sleep at night because doing anything else was
impractical, now it’s possible to ignore the body’s natural rhythms and stay
awake. The result? We sometimes get less rest than we need.
For people who think exercise is boring or too much work, playing
recreational sports is a way to stay fit.
“He who has health, has hope;
and he who has hope, has
everything.”
Arabian proverb
MAKE AN EXERCISE AGREEMENT
Use the four exercise program guidelines to draw up an exercise agreement with a friend or relative.
Your Turn 6-2
MAK
Use the
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
142 UNIT 3 Developing Your Physical Potential
Scientists have found that our bodies operate
according to circadian rhythms, an inner time clock
that roughly matches the 24-hour cycle of night
and day. Left to their own devices, most people go
to sleep when their body temperature is falling and
sleep seven to eight hours. If you go to bed when your
body temperature is at its peak, you tend to sleep
much longer—as much as 15 hours. So the time of
day you go to sleep, not how long you’ve been awake,
generally determines how long you sleep.
As a consequence, people with irregular
schedules often suffer from sleep problems. Airline
pilots, for example, who work long shifts and cross
time zones, often suffer fatigue. People whose sleep is irregular tend to
be fatigued, inefficient, and irritable.
To feel good and perform at your peak, regular sleep habits are essential.
If you are a poor sleeper, consider these suggestions to improve your sleep
habits:
■ Follow a regular schedule for sleeping and waking up, even on
weekends.
■ Exercise regularly.
■ Don’t eat or drink anything with caffeine after midday. Caffeine, a
stimulant found in coffee, tea, chocolate, cola, and energy drinks,
can keep you awake.
■ Before bedtime, do whatever relaxes you. Read, watch TV, listen to
music, or take a hot bath.
■ Avoid alcoholic beverages before bed. They may help you fall asleep,
but they interfere with your staying asleep.
■ Don’t worry about not sleeping. If you can’t sleep, get up and do
something boring until you feel sleepy.
Drug Abuse
In this unit, we’ve discussed things that help maintain your health: good
food, exercise, and rest, all of which contribute to your physical and
mental well-being. Unfortunately, many Americans misuse drugs, which
are chemical substances that create a physical, mental, emotional, or
behavioral change in the user. Some drugs, of course, are used properly
as prescription medicines under the care of a doctor. But others, such as
alcohol, nicotine, cocaine, and methamphetamine, are misused. Drug
abuse is the nonmedicinal use of a drug, which results in physical,
emotional, or mental harm to the user.
Why do people take drugs? People try drugs for the pleasure
they bring, to feel better, to escape from problems, to experience
“[Sleep is] the golden chain
that ties health and our bodies
together.”
THOMAS DEKKER (1572–1632),
English writer
“The basic thing nobody asks is,
why do people take drugs of any
sort?”
JOHN LENNON (1940–1980),
one of the Beatles
Sleeping at different times of the day can make people tired and
irritable. Shift workers with irregular schedules often have sleep
problems.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 6 Staying Healthy 143
something new, or to be sociable. The reasons people try a drug are
usually very different from the reasons they continue to use it. Most
drug abusers suffer from poor self-belief and lack of confidence. They
use drugs to bolster their feelings about themselves. Unfortunately,
drug abusers become dependent on the drugs they take. The
dependence may be physical: The body needs the drug to function.
Or it may be psychological: The user believes he or she needs
the drug to function or even to survive. Often the dependence
is both physical and psychological, and breaking the habit is
extremely difficult.
Unfortunately, the harm done by drug abusers is not limited to
themselves. Because they are unable to function well in daily life, drug
abusers often damage their relationships with family, friends, coworkers,
and employers. Drug abuse does social and economic harm, as well as
physical and psychological harm.
You may think of drug abusers as those who use illegal drugs. But
many drug abusers misuse legal substances such as alcohol, nicotine (in
cigarettes), and prescription drugs.
Alcohol
One of the most abused drugs in the United States is alcohol. About
9.6 percent of American adults are heavy drinkers.1 (For men, “heavy
WHAT KIND OF SLEEPER ARE YOU?
People have different sleep patterns. Answer the following questions to establish your sleep profile.
1. How long do you normally sleep each night?______
If you regularly sleep less than six hours a night, you are a short sleeper. If you regularly sleep more than nine
hours a night, you’re a long sleeper. People who sleep between six and nine hours a night are average sleepers.
2. Some people need different amounts of sleep for weeks at a time during different periods of their lives.
Moving, ending a relationship, other stressful events, illness, or pregnancy may cause them to sleep more. Do
you need more sleep at different periods in your life?____
If you answered yes, you are variable sleeper.
3. Do you sleep through disturbances such as loud music, thunderstorms, babies crying, car alarms, and
slammed doors?_____
If you said yes, you are a sound sleeper. If you said no, you are a light sleeper.
Your Turn 6-3
WHA
People
1. H
If
h
2. S
M
y
If
3. D
s
If
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
144 UNIT 3 Developing Your Physical Potential
drinking” means more than two drinks per day; for women, more than
one drink per day.) More than 30 percent of heavy drinkers admit to
binge drinking— having five or more drinks in a row, four or more for
women—at least once in the previous year. Among college students,
binge drinking is even more widespread—44 percent of college
students overall.2
Alcohol is a depressant, a drug that decreases brain activity and
lowers blood pressure. The effects of alcohol vary. Some people become
outgoing, silly, or aggressive. Others become quiet. But large amounts of
alcohol dull sensation and harm judgment, memory, and coordination,
eventually causing unconsciousness. When alcohol is taken in large
quantities or mixed with other drugs, it can be
deadly.
Moderate social drinking, like having a glass
of wine or beer with a meal, is not a problem
for most people. But alcohol consumption
becomes a problem when it interferes with a
person’s functioning in school, on the job, or in
relationships.
For students, heavy alcohol use, especially
binge drinking, is linked to poor academic
performance and lower grades. In addition,
heavy alcohol use is associated with other
problems: death and injury from drunk driving,
sexual assaults, unplanned and unsafe sex, and
vandalism. About 1,700 college students die each
year from alcohol-related causes, including alcohol
poisoning and car crashes.3
Considering all these dangers, why do people drink? In part, the answer
is that the use of alcohol is deeply ingrained in our society. Alcohol has been
part of many cultures and religions for years. It is served at social occasions,
and many people can enjoy it in moderation. On college campuses, drinking
alcohol is a large part of the social scene. Since alcohol is everywhere, each of
us needs to monitor our own consumption. Some people should not drink
at all, and everyone should be moderate.
Alcohol abusers who have tried to stop drinking have found the
most success with support groups like Alcoholics Anonymous. AA, as it
is known, gets drinkers to focus on their problems, abstain totally from
alcohol, and draw on the support of other recovering alcoholics, using a
12-step program.
Nicotine
Cigarettes, cigars, and other forms of tobacco contain nicotine, a
stimulant. A stimulant is a drug that increases brain activity and other
body functions. Stimulants (like nicotine and caffeine) make the user
feel more awake. Nicotine stimulates the heart and nervous system,
Alcohol is a leading cause of traffic accidents and deaths. A police officer
is giving a driver a Breathalyzer test to see whether he has more than the
legal limit of alcohol in his blood.
(©
A
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x F
ar
ns
w
or
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/T
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Im
ag
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)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 6 Staying Healthy 145
raising blood pressure and making the heart beat faster. People who
smoke become addicted to nicotine. Studies have shown that, on
average, teenage girls become addicted in about three weeks; teenage
boys in less than six months. Adults who have not previously smoked
become addicted in about two years.5 When smokers try to give up
smoking, they experience irritability, headaches, anxiety, depression, and
nicotine cravings.
People who smoke for years may experience even worse effects.
The life expectancy of smokers is shorter than that of nonsmokers. On
average, adults who smoke live 14 fewer years than those who don’t smoke.
Smoking is the major cause of death from cancer of the lungs, throat,
and mouth. It contributes to heart disease and respiratory problems.
And breathing the smoke of others can affect the health of nonsmokers.
According to the Centers for Disease Control and Prevention, each year
about 438,000 Americans die prematurely as a result of smoking.6
The health risks associated with smoking have caused a gradual
change in the public’s attitude toward smoking. Smoking was once
DO YOU HAVE A PROBLEM WITH ALCOHOL?
You can take this self-test4 to see if you have a problem with alcohol.
1. Have you missed classes because of a hangover? _____
2. Have you gotten into fights or other trouble because of your drinking? _____
3. Do you routinely binge drink? _____
4. Have you ever been unable to account for a period of time after you had been drinking? _____
5. Have you had sexual experiences after drinking that you later felt bad about? _____
6. Have you decided to cut down on your drinking and found out that you could not? _____
7. Have you been angered by the criticism of others about your drinking? _____
If you answered yes to any one of these questions, you should evaluate how much you are drinking, how
often, and the effect that drinking is having on you. One yes also indicates that you should probably reduce
the quantity of alcohol you consume. Two or more yes answers indicate you should reduce or stop your alcohol
consumption; if you can’t do this on your own, you may need counseling or other help to do so.
Your Turn 6-4
DO Y
You can
1. H
2. H
3. D
4. H
5. H
6. H
7. H
If y
often, a
the qua
consum
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
146 UNIT 3 Developing Your Physical Potential
widely accepted socially and considered to be a mark
of adulthood. In fact, about 42 percent of Americans
smoked in 1965. Today, smoking is banned in many
government buildings, business offices, schools, and
airplanes. Restaurants often ban smoking altogether
or have smoking sections to accommodate smokers.
As a result, smoking is on the decline, except among
teenagers, although about 21.8 percent of adult
Americans still smoke.7
Most people who quit smoking do it on their own.
Others try counseling, behavior modification programs
like Smoke Enders, nicotine patches, or hypnosis.
The success rate of such programs is low. Health
professionals emphasize that not starting to smoke is far
easier than stopping.
Other Drugs
Misusing any drug, including prescription and over-the-
counter drugs, can cause problems. For example, a side
effect of taking anti-histamines for allergies is sleepiness.
Thus driving a car or operating machinery while taking
antihistamines is dangerous. Prescription medicines
and over-the-counter preparations should be taken as
directed.
When you take illegal drugs, your exposure to risk
increases. First, you don’t know what you’re actually
buying when you buy drugs on the street. Second, you are subject to arrest
for possession of illegal substances. And third, the long-term effects of
some drugs are still unknown. Some of the more common abused drugs
are briefly discussed following.
Marijuana Marijuana is the most widely used illegal drug. Street terms
for marijuana include “grass,” “pot,” “weed,” “ganja,” and “herb.” In some
states, it is legal for doctors to prescribe marijuana to relieve symptoms
such as the nausea of chemotherapy; however, the medicinal use of
marijuana is highly controversial.
Marijuana creates mild feelings of pleasure, slows thinking and reaction
time, distorts perceptions, and upsets balance and coordination. Like
alcohol, it harms the coordination and reaction time needed to drive a car or
operate machinery. Long-term use of marijuana has many negative effects.
Because it is usually smoked, it harms the lungs and causes respiratory
problems. Marijuana interferes with the process of forming memories,
an effect that continues beyond the period of smoking; therefore, using
marijuana interferes with a person’s ability to learn.
Cocaine Cocaine, a stimulant, acts on the brain to produce a brief rush
of happiness and excitement. As the dose wears off, feelings of panic,
depression, and anxiety set in. Cocaine can be sniffed, injected, or smoked,
“If we burn ourselves out with
drugs or alcohol, we won’t have
long to go in this business.”
JOHN BELUSHI (1949–1982),
comedian and actor who died of a
drug overdose
Ads linking smoking to respiratory diseases and death have helped
reduce the percentage of Americans who smoke.
(©
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)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 6 Staying Healthy 147
WHATEVER IT TAKES
Tom Coderre
By the time he was 30, Tom Coderre
seemed to have everything. He had a
supportive family and many friends. He had
a good job heading a nonprofit agency. He
had a love of politics and an elected seat
in the Rhode Island State Senate. As he has
said, “On the outside, everything about this
man’s life looked perfect.”
However, all was not as it seemed, as
his friends and family were well aware and
his colleagues were soon to find out. For
years, Coderre had been drinking heavily to
cope with stress. His friends thought he had
a problem with alcohol, but Coderre thought
he could handle it. Then a friend gave him
some crack cocaine, and he began to smoke
it regularly. Still, he thought he could smoke
crack and continue his normal life, just as he
had done with alcohol. Instead, his craving
for crack intensified until everything else
became secondary.
Within three years, Coderre’s life fell
apart. He pushed his family and friends
away when they tried to help him overcome
his addiction. He lost his job, his seat in the
senate, and his apartment. He lost his love
of life and became hopeless.
Eventually, Coderre tried overcoming
his addiction at several treatment centers,
but he failed at all of them. He tried
shaking his addiction at his parents’ house
with outpatient therapy, but that didn’t
work, either. Finally, he was arrested for
possession of cocaine and ordered into yet
another treatment center. When he skipped
out on that and was rearrested, the judge
put him in jail until a bed opened up at
a treatment center that he would not be
able to leave. “If I hadn’t been arrested
for possession of a controlled substance
in my home city, I don’t know if I’d be here
today,” says Coderre.
Coderre spent more than five months
at the treatment center, and then moved
into a long-term recovery house with other
former drug abusers. He lived there for
two years, went back to college to finish
his degree, started working again, all the
while attending support meetings with
other recovering people. Coderre attributes
his recovery to the help he received
from friends, family, and social service
organizations like Faces and Voices of
Recovery. “When people get the help they
need, they recover,” Coderre explains. Today,
as the national field director for Faces and
Voices of Recovery, Coderre’s job is to help
build recovery resources around the country
to give others the opportunity to overcome
addiction, as he did.
Sources: Testimony of Tom Coderre before the
California Select Committee on Alcohol and Drug
Abuse, Jan. 10, 2008,
accessed April 8, 2008; Jennifer Levitz, “Out of
Darkness,” Providence Journal, Dec. 11, 2005,
“About Tom Coderre,” Faces & Voices of Recovery
Web site,
April 9, 2008.
WH
supp
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said,
man
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148 UNIT 3 Developing Your Physical Potential
and is also called “coke,” “blow,” and “nose candy.” Crack, sometimes
called “tornado,” is a powerful form of cocaine. Because crack is smoked, it
enters the bloodstream quickly and in higher concentrations. It is difficult
to estimate a dose of crack, so users sometimes overdose, suffering
convulsions, cardiac arrest, coma, and death.
Users of cocaine become extremely dependent on it. Some experts
call it the most addictive drug of all. The long-term use of cocaine often
leads to emotional disturbances, paranoia, fear, nervousness, insomnia,
and weight loss. Many people become unable to function normally at
work or with their families. Their lives are focused on getting and using
the drug.
Methamphetamine Methamphetamine, known popularly as “crystal
meth,” “meth,” “ice,” and “Tina,” is a highly addictive stimulant. It can be
smoked, snorted, injected, or taken orally. In the short term, meth users
feel a brief intense rush, increased energy, and decreased appetite. In the
long term, people addicted to meth can develop many problems, including
anxiety, insomnia, and mood disturbances. Some develop psychotic
symptoms such as paranoia (a feeling that others are out to get you),
hallucinations (seeing and hearing things that aren’t there), and delusions
(sensations such as insects crawling under the skin).
Barbiturates and Benzodiazepines Barbiturates (barbs, reds, and
yellows) and benzodiazepines (tranquilizers, tranks, downers, sleeping
pills,Valium) are depressants. They slow the activity of the nervous and
cardiovascular systems, making people calm down and feel relaxed and
sleepy. When barbiturates and tranquilizers are taken with alcohol, they
can cause death.
Different types of barbiturates and benzodiazepines create different
levels of physical and psychological dependence. Users who stop taking
them experience tremors, nausea, cramps, and vomiting.
Club Drugs The phrase club drugs refers to a variety of drugs used by
young adults at parties, clubs, raves, and bars. The most common club
drugs are MDMA (ecstasy, X); GHB (G, grievous bodily harm); Rohypnol
(roofies); and ketamine (K, special K). These drugs have a variety of
effects, which are summarized in Table 6–1. The club drugs are even more
harmful when taken in combination with alcohol.
Some club drugs are colorless, odorless, and tasteless. They can easily
be slipped into a drink in order to intoxicate or sedate other people. In
recent years there have been reports of club drugs being used to commit
date rapes and other sexual assaults. Women should get their own drinks
at parties and keep an eye on them so they can’t be tampered with.
Steroids Anabolic steroid is a synthetic form of the male hormone,
testosterone. Because the drug increases the body’s ability to turn protein
into muscle, steroids are popular among athletes and others who wish to
improve their athletic performance and appearance.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 6 Staying Healthy 149
Experts say that steroid users face side effects and risks that are not fully
understood. Women risk changes in their sexual characteristics, including
shrinking of the breasts, growth of body hair, baldness, and a deepened voice.
Some men suffer high blood pressure, lowered sperm counts, and acute acne.
In addition, steroids seem to be as addictive as alcohol or nicotine.
Heroin Heroin is a depressant that makes its user feel happy, safe, and
peaceful. It is physically addictive, and users need greater amounts of it
as they become tolerant of its effects. An overdose of heroin is deadly.
In addition, since addicts inject the drug, they are at risk of contracting
diseases such as hepatitis and HIV from shared needles.
When users stop taking heroin, they experience agonizing symptoms
including nausea, shaking, chills, vomiting, and pain. Stopping the
TABLE 6–1 The Most Common Club Drugs
Drug Form Short-Term Effects
Potential Health
Effects
MDMA
Ecstasy, XTC, E, X, go,
hug drug, disco biscuit
Tablet or capsule ■ Stimulant: increased heart rate,
blood pressure; feelings of alertness
and energy; mild hallucinogenic
effects
Depression, sleep problems,
anxiety, impaired memory
and learning
■ In high doses, can lead to high body
temperature, dehydration, and death
GHB G,
grievous bodily harm,
goop, max, soap, juice,
liquid ecstasy, fantasy
■ Clear liquid, white
powder, tablet, or
capsule
■ Depressant: reduced heart rate,
blood pressure; reduced pain and
anxiety; feeling of relaxation and
well-being; reduced inhibitions
Unknown
■ Often made in home
laboratories
■ In high doses, can lead to
drowsiness, loss of consciousness,
coma, and death
■ Used as a date rape drug
Ketamine
K, special K, kettle
mine, cat Valium, jet,
super acid
■ Liquid for injection,
powder for snorting
or smoking
■ Used legally as an
anesthetic, usually
for animals
■ Depressant: hallucinations; poor
judgment; poor coordination
■ In high doses, can cause delirium,
amnesia, depression, respiratory
problems, heart rate abnormalities,
and death
Memory loss; numbness;
nausea and vomiting
Rohypnol
Roofies, roaches,
forget-me drug,
Mexican valium
■ Pill or powder ■ Depressant: reduced heart rate,
blood pressure; reduced pain and
anxiety; feeling of relaxation and
well-being; reduced inhibitions
Loss of memory for period
while under the effects of
the drug
■ Used legally in Europe
as a sleeping pill
■ Visual and digestive disturbances;
urine retention
■ Used as a date rape drug
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
150 UNIT 3 Developing Your Physical Potential
psychological dependence on heroin is even more difficult,
because addicts have poor self-belief and rely on the drug to escape
from reality.
Treating Drug Abuse
Although weaning drug abusers from their physical dependence on
drugs can be difficult, it is easier than overcoming their psychological
dependence. Typical drug abusers have negative self-belief, low self-
confidence, and a feeling of helplessness. Drugs are a way to escape this
bleak outlook on life. Unless the underlying attitudes of the abuser change,
he or she is likely to return to the use of the drug. Recovering from drug
addiction is a long-term process with three stages (see Figure 6–2):
Stage 1: Wanting to stop. Motivation is the key during stage 1.
People wanting to stop drug use must learn to trust, love, and respect
themselves.
Stage 2: Stopping. During this stage it is critical for users to distance
themselves from the drug. That may mean distancing themselves from
the people and circumstances associated with drug use.
Stage 3: Staying stopped. During the recovery period, a support
group is essential. Support groups meet all over the country to help
recovered drug users stay off drugs.
If you or someone you know needs treatment for drug or alcohol
abuse, you can call the Center for Substance Abuse Treatment (CSAT),
a division of the U.S. Department of Health and Human Services. Their
hotline number is 1-800-662-HELP, and they offer assistance in English
and Spanish. The CSAT hotline will refer you to drug treatment programs
and counselors in your area. You can also find local treatment programs
on their Web site,
Sexually Transmitted Diseases
Protecting yourself against sexually transmitted diseases (STDs) is a
commonsense way to maintain your good health. These diseases are
widespread; they are not limited to specific groups in the population. By
one estimate, there are 19 million new infections each year, almost half
Stage 1
WANTING TO STOP
Motivation is the key
Stage 2
STOPPING
Putting distance
between you and the
drug is critical
Stage 3
STAYING STOPPED
A support group
is essential
FIGURE 6–2
Recovering from drug abuse
is a three-stage process: (1)
wanting to stop, (2) stopping,
and (3) staying stopped. The
third stage is often the most
difficult.
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CHAPTER 6 Staying Healthy 151
of them among young adults.8 The most common STDs are gonorrhea,
chlamydia, and genital herpes.
Gonorrhea is an infection of the genital mucous membranes. In men,
symptoms are painful urination with a discharge of pus. In women, the
symptoms are often mild or undetectable. Untreated gonorrhea can lead to
sterility in both sexes. Fortunately, gonorrhea can be cured with antibiotics.
Chlamydia is an infection of the genital and urinary tracts. It is
the most common of the STDs, and its symptoms are similar to those
of gonorrhea, although milder. Three-quarters of infected women and
half of infected men have no symptoms. Chlamydia can be treated with
antibiotics. If it is left untreated, it can cause severe pelvic inflammatory
disease in women and sterility in both women and men.
Genital herpes is caused by a virus similar to the one that causes cold
sores and fever blisters. The first symptoms are a tingling in the genital
area and small, sometimes itchy, blisters. Genital herpes flares up and dies
down periodically, and stress seems to aggravate the condition. Although
it cannot be cured, there are drugs that can control the symptoms and
reduce the number of relapses.
Syphilis is a highly infectious STD caused by a bacterium. The first
symptom is a small hard sore in the genital area, mouth, or anus. By the
time this symptom has appeared, the syphilis infection has already spread
to the blood. If left untreated, early-stage syphilis causes fever, sore throat,
headache, and sores.The disease then seems to disappear, sometimes for
years. In the final stage, blindness, paralysis, insanity, and death can result.
Syphilis can be treated with antibiotics, but any damage that has already
occurred cannot be reversed.
HIV-AIDS (acquired immune deficiency syndrome) is a group of
diseases or conditions resulting from the gradual destruction of a person’s
immune system. A person infected with the human immuno-deficiency
virus (HIV) gradually loses immune system cells and so becomes unable
to fight off infection and disease. The time between infection with HIV
and the onset of AIDS can vary considerably, from one or two years
to over two decades, with the average being seven years. Drugs now
enable people with HIV to keep their immune cell counts high for years.
Although AIDS is usually transmitted sexually, it can also be transmitted
through contact with blood (by sharing needles among drug abusers or by
accident) or passed from an infected mother to her baby.
If you think you have a sexually transmitted disease, see a doctor or
go to a clinic immediately. Pregnant women with a history of sexually
transmitted disease should inform their doctor, since some diseases are
passed from mother to child. The best strategy for dealing with sexually
transmitted disease is prevention. The spread of these diseases can be
prevented through celibacy or by practicing “safe sex” using
latex condoms. Note that condoms do not provide complete protection
from all STDs.
“Don’t blog what you don’t
own.”
LISA WILLIAMS,
author of Bloggers in Love
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152 UNIT 3 Developing Your Physical Potential
EXPLORING BLOGS
A blog is a Web site on which people post items of information or opinion—the online equivalent of a journal.
On a blog, which is short for “Web log,” items are usually displayed in reverse chronological order, the most
recent posting first. The items posted to a blog can be text, images, videos, links to other Web pages, or any
combination of material. On most blogs, readers can respond by leaving postings of their own.
There are several broad categories of blogs.
■ Personal blogs are about the blogger’s private life or interests. They are essentially online diaries or
commentaries that anyone can read. Very few personal blogs are widely read or become widely known.
■ Topic blogs focus on a subject or issue, such as politics, sports, travel, health, music, technology,
entertainment, or law. Some topic blogs have become very well known and influential. For example,
TechCrunch focuses on Internet products and companies; the Huffington Post is a political blog with a
liberal slant; Red State is another political blog, but with a conservative point of view; and Boing Boing
is a cultural oddities blog.
■ Corporate blogs are blogs run by businesses. Their purpose is to market the business’s products,
provide good public relations, and increase customer loyalty. Many large corporations, including
McDonald’s and Dell, operate their own blogs.
Occasionally, bloggers have gotten in trouble for items they have posted. For example, flight attendant
Ellen Simonetti was fired by Delta Air Lines for “inappropriate” comments and photographs of herself in her
Delta uniform. Mark Cuban, who owns the Dallas Mavericks, was fined by the NBA for criticizing NBA officials
on his blog. In other nations with limits on free speech, bloggers have been imprisoned for their comments.
However, these incidents are the exceptions; there are more than 100 million blogs on the Web today. To find
a blog on a topic that interests you, you can use a blog search engine such as Technorati (www.technorati.com).
OGS
Tech Tips
EXP
A bl
On a
rece
com
Ellen
Delt
on h
a blo
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CHAPTER 6 Staying Healthy 153
SEARCHING THE BLOGOSPHERE
Using a blog search engine such as Technorati (www.technorati.com), search for and read blogs on the following
topics. Add your own comments to each blog, if you wish. Record each blog’s name and URL and briefly describe it
in the space provided.
1. Health and fitness
Name of blog___________________________URL___________________
Description _________________________________________________
2. Sleep and/or dreams
Name of blog___________________________URL___________________
Description _________________________________________________
3. Substance abuse and recovery
Name of blog___________________________URL___________________
Description _________________________________________________
4. Sexually transmitted diseases
Name of blog___________________________URL___________________
Description _________________________________________________
5. A topic of your own choice
Name of blog___________________________URL___________________
Description _________________________________________________
Your Turn 6-5
SEAR
Using a
topics. A
in the s
1. H
N
D
2. S
N
D
3. S
N
D
4. S
N
D
5. A
N
D
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154
Name Date
What’s Up?
UNIT 3 Developing Your Physical Potential
1. List and briefly describe five aspects of physical fitness.
2. What are the benefits of aerobic exercise?
3. What are the benefits of weight training, calisthenics, and stretching?
4. What are the results of irregular sleep habits?
5. What is drug abuse?
continues
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155
Name Date
CHAPTER 6 Staying Healthy
6. What is the difference between a stimulant and a depressant? Give an example of each.
7. Describe some of the long-term effects of nicotine.
8. What are the effects of drinking alcohol?
9. Describe the three stages in the process of recovering from drug abuse.
10. How can sexually transmitted diseases be prevented?
What’s Up? continued
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156
Case Studies
UNIT 3 Developing Your Physical Potential
The Case of the Breathless Weight Trainer
Gabe worked out with weights and was proud of the way he looked. He felt strong and able to take
on anything. One weekend, his friend Sula asked him to help her move. Sula’s new apartment was in
a building with no elevator, and Gabe had to carry Sula’s furniture and other things up three flights of
stairs. He was up and down the stairs all morning, and to his surprise, he was out of breath and needed
frequent rests. Lifting the furniture was no problem, but the stairs were wearing him out.
1. How would you rate Gabe on the five aspects of physical fitness?
2. Suggest an exercise program that would help Gabe develop all-around physical fitness.
The Case of the “Social” Drinker
Each weekend, Tessa goes out with friends and has four or five drinks. Although she binge drinks, she
never feels sick or hungover. After a while, Tessa starts to have a drink each evening before dinner, just
enough to make her feel relaxed. One day when she ran out of wine and beer, she became anxious—so
anxious she immediately went out to buy more. Tessa thinks of herself as a “social” drinker—someone
who drinks a little with friends to relax.
1. Do you agree with Tessa that she is a social drinker? Why or why not?
2. Does Tessa have a problem with alcohol? Explain your answer.
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157
Journal
CHAPTER 6 Staying Healthy
Answer the following journal questions.
1. What sport or type of exercise do you enjoy the most? What fitness benefits do you gain as a result of this
activity?
2. How can you improve your sleep habits to get more rest?
3. Describe someone you know who abuses drugs. What problems does this person—and the people around him
or her—have as a result? What approach might help this person get off drugs?
4. Describe your ideal of perfect fitness and health.
5. Does the idea of having your own blog appeal to you? Why or why not? If you did start a blog, what would it
be about?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
U N I T
4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
159159
Developing Your
Social Potential
So far you have explored your emotional, intellectual, and physical potential—all aspects of the
inner you. In the next five chapters, you will turn your attention outward and work on your social
potential. You will learn how to be a more effective communicator, improve your listening and speaking
skills, and develop your ability to get along with other people, both one-on-one and in groups.
CHAPTER 7 COMMUNICATING
EFFECTIVELY
In this chapter, you will be . . .
. . . developing your self belief:
• I will remember that “the quality of your life is
the quality of your communication.”
. . . reframing your thoughts:
• I will become more aware of the meaning of
nonverbal communication in various cultures.
• I will overcome mental and emotional barriers
to good communication.
• I will analyze my communications with others in
terms of communication styles.
. . . setting goals:
• I will improve my rapport with at least one
fellow student or colleague.
. . . envisioning a compelling future:
• I will enjoy better relationships with others.
. . . achieving personal mastery:
• I will succeed in my personal and professional
life by being a more effective communicator.
CHAPTER 8 IMPROVING YOUR
LISTENING SKILLS
In this chapter, you will be . . .
. . . developing your self belief:
• I will be open to changing my beliefs, attitudes,
and feelings by carefully listening to others.
. . . reframing your thoughts:
• I will pay attention to what others are saying
rather than to my own thoughts.
• I will interpret nonverbal cues in order to better
understand spoken messages.
. . . setting goals:
• I will sit up front in classes so I can better
see and hear classroom discussions.
. . . envisioning a compelling future:
• I will do better in my courses by listening
and responding more effectively in class.
. . . achieving personal mastery:
• I will improve all my relationships by
actively listening to others.
CHAPTER 9 IMPROVING YOUR
SPEAKING SKILLS
In this chapter, you will be . . .
. . . developing your self belief:
• I will be aware that the way I speak is an
expression of my personality.
. . . reframing your thoughts:
• I will pay attention to other people when I
converse with them.
• I will establish a positive atmosphere by mir-
roring the communication style of others.
. . . setting goals:
• I will use Standard English in academic, busi-
ness, and other public speaking situations.
• I will improve at least one of my voice qualities.
. . . envisioning a compelling future:
• I will become an effective public speaker.
. . . achieving personal mastery:
• I will be able to express myself effectively in
conversations and in groups.
CHAPTER 10 GETTING ALONG
WITH OTHERS
In this chapter, you will be . . .
. . . developing your self belief:
• I will remember that when I believe in
myself, it is easy to believe in other people.
. . . reframing your thoughts:
• I will balance my own needs with those of others.
159159
s of the
your social
d speaking
.
• I will be open rather than defensive in order to
be able to change and grow.
. . . setting goals:
• I will use anger management techniques to
defuse my next conflict with a friend.
• I will resolve the conflict rather than let it
continue.
. . . envisioning a compelling future:
• I will have happier, more satisfying rela-
tionships in all areas of my life.
. . . achieving personal mastery:
• I will more easily reach my goals by getting
along well with others.
CHAPTER 11 FUNCTIONING
IN GROUPS
In this chapter, you will be . . .
. . . developing your self belief:
• I will improve my self-belief by contributing
to the efforts of worthwhile groups.
. . . reframing your thoughts:
• I will resist conforming when doing so runs
counter to my beliefs and values.
• I will analyze the goals, roles, and norms of
the groups to which I belong.
. . . setting goals:
• I will participate more actively in at least
one group.
• I will take a leadership role in at least one group.
. . . envisioning a compelling future:
• I will imagine what an effective group of
people can accomplish when they work
together on a common goal.
. . . achieving personal mastery:
• I will reach my social potential in part by func-
tioning well as a group member and leader.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
7 Communicating
Effectively
C H A P T E R
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Oprah Winfrey’s communication skills have
played a large role in her success. Early in her
career, she became the host of a morning TV
talk show in Chicago. A year later, the show
was renamed for her and went national. The
Oprah Winfrey Show is now just part of the
Oprah media empire, which also includes
magazines, films, and other TV shows.
161
A t six months, a baby cries, laughs, smiles, makes faces, and waves his or
her arms and legs to communicate. As babies grow into children, they
acquire more communication skills. They speak and listen, they learn to read and
write, and the quality of their communication improves. As children mature and
become adults, they become even more effective communicators, and their ability
to get along with others, as well as their own sense of well-being, improves.
Even though most of us developed communication skills without giving them
a thought, we should not take communication for granted. Good communication
is the basis of our social potential. Without it, each of us would live dreary lives
in isolation. It’s no accident that solitary confinement is one of the harshest
punishments in prison. We need other people, and our connections to others are
forged by communication.
Yet because we learned how to communicate gradually, as we grew up, most
of us have never thought much about this valuable skill. For example, have
you ever considered the difference between communicating in your private
life and communicating on the job? When you communicate at home, the
communications belong to you. However, when you communicate on the job,
your communications belong only partly to you. Your communications also
belong to your employer. On the job, the written and oral messages you create
represent not only you but also your employer. Thus you can see that although
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162 UNIT 4 Developing Your Social Potential162
communication is an everyday matter, the quality of your communication
is extremely important for your success in all areas of life. In fact, good
communication skills are so important for reaching your potential that
there are three chapters on communication in this book. In this chapter
you will:
■ learn the basic components and processes of communication;
■ discover that nonverbal communication varies from culture to
culture;
■ learn about the problems we face when we communicate;
■ explore different communication styles; and
■ improve the effectiveness of your communication skills by
improving your rapport with other people.
Finally, you’ll learn how to use e-mail as an effective communication
tool.
What Is Communication?
Communication is the exchange of messages. Messages can be verbal,
using spoken or written words, or they can be nonverbal, using symbols,
gestures, expressions, and body language. For communication to take
place, there must be a sender, a person who transmits the message. There
must also be a receiver, a person who receives the message. Effective
communication occurs when the sender and the receiver have the same
understanding of the message (see Figure 7–1).
“ The level of success that you
experience in life, the happiness,
joy, love, external rewards,
and impact that you create
is the direct result of how
you communicate to yourself
and to others. The quality of
your life is the quality of your
communication.”
ANTHONY ROBBINS,
motivational writer
Message
Feedback
Sender Receiver
FIGURE 7–1
The communication process: The sender transmits a message, the receiver gets the message, and the receiver sends another message—
the feedback—to the sender, and the process starts again.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 163
The three basic components of communication—
sender, receiver, and message—can be combined in
two basic patterns for the communication process.
The first is one-way communication, and the second is
two-way communication.
■ In one-way communication, the sender
transmits a message, the receiver gets it, and
the process is complete. When a company
sends you a product catalog, and you look at
it and throw it away, one-way communication
has taken place. Another example of one-way
communication occurs when your instructor tells
you the next assignment and you write it down
and leave the classroom.
■ In two-way communication, the sender
transmits a message, the receiver gets it, and the
receiver responds with another message. Sender
and receiver alternate roles, giving one another
feedback. Conversations and correspondence are
examples of two-way communication.
One-way communication has the advantage of
being fast. It also maintains the speaker’s authority,
since no feedback—either negative or positive—is
expected of the listener. For example, in the armed
forces, one-way communication is used to transmit
orders and maintain the authority of rank. But one-
way communication is far less effective than two-
way communication. In one-way communication,
the speaker has no way of determining whether
the receiver has received the correct message,
because there is no feedback. In contrast, two-way
communication provides an opportunity for both
parties to correct mistakes and misunderstandings.
Both one-way and two-way communication can take place in many
types of situations and between different types of senders and receivers. Both
patterns can take place between two people, between one person and a small
group, between one person and a large group, and even between groups.
Table 7–1 shows examples of one-way and two-way communication between
different types of senders and receivers.
Nonverbal Communication
and Culture
Most people think of words as the chief means by which we communicate.
Being clear, concise, and courteous in your choice of words is important.
In one-way communication, the speaker speaks and the receiver
doesn’t get a chance to respond.
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164 UNIT 4 Developing Your Social Potential
However, studies of face-to-face communication have shown that 80 to
90 percent of the impact of a message comes from nonverbal elements—
facial expressions, eye contact, body language, and tone of voice. Nonverbal
communication can be far more revealing of the content of a message than
its words. The speaker usually has more control over choice of words than
over facial expressions, eye contact, body language, and tone of voice. The
expression, “It wasn’t what he said, it was how he said it,” reflects this truth.
Words may say one thing while the body communicates another message.
Nonverbal communication varies from culture to culture. Because
the United States is a multicultural society, it’s important to be sensitive to
cultural differences in communication. Sometimes it may be necessary to
change your interactions with others based on your perception of cultural
differences in nonverbal communication.
Facial Expressions
Smiling, frowning, and raising your eyebrows are just a few of the
thousands of movements of which your face is capable. These movements
communicate feelings. Researchers have found that many facial
expressions are universal. A frown means the same thing in Detroit,
Michigan, as it does in Beijing, China. The intensity and frequency of
facial expressions vary from culture to culture.
TABLE 7–1 Examples of One-Way and Two-Way Communications
Sender and
Receiver
Example of One-Way
Communication
Example of
Two-Way
Communication
Two individuals A manager forwards a
vacation policy e-mail to her
assistant.
A manager and her
assistant discuss their
vacation plans.
An individual and
a small group
An instructor gives a lecture
on social psychology to a
small class.
An instructor leads a
class discussion about
social psychology.
An individual and
a large group
The President of the United
States delivers the State of
the Union address to all U.S.
citizens (and the world).
The President of the
United States has a
press conference to
answer questions from
journalists.
A group and an
individual
The Internal Revenue Service
mails a tax refund check to a
taxpayer.
The Internal Revenue
Service notifies a
taxpayer that his tax
return is being audited,
and the taxpayer replies.
Two groups A student activities group
puts posters advertising a
rock concert all over campus,
and the student body reads
them.
A student group
negotiates an agreement
with a rock group to
perform on campus.
“ The face is the mirror of
the mind, and eyes without
speaking confess the secrets of
the heart.”
SAINT JEROME (C. 347–419),
translator of the Bible
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CHAPTER 7 Communicating Effectively 165
“Most people are good at judging a speaker’s feelings from his or her
expressions. Sadness, anger, hostility, excitement, and happiness are easily
conveyed by expressions. But people are less accurate when it comes to
judging character from facial expressions. For example, many people think
that a person who nods and smiles a lot is warm and agreeable, but studies
have shown no such correlation.
Eye Contact
Smiles and frowns may have a common meaning throughout the world,
but eye contact does not. In some cultures, looking downward while
speaking to someone is a sign of respect. In mainstream U.S. culture,
A smile communicates good feeling among people all over the world.
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166 UNIT 4 Developing Your Social Potential
News & Views
GESTURES: ONE CULTURE’S “GOOD
LUCK” IS ANOTHER CULTURE’S INSULT
Some gestures do not need words to have meaning. Gestures such
as a salute and a shake of the head have meaning without words.
Each culture has its own gestures that people use to communicate.
However, sometimes the same gesture has different meanings
in different cultures. When that happens, people from different
cultures can unintentionally confuse or offend one another.
In most parts of the world, for example, “victory” is
conveyed by an upraised palm with the second and third fingers
in a V-shape. If you make that gesture in Great Britain, however,
you will be giving someone a sexual insult (similar in meaning to
the middle-finger upward jerk of the United States).
The thumbs-up gesture means that all is well in much of
Europe and North America. But in Greece, Turkey, and Iran, the thumbs-up sign is a sexual insult. Another
insult in Greece and Turkey is called “the hand of Moutza.” It is an open palm with the fingers extended,
held facing the person being insulted. The origin of the palm of Moutza goes back 1,500 years. At that
time, ordinary citizens helped punish prisoners by pressing handfuls of dung into their faces. So be careful
not to signal “five things” using your hand when in Greece or Turkey!
Another gesture that can cause misunderstanding is the sign of the University of Texas football
team, the Longhorns. At a college football game, extending the second finger and the pinkie is a sign of
encouragement and victory to the Longhorns. However, the same gesture in Italy and other parts of Europe
means that a man’s wife has been unfaithful—a terrible insult.
Similarly, crossing your fingers means luck in the United States. But in some Asian countries, crossing
your fingers means you are making a sexual offer.
So be aware when you are communicating with people from another culture. The gestures whose
meanings you take for granted may not mean what you think they mean to a person from another culture.
Sources: Peter Marsh, ed., Eye to Eye: How People Interact, Topsfield, Mass., Salem House, 1988, p. 54; Carole Wade and Carol Tavris, Psychology, 4th ed,
New York, HarperCollins, 1996, p. 670. “Exploring Nonverbal Communication,”
All may be well in the United States, but in some
other countries, this gesture is an insult.
however, a person who doesn’t meet your eyes during conversation is
thought to be hiding something. Making eye contact with someone when
speaking to them is considered desirable in the United States.
In mainstream American culture, eye contact is used to establish
communication. For example, if you want salespeople to help you, you
try to make eye contact with them. If you don’t want your instructors
to call on you in class, you avoid their eyes in the hope that they will not
notice you.
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CHAPTER 7 Communicating Effectively 167
Body Language
Try to speak for two minutes and hold your head, arms, and legs
completely still. Impossible? Probably. Without being aware of it, people
move their bodies constantly while they talk. They nod, shrug, gesture
with their hands, and shift their weight. Body language can indicate a wide
range of emotion from boredom (yawning) to impatience (tapping your
fingers or feet) to enthusiasm (gesturing with your hands).
In addition to communicating meaning by moving the body,
people communicate by the distance they leave between themselves. In
mainstream U.S. culture, people who are lovers, close family members, or
good friends are comfortable standing about a foot apart. Acquaintances
or colleagues, on the other hand, usually stand four-to-twelve feet apart
when communicating. The tone of an interaction can be changed just by
changing the distance between two people.
The meaning of body language and distance varies from one culture
to another. In some cultures, gestures are expansive and expressive.
In other cultures, body language is controlled to avoid showing too much
emotion. Each culture has extensive unwritten rules about body language.
For example, if a stranger walked up to you and stopped one foot away,
you would feel threatened. That’s because a person you don’t know has
entered space that’s reserved for people you know intimately.
Voice Qualities
A voice can be loud or soft, high or low pitched, fast or slow. Its tone can
be pleasant, harsh, or monotonous. Voice qualities can convey whether
you are interested, bored, tired, or happy.
It’s sometimes risky to make generalizations about what voice
qualities mean. For example, a New Yorker may speak faster than someone
from Atlanta. When they speak to one another, the New Yorker may feel
the Southerner is slow to understand and the Southerner may perceive
the New Yorker as rude. Neither one of them would necessarily be right.
On the other hand, people who know one another well are very good at
picking up meaningful changes in voice quality. You probably have had the
experience of knowing that something was bothering a friend because of
the tone of voice you heard.
Barriers to Communication
Effective communication means that both sender and receiver have the same
understanding of the message. The first prerequisite is that the message,
both verbal and nonverbal, should be clear. But beyond the message itself are
factors that influence both the sender and the receiver. Each person brings a
distinct set of abilities, knowledge, experience, attitudes, and feelings to the
communication process. Miscommunication may occur because of physical,
mental, or emotional barriers on the part of the communicators.
“ If his lips are silent, he chatters
with his fingertips; betrayal
oozes out of him at every pore.”
SIGMUND FREUD (1856–1939),
Austrian founder of psychoanalysis
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168 UNIT 4 Developing Your Social Potential
OBSERVING NONVERBAL COMMUNICATION
Following is an activity that will improve your awareness of nonverbal communication. Observe a conversation at
a supermarket or mall. Pay particular attention to nonverbal communication. Write what you observed in the space
provided.
1. What facial expressions did you notice?
2. Did the people maintain eye contact throughout the conversation? If not, when was eye contact broken?
3. What body postures, head movements, and gestures did they use?
4. Describe the voices.
Volume ________________________________________________________________________
Pitch __________________________________________________________________________
Speed _________________________________________________________________________
Tone __________________________________________________________________________
Your Turn 7-1
OBSE
Followi
a super
provide
1. W
2. D
3. W
4. D
V
P
S
T
When you communicate, you can take responsibility for your share
of the process. You can try to overcome barriers to communication
by making the message you send clear. If you receive a negative or
unexpected response, examine yourself first to see if your message is the
cause. You may have to overcome communication barriers by revising
your message.
Physical Barriers
Any disturbing factor in the physical environment or your body can
prevent full communication. If the room is noisy, you may not be able
to hear or make yourself heard. If there is a lot of other activity, you may
find yourself distracted. If you are sitting or standing in an awkward
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 169
position, your discomfort may act as a barrier to
communication. In some cases, hearing loss makes it
difficult to understand what’s being communicated.
Mental Barriers
Every person has a unique set of knowledge and
experience that influences what he or she does. When
you communicate, for example, you tend to interpret
what’s being said in light of your previous knowledge
and experience. People make assumptions all the time,
and frequently they are wrong. For example, a teenager
may ask to borrow the family car on Saturday night
to see his friend. He may assume that his destination
doesn’t matter to his parents. At the same time, his
parents may assume their teen is going to his friend’s
house, as he frequently does, and say yes. However,
when the parents find out their son intends to drive to
a distant late-night rock concert instead of staying in
the neighborhood, they may take back the car keys.
Another type of mental barrier that prevents good
communication is selective attention. People tend to
focus on what interests them and pay little or no attention to the rest. Or
we pay attention to positive matters and ignore unpleasant ones. During
a performance evaluation, for example, an employee may remember each
word of praise, while his boss’s criticisms don’t even register!
Another mental barrier to good communication is choice of words.
In some cases, communication breaks down because one person simply
doesn’t understand the vocabulary of the other. When someone uses
technical, specialized words to explain how a machine works, for example,
a nontechnical person may not understand. Or communication may break
down because one person “talks down” to another, and the second person
becomes resentful. In other cases, the words being used are emotionally
charged. Discussions about politics, for example, frequently go nowhere
because people have long-standing emotional associations with words
such as conservative, liberal, left, right, Republican, and Democrat.
Emotional Barriers
Feelings and emotions can also create barriers to communication. Stress,
fear, happiness, anger, and love can all prevent effective communication. A
person who is worried about something, for example, finds it hard to pay
attention to a class lecture. Someone who just won the lottery may have
trouble focusing on ordinary conversation.
People’s long-held feelings and attitudes can also cause communication
problems. Prejudice, which is a negative attitude toward people because of
their membership in a group, is a communication barrier. It prevents people
from communicating effectively as individuals because their attitudes can
cloud the sending and receiving of messages.
Too much activity and noise can interfere with effective
communication.
“ When we talk about
understanding, surely it takes
place only when the mind listens
completely— the mind being
your heart, your nerves, your
ears—when you give your whole
attention to it.”
JIDDU KRISHNAMURTI (1895–1986),
Indian writer
“ Hating people because of their
color is wrong, and it doesn’t
matter which color does the
hating. It’s just plain wrong.”
MUHAMMAD ALI,
boxing champion
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170 UNIT 4 Developing Your Social Potential
Shyness is another emotional barrier to effective communication. Shy
people are afraid to communicate with others because they think they will
be judged negatively. They lack confidence in themselves, so they tend to
withdraw and be quiet.
Lack of Rapport
The physical, mental, and emotional barriers to communication all have
the same basic effect: They drive a wedge between the two communicators.
In essence, the two communicators lack rapport, or harmony. This
situation is so common that there are several expressions to describe it:
“They’re not on the same wavelength,” “They’re out of sync,” “There’s no
chemistry between them,” and “They’re not in tune.”
Without rapport, people who try to communicate have a
difficult time. Misunderstandings, hard feelings, and mistakes are
the consequences. How can you establish rapport and communicate
effectively? We’ll try to answer that question in the rest of this chapter.
Communication Styles
The key to effective communication is awareness—of yourself but, more
important, of the people with whom you communicate. You must be
conscious of the feelings, needs, and personalities of the people around
you. Once you become sensitive to others, you will find that their response
to you is more positive. You will be on the way to establishing rapport, the
foundation of effective communication.
Naturally, both people and the communication process are
extremely complex. No two people or communication situations are
alike. So how can you even begin to improve your awareness of others
as communicators? The answer lies in using a model that simplifies a
complex process and gives you insight into what’s really going on.
There are many communication models, but the model we use in
this chapter is based on the work of David Merrill and Roger Reid. They
proposed that people show two major forms of behavior when they
communicate: responsiveness and assertiveness.1 Responsiveness is the
degree to which a person is closed or open in his or her dealings with
others. Someone with a low degree of responsiveness hides emotion
and is very self-controlled. On the other hand, a person with a high
degree of responsiveness shows emotion and seems friendly. Reid
defines assertiveness as behavior ranging from asking questions (low
assertiveness) to telling others what’s expected (high assertiveness).
The two communication behaviors can be combined in a diagram,
as shown in Figure 7–2.You can see that placing the two behaviors of
responsiveness and assertiveness at right angles to each other results in a
model with four boxes. When you plot a person’s degree of responsiveness
and assertiveness, the intersection of the two lines falls in one of the boxes.
Each box represents a communication style: Thinker, Achiever, Seller,
and Relater.
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CHAPTER 7 Communicating Effectively 171
The Thinker
Thinkers are people who tend to be guarded in their interactions with
others. Self-control is very important to them. Thinkers don’t reveal much
of themselves. Rather, they deflect attention from themselves by asking
questions of the other person.
The Achiever
Like Thinkers, Achievers are self-controlled and guarded about revealing
their inner selves. Achievers are very assertive, however. They express their
expectations clearly.
The Seller
Sellers tend to be warm and outgoing in their dealings with others. Like
Achievers, they are assertive and express themselves forcefully.
The Relater
Relaters are usually warm and friendly in their interactions. They are less
concerned about themselves than about others. Relaters ask questions that
are sometimes personal in nature.
Understanding the Communication Styles
At one time or another, each of us has used aspects of each
communication style. For example, when you communicate with a close
friend or spouse, you may be very open and personal (Relater). But when
you communicate with your boss, you may be very self-controlled and
unassertive (Thinker). In general, over time, each of us tends to favor one
style in most of our interactions with others.
Thinker
High control
High ask
Achiever
High control
High tell
Relater
High open
High ask
Seller
High open
High tell
Assertiveness Assertiveness
Re
sp
on
si
ve
ne
ss
Controlled
Open
Ask Tell
FIGURE 7–2
A person’s communication style can be
characterized by the assertiveness and
responsiveness he or she shows. By plotting
these characteristics on a grid, you can
determine the person’s communication
style.
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172 UNIT 4 Developing Your Social Potential
WHAT IS YOUR COMMUNICATION STYLE?
You can find out what your dominant communication style is by checking each of the communication characteristics
that apply to you. The box with the most check marks represents your preferred communication style.
Thinker Achiever
_____ Quiet, level tone of voice _____ Factual speech
_____ Leans back or away _____ Leans forward and faces others
_____ Limited eye contact _____ Limited facial expressions
_____ Stiff posture _____ Limited body movements
_____ Uses big words _____ Fast-paced speech
Relater Seller
_____ Little emphasis on detail _____ Dramatic or loud tone of voice
_____ Touches others _____ Animated facial expressions
_____ Smiles, nods _____ Direct eye contact
_____ Casual posture _____ Lots of body and hand movement
_____ Talks about relationships _____ Uses voice to emphasize points
You can use your knowledge of communication styles to improve the quality of your communication. By
identifying your own style and the style of the person with whom you are communicating, you can identify
potential communication problems. Once you understand the problems, you can take action to improve your
rapport, and consequently your communication, with the other person.
Your Turn 7-2
WHA
You can
that ap
__
__
__
__
__
__
__
__
__
__
Yo
identify
potenti
rapport
Effective Communication
Why is effective communication so important? Imagine visiting a place
whose language you do not speak and whose people don’t speak your
language. Every message you send will probably be misunderstood or, at
best, only partially understood. Everything you try to do will be difficult.
Every relationship you try to establish will be based on very limited
understanding. Now imagine that your communications with your
friends, family, and peers suffer similar problems. The messages you send
are partially misunderstood, and the feedback you receive is not what you
need or understand. Not only is your communication with others affected,
but your relationships with them suffer as well. If you improve the quality
of your communication with others, you will improve your relationships
with them. And that, in turn, will improve the quality of your life.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 173
WHATEVER IT TAKES
Elizabeth Vargas
The one constant in Elizabeth Vargas’s
childhood was her family. Vargas’s
father, who was in the Army, took his family
with him as he was posted to military
bases all over the world. Vargas was born
in Paterson, New Jersey. By the time she
graduated from high school in Stuttgart,
Germany, she had lived in Heidelberg,
Brussels, Okinawa, Kansas, and San
Francisco.
A childhood of frequent moves
prepared Vargas for the life of a journalist—
ready to travel at a moment’s notice to the
latest story. Vargas studied journalism at the
University of Missouri and got her first job
there at KOMU-TV. She spent several years
as a broadcast journalist at various local TV
stations.
In 1993, Vargas made the big move
in TV journalism—from local to national
broadcasting for NBC News. Later she
became a correspondent for ABC’s news
magazine show 20/20, and was also the
show’s coanchor. In 2006, Vargas became
the first Latina to co-anchor a major
network evening news program, ABC World
News Tonight. After the birth of her second
son that year, Vargas returned to 20/20
instead of the evening news in order to have
more time with her family.
Vargas recalls that early in her TV career,
when Hispanic journalists were rare, she
received mail suggesting that she go back
to Mexico. She was very surprised by the
letters, not only because of their rudeness
but also because her family was originally
from Puerto Rico. In her early years in the
business, says Vargas, “There were no Latina
or Latino role models.” Instead of focusing
on being Hispanic, Vargas concentrated
on being a good journalist. Her advice to
aspiring journalists is to “read, read, read.”
Interestingly, given her career, Vargas grew
up in a home with no TV.
Sources: Elinor J. Brecher, “Elizabeth Vargas:
Tuning In at the Top,” Hispanic, June 2002, pp.
24–25; Luis Fernando Llosa, “Elizabeth’s Reign,”
Latina Magazine, February 1999
Vargas”
March 6, 2003; “Elizabeth Vargas: Biography,”
WH
fathe
with
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in Pa
grad
Germ
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
174 UNIT 4 Developing Your Social Potential
Identifying Communication Problems
You’ve already identified your own preferred communication style in
Your Turn 7–2. By listening and observing, you can identify the preferred
communication styles of others. Do they look you in the eye or turn away?
Do they ask personal questions or do they tell you just what’s on their
mind? Are they friendly or aloof? Are their voices loud or soft? By noticing
such aspects of their behavior, you can use the chart in Your Turn 7–2 on
page 172 to determine other people’s preferred communication style.
If a person shows four to five characteristics of a style, he or she has
a high preference for it. Two to three characteristics of a style reveal a
moderate preference for that style. One characteristic is not significant.
Now let’s use the information we have gathered. Let us suppose that Kelly
has a moderate preference for the Seller style, that is, she has checked two or
three characteristics in the Seller box. After observation, Kelly has decided
that the person with whom she is communicating, Adam, shows a high
preference for the Thinker style, with four or five characteristics of that style.
We can plot this style information by using a communication effectiveness
map as shown in Figure 7–3.2 You can see that a communication effectiveness
map uses the same four boxes as the communication style model. In each box
there are two circles. The outer circle represents the style of people who show
four to five indicators of the style’s behavior. The inner circle represents the
style of people who show two to three indicators of the style’s behavior.
In the example we’ve been discussing, Kelly’s style is Seller with two or
three indicators, and Adam’s style is Thinker with four or five indicators.
This is shown by the colored circles in the communication effectiveness
map. You’ll notice that Kelly’s circle and Adam’s circle do not touch. There
is a gap between their communication styles. What does the gap mean? It
means that Kelly and Adam are likely to have communication problems.
The difference in their styles indicates they lack rapport.
4 or 5
Adam
2 or 3
Kelly
2 or 3
4 or 5
2 or 3
4 or 5
4 or 5
2 or 3
Seller
AchieverThinker
Relater
FIGURE 7–3
A communication effectiveness map is
a way to plot the communication styles
of two people. Each person’s style is
represented by a circle. The closer the
circles, the more similar their styles, and the
fewer communication problems they are
likely to have.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 175
Improving Rapport
How can Kelly, a Seller, and Adam, a Thinker, improve the quality of
their communication? The answer is they must improve their rapport.
In other words, they must become more alike in their communication
styles. The way people do this is by imitating one another’s behavior, or
mirroring.3
People do a certain amount of mirroring without being aware of it. If
you have ever observed people deep in conversation, you may have noticed
that their postures were similar or they both spoke softly. You can take
this unconscious process further by paying attention to the other person’s
behavior and mirroring it. Mirroring does not mean imitation so obvious
that the other person notices it. Rather, mirroring consists of subtle, small
adjustments in your communication behavior to more closely match your
companion. When you mirror successfully, the other person feels that you
are in harmony. People are most comfortable with those they feel are like
themselves.
Mirroring does not always improve rapport, so there are times it
should not be used. For example, mirroring the behavior of
someone who is angry or verbally aggressive will only make the
interaction escalate. Instead, to calm the tone of the interaction, you
can respond by acknowledging the other person’s anger in a quiet,
evenhanded way.
Mirroring the Body and Voice You can make people with whom you are
communicating more comfortable by gradually mirroring some of their
body movements and voice qualities. For example, suppose you are talking
to someone who is slouching in his or her chair. Without taking the same
position, you can relax your posture to more closely match his or her
position. Or perhaps the person you are talking with occasionally smiles
or nods; you can respond in kind.
There are many aspects of nonverbal
communication that can be mirrored: facial
expressions, eye contact, posture, gestures, rate of
speech, and pitch, volume, and tone of voice. The
important thing is to match the other person’s
behavior in such a way that it is not noticeable.
In addition, select just a couple of aspects of the
person’s style to mirror. Trying to mirror too much
is distracting.
Mirroring Words Another useful way to mirror
others’ communication style is to match their use
of words. People tend to use words that reflect
how they perceive the world. As you recall from
Chapter 3, we perceive through our senses of sight,
hearing, touch, taste, and smell. Each person has a
People often mirror one another’s body language while communicating,
even though they may not be aware of it.
(©
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176 UNIT 4 Developing Your Social Potential
MAP YOUR COMMUNICATION
Choose a friend or classmate and observe him or her communicating. Use the indicators in Your Turn 7–2 to decide
which communication style he or she favors and how many indicators he or she shows. Then plot your style and
your friend’s or classmate’s style in the communication effectiveness map below.
2 or 3
2 or 3
4 or 5
2 or 3
4 or 5
4 or 5
2 or 3
Seller
Achiever
4 or 5
Thinker
Relater
1. What is your style?
2. What is your friend or classmate’s style?
3. Do your styles overlap or touch?
If yes, describe the quality of your communication with this person.
4. Is there a gap between your styles?
If yes, describe any communication problems you may be having.
Your Turn 7-3
MAP
Choose
which c
your fri
1. W
2. W
3. D
If
4. Is
If
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 177
preferred sense, and you can often tell which it is by listening to them talk.
Most people prefer the senses of sight, hearing, or touch:
■ Visual people say things such as, “I’ll watch out for that,” “It’s clear to
me,” and “I can see that.”
■ People who rely on the sense of hearing use phrases such as, “That rings
a bell,” “I hear what you’re saying,” and “That sounds good to me.”
■ People who favor the sense of touch say things such as, “This feels
right,” “I can’t get a hold on it,” or “I grasp the meaning of that.”
A few people rely on the sense of taste or smell:
■ Those who rely on the sense of taste use phrases such as, “Let me
chew on that a while,” “That leaves a bad taste in my mouth,” or “He’s
so delectable.”
■ People who favor the sense of smell say things such as, “That idea stinks,”
“It seems fishy to me,” or “She came out of it smelling like a rose.”
When you’ve determined a person’s preferred sense, you can increase
your rapport by speaking the same language. For example, if the person
is visual, you can ask, “Do you see what I mean?” If the person relies on
hearing, you can phrase your question, “Does that sound right to you?”
SAY IT AGAIN
How could you say the same thing to three different people who prefer different senses for perception? Rewrite
the question, “What do you think it means?” using words that each person might choose.
1. Visual person:
2. Auditory (hearing) person:
3. Feeling (touching) person:
Your Turn 7-4
SAY
How co
the que
1. V
2. A
3. F
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
178 UNIT 4 Developing Your Social Potential
Overcoming Shyness Bernardo Carducci, a psychology professor
at Indiana University Southwest, has some suggestions to help people
overcome shyness with small talk.4
■ Before a gathering, think about the people who will be there and
what they may discuss.
■ Arrive early. It’s easier to start a new conversation than to break into
a conversation that’s in progress.
■ Start a conversation by talking about something you and the other
person share—the place, the weather, the host, and so on. Then
introduce yourself.
■ When the other person introduces a topic, support his or her
remark. Make a comment on the topic, or throw out another topic.
These small talk pointers show that you need not be brilliant to be an
effective communicator. You simply need to be responsive to other people.
“ The way you overcome shyness
is to become so wrapped up in
something that you forget to be
afraid.”
LADY BIRD JOHNSON (1912–2007),
First Lady
USING E-MAIL
In the past, you might have written a letter, made a phone call, or sent a memo. Today you are more likely to
communicate by e-mail, or with friends, by text message. E-mail and text messages are so fast and convenient
that people often dash them off without much thought or care. The result can be ineffective communication or,
worse, miscommunication.
Since text messaging should be used only among friends and family, it can be casual and informal, full of
abbreviations and shortcuts. But e-mail, especially e-mail in a business or academic setting, needs to have a
courteous, professional tone and presentation.
Writing an E-Mail Message
Following are some pointers for writing effective e-mail:
■ Use an informative subject line. That way the recipient can easily see the topic of your message.
■ Start your message with a salutation (Dear Professor Brenner or Hi Mom), just as you would a written or
typed letter.
■ Keep your intended receiver in mind, and write your message accordingly. If you are writing to your
professor or your boss, for example, use more formal language than if you are writing to your best
friend or your sister.
■ Keep your message short and to the point. People don’t like to do lots of reading on a computer or
hand-held device.
Tech Tips
USI
In th
com
that
wors
abbr
cour
Wri
Follo
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 179
■ Don’t write anything you wouldn’t want the whole world to see, because e-mail is not private. Your
recipient may decide to forward your message to a large group of people. In addition, many companies
routinely review and save employee e-mails, whether business or personal.
■ Don’t include sensitive information like social security numbers, credit card numbers, user names, and
passwords in an e-mail in order to prevent identity theft.
■ Don’t use all capital letters because they are hard to read. they are also considered bad manners, like
shouting.
■ Don’t write “flame” e-mails, messages that are insulting and meant to hurt. Wait until you cool down
to send any e-mail message.
■ As a courtesy, put your name at the end of your message. To make this easier, create signature blocks
you can insert automatically.
■ Check and proofread your message. Use a spell-checker, too.
Sending E-Mail
Once your message is written and checked, review the transmission options before you hit the “Send” key.
■ Check the “To” line, and make sure it contains only the person or persons from whom you expect a
response.
■ Send CC copies of the message to those who need to see it but don’t necessarily need to respond. (The
abbreviation CC means “carbon copy” and dates back to typewriter days.)
■ If your message is a reply, be sure you used “Reply” or “Reply All” appropriately. In general, you should
reply only to those who need to see your response. Double-check the “To” and “CC” lines to make
sure your message is going to the right people.
■ Use BCC copies when you are sending a message to a group of people who don’t know one another
and who might not want their e-mail addresses seen by strangers. (BCC means “blind carbon copy.”)
With BCC copies, recipients see only their own e-mail address and yours.
■ Don’t spam—send impersonal e-mail messages to large groups.
■ Don’t forward chain e-mails—they are inappropriate for business or college e-mail.
Using Smilies in Personal Messages
When you talk to someone face to face, you see the other person’s facial expression and gestures. These
supplement the message in the words. E-mail users have a group of keyboard symbols that add visual
cues to e-mail messages. Called “smilies,” they usually appear at the end of a sentence and refer back to
the sentence.
cont inues
S
O
U
W
s
c
t
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
180 UNIT 4 Developing Your Social Potential
Following are some of the common smilies and their meanings. Tilt your head to the left to see the faces.
: – ) Smiley face; happiness
; – ) Wink; light sarcasm
: – | Indifference
: – > Wicked grin; heavy sarcasm
: – D Shock or surprise
: – / Perplexity; puzzlement
: – ( Frown; anger or displeasure
: – e Disappointment
Note that smilies are used only in personal e-mails to friends or family. They are not considered
appropriate for academic or business e-mail.a
Tech Tips (cont inued)
WRITING E-MAIL
Imagine that you’ve gotten sick and have to reschedule your next day’s activities. On a separate sheet of paper,
write two e-mail messages, using appropriate tone and language for each.
1. A message to your professor, asking to postpone a presentation you were due to give the class tomorrow.
2. A message to your older sister, telling her you may not be able to come for dinner with her family tomorrow
night but that you’ll call her later to let her know for sure.
Your Turn 7-5
WRIT
Imagine
write tw
1. A
2. A
n
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 181
Name DateDate
What’s Up?
1. What is communication?
2. What is effective communication?
3. Why is two-way communication generally more effective than one-way communication?
4. What is nonverbal communication?
5. Describe the three types of barriers to communication and give an example of each.
continues
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
182
Name Date
UNIT 4 Developing Your Social Potential
6. How can a knowledge of communication styles be helpful in improving communication?
7. What is the purpose of mirroring?
8. Give two examples of mirroring a person’s body movements or voice during communication.
9. Describe how you can mirror a person’s preferred way of perceiving the world.
10. Why does mirroring aspects of a person’s communication style lead to more effective communication?
Name Date
What’s Up?
What’s Up? continued
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 183
Case Studies
The Case of the Irritable Ex-Smoker
It was Bob’s third day without cigarettes, and he was beginning to feel the effects of quitting. He awoke
with a headache, feeling grouchy, and during breakfast he snapped at each person in his family. He
found it harder than he had expected to have his coffee without smoking. By the time he got to the
office, he felt anxious and somewhat ill.
When Bob walked in, his assistant greeted him with a cheery “Good morning.” “What’s good
about it?” Bob growled in reply.
1. What barriers to effective communication is Bob experiencing because he has quit smoking?
2. What can Bob and the people around him do to prevent the communication situation from getting worse?
The Case of the Odd Couple
Rajiv and Barb were paired off by their instructor to work on a marketing problem together. As soon as
they were seated in a corner of the room, Rajiv leaned forward, facing Barb, and started listing the facts
of the case. Barb was a little taken aback by his desire to get right down to work. She smiled at him and
nodded in appropriate places, but her attention was still partly on the rest of the class. “Rajiv,” she said,
tapping his arm lightly, “Why do you suppose Mrs. Valk picked us to be a team?” Rajiv looked at her in
surprise, his train of thought completely thrown off.
continues
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
184 UNIT 4 Developing Your Social Potential
1. What communication style does Rajiv prefer? Describe the behavior that supports your conclusion.
2. What communication style does Barb prefer? How can you tell?
3. What would Rajiv have to do to improve his rapport with Barb?
4. What would Barb have to do to improve her rapport with Rajiv?
Case Studies continued
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 7 Communicating Effectively 185
Journal
Answer the following journal questions.
1. Describe your family’s use of nonverbal communication. What facial expressions, eye contact, and body
language are used to communicate in your home?
2. Which of the barriers to communication—physical, mental, or emotional—poses the greatest problem for
you? How can you overcome this barrier?
3. Use the communication effectiveness grid and map in Your Turn 7–2 and 7–3 to plot your communication style
and that of your spouse, significant other, or close friend. Are your communication styles similar or different?
How does this affect your relationship?
4. Think about the various ways you communicate—in person, on the phone, by text messages, by e-mail, by
instant messages, via Facebook, and so on. With whom do you use each type of communication, and why?
Which are your favorites? Why?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
8 Improving Your
Listening Skills
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
187
T anisha was explaining to her friend Joanna why she had decided to quit her
job. As Tanisha talked, Joanna nodded and said, “Uh-huh.” When Tanisha
finished her story she paused, waiting for Joanna to say something. Startled by the
silence, Joanna said, “Oh, sorry, Tanisha, what did you say?”
At one time or another, all of us have been in Tanisha’s position—
exasperated because someone with whom we thought we were communicating
was not listening. And we all have been guilty of behaving as Joanna did—
seeming to pay attention while our minds were elsewhere. Failing to listen
to a friend can damage the friendship. Failing to listen to instructors, bosses,
and coworkers has repercussions, too. It can lead to misunderstandings, poor
performance, and hard feelings. For example, poor listening skill is associated
with low academic performance, and effective listening is associated with
success in school. Interestingly, listening skill is not associated with any
particular personality style,1 which suggests that with a little effort, anyone can
improve their listening skill.
Since most communication—personal, academic, and professional—
involves listening, it’s important to have good listening skills. In this chapter,
you will:
■ identify barriers to listening;
■ evaluate your own listening skills; and
■ learn techniques you can use to become a more effective listener.
Finally, you will learn how iPods and MP3 players can be used as study aids.
Listening is an important skill, particularly
for people who do interviews on the job,
such as social workers, psychotherapists,
and journalists. This student journalist is
conducting an interview for her campus
newspaper.
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187
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an important skill, particularly
who do interviews on the job,
al workers, psychotherapists,
sts. This student journalist is
an interview for her campus
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
188 UNIT 4 Developing Your Social Potential
Why Is Listening so Hard?
Listening seems like such an easy thing to do. After all, you just have
to keep your ears open. But listening is more than hearing. You hear
with your ears, but you listen with your brain. Imagine talking with an
interesting person at a party. You can hear many conversations in the
room, but you are listening to just one.
So why is listening so hard? Listening requires concentration. That
means ignoring the hundreds of other things going on around you as
well as in your head. Distractions, preconceptions, self-absorption, and
daydreaming can all interfere with your ability to listen.
Distractions
It’s easy to be distracted when you’re listening to someone. Perhaps there’s
other activity in the room that draws your attention. Perhaps the person
with whom you are speaking has piercings that you can’t stop looking
at. Or another individual may pace or gesture or exhibit a mannerism
that’s hard to ignore. Whatever the distraction, it competes with the
communication for your attention. And once your attention is divided, it’s
hard to listen well.
Preconceptions
Preconceptions about the speakers or what they have to say are barriers to
effective listening. If you think that the speaker is a fool or has opinions
that are the opposite of yours, you may close down your brain and pay
no attention. What you lose is an opportunity to learn something—even
if your preconceptions turn out to be true. You may even be surprised
to hear something of interest if you decide to listen in spite of your
presumptions about the speaker or the message.
Self-Absorption
Another cause of poor listening is when you focus on yourself rather
than on the person who is talking. Instead of listening carefully to the
other person, you are busy thinking about your own agenda. While the
individual talks, you are planning and rehearsing your response. In effect,
you are just waiting for the other person to be quiet so you can jump in
with your contribution to the conversation.
Daydreaming
Have you ever fallen into a mental “black hole” during a conversation?
Your body is there, but your eyes are glassy, and anyone looking closely at
you can tell your mind is miles away. Unfortunately, it’s easy to fall into
the trap of daydreaming while you are supposed to be listening. That’s
because your brain can process words much faster than the speaker can
say them. What does your brain do with this down time? It fills it with
daydreams.
“ Listening looks easy, but it’s
not simple. Every head is a
world.”
Cuban proverb
“ To talk to someone who does
not listen is enough to tense
the devil.”
PEARL BAILEY (1918–1990),
singer and actress
Listening means concentrating on
what’s being said. The napping student
is clearly not paying attention to what’s
happening in the classroom.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 Improving Your Listening Skills 189
Listening Effectively
Many people listen with just one ear. They understand just enough of
what the speaker is saying to keep the conversation going with nods,
smiles, and a well-placed “Uh-huh.” With these responses, the listener is
trying to convince the speaker that he or she is paying attention. In reality,
the listener is listening passively. He or she is paying just enough attention
to avoid seeming rude. This type of passive listening may be sufficient
for some types of casual conversations, but it will not do for important
personal and professional communications.
Instead, active listening is required when you communicate in most
situations. Active listening means that your mind is engaged with the
message and the speaker. You are concentrating on the speaker, and you
are participating in the communication.
There are many techniques you can use to practice active listening.
These techniques include being physically prepared, being open to the
other person, being curious, asking questions, and listening for the
meaning of the words and the unspoken message.
Be Physically Prepared
Listening is both a physical and a mental activity. If you cannot hear
properly, you will have trouble listening. So the first prerequisite for
effective listening is the ability to hear. If you always have trouble hearing,
you should have your hearing checked to make sure it’s normal. Don’t
assume that hearing problems are confined to older people; young people
sometimes have damaged hearing because of overexposure to loud music
or noisy machinery.
You can maximize your ability to hear by making sure the
environment is free of noise and other distractions. In classrooms,
lectures, and meetings, make sure you sit close to the speaker so you can
hear well. You should also be able to see the speaker, because your sense
of sight helps you listen. Watching the speaker’s nonverbal cues helps you
understand the message.
Be Open
The Japanese symbol for the word listen shows the character for “ear” placed
within the character for “gate.” When we listen to someone, we are in effect
passing through the other person’s gate and entering his or her world. When
we listen effectively, we are receiving the speaker’s message in an open,
nonjudging way.2
This is not always easy. Being open to another person means you
risk having to change your feelings, ideas, or attitudes. Yet listening in an
open, nonjudging way does not necessarily mean you must agree with
everything the speaker says. You must just be willing to accept their right
to say it and to listen.
Being willing to accept the speaker’s message means that you stop
focusing on finding contradictions and errors. Instead, you let the message
“ Years ago, I tried to top
everybody, but I don’t
anymore. . . . When you’re
always trying for a topper, you
aren’t really listening. It kills
communication.”
GROUCHO MARX (1890–1977),
comedian and actor
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
190 UNIT 4 Developing Your Social Potential
News & Views
NOISE AND HEALTH
Heavy traffic, rock concerts, jet engines, leaf blowers, jack
hammers—these are just a few of the sounds that make
modern life so noisy. If you live, work, or study in a noisy
environment, you may think you are used to the high level of
sound. However, studies have shown that loud noise affects
us. It can damage hearing, increase blood pressure, disrupt
digestion, raise anxiety levels, and decrease performance.
The intensity of a sound is measured in decibels (dB). The
higher the decibel level of a sound, the louder it is. The table
following shows the decibel levels of some common sounds.
Level of Sound Decibel Level Example
Quiet 15 dB A whisper
30 dB A quiet library
Moderate 50 dB A medium rainfall
60 dB A conversation
Loud 80 dB Busy street
90 dB Lawnmower
Extremely loud 110 dB Car horn
120 dB Rock concert
Painful 130 dB Jack hammer
140 db Jet engine
Sounds in the shaded portion of the chart—over 80 decibels—are considered hazardous. The cells of the
inner ear and hearing nerve can be damaged by prolonged exposure to loud noise, or by a single exposure to
a painfully loud noise like a gun shot, explosion, or jet engine taking off. You can tell if the noise around you
is more than 80 dB if you can’t hear someone two feet away or you have to raise your own voice to be heard.
Workplace noise is regulated in the United States. If a workplace has an average decibel level or 85 or
more, it must have a hearing protection program that includes noise monitoring, hearing tests, and hearing
protection devices for employees.
But what about the ordinary noise of daily life? Traffic, power tools, loud appliances, stereo headsets,
loud clubs—these sounds are common today. In fact, researchers estimate that children living in industrial
nations today will start losing their hearing thirty years earlier than their parents did—just because of
continued exposure to increasingly loud noise.
How can you protect your hearing and your health? There are several things you can do:
■ Be aware of the noise around you. If you have to shout to be heard, the noise is too loud and can
damage your hearing.
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CHAPTER 8 Improving Your Listening Skills 191
get through. Then you can evaluate the message—after you’ve actually
listened to it.
If you can listen openly, you will communicate to the speaker that you
think he or she is important and has ideas worth hearing. You communicate
an attitude of respect for the other person. The bonus of open listening is
that the speaker will feel less defensive and more open to you.
Be Curious
Part of being an open listener is being curious about other people. If you
can really listen to what another person has to say, you will find that
you can learn a lot. Try to be observant and objective about listening, and
you will be able to gather a great deal of information.
To do this, you must let your curiosity overcome your need to judge
the other person and justify your own position.
Ask Questions
You can express your curiosity about the speaker as
well as clarify your understanding of the message by
asking questions. Effective listeners ask questions in
a way that will elicit informative answers.
In general, the most effective questions are
open-ended questions. Open-ended questions
cannot be answered with just a yes or a no; they
require an explanation as a response. Questions
that begin with what, how, and why are
generally open-ended questions. For example,
“What happened at the meeting?” “How do you
feel about that?” and “Why did he leave?” are
questions that require an informative response.
Open-ended questions are used to get more
detail and to clarify messages.
■ Limit your exposure to noise. If you like to go to rock concerts or noisy clubs, don’t sit or stand near
the speakers, and go outside occasionally to give your ears a break.
■ Turn down the volume if possible. You can’t muffle a jack hammer, but you can turn down the volume
on stereo headsets and car stereo systems.
■ Wear hearing protectors if you must regularly be in a noisy environment. Rock musicians, and
workers exposed to loud sounds, should wear ear protectors. You can buy ear muffs and ear plugs at drug
stores and sporting goods stores.
Sources: Nick Moore, “British Campaign Against Tinnitus.” The Deafened People Page,
“Noise and Hearing Loss.” American Speech-Language-Hearing Association,
2008; “What Is a Decibel, and How Is It Measured?” How Stuff Works,
“ He heard it, but he heeded
not—his eyes were with
his heart, and that was far
away.”
LORD BYRON (1788–1824),
English poet
“ It is the province of knowledge
to speak and the privilege of
wisdom to listen.”
OLIVER WENDELL HOLMES
(1809–1894),
writer and physician
Effective listeners ask questions in a way that will elicit information.
(©
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192 UNIT 4 Developing Your Social Potential
On the other hand, closed-ended questions can be answered with
a simple yes or no. “Did you agree with her?” and “Do you like it?” are
examples of closed-ended questions. Closed-ended questions tend to
limit the exchange of information, especially when the speaker is shy or
reserved. Effective listeners can use closed-ended questions, however,
when information needs to be checked. “Do you mean you’ll be a day
late?” is a closed-ended question that verifies the listener’s understanding
of the message.
Your Turn 8-1
HOW GOOD A LISTENER ARE YOU?
Take a moment to think about your own qualities as a listener. Then answer the following questions to see what
your strengths and weaknesses are.
Yes No
1. Is your hearing normal? □ □
2. Do you look at the person who is speaking? □ □
3. Do you try to ignore other sights and sounds when you listen to someone speak? □ □
4. While listening, do you avoid doing something else at the same time (like texting
or watching TV)? □ □
5. When someone is talking to you, do you concentrate on him or her rather than
on your own thoughts? □ □
6. Do you think that other people can teach you something? □ □
7. If you don’t understand something, do you ask the speaker to repeat it? □ □
8. Do you listen even when you disagree with what the speaker is saying? □ □
9. If you think the subject is dull or too hard, do you tune out? □ □
10. Do you frequently have to ask people to repeat themselves because you’ve
forgotten what they have said? □ □
11. If the speaker’s appearance or manner is poor, do you pay less attention? □ □
12. Do you pretend to pay attention even when you are not listening? □ □
If you answered yes to the first eight questions and no to the last four questions, your listening skills are
good. Even if you got a perfect score, the tips and techniques that follow will help you improve your
listening skills.
HOW
Take a
your st
1. I
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3. D
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9. I
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If you a
good. E
listenin
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 Improving Your Listening Skills 193
Remember, good questions, both open- and closed-ended, arise out
of the conversation. That means that you, the listener, must be paying
attention. The next time you watch someone doing an interview, notice
whether they stick to a script of questions, no matter what the response,
or whether they allow their questions to arise from the content of the
interview. Good interviewers are good listeners, and their questions are
relevant to the conversation.
Your Turn 8-2
ASKING GOOD QUESTIONS
For each of the following items, write a question that will elicit the response indicated. Then say whether the
question is open-ended or closed-ended.
1. Question:
Response: The jacket is black leather with a faux fur collar.
Type of question:
2. Question:
Response: I feel uncomfortable, because he tells me what to do instead of asking me to do something.
Type of question:
3. Question:
Response: I like the red one better.__________________________________________________
Type of question:
4. Question:
Response: First we decided what type of playground we wanted, then we made a plan, and finally we
got people to help us build it.
Type of question:
5. Question:
Response: No, I don’t like it.
Type of question:
ASKI
For eac
questio
1. Q
R
T
2. Q
R
T
3. Q
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4. Q
R
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T
5. Q
R
T
“ If you wish to know the mind
of a man, listen to his words.”
Chinese proverb
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194 UNIT 4 Developing Your Social Potential
Listen for Meaning and Verbal Cues
We mentioned earlier that listeners can understand verbal messages far
faster than speakers can say them. Rather than using the brain’s down time
for daydreaming, effective listeners use it to think about the meaning of
what they hear.
As you listen to the speaker’s words, use your critical thinking skills
(see Chapter 3). Try to identify the ideas and facts and the relationships
between them. Ask yourself, What is the most important thing being
said? What facts or ideas support the main idea? Does one thing cause
another? Is sequence or time involved? Does this represent a fact
or an opinion? Thinking critically about the message will help you
understand it and keep your attention focused on the communication.
In addition, thinking about the meaning of the speaker’s message can
give you cues about your own responses. For example, if you are being
interviewed for a job, you should listen carefully to what the interviewer
is saying. If the interviewer talks a lot about the company’s reputation
for high-quality service, you can describe your own commitment to high
quality in some aspect of your life. If the interviewer asks an open-ended
question, give a full response.
Listen between the Lines
Effective listening requires more than just paying attention to the
words. An active listener also focuses on nonverbal cues. As we learned
in Chapter 7, voice qualities, eye contact, facial expressions, and body
FACT OR OPINION?
Distinguishing between fact and opinion is important for effective listening. Indicate whether each of the
following statements is a fact or an opinion.
1. You don’t need reservations to eat dinner at that restaurant. _______________
2. The food there is delicious. _______________
3. The last time we had dinner there, the waiter spilled water all over the table. _______________
4. I thought the chocolate sundae was too sweet. _______________
5. The bill came to $32 without the tip. _______________
FACT
Disting
followin
1. Y
2. T
3. T
4. I
5. T
Your Turn 8-3
“ We have two ears and one
mouth that we may listen the
more and talk the less.”
ZENO (334–262 B.C.E.),
ancient Greek philosopher
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 Improving Your Listening Skills 195
There are no visual cues when you listen
on the phone, and when you encounter
a voice mail system, you can’t even ask
questions. Instead, you must rely on
your ears to pick up the message.
language all contribute to the meaning of a message. By paying attention
to the nonverbal aspects of communication, you can improve your ability
to listen.
Most nonverbal communication cues are visual, so it’s important
for the listener to be able to see the speaker. You can get a sense
of how sight contributes to effective listening by comparing the
experiences of talking face to face and by phone. When you talk face
to face, you can perceive the person’s feelings and unstated messages
by looking at the other person’s face, eyes, and gestures. In contrast,
when you listen on a phone, you rely on your ears to pick up both
the words and the voice cues. Your ability to detect the unstated
message is reduced, because you cannot see the speaker. When you
communicate by e-mail, texting, or instant messaging, you lose both
sight and voice cues and depend entirely on words and symbols
for meaning.
Take Notes
Another way to ensure that you listen actively is to take notes.
Taking notes forces you to pay attention to the message and
decide what’s important enough to write down. As we discussed
in Chapter 4, taking and reviewing notes also helps you remember
what you hear.
Although you may be used to taking notes in class, there are other
situations in which note taking is a good way to ensure effective listening.
When you are listening to directions, for example, it’s helpful to write
them down. When you are doing business on the phone, take notes about
the details. That way you’ll be sure to get the message accurately and
completely.
“ When you talk, you repeat
what you already know; when
you listen, you often learn
something.”
JARED SPARKS (1789–1866),
historian and educator
(©
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196 UNIT 4 Developing Your Social Potential
USING IPODS AND MP3 PLAYERS TO STUDY AND LEARN
Apple’s iPod and other MP3 portable media players started out as entertainment-only devices. But now you
can study and learn on the go by downloading education-related podcasts (digital media files) onto your iPod,
MP3 player, or computer. Podcasts are being used by many
college students and instructors as study aids. If you favor the
auditory style of learning, this technology may be particularly
effective for you (see Chapter 4, page 88). If you favor the
visual learning style, an iPod or MP3 player with a video
display may be a more useful study aid.
But no matter your preferred learning style, you are likely
to find something helpful in the wide variety of study material
that can be downloaded from the Internet to an iPod, MP3
player, or computer:
■ Audio study guides for popular college courses like
psychology and business and for frequently assigned
works of literature like Shakespeare’s plays
■ Test preparation materials for exams like the SAT
■ Audio books so you can listen to reading assignments
■ Self-guided tours of historic sites, architecture, or art
■ Foreign language instruction and practice, including
English as a second language
In addition to these commercial offerings available on
Apple’s iTunes and other Web sites, individual colleges and
instructors are making their own podcasts for student use. For example, some instructors record
all their lectures and class sessions and post them on the Internet as podcasts that students can download.
If you missed a class or simply want to hear parts of it again, you can do so at your own convenience.
At some schools, the use of iPods is required in certain courses. The college lends an iPod to each student
registered for the course. During the term, the student uses the iPod to download lectures and other audiovisual
material. Instead of writing a paper for the course, the student may produce a podcast to share with the class.
At the end of the term, the student returns the iPod.
Some colleges and universities have even partnered with Apple and created their own sections on
the iTunes U Web site. There students and others can download podcasts that range from campus tours to
academic course content to student life.
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Tech Tips
This student looks like she’s listening to music,
but she’s actually studying on the way to class.
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CHAPTER 8 Improving Your Listening Skills 197
USING PODCASTS
Search your college’s Web site, Itunes U (at www.iTunes.com) or the Internet for free podcasts. (Universities, radio
stations, and cable and broadcast network sites are good sources of podcasts.) If you have the technology to do
so, download a podcast and listen to it.
1. What types of podcasts did you find during your search?
2. How would you use a digital media player and/or podcasts in your own studies?
3. How could using podcasts improve your listening skill?
USIN
Search
stations
so, dow
1. W
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3. H
Your Turn 8-4
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198 UNIT 4 Developing Your Social Potential
When Kika Keith looked for
music lessons for her daughter,
she found that Colburn, a famous
performing arts school in downtown
Los Angeles, was too far away from her
neighborhood. Private violin lessons
there were too expensive as well. But
she also found Chan Ho Yun at Colburn.
Yun, who was born in Korea and has
lived in Australia as well as the United
States, is a violinist and teacher there.
He offered Keith a deal. If Keith would
find space in her neighborhood and
more kids to take lessons, he would
teach them free of charge.
So began Sweet Strings, a classical
music program for the kids of South
Central Los Angeles. For Keith, the way
Sweet Strings took off was a complete
surprise. South Central, better known
for its rap fans, turned out to have a
lot of classical music lovers, too. When
word of free violin lessons got around
the neighborhood, people flocked to
join the program. The first class had
25 children and no instruments. A year
later, there were 60 students and
50 donated violins. Soon the program
was giving free violin, viola, cello,
and bass lessons to over 100 African
American, Latino, and Asian kids, with
a waiting list of more than 300.
As the children learn music, the
community has also benefited in
other ways. Yun required that parents
accompany their children to lessons.
So parents learned to read music,
WHATEVER IT TAKES
Chan Ho Yun
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too. In addition, they got to know
their neighbors. People of different
backgrounds found that stereotypes
were breaking down and friendships
were forming because of the shared
interest in children and music. Says
Yun, “No matter where we come from
or what color we are, the only color I
recognize is the color of the sound of
the music we make.”
Sources: Amy Reeves, “Sweet Strings in South
Central L.A.,” Strings, January 2001, No. 91
28, 2003; Christina Cheakalos and Caren
Grigsby Bates, “Strings of His Heart,” People,
March 19, 2001, pp. 69–70; “Chan Ho Yun,
Violin Teacher and Performer, Co-founder,
Sweet Strings”
28, 2003; “Chan Ho Yun,” 2008 Idyllwild Arts
Summer Programm,
accessed April 19, 2008.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 Improving Your Listening Skills 199
Name DateDate
What’s Up?
1. What is the difference between hearing and listening?
2. Why is effective listening so hard?
3. Why is it easy to daydream while listening?
4. What is the difference between passive and active listening?
5. Describe two things you can do to make sure you are physically prepared to listen.
6. Why it is important to listen in an open, nonjudging way?
7. What is an open-ended question? Give an example.
8. What is a closed-ended question? Give an example.
9. When you are listening, your brain has down time. What should you use this down time for?
10. How do nonverbal cues help the listener understand the message?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
200 UNIT 4 Developing Your Social Potential
The Case of the Absent-Minded Employee
Julio was the night manager at a fast food restaurant. Each night, he gave instructions to the staff about
what needed to be done. One of the employees, Rick, was always interrupting, chatting about other
topics, and daydreaming. He made a lot of mistakes, and he had to be told what to do again and again.
1. Why does Rick make so many mistakes at work?
2. What might Julio do to get Rick to listen attentively?
The Case of the Mistaken Messages
Jill had just started a part-time job as a receptionist for a medical office. Part of her job was to answer
the phone, make appointments, and take messages for the doctors and nurses. The phone was
constantly ringing, people told her messages to pass on, and she had to make appointments and greet
visitors, too. Jill had a good memory, and she usually remembered to tell the doctors and nurses about
their calls. But at the end of the first week, a couple of doctors complained that they weren’t getting all
their messages. Some of the messages they did get were wrong.
1. What is wrong with Jill’s approach to taking phone messages?
2. What can Jill do to improve her listening skill and make sure she is passing messages on correctly?
Case Studies
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 Improving Your Listening Skills 201
Journal
Answer the following journal questions.
1. What barriers to listening interfere with your ability to listen effectively? How can you overcome these barriers?
2. In what situations do you find yourself not paying attention to a speaker? How can you be more open to
hearing the messages of others?
3. What role does listening play in your life at home? At school? At work? In which situation is your listening most
effective? Why?
4. If you improved your listening skill at school, how would this benefit you?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
9 Improving Your
Speaking Skills
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
203203
F rom the time you get up in the morning until you go to sleep at night,
you use your voice to communicate. At home, you converse with your
family about the events of the day. With your friends, you talk about whatever
concerns you. You use your phone to speak about business and personal matters.
At school, you ask and answer questions in class and talk with other students. At
work, you give directions, explain things, ask and answer questions, participate in
meetings, and talk with customers and coworkers. You may occasionally give oral
presentations at school or work.
Since talking is the basic form of human communication, you are judged to
a great extent by your ability to speak. People recognize you by your speech. The
words you choose, your gestures, the expressions on your face, the sound of your
voice, and the way you pronounce words add up to an instantly recognizable
person. The way you speak is an expression of your personality. In this chapter,
you will:
■ discover the importance of first impressions;
■ compare standard and nonstandard forms of English;
■ learn that your voice qualities and how you say things have a great impact on
the people around you;
■ practice techniques for effective face-to-face conversations; and
■ improve your ability to speak to groups, both informally and formally.
Finally, you will learn about the many hidden features of cell phones, as well
as etiquette tips for their use.
It’s considered an honor to deliver a
commencement speech. Preparation and
rehearsal helped this graduate’s address
go well.
(©
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204 UNIT 4 Developing Your Social Potential
First Impressions
Speaking is not limited to the words you say. In addition to the words
of your message, listeners perceive the way you look and the way you
sound. In studies of face-to-face communication, Dr. Albert Mehrabian
has found that a speaker’s appearance and voice has a far greater impact
than his or her words (see Figure 9–1). In fact, because listeners see you
before they hear you, your appearance has a great effect on your ability
to get your message across. You have 7 to 10 seconds to make a good first
impression!
If people’s visual impression of you is poor, they are less likely to listen
to what you have to say. Most people are put off by bad posture, lack of
cleanliness, and sloppiness. Good posture, hygiene, and grooming are
essential to forming a favorable first impression.
Also important in creating a good first impression is the way you
dress. In recent years, dress standards have changed considerably. It’s no
longer possible to prescribe appropriate dress for every situation. Rather,
you should think of your listeners. If their opinions are important to
you, then you should dress in a way that is acceptable to them. So ask
yourself: On what basis will my listeners judge the way I dress? Do I want
to wear a navy blue suit or casual clothes? Should I look conservative or
fashionable? Whatever type of clothing you decide on, it should be clean
and neat. Your clothes should not distract your listeners from your message.
Speech Qualities
Once your listeners have gotten a first impression of you from your
appearance, they get their second impression from your speech. Forgetting
for a moment the specific words of your message, what do you want to
communicate with your speech? Most people want to be perceived as
attractive, smart, and competent. To be perceived this
way, you must speak well. In business and academic
situations, that means using standard American
English. It also means controlling the qualities of
your voice—volume, pitch, rate, and tone. You must
pronounce words accurately; enunciate, or speak
clearly; and use correct grammar and appropriate
vocabulary.
Spoken American English
In the United States, there are four basic varieties of
spoken American English: standard English, dialects,
accented English, and substandard English.
■ Standard English is the English spoken by
national news broadcasters, actors, and
others.
Appearance
55%
Voice
38%
Words
7%
FIGURE 9–1
Your appearance and voice have far more
impact on your listeners than what you
actually say.
National news broadcasters are trained to speak standard English.
Many people learn standard English by listening to them on TV.
(©
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CHAPTER 9 Improving Your Speaking Skills 205
■ Dialects are variations of American English that are spoken
in particular areas or by particular social groups. The most
familiar regional dialects are those of the South, New York City,
Boston, and the Midwest. Black English, a dialect spoken by
many African Americans, is found in all regions of the
United States. It is sometimes called African American
English or Ebonics.
■ Accented English is spoken by the many Americans for whom
English is a second language.
■ Substandard English is English spoken with poor pronunciation,
enunciation, grammar, and vocabulary.
Largely through the influence of television, standard English
is understood easily throughout the United States. It has therefore
become the norm against which people’s public speech is judged. In
business, academic, and other public speaking situations, you should
aim to speak standard English, no matter what variety of English (or
other language) you speak with your friends and family. Since the
purpose of speaking is to communicate, it makes sense to communicate
in language that people from all social groups and regions of the
country understand.
So if you are trying to improve your speech, you should be imitating
the standard English you hear on national news broadcasts. As you
practice improving various aspects of your speech, try to record your voice
so you can hear what you sound like.
“ A language is a dialect with
an army and a navy.”
MAX WEINREICH (1894–1969),
linguist
EXPLORING SPOKEN ENGLISH
There are many Web sites related to spoken English. Choose one of the following sites and explore its offerings
and links to other resources. Then write a paragraph about what you found.
■ The Columbia Guide to Standard American English is a reference work available on Bartleby.com
menu.) You can check the meaning, pronunciation, and usage of words and phrases in standard American
English as well as American dialects.
■ The Language Samples Project at the University of Arizona maintains a site, called “Varieties of
English,” containing information about and samples of American dialects, including Black English,
■ Dave’s ESL Café on the Web is a comprehensive site of interest to speakers of English as a second
language. Their search engine provides links to ESL resources on the Internet, including speaking skills
resources
EXPL
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and link
■ T
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■ T
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Your Turn 9-1
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206 UNIT 4 Developing Your Social Potential
Volume
The volume of your voice refers to its intensity or loudness. In most
situations, a moderate volume is appropriate for standard English and will
enable listeners to hear you. Of course, if you are addressing a large group,
you will have to raise the volume of your voice or use a microphone. In
addition, a good speaker uses changes in volume to emphasize parts of the
message.
If you are having trouble speaking loudly enough, you should practice
breathing properly. If you take quick, shallow breaths, your lungs do
not have enough air to produce sounds loud enough to be heard easily.
Instead, you should breathe deeply and control your breath as singers and
actors do.
Pitch
Pitch refers to the level of sound on a musical scale. People who speak
with a high-pitched voice sound shrill and unpleasant. On the other
hand, people whose voices are pitched too low can be hard to hear. And
people whose pitch never varies speak in a monotone, which is boring for
listeners. A moderate pitch with variations is best for standard English.
Pitch carries different meanings in standard English and regional
dialects. For example, when you ask a question in standard English, the
pitch of your voice rises toward the end of the sentence. The rising pitch
at the end of the sentence conveys a question, doubt, or hesitation. Since
a rising pitch at the end of a sentence means uncertainty in standard
English, many Northerners are confused when they listen to people
speaking a Southern dialect. Southerners have a slight rise in pitch at the
ends of most sentences. This rise doesn’t mean uncertainty; rather it’s
meant to convey courtesy, a meaning that’s lost on the Northerners. You
can see from this small example that using standard English can prevent
the miscommunication that results when dialect differences are not
understood.
Rate
Standard English is spoken at a moderate rate. Indeed, because of the long
vowel sounds in English, it’s hard to speak the language very fast. As with
pitch, there are regional differences in the rate of speech. Northerners tend
to speak faster than Southerners, and people from the Northeast speak
faster than those from the Midwest.
To avoid sounding boring, you can vary the rate of your speech. You
can slow down to emphasize important facts or ideas or to accommodate
a listener who can’t keep up with you. You can also pause to emphasize
major points. A moment of silence has the power to refocus your listener’s
attention. Avoid filling your pauses with sounds like “um” and “uh.” These
fillers are distracting to your listeners.
“ Words mean more than what
is set down on paper. It takes
the human voice to infuse
them with shades of deeper
meaning.”
MAYA ANGELOU,
poet and writer
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 207
Tone
As you know, tone of voice reveals the speaker’s feelings and attitudes. A
voice can be depressed, cheerful, angry, or neutral. Because tone of voice is
so revealing, you should be aware of what you sound like. Sometimes it’s
appropriate to convey your emotions through the tone of your voice. For
example, you may want to communicate your happiness that your friend
is getting married. At other times you may want to change your tone to
avoid communicating a feeling you would rather hide. You may wish to
sound neutral rather than angry, for instance, when you are disagreeing
with your boss.
Enunciation
Enunciation refers to the clarity with which you say words. Saying “didja”
for “did you” or “talkin’” for “talking” are examples of poor enunciation.
Poor enunciation is the result of leaving out sounds, adding sounds, and
running sounds together. Poor enunciation in standard English may be
the result of speaking a regional dialect.
Commonly left out sounds are the final t, g, and d when they follow
another consonant. For example, many people say “stric” rather than
“strict,” “goin” rather than “going,” and “pon” rather than “pond.” Some
vowels are frequently swallowed as well. When
two vowel sounds occur together, one is often lost.
For example, many people say “pome” rather than
“poem” and “crule” rather than “cruel.” Sometimes
entire syllables are lost, as in “praps” for “perhaps”
and “lil” for “little.”
Another type of poor enunciation is the addition
of unnecessary sounds. “Umberella” for “umbrella,”
“disasterous” for “disastrous,” and “exshtra” for
“extra” are some examples.
Finally, slurring words—saying them indistinctly
and running them together—makes you difficult to
understand. “C’mere, I wancha t’gimmee a hand” is
an example of slurred speech. Unless you enunciate
clearly, your listeners may pay more attention
to decoding your speech than to interpreting its
meaning.
Pronunciation
Pronunciation is closely related to enunciation. Whereas enunciation
refers to the clarity with which you say words, pronunciation refers to
the correctness with which you say words. A person who says “Febyuary”
instead of “February” or stresses the wrong syllable in “harassment” is
mispronouncing words. Many pronunciation errors in English arise from
the quirks of spelling. The t in “often,” for example, is not pronounced.
The letters ea sound different in “break” and “beak.” In addition, some
Most speech pathologists work with children who have speech
problems. However, some of them help people improve their accents,
learn new dialects, and change their speech patterns.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
208 UNIT 4 Developing Your Social Potential
TABLE 9–1 Commonly Mispronounced Words
Incorrect Correct Incorrect Correct
omost almost liberry library
irrevelant irrelevant fasten fas(t)en
probly probably nucular nuclear
akst asked idear idea
oways always sophmore sophomore
famly family drownded drowned
mischievious mischievous burgular burglar
corps cor(ps) often of(t)en
’po-lice po-’ lice ’di-rect di-’rect
jest just preventative preventive
words have more than one acceptable pronunciation. When in doubt
about the pronunciation of a word, look it up in the dictionary. Generally,
the preferred pronunciation is listed first. Table 9–1 shows some
commonly mispronounced words.
Grammar and Vocabulary
You may enunciate clearly and pronounce words correctly, but if you’ve
chosen the wrong words or put them together incorrectly, you will not
be considered a good communicator. A good vocabulary allows you
to present your thoughts with precision. You don’t need to use fancy
words, just have a wide enough vocabulary to express yourself clearly.
Good grammar is also essential. However, the rules of grammar are not
necessarily the same in a dialect as in standard English. For example, “He
runnin” is a grammatical Black English sentence, but the same sentence in
grammatical standard English would be “He is running.” If you are used to
speaking a dialect informally, pay closer attention to the rules of grammar
when speaking standard English. Justly or not, people who constantly
make grammatical errors when speaking standard English are considered
poorly educated and unprofessional. If you think your grammar could use
improvement, try reading more. By reading you will absorb many of the
rules of standard English grammar. If you think you need more help than
that, you can enroll in a course at your school or an adult education center.
Effective Conversations
An attractive appearance and good speech contribute to your
effectiveness as a communicator, but they are not enough to ensure good
communication. In face-to-face communication, it’s important to think
as much of the person with whom you are conversing as you do about
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 209
yourself and your message. So in addition to knowing what you want to
communicate, you must make others feel comfortable by establishing a
positive atmosphere, using appropriate body language, listening, letting
others speak, and mirroring their speech.
Know What You Want to Say
If a conversation has a purpose other than social chitchat, you should be
mentally prepared for it. That means you know beforehand what message
you want to communicate. You have decided what points you need to
cover and what your approach will be. When you are mentally prepared,
instead of floundering, you will be able to direct the conversation where
you want it to go.
Know What You Don’t Want to Say
There’s another side to knowing what you want to say, and that’s knowing
what you don’t want to say. It’s important to respect confidences and to
RATE YOUR SPEECH QUALITIES
Answer the following questions to evaluate your speech qualities. You may have to ask a friend to help you if
you’re not sure how you sound.
Yes No
1. I usually speak standard English. □ □
2. I speak at a moderate volume, neither too loud nor too soft. □ □
3. I speak at a moderate pitch and vary the pitch to convey different meanings. □ □
4. I speak at a moderate rate, neither too fast nor too slow. □ □
5. I use pauses to emphasize major points. □ □
6. I control the tone of my voice in order to better communicate my messages. □ □
7. I usually enunciate clearly and distinctly. □ □
8. When I’m not sure of the pronunciation of a word, I look it up in a dictionary. □ □
9. I use a wide range of words when speaking. □ □
10. When I speak, I use correct grammar. □ □
A no answer to any of these questions indicates that you can improve your speech.
Your Turn 9-2
RATE
Answer
you’re n
1. I
2. I
3. I
4. I
5. I
6. I
7. I
8. W
9. I
10. W
A no an
“ A rumor goes in one ear and
out many mouths.”
Chinese proverb
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
210 UNIT 4 Developing Your Social Potential
WANTED: BILINGUAL WORKERS
“What is an extra language worth?” That question is being asked all
over the country by workers who are bilingual. As Americans do more
business with non-English speakers, both here and overseas, the demand
for employees who can speak more than one language is rising. Bilingual
workers are needed in marketing, finance, health care, technology, social
work, teaching, public safety, and administrative jobs.
In some places, the need for extra languages is so great that local
governments have mandated the hiring of bilingual workers. For example, the
city of Oakland, California, requires that bilingual workers be hired, whenever
possible, for positions involving contact with the public. Candidates who are
bilingual in Spanish, Chinese, or Vietnamese are sought for positions including
police officer, firefighter, sanitation worker, and recreation worker. In 2007, the
city hired 295 new workers in jobs that involve dealing with the public, and
almost half of them were bilingual.
But are bilingual employees paid more for their language skills? Some
bilingual employees are paid more, especially those with higher-level jobs.
Bilingual financial analysts, merchant bankers, stockbrokers, and middle-
and upper-level managers are often paid extra for their relevant language
skills. For lower-level jobs, the situation varies considerably, although the trend is toward extra pay. For
example, Oakland, California, and Lubbock, Texas, pay some bilingual workers extra if their language skills
are critical to job performance.
Whether bilingual employees are paid more also depends on the regional job market. For example, in
Miami and south Florida, so many people speak both English and Spanish that companies don’t need to pay
extra to attract bilingual employees.
Even if there is no bonus pay, being bilingual in today’s job market is a plus for applicants. Many
employers want to hire employees who are bilingual and bicultural as well, meaning that they understand
the language, customs, and traditions of immigrant and international customers. A survey conducted by
Hispanic Times Enterprises revealed that, when two people with equal qualifications apply for a job and one
of them is bilingual, most companies will hire the bilingual applicant.
If you are bilingual and want to use your language skills, the Internet will make your job search easier.
In addition to checking general-purpose jobs sites, you can check job sites that specialize in placing bilingual
applicants. There are also job fairs that specialize in career opportunities for bilingual workers.
Sources: City of Oakland, “Revised Follow-Up Status Report on the Implementation of the Equal Access Ordinance for Fiscal Year 2006-2007,” Sept. 11,
2007,
California Job Journal, September 2, 2001
Mackey, The Bilingual Edge. New York: Collins, 2007.
Steffi Jones is the president of the
organizing committee for the 2011
Women’s World Cup in soccer. Formerly
an international “football” player,
Jones has found that her bilingual
English-German skills are a big plus in
her new job.
News & Views
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 211
be discreet and tactful. Communicating private
matters to people who are not directly concerned
will eventually result in your being perceived as
untrustworthy and rude. To avoid this, make sure you
keep confidences and speak to others with tact and
discretion.
Establish a Positive Atmosphere
The environment of a conversation has a great
effect on the quality of the communication that
takes place. No one would expect to have a mutually
satisfying conversation, for example, in a brightly
lit police interrogation room. Sitting behind a large
desk or in an imposing chair or standing over the
person with whom you’re conversing sends a similar message: You are
in control. Any setup that makes the speaker appear dominant has the
effect of stifling the free flow of communication.
So if you want to converse openly and honestly with someone, be
sure that the environment contributes to a relaxed atmosphere. Make
sure there are no physical barriers between you and your listener. Move
out from behind a table or desk, sit if the listener is sitting, and move the
furniture to get comfortable seating if necessary.
Use Body Language
You are already aware of how much facial expressions, eye contact, posture,
and gestures can communicate. When you speak, try to use the vocabulary
of body language to add to the meaning of your verbal message. Smiling,
looking people in the eye, holding yourself tall but relaxed, and gesturing for
emphasis will help hold the attention of your listeners. On the other hand,
do not exaggerate your use of body language, because that is distracting. It’s
also important to control any mannerisms you may have, such as biting the
end of a pen or playing with objects in your hands.
Listen
Nothing conveys your interest in the other person as much as listening
carefully to what he or she has to say. Your success as a speaker is
dependent on your effectiveness as a listener. Only if you listen carefully
will you get feedback to your message. And good feedback is necessary to
keep a conversation effective. Listening is so important that we devoted a
whole chapter to it. If you need to brush up on your listening techniques,
review Chapter 8.
Let Others Talk
A conversation is a dialogue, not a monologue. If you monopolize the
conversation, you will find that effective communication is not taking
Friends can achieve greater rapport when they treat one another
as equals.
“ Silent? Ah, he is silent! He
can keep silence well. That
man’s silence is wonderful to
listen to.”
THOMAS HARDY (1840–1928),
English novelist
“ Bore: one who has the power
of speech but not the capacity
for conversation.”
BENJAMIN DISRAELI (1804–1881),
British statesman
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
212 UNIT 4 Developing Your Social Potential
“ To speak, and to speak well,
are two things.”
BEN JONSON (1572–1637),
English dramatist and poet
place. Part of being a good speaker is knowing when to let the other
person talk. Be attentive to your listener so you will know when he or she
wants to say something. Then be silent and listen.
Mirror the Speech of Others
As you recall, people are most comfortable communicating with those
who are like themselves. Part of establishing rapport with another person
is to mirror aspects of their communication style (see Chapter 7). When
you have a conversation, you can mirror the speech of the other person.
You can match the pace, pitch, tone, or volume of others’ speech, the
words they use, and their body language. Mirroring aspects of the other
person’s communication style will help the person relax and be more open
with you.
In addition to reacting to the other person’s communication style,
you can affect that style by your actions. For example, suppose you
are talking to someone who speaks very slowly. You can try to speed
him up by mirroring his pace, then gradually speaking faster. Without
even being aware of it, he will speed up a bit to match you. If you want
someone to relax, make sure your own posture is relaxed, your voice is
calm, and your facial expression interested and pleasant. Changing aspects
of other people’s communication style by getting them to mirror you is
called leading.
Speaking to Groups
Many people are perfectly comfortable speaking to one person but find
speaking to groups very difficult. Yet since so many of our activities
are accomplished in groups—social, educational, and business—it’s
important to learn to speak well in group situations. Most of the time
you will find yourself speaking informally as you participate in a group
activity. Occasionally, you may be asked to make a
formal presentation to a group.
Speaking Informally in a Group
Whether it’s a class, club, committee, or meeting of
coworkers, the chances are that at least once a day
you will find yourself communicating in a group.
People who are good at speaking in groups have
a great deal of influence over the actions of the
group. Good speakers are generally well prepared,
assertive, and courteous.
Be Prepared Preparation is the first prerequisite
of effective participation in groups. You cannot
speak well unless you know something about the
topic under discussion. To prepare for classroom
People who work in teams spend a lot of time speaking informally
in a group.
“ It takes two to speak the
truth,—one to speak, and
another to hear.”
HENRY DAVID THOREAU
(1817–1862),
author and naturalist
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 213
CAN YOU IMPROVE THIS CONVERSATION?
For each of the following scenarios, make a suggestion that will improve the quality of the conversation.
1. Carl went to his instructor’s office to discuss his term project. They sat together and Carl outlined his ideas.
As Carl got more involved in the details of the project, the instructor stood up and began to pace.
2. Kiyoko and Tamara ran into one another in the cafeteria and sat down to eat together. They had just met in
their English class the previous week. Tamara chatted on about this and that, never running out of things to
say. By the end of the meal, Kiyoko was bored and restless. She had barely gotten a word in.
3. Jessica was a bit upset about work when she ran into a coworker, Carlos. She told Carlos about the problem.
Carlos tried to offer some suggestions, but Jessica didn’t seem to hear them. She went right on with her
own thoughts.
CAN
For eac
1. C
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2. K
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3. Je
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Your Turn 9-3
discussions, you should keep up with the assigned readings. To prepare for
other types of group discussions, you must keep abreast of the subjects that
are likely to come up by paying attention to the news and reading trade or
professional publications.
Before some meetings, the person leading the meeting distributes
an agenda, a list of topics to be discussed. If you have an agenda, study
it before the meeting and learn more about things with which you are
unfamiliar. If you don’t have an agenda, try to find out before the meeting
what subjects are to be covered.
Be Assertive You may be thoroughly prepared, but unless you speak
up you will not contribute to a group’s efforts. Speaking up in a group
requires assertiveness, the self-belief and determination to make your
opinions heard. To be assertive, you must believe that you have something
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
214 UNIT 4 Developing Your Social Potential
To say that Bobby Jindal’s career
has been on a fast track is
an understatement. At 24, he was
appointed to head Louisiana’s
Department of Health and Hospitals. At
26, he served on a national commission
about Medicare. At 27, he became the
president of the University of Louisiana.
At 29, he became a U.S. secretary of
health and human services.
Finally, at age 32, Jindal suffered
his first real professional setback—he
ran for governor of Louisiana as
the Republican candidate and was
defeated. But after a stint representing
Louisiana in the U.S. Congress, a
36-year-old Jindal ran for governor
again—and won. In 2008, Jindal
became the nation’s youngest governor,
and its only Indian-American governor.
Just who is Bobby Jindal? Jindal
was born in Baton Rouge, Louisiana,
in 1971, to parents who immigrated
from India. At age 4, he stopped using
his given name, Priyush, and adopted
the name “Bobby” after a character
on the TV show The Brady Bunch. He
graduated from Baton Rouge High
School and Brown University, where he
converted to Catholicism. After earning
a master’s degree as a Rhodes Scholar
in England, he returned to Louisiana.
His academic background in healthcare
administration caught the eye of the
state’s governor, who appointed him to
his first government post.
Jindal’s success in politics has
surprised many people who thought
his ethnic background would be a
disadvantage at the polls. Jindal himself
treats his ethnic background as a plus,
but does not emphasize it. In government
documents he leaves the line for
“race” blank. He says, “America is the
greatest . . . . Here anyone can succeed.”
Jindal has a lot of plans for
Louisiana, which is still trying to recover
from Hurricane Katrina and the flooding
of New Orleans. In his inaugural
speech, Jindal declared, “Under the
spotlight of the world, with generosity
from many and a clear call to common
purpose . . . we have the opportunity to
make lasting and positive change.” To
watch a video of his speech, go to the
American Rhetoric Web site,
Sources: John Fund, “Bayou Boy Wonder,” Wall
Street Journal, October 22, 2007; John Fund,
“Bobby Jindal’s Rise,” Wall Street Journal,
October 9, 2003; Piyush “Bobby” Jindal,
“Louisiana Gubernatorial Election Victory
Speech,”
and Amala Nath, “South Asian Americans in
U.S. Politics,” The Modern American, Spring
2005, p. 16,
April 24, 2008; “About Bobby Jindal,”
WHATEVER IT TAKES
Bobby Jindal
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 215
worth saying. You must have confidence in your own ability to contribute
to the group.
Being assertive also means you must achieve a balance between your
own right to be heard and the rights of others to express themselves. A
good communicator speaks up but also yields the floor to someone else
who wants to speak. Being assertive does not mean that you monopolize
the discussion.
Be Courteous There are often as many opinions as there are people in a
group. So it is important, when you express an opinion, to speak tactfully.
Even when you think someone else is wrong, you should acknowledge
others’ right to their opinions before you express your own ideas.
When you speak in a group, respect the rights of others. That
means that you must not interrupt, fidget, daydream, or carry on side
conversations. You should listen carefully to what others say and express
yourself firmly but politely.
Making a Presentation
When you make a presentation, you are the featured speaker and your
listeners are your audience. People who are normally relaxed and open
when communicating may experience great anxiety when making an
oral presentation. Fearful of making mistakes, they appear rigid and
wooden. A person who makes effective presentations, however, has
learned to project the same personality on stage as in one-to-
one conversations.
It’s normal to feel anxious about making presentations.
However, you can minimize your anxiety by following several
basic suggestions for making a good presentation. You can
prepare your presentation in advance, relate to your audience,
and be yourself.
Prepare Your Presentation The most effective speakers are
prepared. No matter what the subject or the audience, effective
presenters have planned their presentations in advance. They
know what information they want to communicate and how
they will deliver it. Effective presenters follow these basic steps
when preparing presentations.2
■ Think about the audience and the setting. Is the
audience young or old, experienced or inexperienced,
male or female? Is the setting formal or informal? The
answers to these questions will help you tailor your
presentation.
■ Outline your message. Think about your objective and
include only information that supports your objective.
Remember, people can’t absorb too much information
at once, so keep the presentation simple. Three or fewer
main points are usually enough.
A good presenter is well prepared, makes the message
meaningful for the audience, and communicates some
of his or her own personality.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
216 UNIT 4 Developing Your Social Potential
DO YOU SPEAK UP?
Spend a day keeping track of the number of groups you interact with and the number of times, if any, you speak in
each group situation. You can record this information in the chart following.
Description of Group Number of Times You Spoke
Once you’ve recorded a day’s participation in groups, answer the following questions:
1. Did you speak in each group of which you were a part?
If not, why not?
2. Did you find it easier to speak up in some groups than in others?
If yes, why?
Your Turn 9-4
DO Y
Spend a
each gr
Descr
On
1. D
If
2. D
If
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 217
■ Prepare supporting materials. You can reinforce the impact of your
message by preparing audio or visual material that supports
your message. Presentation software packages like Powerpoint
make it easy to produce and present professional-quality
supporting materials.
■ Rehearse. Run through your presentation a few times. Then find an
audience, even if it’s only one person. Give your presentation and
ask for feedback.
Relate to Your Audience Presenters who rely primarily on the weight
of facts and figures to engage their audiences usually fail. That’s because
people relate to speakers who relate to them. A good speaker gives a
presentation that is relevant and meaningful to the audience, in terms of
both its message and how the message is delivered.
If you have considered your audience and setting before you prepare
your presentation, the chances are your message will be meaningful to
your listeners. For example, suppose you are giving a talk on one of your
company’s new products. Is your audience made up of your coworkers or
your customers? Your presentation will be very different to each of these
audiences.
Your presentation will also be more effective if you can relate to
your audience in the way you deliver your message. Address yourself to
the audience. Talk to them rather than at them. Get them to participate
by asking questions, recalling well-known events or people, and having
them use their imaginations. If the group is small, the audience can
actively participate. If the group is large, you can persuade them as they
participate silently.
Be Yourself Truly effective presenters take these suggestions one step
further by communicating something of themselves as individuals. They
take off the formal mask and let people see the real person beneath. To be
an effective presenter, you must be willing to be open and disclose parts of
yourself to the audience.
“ Think like a wise man but
communicate in the language
of the people.”
WILLIAM BUTLER YEATS
(1865–1939),
Irish poet
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218 UNIT 4 Developing Your Social Potential
ole
GETTING THE MOST OUT OF YOUR CELL PHONE
Almost everyone has a cell phone these days, from kids in middle school to senior citizens. Cell phones are
handy for conversations and text messaging as well as for other tasks. They have given rise a whole new set of
etiquette do’s and don’ts.
Cell Phone Functions
Most people use their phones to talk, to text, and perhaps to take pictures, but did you know there were many
other uses for an ordinary cell phone? (You don’t need a smartphone to perform these functions.) Here are a
some other uses:
■ Emergency help. The emergency number for cell phones is 112. You can call this number even if you
are outside your network and even if the phone is locked.
■ Remote car key. If you lock your key inside the car, use a cell phone to call the person who has your
spare key. You must call him on his cell, not a land line. Ask him to press the “unlock” button on the
spare key into his cell phone while you hold your phone within a foot of the car door. The signal should
unlock the door. This doesn’t work with all phones, but it’s worth a try.
■ Alarm clock. Use the alarm clock feature to wake yourself or just to keep track of the time.
■ Calendar. Use the calendar as a time management tool (see Chapter 2). You can enter appointments,
deadlines, and exam dates.
■ Calculator. Use the calculator to figure out tips, add up how much you’re spending in a store, and so on.
■ Portable phone book. You can store all your contact information in the phone.
■ Three-way communication. If your phone has three-way
calling, you can call one person, establish the connection, then
call another person for a conference call.
■ Call forwarding. You can set your calls to be forwarded to
your land line or another number. This feature is especially
handy if you’ve used up your minutes.
■ Internet search via text message. Even if you do not have
a smartphone, you can do a limited Google search via text
message. Enter your key words or search question, and send
it to GOOGLE (46645). You’ll get a text message back.
Cell Phone Etiquette
The cell phone functions that annoy other people when you use your
phone in public are the ones that involve sound, like the ringer and
l
G
Al
ha
eti
Ce
Mo
oth
so
Ce
Th
ph
MOST OUT OF YOUR CELL PHONE
Tech Tips
(©
M
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be
l/f
St
op
/G
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Im
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)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 219
talking. It makes sense to use a cell phone in public places without disturbing others. Here are some
suggestions:
■ Don’t set your ringer to a loud or annoying tune.
■ Never take or make a personal call or text message in class or during a business meeting, including
interviews. If you are expecting an emergency call, set the ringer to vibrate and excuse yourself to
answer the phone.
■ Don’t talk on a cell phone in classrooms, lecture halls, elevators, libraries, museums, restaurants,
theaters, waiting rooms, places of worship, buses, trains, or other indoor public spaces.
■ Don’t talk on the phone while conducting personal business, such as banking.
■ If you must use your phone in public, make your conversation brief or use texting instead.
t
s
USING A CELL PHONE
1. If you still have your cell phone’s instruction booklet, check to see what functions your phone offers. (If
you don’t have the manual, scroll through the phone’s menus to explore its features, or log on to the
manufacturer’s Web site to locate instructions.) List five things your phone can do and how you would use
each function:
2. How should cell phones be used on campus? Make a list of “Campus Cell Phone Rules.”
USIN
1. If
y
m
e
2. H
Your Turn 9-5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
220 UNIT 4 Developing Your Social Potential
Name Date
What’s Up?
1. On what basis are people’s first impressions of you formed?
2. Define the following terms:
Standard English:
Dialect:
Accented English:
Substandard English:
3. Why do people switch from dialects to standard English when they are speaking in public?
4. What does your tone of voice communicate?
5. What is enunciation?
continues
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 221
Name Date
6. What is pronunciation?
7. What are the essentials of effective conversation?
8. How can you improve rapport with another person while conversing?
9. Why is it important to be assertive when speaking in groups?
10. List the four basic steps of preparing a presentation.
What’s Up? continued
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
222 UNIT 4 Developing Your Social Potential
Case Studies
The Case of the Clashing Speakers
Brenda, who lived in Boston, had a part-time job as a telemarketer, selling over the phone to people
in New England. She was good at her job, and some evenings she made as much as $17 an hour in
commissions. When her firm got a major new client in Georgia, she started calling potential customers in
the Southeast. Within two weeks, her average hourly rate had dropped to $9.
1. What speech qualities may have contributed to Brenda’s success in selling to customers in the Northeast?
2. Why might Brenda have trouble selling to southern customers?
3. How can Brenda improve her ability to sell to Southerners?
The Case of the Interrupted Job Interview
Tyson dressed in his only suit for a job interview with a recruiter from a large consumer goods
corporation. A college senior, Tyson was anxious to have a job lined up by the time he graduated. During
the interview, the recruiter asked him what he would like to be doing in five years. In the middle of his
response, Tyson’s cell phone rang. He said, “Excuse me” to the recruiter and took the call.
1. What did Tyson do wrong during his interview?
2. After the interview, Tyson never heard from the company again. What should he do in the future to improve
the impression he makes at job interviews?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 9 Improving Your Speaking Skills 223
Journal
Answer the following journal questions.
1. If you could hire a dialect or speech coach, what aspect of your speech would you change or improve? How
would this change in speech benefit you?
2. Describe someone you know who is a good conversationalist. What makes this person so skillful?
3. What role does the telephone play in your life? If you use a cell phone, how does it affect your behavior?
4. In polls, fear of making a speech ranks high, along with fear of snakes. If you get very anxious before you have
to speak in public, what can you do to reduce the stress you feel? Given what you have learned in the chapter,
what strategies might you try in the future?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Getting Along
with Others
C H A P T E R
10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
225
On the International Space
Station, diverse groups of
people work together in close
quarters for long periods.
There’s nowhere to go when
conflict arises, so astronauts
have to learn to resolve their
problems and get along.
H ave you ever watched actors, directors, and other movie people accept
Oscars for their work? Nine times out of ten, Oscar winners thank the
people—parents, spouses, friends, or colleagues—who made it possible for them
to succeed. People who lead full, successful lives have a tremendous respect for
and appreciation of others. They understand that good relationships with the
people around them are important to their well-being. People who reach their
potential are able to form and maintain good relationships with family, friends,
classmates, coworkers, customers, and neighbors.
This is especially important in the United States, a diverse society with people
of all races and ethnic backgrounds. Here it is not possible to associate only with
people you like, or who are like you. Instead, you must get along with all sorts
of people from all sorts of backgrounds. To do this, you need to understand and
apply some basic principles of interpersonal relations. In this chapter, you will:
■ discover that the foundation of good relationships is self-belief combined
with trust, respect, and empathy for others;
■ learn how to express your own needs while acknowledging the needs of
others;
■ commit yourself to ethical values;
■ learn how culture influences how you relate to others;
■ improve your interactions with others by evaluating their needs as well as
your relationships with them;
■ learn how to give and get feedback; and
■ handle anger and conflict in a productive way.
Finally, you will explore how online social networks have extended the way we
relate to friends, family, colleagues, and acquaintances.
(©
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225
ernational Space
verse groups of
rk together in close
or long periods.
where to go when
ses, so astronauts
arn to resolve their
and get along.
accept
nk the
for them
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th the
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ith people
nly with
sorts
and and
ou will:
mbined
eds of
well as
he way we
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
226 UNIT 4 Developing Your Social Potential
Begin with Yourself
What kind of person are you? How do other people see you? Your values,
attitudes, beliefs, and emotions are the foundation of your uniqueness.
How you act upon these states of mind determines how other people react
to you. We have already discussed, in Chapter 1, how certain values and
beliefs can contribute to your success in life. Now let’s reexamine some
beliefs and values—those that are essential for good human relations.
Self-Belief
As you recall, people with good self-belief are convinced of their own
worth. They believe in their ability to influence events, and they approach
new people and new challenges with self-confidence. When you believe in
yourself, it’s easy to believe in others. You recognize that other people are
as important and unique as you are. The inner confidence of self-belief
means that you don’t feel threatened by everyone around you.
Trust, Respect, and Empathy
Whether you get along well with people depends on you. A good
relationship with another person is built on the values of trust, respect,
and empathy.
■ Trust means that you can rely on someone else, and he or she can
rely on you.
■ Respect means that you value the other person, and he or she values
you.
■ Empathy means you can experience another person’s feelings or
ideas as if they were your own.
When there is trust, respect, and empathy between two people,
there is rapport. Rapport is the essence of good human relations. As
you learned in Chapter 7, rapport is achieved through
effective communication. Good communication
can establish and improve the rapport between two
people, and poor communication can just as easily
break down rapport. People who value trust, respect,
and empathy are careful communicators. They avoid
SAD comments—sarcastic, accusing, and demeaning
messages that destroy rapport.
Assertiveness
Trust, respect, and empathy show a concern for the
feelings and rights of others. Assertiveness shows that
you understand the importance of your own feelings
and rights as well. Let’s suppose, for example, that
someone asks you to chair a fund-raising committee for a
“If you don’t look out for others,
who will look out for you?”
WHOOPI GOLDBERG,
actress
“Trust you? Sure I trust you!
(I wonder what he’s after now.)
Be open with you? Of course I’m
open with you! (I’m as open as I
can be with a guy like you.) Level
with you? You know I level with
you! (I’d like to [level] more, but
you can’t take it.) Accept you?
Naturally I accept you—like you
do me. (And when you learn to
accept me, I might accept you
more.) What’s the hang-up? What
could ever hang up two open,
trusting, leveling, and accepting
guys like us?”
LYMAN K. RANDALL
Some people are naturally assertive, but others can learn.
Assertiveness training workshops teach people how to
speak up for themselves and how to achieve a good balance
between their own rights and those of others.
(©
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/J
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 10 Getting Along with Others 227
neighborhood group. You really don’t feel comfortable asking for money,
and you have no time to spare. If you are passive, you will agree to chair
the committee even though it will be an uncomfortable and inconvenient
chore. If you are aggressive, you’ll reply that you have too much to do
to deal with such nonsense. You’ll be standing up for your rights but
trampling on the feelings of others. If you are assertive, you will refuse the
assignment politely.
Framing an Assertive Communication How can you be assertive and
tell people no or disagree with them—and still be polite? You can try
framing your response as a three-part communication using these key
phrases:
1. I feel . . .
2. I want . . .
3. I will. . . .
Following is an example:
1. I feel uncomfortable asking people for money, but …
2. I want to support your efforts even though I don’t have time to
spare.
3. I will be glad to help with a different fund-raiser later in the year.
Notice that these responses focus on the speaker’s thoughts and feelings
but also show trust, empathy, and respect for the receiver. They give as
much due to the speaker’s feelings as to the receiver’s needs.
Achieving a Balance between Passivity and Aggression Achieving
a good balance between your own needs and those of others is hard for
many people to do. For some people, the problem is not being assertive
enough. They feel they are not important enough, or they don’t have
rights, or their feelings don’t matter. The truth is that being passive often
leads to resentment and unhappiness. Failing to acknowledge that you
have important rights and feelings means you’re shortchanging yourself.
In these situations, others win, but you lose.
Other people have trouble distinguishing assertive behavior from
aggressive behavior. They assert themselves in such hostile, angry ways
that they create problems for themselves. Aggressive people tend to
alienate those around them. In these situations, everyone loses.
Assertiveness is somewhere between passivity and aggression.
It takes thought and practice to be assertive. When you are assertive, you
share your feelings in a clear, positive, and courteous way. You are
not so polite that people misunderstand your message, and you’re not so
rude that people feel attacked. In these situations, you win, but others
win, too.
Assertiveness is a skill that can be learned. Many companies think it is
such an important interpersonal skill that they give employees training in
assertiveness techniques.
“Precision of communication is
important … in our era of hair-
trigger balances when a false or
misunderstood word may create
as much disorder as a sudden
thoughtless act.”
JAMES THURBER (1894–1961),
humorist and cartoonist
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
228 UNIT 4 Developing Your Social Potential
Consider Your Ethical Values
Many of the ethical values you hold are shared by society in general, and
much behavior that our society views as wrong is also against the law. If
people break the law, they are punished. Stealing, for example, is both
unethical and illegal.
But people also have beliefs about what is right and what is wrong that
are not dealt with by the law. For example, lying is unethical, but it is not
usually illegal. Still, if you value honesty, you don’t lie, your conscience is
clear, and you feel comfortable with yourself.
Each of us has a set of ethical values by which we try to live. You may
value honesty, trustworthiness, and loyalty, for example. You do your best
Your Turn 10-1
THE FINE LINE BETWEEN ASSERTIVENESS AND AGGRESSION
Think for a moment about a situation in which you reacted passively and found yourself doing something you
really didn’t want to do, or in which you reacted aggressively and found yourself involved in an argument.
1. What was the situation?
2. How did you react?
3. What do you think you could have done to protect your rights and feelings without harming
the other person?
4. Reframe your response using the “I feel . . . , I want . . . , I will . . .” model.
THE F
Think fo
really di
1. W
2. Ho
3. W
th
4. Re
“Watch your thoughts; they
become words. Watch your words;
they become actions. Watch your
actions; they become habits.
Watch your habits; they become
character. Watch your character;
it becomes your destiny.”
ATTRIBUTED TO FRANK OUTLAW,
actor
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 10 Getting Along with Others 229
to behave in a way that reflects these values, and your ethical conduct
becomes part of your character.
Schools and employers have expectations about the ethical conduct
of students and employees. For example, students are expected to do
their own work and not to cheat on exams or to plagiarize papers. In a
work situation, employers expect workers to put in an honest day’s work
in return for their pay. Beyond that basic contract, employers expect
employees to behave honestly in the dozens of day-to-day situations
that arise in the workplace. Taking merchandise home, stealing supplies,
using the telephone for personal or long-distance calls, and using a
company computer to surf the Internet are examples of unethical
behavior.
The argument that “everyone does it” is no excuse for unethical
conduct. Unethical behavior has the effect of diminishing self-belief,
because the person behaving this way is compromising his or her
values. Beyond its negative effect on self-belief and character, unethical
behavior in the workplace usually means that employees are stealing
from their employers. If they are caught, they may be fired or even
prosecuted under the law. Unethical behavior in school—such as
cheating and plagiarism—is also a form of stealing, except you are
stealing other peoples’ ideas and work instead of their things. Such
behavior also has consequences. When you cheat or plagiarize,
you are undermining your own effort to educate yourself. In addition,
such behavior can lead to a failing grade, suspension, or expulsion
from college.
When it comes to ethical issues, you can behave according to your
values fairly easily when the situation involves only yourself. For example,
you can easily refrain from taking office supplies home with you. But
your sense of what’s right may not be the same as your friend’s, your
instructor’s, or your boss’s. In fact, most people don’t give much thought
to questions of right and wrong until there is a conflict between their
values and other people’s values. When an ethical conflict involving others
arises, you must decide what to do.
In some situations, you may be able to ignore what you consider
wrong behavior on the part of others. For example, if a coworker is
making lots of personal phone calls, you may feel it’s better to tolerate
the situation than to upset it. In other circumstances, you may
feel it’s necessary for you to act to prevent the unethical behavior or
to stop yourself from becoming part of it. An example of this type of
situation might be when the behavior has the potential to harm others,
such as when an ambulance driver turns off the communication device
in order to run an errand and thus doesn’t respond in time to an
emergency call.
When you have an ethical problem that involves others, think about
the situation. Before doing anything, ask yourself what effect your action
will have on others and on yourself. It sometimes takes courage to stand
up for what you believe is right.
“He is most cheated who cheats
himself.”
Danish Proverb
“Upon the conduct of each
depends the fate of all.”
ALEXANDER THE GREAT
(356–323 BCE), king and military
leader
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
230 UNIT 4 Developing Your Social Potential
Consider Cultural Influences
Many basic ethical values are universal, but culture also plays a role in
shaping your attitudes and behavior. Some of these influences are very
apparent—for example, the holidays you celebrate. But other influences
are harder to see because they involve the way you think about yourself
and relate to others. One example of culture influencing the way people
think and behave is the idea of the self (see Figure 10–1).
Some cultures define the self primarily as an individual. In these
cultures, the individual is thought of as being an independent entity. The
individual is emotionally separate from groups, including family groups.
Individual-centered cultures place a high value on self-reliance and
competitiveness. Does this sound familiar? It should, because mainstream
culture in the United States is individual-centered.
Other cultures define the self in relation to a group. In these cultures,
the individual’s core identity is closely embedded in that of the group.
These cultures place a high value on solidarity, concern for others, and
Your Turn 10-2
DO THE RIGHT THING
What would you do in each of the following situations? Explain your response.
1. You’ve been put in charge of ordering supplies. Someone in the office tells you to order some extra supplies,
because everybody helps themselves to what they need for personal use.
2. You’re about to take an important exam whose outcome will affect your future. Although you’ve studied
quite a bit, you’re so anxious that you’re considering cheating if the opportunity arises.
3. You have to submit a paper on Shakespeare’s King Lear tomorrow morning, and although you’ve read the
play, you haven’t yet written a word. You do an Internet search of “King Lear” and “paper” and find several
sites that offer free, downloadable essays.
DO TH
What w
1. Yo
be
2. Yo
qu
3. Yo
pl
sit
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 10 Getting Along with Others 231
cooperation. Group-centered cultures include those of Japan and other
East Asian nations, as well as Mexico and other Latin American countries.
You can see that the way you think of yourself influences how
you relate to others. Keep these ideas of the self in mind when you are
thinking about your relationships with others, especially those whose
view of the self may differ from yours.
Reach Out to Others
Do you like to be treated with courtesy and respect? Of course you do.
And so does everyone else. The key to getting along with other people is
to treat them with the same courtesy and respect with which you would
like to be treated. Of course, doing this is not always easy.
As we have seen, people have different assumptions about the role of
the individual in society. People may also have difficulty communicating
with people of other races or ethnic backgrounds. The meanings people
attach to the use of language, facial expressions, and gestures differ from
The Self in a Group-Centered Culture
Grandmother
The Self
Coworker
Friend
Spouse
Mother
Father
Sibling
Sibling
Teacher
The Self in an Individual-Centered Culture
The Self
Sibling
Sibling
Grandmother
Coworker
Friend
Spouse
Mother
Teacher
Father
FIGURE 10–1
People from an individual-centered culture
like that of the United States see themselves as
independent, with clear boundaries between
themselves and others. People from a group-
centered culture like those of Japan and China
see themselves as interdependent with others.
“The Golden Rule” by Norman Rockwell depicts
one of the fundamental principles of all major
religions. The mosaic is located in the United
Nations building in New York City.
(©
T
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ha
m
/T
he
Im
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W
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ks
)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
232 UNIT 4 Developing Your Social Potential
culture to culture, and misunderstandings may be frequent (see
Chapter 7). To overcome cultural barriers, it’s important to be open to
different ways of life and to communicate carefully. Don’t assume you
have been understood completely, and don’t
assume you have understood the other person
completely, either.
While acknowledging that each person
may have a different background and unique
characteristics, keep in mind that people do
have many things in common. There are basic
hopes, fears, and emotions that we all experience.
Understanding these human feelings and
empathizing with others form the basis for good
relationships with people.
What Do People Need?
The quality of empathy is the basis for good
human relations skills. Being able to imagine what
another person feels, thinks, and needs means that you are able to interact
with him or her in an intelligent and caring way. When people sense that
you are attuned to their needs, they react positively to you.
In the course of a day, you may encounter many people, all of them
unique, with whom you must interact—preferably in a positive way. How
can you make sense of the bewildering variety of emotions, thoughts,
feelings, and needs of each person you meet? You may find it helpful to
think of people’s needs in terms of a hierarchy, as shown in Figure 10–2.
Abraham Maslow, a psychologist, proposed that people are motivated
by different levels of needs depending on their circumstances. Homeless
people, for example, have basic survival needs: They must find food or
starve. Once hunger is satisfied, they can attend to their personal safety.
If security needs are satisfied, people can think about meeting the need
for love and relationships with others. Once feeling secure in their ties
to others, people can focus on meeting their needs for achievement,
competence, and self-respect.
When people feel healthy, safe, loved, and competent, they can pursue
the highest level of needs—what Maslow called self-actualization (and
what we have been calling “reaching your potential”). Self-actualization is
reached when people are fulfilled in every aspect of their being. Not many
of us experience complete and lasting self-actualization. Occasionally, we
may have peak experiences in which we feel moments of perfect happiness
or fulfillment. These feelings might come from creating a work of art,
falling in love, running a race, or having a baby. Unfortunately, the peak
experiences do not last long.
Maslow did not view his hierarchy of needs as rigid. In other words,
people do not always focus on their needs in sequential order. They
sometimes focus on higher-level needs even when lower-level needs
remain only partly fulfilled. Parents, for example, may neglect their own
For most people, their family provides the shelter, food, security,
and love they need.
(©
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)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 10 Getting Along with Others 233
Your Turn 10-3
UNDERSTANDING THE NEEDS OF OTHERS
1. According to Maslow’s hierarchy of needs, which need would be your focus in the following situations?
a. You want to get an A on your term project.
b. You’ve moved to a new town or neighborhood and have no friends in the area.
c. You’re hiking in the mountains and get lost for three days.
d. You’re walking home alone one night, and someone tries to mug you.
e. You have just thought of a great idea for starting your own business.
2. Where would you place yourself on Maslow’s hierarchy? Which level of needs are you trying to satisfy most?
List three ways you try to satisfy this need.
UNDE
1. Ac
a.
b.
c.
d.
e.
2. W
Lis
Self-
actualization
needs
Esteem needs
Love and belonging needs
Safety and security needs
Physiological needs: hunger and thirst
FIGURE 10–2
Maslow’s hierarchy of needs provides a way to
think about human needs. In general, people
try to satisfy lower-level needs before higher-
level needs.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
234 UNIT 4 Developing Your Social Potential
WHATEVER IT TAKES
Community Cousins
In 1992, Diane Bock watched the Watts
riots on television from her home in San
Diego, California. She was horrified by what
she saw: white, black, Asian, and Hispanic
people fighting one another in the streets
of Los Angeles. For months, Bock wondered
what she could do to combat the hatred
she saw. Then she had an idea: introduce
people of different backgrounds to one
another to break down barriers and foster
understanding, one person at a time.
Bock took her idea to several
community agencies and organizations,
but no one was interested in her idea. So
in 1995, she founded Community Cousins,
an organization that matches up families
with similar interests but different racial and
ethnic backgrounds.
This is how it works: A family who
joins is paired with another family of a
different background, according to their
common interests. The families first meet at
a Community Cousins gathering and then
decide on their own how much they want
to socialize. Some paired families have
become so friendly that they share birthday
and holiday celebrations with each other.
They also attend the occasional Community
Cousins potluck, barbeque, or ball game.
Since the organization started,
hundreds of families in California and Idaho
have participated. According to Bock, the
“cousins” don’t necessarily discuss race
during their get-togethers. Rather, they
gradually get to know one another. Bock
says, “What I’m trying to do is stir the pot
enough so that everyone has a friend who’s
different.”
Sources: Paul Bush, “Community Cousins Builds
New Ethnic Relationships,” American News Service,
July 7, 1997,
accessed April 27, 2008; Betty Cortina, “She Found
the Courage to Fight Racism,” Oprah, July/August
2000; “Who We Are,” Community Cousins Web
site,
accessed April 27, 2008.
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needs to give loved children something extra, or good Samaritans may
neglect their need for personal safety to come to the aid of someone in
trouble. Even though people may not always attend to their needs in
hierarchial order, Maslow’s model is helpful when you’re trying to figure
out a person’s motivations. It’s also helpful to use the model when you are
setting goals (see Chapter 2).
(©
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CHAPTER 10 Getting Along with Others 235
How Do You Relate to Others?
Another way of thinking about human relations is to focus on the
dynamics of the relationship itself, rather than on your needs or the
needs of the other person. When you first meet someone, you tend to be
cautious and guarded about revealing yourself. As you reveal
more about yourself to the other person, trust and empathy develop. The
other person also lets her or his guard down and reveals more to you.
Gradually, the relationship deepens and becomes more intimate. The
quality of a relationship depends on the degree of mutual trust
and openness.
The Johari Window One way of diagramming the effect of mutual
understanding and knowledge on a relationship is to use the Johari
window (see Figure 10–3).1 The Johari window is named after its
inventors, Joseph Luft and Harry Ingham. It is a square with four sections,
each section representing information known or unknown to yourself
and to others.
The Known. The first section of the Johari window represents the
part of the relationship characterized by openness, shared
information, and mutual understanding. In this section are matters
known to yourself and to the other person as well. The more intimate
and productive the relationship, the larger this section grows. If you
sketched a Johari window representing your relationship with a
1
The known
2
The blind spot
3
The mask
4
The unknown
Known
to others
Unknown
to others
Known to self Unknown to self
FIGURE 10–3
The Johari window is a way of diagramming
the amount of shared and unshared knowledge
in a relationship. The more shared knowledge
there is between people (Box 1), the more
openness and trust in the relationship.
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236 UNIT 4 Developing Your Social Potential
close friend, this section would be large. It might be small, however, if
you sketched your relationship with an instructor or manager. If you
are shy and reserved, this section might be small in most of your
relationships.
The Blind Spot. The second section of the Johari window consists of
feelings, behaviors, and information that are known to the other person
but not to you. This section is sometimes called the blind spot. The
unknown matters may include your annoying mannerisms (of which
you are unaware) or the other person’s hidden motivations. Whatever is
unknown to you in the relationship is a handicap. Therefore, the larger
this section, the less effective you are in the relationship.
The Mask. The third section of the Johari window also limits your
effectiveness in a relationship, but in a different way. It is everything that
you know but the other person doesn’t. This information, unknown to
the other person, provides you with a protective mask. At first glance, it
might seem that the more you know that the other person doesn’t, the
better off you are. If power is your object, this may be true. But if the
mask becomes so large that it crowds out openness (the first section of the
Johari window), the relationship suffers from a lack of trust and rapport.
So, for example, if you are asked to show a classmate how to do something,
and you withhold critical information, the classmate may fail and you may
look competent. But in the long run, you have set the tone for a relation-
ship in which there is little trust or cooperation.
The Unknown. The fourth section of the Johari window consists of mat-
ters that are unknown to both people. These matters include information
about the context of the relationship, each person’s psychological makeup,
personality traits, creative potential, and so on. As a relationship develops,
the size of this section of the Johari window may decrease.
Using the Johari Window to Improve Relationships. As you may have
realized, the four sections of the Johari window are not fixed in size. As
a relationship develops and changes, the internal vertical and horizontal
lines, which separate the known from the unknown, can move. In other
words, you can take actions that will increase the size of the first section,
the known, to make a more effective relationship. By being open, trusting,
and sharing information, you can decrease the size of your mask
(section 3). Doing this is not always easy, especially for shy people. It
involves expressing your feelings and knowledge in a way that exposes you
to possible harm. As anyone who has ever asked another person for a first
date can attest, disclosing your feelings and needs may be hard. Yet if you
want to get to know another person, self-disclosure is necessary, and its
rewards may be great.
You can also increase the size of the first section, the known,
by decreasing your blind spot. One way to do this is through
honest introspection. That is, you must examine your feelings and
“Assumptions are the termites
of relationships.”
HENRY WINKLER,
actor
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CHAPTER 10 Getting Along with Others 237
Your Turn 10-4
DIAGRAM TWO RELATIONSHIPS
Use the Johari windows below to diagram two relationships. Use the first window to model a relationship with
a spouse, lover, or friend. Use the second window to model a relationship with a fellow student, coworker, or
acquaintance.
DIAGR
Use the
a spouse
acquain
1
The known
2
The blind spot
3
The mask
4
The unknown
Known
to others
Unknown
to others
Known to self Unknown to self
1
The known
2
The blind spot
3
The mask
4
The unknown
Known
to others
Unknown
to others
Known to self Unknown to self
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238 UNIT 4 Developing Your Social Potential
behavior to understand your needs and motivations. Another way
to decrease your blind spot is to ask another person for feedback.
What information does the other person have that will help you in
the relationship? Using feedback to decrease your blind spot requires
the cooperation of the other person. And the amount of cooperation
you get will depend in part on your own willingness to be open and
to share. You can see that you can exercise a lot of control over the
quality of your relationships.
Feedback in Relationships
Giving and getting feedback makes relationships grow and develop.
Whether the growth is healthy or stunted depends in large part on our
ability to give feedback in a nonthreatening way and to receive feedback
without being crushed by it. Of course, some feedback is positive. Praise
and affirmation are good to give and to receive, and most of us thrive on
it. Dealing with negative feedback is much more difficult.
Giving Feedback
Why is giving feedback a necessary part of every relationship? Feedback is
part of a communication loop that helps create the knowledge, openness,
and mutual trust necessary for effective relationships. As we saw from
the Johari window, the larger the area of mutual
knowledge, the more effective the relationship.
Giving feedback is one way to increase what is
known about a relationship.
However, it takes skill to give negative feedback
in a way that helps the other person. The person
who is being helped must feel respected and
valued, not demeaned. If those being helped are
made to feel defensive, they will not be receptive to
feedback. So it’s important when giving feedback
to be calm, concerned, and encouraging. You must
accept the other person without judging him or
her, and direct the criticism at behaviors, not at
personality. For example, if a parent criticizes
children’s behavior by telling them they are bad,
the children feel demeaned and worthless. If, on
the other hand, the parent gives specific feedback
about behavior—such as it’s rude to interrupt—the children’s self-esteem
is intact and they have some idea how to behave in the future.
When you give feedback in a relationship, keep these things in mind:
■ Understand your own feelings and motivations.
■ Be accepting and nonjudgmental about the other person.
■ Be sensitive to the other person’s resistance. Pressure doesn’t work in
the long run.
Most companies have regular performance appraisals to ensure that
their managers give employees feedback about their work.
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CHAPTER 10 Getting Along with Others 239
News & Views
MY SPACE IS NOT YOUR SPACE
Did you know that social scientists can predict where you will sit at a
library table? Videos have shown that the first person to arrive takes a
corner seat. The second person takes the seat diagonally opposite the
first. Why? Because the two opposite corner seats are farthest from
each other, and each person is intent on preserving his personal space.
Our concern for personal boundaries operates everywhere. In
elevators, we stand in opposite corners and look straight ahead. On
park benches and low walls, we sit spaced at equal distances. In
buses and trains we choose seats so no one is next to us. Even in the
online alternate universe Second Life, game players’ avatars, or online
characters, observe the rules of personal space.
What are these unspoken rules? Edward T. Hall, an anthropologist
who pioneered the study of personal space, or proxemics, observed that
we have different “zones of interaction.” We are comfortable at these distances:
■ Intimate space, up to 18 inches—close family and intimate friends only
■ Personal space, 18 inches to 4 feet—family and friends
■ Social space, 4 feet to 12 feet—coworkers, classmates, acquaintances, and strangers using
public areas
■ Public space, 12 feet and up—strangers, audiences.
When these personal boundaries are invaded, we feel threatened and move away, avoiding eye
contact. However, Hall’s distances are averages for North Americans, who like their space. In contrast,
people from Latin America, Russia, and the Middle East are comfortable at closer distances—8 to
12 inches less for intimate and personal space.
It’s possible to use a knowledge of proxemics to make yourself, and others, more comfortable. First, in
public, be aware of the people around you and the space between you. If you think you may be too close,
move away slightly if you can. In your home and work space, consider the furniture—are the distances and
angles such that visitors will feel comfortable? If not, you can make changes that will put people at ease.
Sources: Edward T. Hall, The Hidden Dimension. New York: Doubleday, 1963; Paul Preston, “Proxemics in Clinical and Administrative Settings,” Journal
of Healthcare Management, Vol. 50, No. 3, May/June 2005, pp. 151–4; Stephanie Rosenbloom, “In Certain Circles, Two Is a Crowd,” New York Times,
November 16, 2006, p. E1, E10.
■ Criticize specific behavior, not personality.
■ Give feedback only on matters that the other person can change. If
something can’t be changed, there’s little value in discussing it.
■ Don’t tell others what to do.
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240 UNIT 4 Developing Your Social Potential
Receiving Feedback
Even harder than giving productive criticism is being on the receiving
end of negative feedback. Even though on one level we know we are not
perfect, still, no one likes to be told he or she is in some way inadequate.
In fact, our first reaction to criticism is often defensive. Rather than being
open to the criticism, we react by protecting our self-belief.
Protecting Your Self-Belief Our self-belief is so important to our well-being
that people have evolved many ways to defend it. These processes, which reduce
anxiety and protect our self-belief, are called defense mechanisms. Some
common defense mechanisms are withdrawal, rationalization, substitution,
fantasy, and projection. The defense mechanisms are not unhealthy unless they
come to dominate our interactions with others.
1. Withdrawal. People who feel threatened sometimes deal with
their anxiety by trying to avoid the situation that caused the stress.
Trying to escape from negative feedback is called withdrawal.
People who have difficulty with the give and take of close
relationships often withdraw. Separation, divorce, quitting a
job—all may be examples of withdrawal.
2. Rationalization. Another way to defend your self-belief is to
rationalize, that is, to explain or excuse an unacceptable situation
in terms that make it acceptable to yourself. Rationalizing involves
distorting the truth to make it more acceptable. For example, if
you are criticized for missing an important course deadline, you
may rationalize that it was your instructor’s responsibility to
remind you, whereas in truth it was your responsibility.
3. Displacement. Displacement is a defense mechanism in which
you react to a negative situation by substituting another person
for the person who aroused your anxiety or anger. For example,
if your instructor criticizes you in front of the class, you may go
home and yell at your sister. In general, the person you choose as
the substitute is less likely to harm your self-belief.
4. Fantasy. Fantasy is a form of withdrawal in which daydreams
provide a boost to self-belief when reality threatens. For example,
if you’ve been told that you’ll be off the team unless your grades
improve, you may fantasize about being indispensable to your
team and leading it to victory. Everyone fantasizes to a degree;
fantasy becomes a problem only when it is a substitute for reality.
5. Projection. Projection is a defense mechanism in which you
attribute your own unacceptable behaviors and feelings to
another person. If you are criticized for treating a coworker
discourteously, for example, you may project that the coworker
was being rude to you.
Handling Feedback Positively All the defense mechanisms can help
us maintain our self-belief. But at what cost? People who are always on
“Honest criticism is hard to
take, particularly from a relative,
a friend, an acquaintance, or a
stranger.”
FRANKLIN P. JONES
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CHAPTER 10 Getting Along with Others 241
Your Turn 10-5
DEFENDING YOURSELF
1. Identify which defense mechanism is being used in each situation.
a. A person having difficulty in school drops out.
b. A person criticized for poor judgment goes home and picks a fight with her husband.
c. A person who is told he needs training decides that his manager doesn’t know what he’s doing.
2. Most people consistently use one or two defense mechanisms when they feel threatened. Which defense
mechanism(s) do you use? Give an example of a situation in which you reacted defensively.
DEFEN
1. Id
a.
b.
c.
2. M
m
the defensive find it hard to change and grow. Their relationships with
others are characterized by a lack of openness and trust. On the other
hand, people who can handle negative feedback constructively have an
opportunity to develop and grow. Their relationships with others become
more, not less, effective.
How can you handle negative feedback in a positive way? Learning
to accept feedback means paying less attention to how criticism
makes you feel and more attention to what’s actually being said. If
you remember that criticism is information that can help you, you
will be able to deal with it more effectively. Try these tips for handling
negative feedback:
■ Consider who is criticizing you. Is the person in a position to know
what he or she is talking about? If not, the criticism may not be valid.
If so, it’s worth listening to.
■ Decide whether the person criticizing you is upset about
something else. If so, he or she may just be venting. If he or she is
calm, though, you should pay more attention.
■ Ask for specific information. Many people who offer criticism do
so in the most general terms, which is not helpful.
■ Think about what you’ve heard. Give yourself time to react.
■ Decide whether the criticism is appropriate. If it is, think about
what you will do to change your behavior.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
242 UNIT 4 Developing Your Social Potential
Conflict
Throw any two people together for any length of time and they are sure to
disagree about something. The conflict may be over what time they go
to the movies or whether a war can be morally justified. If they cannot settle
the disagreement, they may become frustrated and angry. This scenario
is so common that you may think conflict is always a negative experience.
Yet if handled properly, conflict can have healthy and productive results.
What Causes Conflict?
Differences over facts, ideas, goals, needs, attitudes, beliefs, and
personalities all cause conflict. Some conflicts are simple and easy to
resolve. A difference of opinion about a fact, for example, usually does not
escalate into an emotional battle. If you and a friend disagree about who
holds the world’s record for the 100-meter dash, you can easily resolve the
conflict by checking a sports almanac.
But conflicts about personalities, values, needs, beliefs, and ideas can
be more serious. Such conflicts often cause frustration and anger. The
issues are more fundamental, and they can have an emotional component
that makes disagreement threatening. Unless the anger is dealt with
properly, the conflict is not resolved.
In addition, when people feel that the outcome of a conflict is a
reflection of their self-belief, conflict can be damaging. For example, Brian
and Anya disagreed about how to do a course project, and their group
adopted Anya’s plan. Instead of thinking that his plan had been rejected,
Brian felt that his self-belief had been attacked. Such a conflict is not easily
resolved.
Anger
Anger, the result of unresolved conflict, is a powerful emotion. Think
about the last time you got angry. What did you do? Did you tell the
other person why you were angry? Did you snap
at them about something else? Or did you keep
your feelings to yourself? People express anger in
different ways.
Expressing Anger Directly People often express
their anger directly. If someone annoys you,
you tell them so, or you glare at them, or you shove
them, or you tailgate them on the road. Obviously,
the direct expression of anger can run the gamut
from assertiveness to aggression to violence. How
people express anger directly depends on their
personalities and the extent to which they are
provoked. People with negative self-belief often
have an underlying attitude of hostility that is
easily triggered by even minor events. Others,
Conflict is part of everyday life. People who can control their anger have
a better chance to resolve their conflicts than people who lose control.
“Anybody can become angry—
that is easy; but to be angry with
the right person, and to the right
degree, and at the right time, and
for the right purpose, and in the
right way—that is not within
everybody’s power and is not
easy.”
ARISTOTLE (384–322 BCE),
ancient Greek philosopher
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CHAPTER 10 Getting Along with Others 243
more secure in their self-belief, can express anger more calmly without
being aggressive. (See the discussion of assertiveness on page 226.)
Expressing Anger Indirectly Another way to express anger is indirect.
Instead of confronting the person with whom you are angry, you direct
your anger at a third party, who is less threatening. Since this process
is similar to the defense mechanism of displacement, it is often called
displacement.
In many situations it is inappropriate to express anger at the person
with whom you are angry. Suppose you’ve just started your own business
and one of your clients keeps changing his mind about what he wants you
to do. You are angry because he’s wasting your time. Yet expressing anger
directly will cause you to lose a customer. In this case your anger may find
an outlet when you snap at your child or a friend. This is certainly unfair
to the person at the receiving end of your wrath!
Internalizing Anger The third way to deal with anger is to keep it
bottled up inside you. Many people consider the expression of anger to
be threatening, bad, or rude, and so they internalize it. Unfortunately, the
result of internalizing anger is that you feel a growing resentment. Since
your anger is not expressed, there is no way for the conflict to be resolved,
and it festers. Internalized anger can cause stress and harm your emotional
and physical health.
Controlling Anger You can minimize the destructiveness of anger by
trying to control it. There are several approaches that you can take.
■ Don’t say or do anything immediately. It’s usually best to cool off
and give yourself a chance to think. Counting to 10 may help.
■ Figure out why you are angry. Sometimes the cause of the anger is
something you can easily change or avoid.
■ Channel your anger into physical exercise. Even a walk can relieve
the tensions of anger.
■ Use relaxation techniques such as deep breathing to calm yourself.
■ Find a friend who will listen to why you are angry and offer
constructive suggestions.
Resolving Conflicts
Once your anger is under control, you can try to resolve the conflict that
caused it. The energy created by your anger can be channeled into solving
the problem. Here are a few suggestions.
■ Commit yourself to resolving the problem. Don’t just decide to
keep the peace.
■ Ask yourself what you hope to achieve by resolving the conflict.
Is it critical to get your way, or is your relationship with the other
person more important? Your priorities will influence how you settle
the conflict.
“It is hidden wrath that harms.”
SENECA (4 BCE–65 CE),
ancient Roman philosopher,
dramatist, and statesman
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244 UNIT 4 Developing Your Social Potential
Your Turn 10-6
TAKE AN ANGER INVENTORY
Some people get angry easily, and others remain calm. Where are you in this spectrum? Raymond W. Novaco of
the University of California devised an anger inventory upon which the following questionnaire is based.
For each item, indicate whether you would be very angry, somewhat angry, or not angry by circling the
numbers 1, 2, or 3.
Very Somewhat Not
Angry Angry Angry
1. Your coworker makes a mistake and blames it on you. 1 2 3
2. You are talking to a friend, and she doesn’t answer. 1 2 3
3. You lose a game. 1 2 3
4. An acquaintance always brags about himself. 1 2 3
5. Your instructor tells you your work is poor. 1 2 3
6. You are driving on a highway and someone cuts in 1 2 3
front of you.
7. At a store, a salesperson keeps following you and 1 2 3
offering help.
8. A car drives through a puddle and splashes you. 1 2 3
9. Someone turns off the TV while you are watching 1 2 3
a program.
10. You are studying and someone is talking on her 1 2 3
cell phone.
Add the numbers you circled in each column. Then
add the subtotals to get your grant total. _______�_______ �______
Grand Total ___________
If your score was:
10–15 You get angry quickly.
16–20 You get angry fairly easily.
21–25 You have a moderate level of anger.
26–30 You are slow to get angry.
TAKE
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■ Make sure you and the other person have the same
understanding of the reason for conflict. Ask questions and
really listen. You may be surprised: Some conflicts are the result of
misunderstanding.
■ Be assertive, not aggressive. Remember that the other person has
rights and feelings, too.
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CHAPTER 10 Getting Along with Others 245
USING ONLINE SOCIAL NETWORKS
About 200 million people worldwide use Facebook, the most popular online social network. Millions more
use MySpace. On these sites, people post profiles of themselves, exchange information with others, share
photos and videos, use blogs and messaging to communicate, and play games. Online social networks have
dramatically changed the way many people relate to one another.
If you join a site like Facebook and MySpace, you post a profile giving information about yourself, and
then connect with “friends.” In order to establish an online “friend” link, both you and the other person must
confirm that you are, indeed, friends. You can search for “friends” in categories—those who live in your area,
are connected with your high school or college, work for the same organization you do, or are the friends of
your friends. After you’ve been a member for a while, you may have hundreds of “friends” from various parts
of your life. Because of this, you may find that formerly separate parts of your life are colliding. For example,
your mother, your co-worker, and your best friend may all be online “friends” with access to lots of information
about you.
How can you control your personal flow of information? The first step, of course, is to post only information
that you are willing to share with others. The second step is to use the site’s privacy settings to control who
has access to your profile and its updates. For example, on Facebook you can set your profile and updates to
be viewed by everyone, by only your “friends,” or by specifically selected “friends.” That does not solve the
problem entirely, however, because others can post information about you over which you have no control.
For example, many people have been embarrassed to find compromising information or photos of themselves
posted on someone else’s profile for many to see.
As online social networking sites grow, they are being used for various purposes besides socializing.
Corporations market their products and services. Employers check out the profiles of potential employees. Law
enforcement agencies look for crime, and college security departments look for underage drinking and drug
use on campus. Criminals, imposters, sexual predators, identity thieves, and bullies all exploit these sites for
their own ends.
On the other hand, the sites are wonderful for keeping friends and family in touch and for networking. The
key is to balance the display of information with common sense privacy rules in order to enjoy the best these
sites have to offer without experiencing their down side.
SOCIAL NETWORKS
Tech Tips
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■ Try to keep to the facts. When discussing the issue, make sure you
understand the difference between facts and feelings. The more you
can keep feelings out of it, the better your chance for resolving
the conflict.
At first, you may find it difficult to control your anger and to
approach conflicts in a more thoughtful, rational way. With practice, you
will become more comfortable in dealing with conflict. You may find that
effectively resolving conflict is a way to learn more about yourself and
to grow, as well as to improve the quality of your relationships with the
people around you.
“A soft answer turneth away
wrath; but grievous words stir up
anger.”
PROVERBS 15:1, THE BIBLE
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246 UNIT 4 Developing Your Social Potential
Your Turn 10-7
EXPLORE MYSPACE AND FACEBOOK
Check out either of two most popular social networks, MySpace (www.myspace.com) or Facebook
(www.facebook.com). On the home page, click on the link “About” for an overview of the site. Briefly summarize
the site’s purpose in the space below.
EXPLO
Check o
(www.fa
the site’
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CHAPTER 10 Getting Along with Others 247
Name DateDate
What’s Up?
Name Date
1. How do trust, respect, and empathy affect good human relations?
2. What is the difference between aggressiveness and assertiveness?
3. Describe the different levels of needs in Maslow’s hierarchy.
4. What is self-actualization?
5. What does the Johari window show? How can it be used?
6. Why is it important to give specific, behavior-related feedback?
7. What is the purpose of a defense mechanism?
8. What causes conflict between two people?
9. Why should you try to control your anger before resolving a conflict with someone else?
10. Name one advantage and one disadvantage of belonging to an online social network.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
248 UNIT 4 Developing Your Social Potential
Case Studies
The Case of the Worried Man
Paul attends college part-time and works for an electronics firm that has just been acquired by a
large multinational corporation. Since the takeover, there have been rumors that his company will be
downsized or closed. Paul has had trouble concentrating on his studies, and his grades are falling. He
worries about whether he’ll have a job tomorrow.
1. Before the takeover, what needs were uppermost in Paul’s mind?
2. After the takeover, Paul’s needs changed. What was his new need?
3. According to Maslow, why did Paul’s needs change?
The Case of the “Sick” Employee
Julie was hired to help Mary run her small housewares shop by doing record keeping and accounting. On the
last day of each month, Julie had to balance the accounts, pay vendors, and send statements to customers
with account balances. She wasn’t very good at this task, and she made quite a few mistakes the first two
months. Mary criticized her sharply about the errors. On the last day of the third month, Julie called in sick.
Mary was annoyed, because in addition to helping customers she had to do the end-of-month
accounting. Mary became really angry when Julie called in sick on the last day of the fourth month as
well. But she said nothing, and the next day it was business as usual.
1. Why is Julie calling in sick on the last day of each month?
2. Describe the conflict between Julie and Mary.
3. How did Mary deal with her anger?
4. How might Mary and Julie resolve this problem?
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CHAPTER 10 Getting Along with Others 249
Journal
Answer the following journal questions.
1. How good are you at getting along with others? What aspects of your relationships with others would you like
to improve?
2. Explain your code of ethics. What ethical values are most important to you? Least important? Why?
3. Describe a conflict you’ve recently experienced. How was the conflict resolved? In your view, was the resolution
successful? Explain.
4. If you belong to an online social network, how do you use it? What advantages and disadvantages does it
have?
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Functioning
in Groups
C H A P T E R
11
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251
One of the purposes of
basic training is to forge
group bonds. As soldiers
gain experience, some will
demonstrate leadership skills
and be promoted up the
ranks.
F rom the time you were born into a family until this moment, when you are
reading these words for a class, you have belonged to hundreds of groups.
Psychologists define a group as the conscious interaction of two or more people.
This means that the members of a group must be aware of one another. So, for
example, people shopping at Target are not a group unless an incident takes place
that makes them pay attention to one another. If a security guard starts chasing a
shoplifter and people stop to watch, they become members of a group.
The group at Target lasts just a few minutes and breaks up. Other groups, such
as the U.S. Senate or the American Idol judges, last for years. And some groups, like
the one in Target, are informal. Informal groups are loose associations of people
without stated rules. Passengers on a bus, a group of friends, or people at a party
are all part of informal groups. Other groups are formal; that is, they have clear
goals and established rules. Political parties, businesses, schools, labor unions,
orchestras, baseball teams, and other such associations are all formal groups.
In this chapter, you will:
■ learn that all groups have goals, roles for members to play, and standards
of behavior;
■ discover that different groups have different patterns of communication;
■ learn how people behave as members of groups;
■ improve your ability to interact in groups;
■ list the norms for classroom behavior as well as for online course discussion
boards; and
■ discover the qualities of a good leader and the basic leadership styles.
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252 UNIT 4 Developing Your Social Potential
Understanding how groups work will help you be an effective group
member or leader— vital skills in all areas of life.
Group Dynamics
Group dynamics is the study of how people interact in groups. All groups
have goals they try to achieve; roles for members to play; norms, or standards
of behavior; communication patterns; and a degree of cohesiveness.
Goals
All groups have goals, whether they are explicitly stated or taken for granted,
short-term or long-term. People at a party, for example, are there to have a
good time. A business’s goal may be to make a profit by serving a particular
market. A hockey team’s goal is to win as many games as possible.
In groups, the goals can be cooperative or competitive. When the
goals are cooperative, people in the group work together to achieve an
objective. A group putting on a play, for example, has a cooperative goal.
When group goals are competitive, people in the group work against one
another to achieve their objectives. Four people playing Monopoly have
competitive goals; only one can win the game.
Of course, in real life things are seldom so clear-cut. In most groups, there
are both cooperative and competitive goals at the same time. Take the example
of a theater group: Clearly, the cooperative goal is to have the play ready to
perform on opening night. Yet the actors in the group may have competitive
goals. Each may be trying to win the most applause or the best reviews.
Most of the groups you will encounter, both at school and at work,
will have both cooperative and competitive goals. Today, for example,
many businesses organize their workers into project teams. Members of
the team cooperate with one another to achieve the goals of the team. At
the same time they compete with other teams in the organization. They
may even compete with each other. Consider a corporation that creates
teams of workers to develop new products. People on the widget team
cooperate with one another to design, produce, and market the best and
most profitable widget. At the same time, they compete with people on
the gadget team, who are trying to design, produce, and market the best
and most profitable gadget. The widget people are also competing among
themselves for recognition, promotion, raises, and power.
Studies have shown that groups with cooperative goals have better
communication and are more productive. In groups with competitive
goals, members tend to spend too much energy on rivalry. However,
competitive goals can be positive forces. They can create a feeling of
challenge and excitement that motivates people to do their best.
Roles and Norms
If you pitch for a baseball team, you are expected to stand on the pitcher’s
mound, try to strike out the opposing batter, catch any fly balls that come
your way, and so on. On the team, your role is pitcher, and your norms are
“ Man is a social animal.”
SENECA (4 BCE-65 CE),
Roman philosopher, dramatist,
and statesman
The swimmers on this team have a
cooperative goal: to beat the opposing
swim team. But they also have a
competitive goal: Each swimmer wants to
have the best time in the freestyle event,
beating her teammates as well.
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CHAPTER 11 Functioning in Groups 253
the rules of baseball. In a group, a role is a set of expected behaviors for
a particular position. Norms are the rules by which people in particular
roles are expected to behave.
Norms cover almost all aspects of our interactions with other people,
although they vary from one culture to another. For example, when in
public, many Muslim women cover their hair. In contrast, most women
cover their heads only when it is cold. Norms change gradually over
time and through the influence of one culture on another. For example,
75 years ago blue jeans were considered appropriate wear only for people
who did manual labor or farm work. Today blue jeans are acceptable on a
wide range of people in all but the most formal or conservative settings.
There are many roles that have a substantial number of norms associated
with them. Mother, father, wife, husband, child, friend, boss, employee,
teacher, and student are common roles with dozens of norms. Teachers, for
example, are expected to be hardworking and knowledgeable. Friends are
expected to be supportive and loyal. The norms for these roles are deeply
ingrained in our society, and they help make it function smoothly.
One person can have many roles in life.(©
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254 UNIT 4 Developing Your Social Potential
In many formal groups, explicit roles are assigned to members. In
a committee a chairperson leads and a secretary records the minutes.
In a band, there may be a singer, guitarist, keyboard player, and drummer.
In a college, there may be faculty, administration, support staff, and students.
Communication
Communication is key to the success of any group. As you participate in
various groups, observe the communication patterns. Does one person
dominate, telling everyone else what to do? Do two or three people talk
among themselves while the rest observe? Is communication like a chain,
with messages passed from one person to another? Or do all members
communicate with all other members?
Communication patterns can tell you a great deal about groups. In
formal groups, communication patterns may be rigid. For example, in the
armed services, the communication pattern looks like a chain (see
Figure 11–1). Messages are passed down the chain from the higher ranks
to the lower ranks and occasionally in the other direction. Skipping a link
of the chain is a serious breach of group norms in the armed services.
Another example of a formal communication pattern is called the
wheel. One person at the hub communicates with each group member
on the spokes, but the members do not communicate with each other.
Your Turn 11–1
YOUR CLASS AS A GROUP
Think about the class for which you are reading this book. Then answer the following questions.
1. What are the cooperative goals of the class, if any?
2. What are the competitive goals of the class, if any?
3. What class roles can you identify? What role do you play?
4. What norms do you associate with each role you identify?
YOUR
Think ab
1. W
2. W
3. W
4. W
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CHAPTER 11 Functioning in Groups 255
Chain Pattern Wheel Pattern All-Channel Pattern
FIGURE 11–1
There are three basic communication
patterns in groups: (1) In the chain pattern,
a message is passed from one person to the
next. (2) In the wheel pattern, the person
at the hub communicates with each person
on the spokes, but the people on the
spokes don’t communicate with each other.
(3) In the all-channel pattern, all members
communicate with each other.
Your Turn 11–2
DRAW A COMMUNICATION PATTERN
In the space following, draw the typical communication pattern of your class and your family.
Your Class Your Family
DRAW
In the sp
Your C
An example of this is a dispatcher directing the activity of police officers
on patrol, or a store manager supervising a group of cashiers.
In smaller, less formal groups, such as a project team, social group, or
small business, members communicate more freely with one another in the
all-channel pattern. In theory, each group member communicates with every
other group member, although in practice the pattern may be more random.
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256 UNIT 4 Developing Your Social Potential
Cohesiveness
All groups have a certain amount of cohesiveness, that is, the degree to
which members stick together. Very cohesive groups have a strong identity
and clear goals and norms, and their members are very loyal to one
another. Families usually have a high degree of cohesiveness, as do some
religious congregations and social groups.
A certain amount of cohesiveness is good; it keeps the group from
falling apart and it keeps members cooperating to achieve group goals.
One of the jobs of a coach or manager, for example, is to encourage the
cohesiveness of the team or department. But too much cohesiveness can
cause problems, as we shall see.
How People Behave in Groups
Have you ever found yourself doing something you wouldn’t ordinarily
do because “everyone else is doing it”? You might have cheated on an
exam, gotten your navel pierced, or spent too much money on something
trendy. The cohesiveness of your group caused you to behave in a way that
was contrary to your beliefs or values. You found yourself conforming or
complying with the group’s norms.
Conformity
Changing your opinion or behavior in response to pressure from a group
is called conformity. The urge to conform can be extremely powerful, as
was shown in a famous experiment conducted by psychologist Solomon
Asch.1 Groups of seven students were told they were participating in an
experiment about perception. They were shown these cards and asked
to select the line on the right-hand card that matches the line on the left-
hand card (see Figure 11–2).
No doubt you picked the correct line without any trouble. But how
would you do in the following situation? In Asch’s study, six of the seven
students were “in” on the true nature of the experiment. The group was
given the same task: to match the sticks. The six were instructed to answer
unanimously, out loud in front of the group. The seventh, the true subject,
answered last, also out loud. At first, the six answered correctly, and so
did the true subject. But then the six started to unanimously select the
incorrect line, contradicting what the seventh subject could see perfectly
well. In one out of three groups, the true subjects conformed—that is,
they gave the wrong answer to go along with the group.
In follow-up interviews, it became apparent that both the conformers
and the ones who stuck to the evidence of their senses were disturbed
by what happened. The conformers reported that their feelings of self-
confidence had been eroded by the unanimous judgments of the other
group members. Those who remained independent of the group reported
feeling embarrassed and uneasy at being the odd one out.
1 2 3
FIGURE 11–2
Which of the lines on the right-hand card
matches the line on the left-hand card?
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CHAPTER 11 Functioning in Groups 257
Why do some people conform and others do not? Psychologists think
that people who conform to group behavior that is contrary to their
beliefs and values suffer from poor self-belief. They lack the confidence
necessary to act independently. Those who act independently when group
values contradict their own values tend to have good self-belief.
In addition, the size of the unanimous majority influences the degree
of conformity in a group. When confronted with one or two people who
hold a different opinion, a person is not so likely to conform. But when
three or more people hold a differing belief, others are more likely to go
along with the majority.
Of course, it’s important to realize that conformity is not always bad.
In common social situations such as waiting in line, entering an elevator,
or taking a class, conformity is simply convenient behavior. It means that
these situations will take place in a way that everyone expects. It relieves
people of the necessity of making a decision about what to do all day long.
The important thing about conformity is to know when it is
appropriate. In most circumstances, it probably is appropriate. But when
the beliefs, values, and behavior of a group run counter to your own
beliefs, values, and codes of behavior, then whether to conform becomes
an important decision. Do you go along to get along, or do you act
independently? This can be a hard question to answer.
Groupthink
When a group is very cohesive and its members very loyal to one another,
a special type of conformity sometimes arises. Called groupthink, it
is an uncritical acceptance of a group’s beliefs and behaviors in order
to preserve its unanimity. When loyalty to the group becomes more
important than anything else, the members are suffering from groupthink.
When a group is suffering from groupthink, its members lose their
ability to think critically and independently. They lose sight of their own
values and of moral consequences. Some political groups suffer from
groupthink. Loyalty to a leader, party, or ideology creates an atmosphere
in which the group makes poor decisions.
Participating in Groups
You can use your knowledge about how groups work to improve the
way you interact with others. By analyzing the goals, roles, and norms of
the groups you belong to, you will be able to understand the nature of
each group. You can also get the most out of groups by learning to be an
active participant.
Analyzing Group Goals, Roles, and Norms
When you first join a group, are you quiet? Do you keep to yourself,
observing how people interact? Most people behave this way when they
“ The opinion of the majority
is not the final proof of what
is right.”
FRIEDRICH VON SCHILLER,
(1759–1805), German dramatist,
poet, and historian
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258 UNIT 4 Developing Your Social Potential
join a new group. Unconsciously, they are trying to understand the group’s
goals, roles, and norms. A good example of this is your first few days in a
new school or on a new job, when you are figuring out who’s who and how
things work.
You can sharpen your powers of analysis by asking yourself some
questions when you first encounter a group. As you observe, try to answer
the following questions:
■ What are the objectives of the group?
■ Are the group’s goals cooperative or competitive?
■ Does the group function as a team, or are there rivalries among
members?
■ Are some members pursuing individual goals rather than group
goals?
■ Does the group have a leader? Who is the leader?
■ What other roles are apparent in the group?
■ What are the norms of the group? Is it formal or informal?
■ What communication patterns are being used?
By answering these questions, you will better understand the nature
of the group and your role in it. As you begin to feel comfortable with the
norms of the group, you can start to participate more actively.
Your Turn 11–3
CONFORMITY IN YOUR CLASS
Think about your class again, and answer the following questions.
1. Give two examples of conformity in the classroom.
2. Describe a situation in which a member of the class did not conform to group norms.
3. Does the class suffer from groupthink? Give evidence to support your answer.
CONF
Think ab
1. G
2. De
3. Do
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CHAPTER 11 Functioning in Groups 259
News & Views
PREJUDICE, STEREOTYPES, AND DISCRIMINATION
In 1902, Takuji Yamashita, a Japanese immigrant, graduated from the University of Washington law school.
He passed the bar exam with honors, but the State of Washington said that Yamashita could not be a
lawyer. At the time, Japanese immigrants could not apply for American citizenship, and a person had to be
a citizen in order to be a lawyer. Yamashita argued his own case in court,
saying that laws excluding people based on race were unworthy of “the
most enlightened and liberty-loving nation of them all.” The court agreed
that Yamashita was “intellectually and morally” qualified to be a lawyer;
however, he lost his case because the prejudices of the time were built
into the legal system.
Ninety-nine years later, the laws excluding nonwhites from
citizenship were no longer on the books. So in 2001, 42 years after
Yamashita’s death, the State of Washington finally admitted him to the
bar. In a special ceremony attended by his descendants, Yamashita was
awarded the honor for which he had studied and fought.
Like all victims of prejudice, Yamashita was prejudged because of his
background. Prejudice is a negative attitude about people based on their
belonging to a particular group, without any regard for their individuality.
Stereotypes are the simplified beliefs that people have
about the characteristics of members of a particular group. And
discrimination is action taken against someone we are prejudiced against.
Where does prejudice come from? Psychologists have different
ideas about the origins of prejudice. Some think that prejudice is the result of competition between groups.
When blacks and whites, or Americans and Mexicans, for example, compete for jobs, members of both
groups become prejudiced against the other group.
Other psychologists believe that prejudice is learned behavior. In this view, children acquire the
prejudices of the adults around them, much as they learn any other type of behavior.
Another theory holds that people with certain personality traits are more likely to be prejudiced.
People who are rigid and conventional, and who have poor self-belief, are prone toward prejudice. They
feel better about themselves when they can feel better than others.
Still another point of view is that prejudice is a result of lazy thinking. Because the world is so complex
and hard to understand, people resort to stereotypes to simplify their thinking and to categorize people.
Most people have prejudices, and most people are either unaware of them or won’t admit to them.
Prejudice that results in unfair discrimination harms the people discriminated against, like Yamashita. Today
legislation makes discrimination based on sex, age, race, ethnicity, or religion illegal. Yet discrimination still
persists in the attitudes and behavior of individuals.
As a young man, Takuji Yamashita was
denied the right to practice law based
on his ethnicity.
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260 UNIT 4 Developing Your Social Potential
Participating Actively
Groups tend to accept those who adopt their norms and reject those who
ignore them. So once you figure out the norms of a group, you will have
better success if you behave accordingly. If the group is formal, with rules
of order, then you too will have to be formal. If the group is informal, you
can behave in a more casual manner.
If the group is formal—perhaps at work or school—you may be given an
agenda before the group meets. An agenda is a list of matters to be discussed
or decided at the group’s meeting (see Figure 11–3). Read the agenda and
make sure you are prepared to discuss the subjects that will come up at the
meeting. Preparation may involve thinking, reading, or researching. You
should bring the agenda and any relevant information to the meeting.
Whether the group is informal or formal, you will get more out of it if
you participate actively. In addition to being prepared, active participation
requires that you:
■ Pay attention. Use your listening skills to follow what’s going on. In
some situations, it may be appropriate to take notes.
■ Acknowledge what other people think and feel. Even if you
disagree with them, you should not tear down others’ ideas.
■ Be assertive. Speak up when you have something to say.
■ Contribute your own ideas. Realize that what you think may have
value for the group.
■ Be courteous. Remember that groups are more productive when
members cooperate with one another.
College Council Meeting
December 11, ________
4 p.m.
Agenda
1. Minutes of November 7 meeting
2. Proposal to add a new section to
English 101, Expository Writing
3. Proposal for new teaching award,
Innovative Educator of the Year
4. Middle States accreditation process
FIGURE 11–3
An agenda can be used to prepare for a
meeting and to make sure the group covers
all the necessary topics and tasks in an
organized way.
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CHAPTER 11 Functioning in Groups 261
WHATEVER IT TAKES
Luma Mufleh
and the Fugees
One day on her way to the store in Clarkston,
Georgia, Luma Mufleh stopped to watch a
group of boys playing pickup soccer in the street. None
of the boys had uniforms or cleats, and many spoke
with foreign accents. The sight reminded Mufleh of
home. She had grown up in Amman, Jordan, playing
soccer with her cousins in her grandfather’s yard.
Like Mufleh, most of the boys were
immigrants to the United States. But unlike her,
most of them were refugees from countries in
Africa, the Middle East, and Eastern Europe. Many
had experienced wartime atrocities, witnessed
the deaths of loved ones, and spent years living
in refugee camps. The boys had little in common
except their refugee status and their love of
soccer. Inspired by their joy at playing ball, in 2004
Mufleh started a YMCA soccer program for them,
naming the team the Fugees, short for “refugees.”
During the first few years, the Fugees struggled
to establish themselves. The team had many good
players, but they also had many problems. The
players couldn’t afford cleats and uniforms. They
had no way to get to practice or games except
by walking. Their parents, struggling to establish
themselves in a strange country, couldn’t afford
the time or money to help them. The town, more
accustomed to baseball than soccer, couldn’t find
them a permanent field to practice. Basically, the
Fugees had to help themselves.
And that’s what they did. Coach Mufleh
and team manager Tracy Ediger drove the boys
everywhere, translated when their families had to
deal with landlords and government bureaucrats,
and helped people find jobs. In turn, the boys
signed contracts to behave properly, avoid alcohol
and drugs, and do well in school. They also helped
raise funds for equipment, uniforms, and travel
expenses. Slowly, the boys became a team, and
they began to win games.
In 2007, the story of the Fugees appeared
in The New York Times, and people all over the
country were inspired. Contributions poured in
from individuals and organizations, and the team
sold the movie rights to its story to Universal
Pictures. Mufleh started a foundation called
Fugees Family to help run the soccer program
and manage all its related activities. Today there
are four boys’ teams and one girls’ team, with
players from 24 different countries. In addition to
soccer, the Fugees Family has a broad mission to
help refugee families make the transition to life
as Americans. The organization focuses on soccer
and education for the children, and community
resources for the adults.
Adjusting to life in a new country is difficult
enough for ordinary immigrants, according to
Mufleh. For refugees, it’s even harder. “I just
want them to feel there is a place for everyone
here,” she says. For refugees in Clarkston,
Georgia, Fugees Family is that place.
Sources: Steve Amoia, “Interview with Luma Mufleh, Youth
Coach and Founder of the Fugees Family,” Soccerlens.
com, Mar. 21, 2008,
“Heartwarming Soccer Story Kicks Off Hollywood Fight,”
Wall Street Journal, Jan. 30, 2007,
accessed Jan. 30, 2007; Warren St. John, “Refugees Find
Hostility and Hope on Soccer Field,” New York Times, Jan. 21,
2007,
2008; Kimberly Winston, “Luma Mufleh,” Beliefnet, 2008.
accessed May 9, 2008.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
262 UNIT 4 Developing Your Social Potential
Norms for Classroom Behavior
If you had a class in which the instructor often came late, was poorly
prepared, and took phone calls during lectures, you would probably
drop it as soon as possible. Instructors, however, can’t drop a class when
students come late, are poorly prepared, and pay no attention. For a
class to function smoothly, everyone should have the same expectations
about the class’s norms—how students and teachers will behave. In
some classes, the instructor is very explicit about the behavior expected.
But most often, instructors simply assume that students will adapt to
acceptable group norms. The following shows some norms of good
classroom etiquette.
■ Attend class. Just as you expect the instructor to be present at every
class, you should plan to attend every course session. Students who
attend class usually get better grades than students who skip class.
An occasional absence due to illness or emergency may be necessary,
but beyond that, absences show a lack of commitment to your
education.
■ Arrive on time. Make sure you arrive on time and are seated and
ready to begin before the class starts. It’s disruptive to everyone when
a student walks in late. If your schedule means you can’t make it to a
particular class on time, then drop the class.
■ Stay until the end. Plan to stay in class until it’s over. Don’t schedule
appointments, jobs, or other personal business to interfere with class
sessions. If you must leave early on occasion, inform the instructor
before class that you have to leave early.
■ Respect the instructor’s or school’s policies about eating and
drinking. Some teachers tolerate an early-morning cup of coffee,
but others don’t want any food or drink in their classrooms. The
smells are distracting, food winds up on the desk and floor, and
trash accumulates. If you do bring something to eat or drink to class,
be sure to clean up after yourself.
■ Turn off cell phones during class. We’ve already discussed cell
phone etiquette in Chapter 9, but in case a reminder is necessary,
cell phones and pagers should be turned off during class. If you
are expecting an extremely important emergency call, inform the
teacher beforehand. Then set the ringer on vibrate, and take the call
outside in the hall.
■ Listen to others during discussions and presentations. Be
courteous and pay attention to your fellow students. You might even
learn something. At the very least, you will be helping to ensure that
people pay attention to you when you speak up during discussions
or give an oral report.
■ Treat others with respect when you speak. A classroom contains
many people who may have attitudes very different from yours.
Whatever your private opinions are about people, respond to them
In a classroom, there are norms for both
teachers and students. Here a student
waits to speak until she is called on.
“ Eighty percent of life is just
showing up.”
WOODY ALLEN,
film director and actor
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 11 Functioning in Groups 263
with respect, even when you are disagreeing with them. Don’t
interrupt, don’t dominate a discussion, and don’t make personal
comments about anyone, including the instructor.
■ Use a computer appropriately. If you bring a laptop or handheld
electronic device to class, use it only for class business. Do not surf
the Web, do your on-line shopping, catch up on your e-mail, play
games, or keyboard an assignment for the next class. Use the device
for taking notes or accessing course-related materials on line.
■ Resolve issues with the instructor. If you have a disagreement with
the instructor or are upset by something you think is unfair, don’t
bring up the issue in class. Instead, discuss the problem after class or
during a scheduled appointment.
These are just some common norms to help people get along in class
groups and thus get more out of their courses.
Your Turn 11–4
RATE YOURSELF AS A MEMBER OF YOUR CLASS
How well do you function as a member of your class? Think about the last few class sessions you’ve attended,
and then answer these questions:
1. What do you do, if anything, to prepare for class meetings?
2. Do you take notes in class?
3. What do you do if you disagree with something that’s said?
4. How frequently do you participate in class discussions?
5. Are you courteous to other group members?
6. Compare your class’s norms to the classroom norms listed on page 262. How are they similar? How are
they different?
RATE
How we
and then
1. W
2. Do
3. W
4. Ho
5. Ar
6. Co
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264 UNIT 4 Developing Your Social Potential
NORMS FOR COURSE DISCUSSION BOARDS
Traditional classes have one set of norms, and online classes have another. When you take an online or hybrid
course, most of your interactions with instructor and classmates will take place on course discussion boards.
These are Internet sites where people write and post messages to one another. Even in traditional courses, you
may use online discussion boards for some communications. Following are some Internet etiquette norms (also
called netiquette) to follow in online discussion boards:
■ Treat your instructor and classmates with courtesy and respect. A course discussion board
is the online equivalent of a classroom, so behave as if you were face to face in the same room.
■ Be prepared to participate in discussions. Do the assignments and readings so you will be able
to contribute to the “conversation.”
■ Read before writing. Read what is already posted so you do not repeat what others have already
written. Ask questions if you’d like something clarified.
■ Give your post a specific title. A descriptive title for your message will help people identify the
topic of your post.
■ Be brief. Stick to the point, and keep your messages concise.
■ Watch your language. Since there are no visual or auditory cues to help people interpret messages,
the words of your message become very important. When you write a post, avoid strong or offensive
language. You can disagree with another person’s ideas, but don’t make personal attacks.
■ Use good grammar and spelling. Write and spell correctly so your readers won’t have trouble
interpreting your message. Do not use slang, abbreviations, and “NetSpeak” (“u r rite” for “you are
right”) unless your instructor specifically permits them. AND DON’T USE ALL CAPITAL LETTERS; this is
considered rude.
■ Read your post aloud before sending it. You’ll be able to tell whether your message is clear and
has an appropriate tone for a classroom, and you can correct grammar and typographical errors.
■ Do not post ads. Marketing is not appropriate for a class discussion board.
■ Report problems directly to your instructor. If someone has posted something offensive, let your
instructor know. He or she will deal with the problem.
■ The Internet is forever. Remember that once you press the send button, your message will exist on
other people’s computers for the foreseeable future. Don’t post anything you may regret later.
OURSE DISCUSSION BOARDS
Tech Tips
NO
Trad
cour
Thes
may
calle
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CHAPTER 11 Functioning in Groups 265
Leading Groups
In every group there is usually someone who takes charge. The leader may
be the person who has formal authority, like the instructor or the highest-
ranking manager at a business meeting, or the leader may be a group member
who simply directs everyone, like a student who takes charge of a project
group. Leadership, then, is more than a title. Leadership is a set of behaviors,
beliefs, and values that enables the leader to persuade others to act.
People become the leaders of their groups in several ways. A leader may be
elected, such as the president of a parent-teacher association or labor union. A
leader may be appointed, as are the members of the president’s cabinet, who
head various departments of the federal government. Or a leader can simply
emerge from the group, as happens in groups of workers, students, or friends.
Qualities of a Good Leader
Some people seem born to leadership. They have a quality known as charisma,
a special “magic” to their personalities that inspires great popular loyalty.
People with charisma have great self-confidence, personal magnetism, and
communication skills. Martin Luther King Jr., Magic Johnson, Princess Diana,
and Nelson Mandela are examples of people with this leadership quality.
Your Turn 11–5
EVALUATING A COURSE DISCUSSION BOARD
If you are taking a course with a discussion board, log on and read some posts. Look for posts that follow the
guidelines above, and look for posts that violate them. Then answer these questions.
1. Describe one of the “good” posts you found. What made this post effective?
2. Describe one of the posts that violated one or more of the guidelines. What was wrong with it? How would
you improve it?
3. What other suggestions do you have for making online discussion boards better?
EVALU
If you ar
guidelin
1. De
2. De
yo
3. W
“ Either lead, follow, or get out
of the way.”
SIGN ON BROADCAST EXECUTIVE
Ted Turner’s desk
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266 UNIT 4 Developing Your Social Potential
A good leader need not be charismatic, however. He or she must
simply possess a variety of qualities that many ordinary people have.
First and foremost, leaders have good human relations skill. The ability
to get along well with others is the foundation of true leadership.
Second, leaders are very goal oriented and very motivated. They know
what they want to accomplish, and they are able to focus on doing
what’s necessary to achieve their goals. Third, leaders have good self-
belief. Their outlook on themselves and on life is positive. They can
communicate the confidence they have in themselves and in life to help
motivate others.
Basic Leadership Styles
Just as people have different personalities, they approach the task of leading a
group in different ways. People differ in the emphasis they put on:2
■ the task itself—getting a job done
■ relationships with others—being interested primarily in people
Democrats Leaders who stress both task and relationships can be called
Democrats. They tend to derive their authority from the cooperative ideals
and goals of the group. They are good at getting individuals to participate,
because they are not overly concerned with maintaining their own
authority or power. They are interested in motivating group members
to share the responsibility for achieving the group’s goals.
Taskmasters Leaders who stress the task over the group’s
relationships are Taskmasters. They are more concerned about getting
the job done than fostering fellowship. They tend to be confident,
independent, and ambitious. To get group members to do what’s
necessary, they try to control behavior with rewards and punishments.
This type of leader assigns tasks and responsibilities to group members.
Nurturers Leaders who put relationships over the task at hand
are Nurturers. They believe that people come first. They emphasize
the personal development of group members. Because of this, they
tend to be sympathetic, approving, and friendly. They create a secure
atmosphere in which the group can operate.
Bureaucrats Leaders who are oriented neither to the task nor to
relationships are Bureaucrats. They behave in a cautious, orderly, and
conservative way. They prefer facts and established procedures to risk-
taking behavior. Such leaders pay attention to detail and accuracy.
Situational Leadership Which of these four basic leadership styles is
best? The answer to this question is: the style that is most effective in a
particular set of circumstances. Although each of us may possess traits
and values that make us tend naturally to one of the four basic styles, good
leaders can adapt their styles to the situation. The ability to adapt your
leadership style to different circumstances is called situational leadership.
“ The great leaders are like the
best conductors; they reach
beyond the notes to reach the
magic in the players.”
BLAINE LEE,
author
After the September 11, 2001, attack
on the World Trade Center in New York
City, Rudolph Giuliani, who was then the
mayor, showed exceptional situational
leadership skills. Normally a taskmaster
in style, Giuliani became strong yet
flexible, demonstrating elements of all
the leadership styles as the situation
demanded. Years later, when he ran for
the Republican presidential nomination,
his taskmaster style was again evident.
Giuliani was unable to convince voters
that he had the type of leadership qualities
necessary to be president, and he was
not nominated.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 11 Functioning in Groups 267
A team of researchers working together on a long-term project would
probably do best with a leader who thinks both task and relationships
are important—a Democrat. In this situation the contributions of
motivated, creative individuals are important in achieving the best results.
In contrast, a factory gearing up for a seasonal crunch would benefit
from a leader who stresses task over relationships, assigning jobs and
responsibilities as necessary—the Taskmaster.
A self-help group such as dieters needs a leader who stresses
relationships over tasks—the Nurturer. Since the achievement of goals
is closely related to the psychological well-being of the individuals,
the leader must emphasize the interpersonal relations of the group
members. In a situation in which neither the task nor the relationships
are particularly important, the leader can focus on process and procedure.
The Bureaucrat does well in situations in which the means are as
important as the ends—government agencies, for example.
Your Turn 11–6
WHICH LEADERSHIP STYLE WORKS BEST?
1. Indicate which of the following leadership styles is best suited to the groups listed below.
Democrat style: emphasizes cooperation and shared responsibility
Taskmaster style: focuses on the tasks that need to be done, not on people
Nurturer style: focuses on group members, not on tasks
Bureaucrat style: focuses on procedures rather than people or tasks
a. a platoon of soldiers in battle _______________________
b. employees of a state motor vehicles bureau _______________________
c. the head of a family _______________________
d. a professional association _______________________
e. a church choir _______________________
f. a youth group _______________________
g. a group of volunteers for a neighborhood block party _______________________
h. employees in a research “think tank” _______________________
i. a department in a college _______________________
j. the staff of a college yearbook _______________________
2. Which style would you favor for leading a group? Why?
WHIC
1. In
De
Ta
Nu
Bu
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
2. W
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268 UNIT 4 Developing Your Social Potential
What’s Up?
Name Date
1. What is the difference between a formal group and an informal group?
2. Briefly state what the cooperative and competitive goals of a basketball team might be.
3. What are norms?
4. Describe these group communication patterns:
Chain _______________________________________________________________________________________
Wheel ______________________________________________________________________________________
All-channel ___________________________________________________________________________________
5. What is conformity?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 11 Functioning in Groups 269
Name Date
6. What is groupthink?
7. Why do people generally observe quietly when they first join a new group?
8. What is the purpose of an agenda?
9. What is leadership?
10. Why is situational leadership effective?
What’s Up? continued
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270 UNIT 4 Developing Your Social Potential
Case Studies
The Case of the Garbled Messages
Alex, Gayle, Jennifer, and Keith were assigned to a class team to write and present two papers. The
group met once to plan the first paper. A few days later, Alex told Gayle what he needed from her. Gayle,
in turn, explained to Jennifer what she had to do. Jennifer then coached Keith about his share of the
work. There were several drafts because each of them made mistakes or forgot to tell the next person
something critical. The process was frustrating, and they dreaded doing the second paper.
1. Describe the communication pattern this group used when they prepared the first paper.
2. How would you change the way the group operates in order to make the preparation of the second paper less
frustrating and more efficient?
The Case of the Inexperienced Teacher’s Aide
Jamika got a part-time job as a teacher’s aide in a daycare center. She loved helping the teacher lead
the four-year-olds in the various activities of their morning. One morning, the teacher called in sick, and
Jamika was on her own. Many of the children seemed cranky that day, and Jamika tried to soothe each
one affectionately. She spent a lot of time with a little girl who wouldn’t take her coat off. By the middle
of the morning, some children were fighting over a toy, the little girl still had her coat on, and another
group refused her suggestion that they clean up the toys they had played with. Jamika was getting
upset. It was clear to her that she had lost control of the class.
1. What leadership style is Jamika using?
2. To get the group back on track, what leadership style might Jamika try? Why?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 11 Functioning in Groups 271
Journal
Answer the following journal questions.
1. Describe the role you play in your family and the norms for your behavior. To what extent is having a role and
norms useful? To what extent does it limit you?
2. Have you ever felt prejudice toward someone else and been mistaken about what they were really like?
Describe what happened and what changed your attitude.
3. What was the least successful group you’ve been in? What made the group function poorly? How might its
group dynamics been improved?
4. Describe a person who has played a great leadership role in your life. What qualities made this person an
outstanding leader?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
U N I T
5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
273
Developing Your
Action Plan
In previous units, you learned how to make the most of your emotional, intellectual, physical,
and social potential. Now you are going to put these aspects of yourself to use. In the
following chapters, you will learn some practical tips for managing change, stress, and money,
and you will use all you have learned to start planning your career.
CHAPTER 12 HANDLING
CHANGE AND STRESS
In this chapter, you will be . . .
. . . developing your self belief:
• I will remember that good self-belief
helps protect me from feelings of
stress.
• I will cope with stress and emerge
as a stronger person.
. . . reframing your thoughts:
• I will think positively to help me
cope with stress.
• I will view change as an opportunity
rather than a threat.
• I will learn to say no to extra tasks
for which I have no time.
. . . setting goals:
• I will develop a social network to
help me in times of stress.
• I will make at least one lifestyle
change to help me cope with stress.
. . . envisioning a compelling
future:
• I will imagine a world in which I
have dealt with the source of my
stress.
. . . achieving personal mastery:
• I will cope with the symptoms of
stress by eating and sleeping well,
exercising, relaxing, and seeking
support from friends and family.
CHAPTER 13: MANAGING
MONEY
In this chapter, you will be . . .
. . . developing your self belief:
• I will view money as a tool, not as a
measure of my self-belief.
. . . reframing your thoughts:
• I will make money decisions based
on more on fact than emotion.
. . . setting goals:
• I will prepare a budget for my every-
day expenses.
• I will set a long-term financial goal
based on my values and beliefs.
. . . envisioning a compelling
future:
• I will imagine having enough money
to live securely and do the things I
would like to do.
. . . achieving personal mastery:
• I will acquire the personal finance
skills that will help me throughout
life.
CHAPTER 14: PREPARING
FOR YOUR CAREER
In this chapter, you will be . . .
. . . developing your self belief:
• I will view work as an activity that
will challenge and satisfy me as
well as earn money.
273
physical,
money,
. . . reframing your thoughts:
• I will take inventory of the personal
qualities, experience, skills, and
interests I can offer.
• I will match my aptitudes and
background to suitable
occupations.
. . . setting goals:
• I will investigate career informa-
tion resources on campus.
• I will participate in job-shadowing
or internships programs.
• I will prepare a resume and career
portfolio.
• I will set at least one long-term
career goal.
. . . envisioning a compelling
future:
• I will find a good job with career
potential.
. . . achieving personal
mastery:
• I will acquire the education, skills,
and experience that will help me
be flexible and successful in the
global economy.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
12
C H A P T E R
Handling Change
and Stress
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
One person’s stress is another person’s sport.
275
Two factory workers learned that in six months their plant would shut
down. Both felt extremely stressed about losing their jobs. The first, after a
brief period of feeling angry and anxious, decided he would go back to school and
acquire skills that would enable him to get off the factory floor and into a more
promising career. The second worker tried to get factory work elsewhere, but no
one was hiring. After months of job hunting, he lost the motivation to look for a
job. Two years after the plant shut down, one man is on his way to a new career
and another is counted among the “permanently unemployed.”
Why did one person become energized by the prospect of a layoff and another
become demoralized? Many psychologists think that, like beauty, stress is in the
mind of the beholder. Most events in and of themselves are not traumatic enough
to cause stress. Rather, stress is the psychological and physical reaction that results
when a person has trouble coping with a situation, event, or change. People feel
stress when they interpret the situation as likely to overtax their ability to deal
with it. Thus, one person’s stressful situation may be another person’s enjoyable
challenge. To give an extreme example, most of us would feel tremendous stress
if we were pushed out of an airplane with a parachute on our back. Skydivers, on
the other hand, would find this experience exhilirating.
Despite the potentially serious effects of long-term stress, it’s a mistake to
think that stress is a completely negative experience. Stress has positive aspects
as well. Many people experience growth when they seek new experiences they
are not sure they can handle. When you start a new job, choose a difficult course
of study, or decide to get married, you are seeking stress, whether you are aware
of it or not. On the other hand, if you constantly played it safe and never tried
another person’s sport.
275
shut
rst, after a
chool and
a more
e, but no
ook for a
career
nd another
is in the
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
something new or challenging, you would never reach your potential. You
would stop growing. To live a successful life, you must handle the stress
you seek and the stress that comes unpredictably.
Experiencing stress is an inevitable part of life, and you can learn to
manage it. By studying this chapter, you will:
■ learn about the causes of stress;
■ discover our responses to stressful situations;
■ understand the relationship of personality and environment
to stress; and
■ discover some strategies for coping with stress.
Finally, you will learn how to deal with a modern source of stress—
“technostress.”
What Causes Stress
As we’ve already seen, what causes stress for one
person may be routine or even stimulating for
someone else. Nevertheless, we can make
some generalizations about the types of events that
cause stress for most people:
■ Major negative events, like losing a loved one
or a job, being the victim of a serious crime, or
having a life-threatening illness
■ Minor daily events, like traffic jams, school
deadlines, rushed schedules, noisy neighbors,
and missing keys
■ Catastrophic events, like major natural disasters, acts of war,
terrorism, or torture.
All these types of events can vary in their intensity. There are some
characteristics that make a particular event or situation more stressful for
most people.1
■ Unpredictable events are more stressful than predictable events.
Getting sick unexpectedly causes more stress than an annual case of
hay fever.
■ Uncontrollable events cause more stress than controllable
events, Being expelled from school is more stressful than quitting.
■ Uncertain events are more stressful than definite events. Not
knowing whether you’ve gotten a job causes more stress than
knowing whether you’ve gotten it or not.
■ Long-term events cause more stress than brief one-time events.
Having a chronic disease causes more stress than having a serious
but short illness.
276 UNIT 5 Developing Your Action Plan
Natural disasters can be extremely stressful events.
The minor hassles of daily life can cause
anxiety. For example, a traffic jam can be
stressful, especially when you don’t expect
it or it makes you late.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 12 Handling Change and Stress 277
What common thread runs through all these stressful events? It’s the
feeling that we have lost control and cannot cope.
Responses to Stress
All of us respond to stressful situations both psychologically and
physically. We begin by assessing the situation—a psychological
response—and almost immediately react physically as well.
Psychological Responses
We first react to stressful events by assessing them. We ask ourselves:
1. Is the situation good, neutral, or bad?
2. Do I have the resources to cope with it?
3. What will the consequences be if I fail to cope?
4. What would failing to cope with the event mean for
my self-belief?
ASSESS YOUR STRESS
The following questions ask about your feelings and thoughts in the last month. For each item, check how often
you felt or thought that way.2
1. In the last month, how often have you felt that you were unable to control the important things in life?
never (0) ■ almost never (1) ■ sometimes (2) ■ fairly often (3) ■ very often (4)
2. In the last month, how often have you felt confident about your ability to handle your personal problems?
never (0) ■ almost never (1) ■ sometimes (2) ■ fairly often (3) ■ very often (4)
3. In the last month, how often have you felt that things were going your way?
never (4) ■ almost never (3) ■ sometimes (2) ■ fairly often (1) ■ very often (0)
4. In the last month, how often have you felt difficulties were piling up so high that you could not
overcome them?
never (0) ■ almost never (1) ■ sometimes (2) ■ fairly often (3) ■ very often (4)
Add the point values of the answers you checked off. The scores range from a maximum of 16, which indicates
you feel very stressed, to a minimum of 0, which indicates you feel no stress.
Your Turn 12-1
ASSE
The foll
you felt
1. In
2. In
3. In
4. In
o
Ad
you fee
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278 UNIT 5 Developing Your Action Plan
Let’s take an example. Suppose Kaylee is
barely passing a course in which the final exam
is coming up. If she doesn’t pass the exam, she
will flunk the course. Clearly, this situation is
not good or neutral; the fact that she might fail
a course is bad (question 1). But can Kaylee pass
the final exam? Can she catch up with the reading,
study the material, and go into the exam prepared
enough to pass (question 2)? What would happen
if she does fail the exam and thus the course
(question 3)? What would failing do for her self-
belief (question 4)? The way Kaylee answers these
questions will affect the amount of stress she feels.
In this case, Kaylee does feel threatened by the
possibility of failing, she’s so far behind she thinks
she can’t catch up, the course is in her major so
failing has important consequences, and she feels that any failure means
she is a total loser. Clearly, Kaylee is going to be very stressed out about
this exam.
People vary in their appraisals of similar situations. Another student,
Megan, is in the same course and has the same problem. But Megan thinks
that if she reads and studies nonstop until the exam, she can pass. Anyway,
she reasons, failing wouldn’t be so bad—she needs the course for her
major, but she can always ask her advisor for help. Perhaps he’ll suggest
that she repeat the course next term if she does fail. And finally, Megan
doesn’t think that failing a course means she is failing at life. She figures
that in the worst case scenario, her parents would be angry for a while, and
she might have to reconsider her major.
These differences in thought patterns between Kaylee and
Megan help explain how people can have such different reactions to
the same types of events. As we saw in Chapter 1, whether our thought
patterns are usually negative or positive can affect
our self-belief and well-being. This is especially so
when we are experiencing stress.
Physical Responses
The physical responses to stress begin while
we are assessing the situation. The immediate
physical reactions include increased levels of stress
hormones, which help the body produce more
energy, higher blood pressure, and faster heart rate.
These responses can help us deal with stress in the
short run by improving our “fight or flight” ability.
For a while, the body can keep up the “high alert”
of the stress response, but eventually we become
exhausted.
Exams are a common source of stress for students, especially when a
lot is at stake and they feel they are not well prepared.
“If you are distressed by anything
external, the pain is not due to the
thing itself, but to your estimate of
it; and this you have the power to
revoke at any moment.”
MARCUS AURELIUS ANTONINUS
(121–180), emperor of Rome
The “fight or flight” response provides the surge of energy that
helps people and animals deal with immediate danger. It is less
useful, however, to cope with long-term stress.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 12 Handling Change and Stress 279
Long-Term Responses to Stress
Psychologists think that the fight or flight response works well for short-
term physically threatening situations, like being attacked in a dark
alley. Unfortunately, the response works less well for the psychologically
threatening situations of modern life, like a tough final exam or rush hour
traffic. In these situations, our bodies overreact to the actual threat we
face. As a result, the stresses of modern life can take a long-term toll on
our physical and mental health. When stress continues over a long period,
it can weaken the body’s ability to fight infection and contribute to heart
disease and cancer.
When people have serious symptoms of stress that impair their ability
to carry out the normal tasks of daily life, they may be suffering from a
psychological disorder. They may have posttraumatic stress syndrome
(common among war veterans and victims of disasters or violent crimes)
or clinical levels of anxiety or depression. Stress that interferes with daily
life calls for seeking professional help.
Signs of Stress
The responses to stress are varied, and different people experience
different combinations of symptoms. Learning to recognize the many
signs of stress, which include physical symptoms, mental changes,
emotional changes, and behavioral changes, will help you identify and
cope with stress.
■ Physical signs. The most common physical manifestations of
stress are shortness of breath, increased or irregular heart rate,
chest pains, fatigue, headache, insomnia, muscle tension
(especially in the neck and shoulders), abdominal cramps, and
nausea. People who experience stress over a long period often
get colds.
■ Mental signs. Stress changes the way people think and perceive.
Common changes in mental functioning include negative
thought patterns, decreased concentration, increased
forgetfulness, indecisiveness, confusion, and the mind racing or
going blank.
■ Emotional signs. People under stress can experience
anxiety, nervousness, depression, anger, frustration, and fear. They
may become irritable and impatient, and their tempers may
grow short.
■ Behavioral signs. All these physical and psychological changes
often show themselves in behavioral changes. Typical
behaviors of those under stress include pacing, fidgeting,
and nail biting; increased eating, smoking, and
drinking; crying, yelling, swearing, and blaming; and throwing
things or hitting.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
280 UNIT 5 Developing Your Action Plan
STRESS SIGNALS CHECKLIST
Are you suffering from stress? More than two or three of the following signs may be an indication that you should
examine your life for sources of stress. Place a check mark next to any symptoms that apply to you.
Physical Signs
Shortness of breath
Fast or irregular heartbeat
Muscle tension
Nausea
Insomnia
Emotional Signs
Anxiety
Depression
Anger
Frustration
Fear
Your Turn 12-2
STRE
Are you
examin
Physic
Sho
Fast
Mus
Nau
Inso
Emotio
Anx
Dep
Ang
Frus
Fea
“Change of fortune is the lot of
life.”
Proverb
Mental Signs
■ Difficulty in concentrating
■ Increased forgetfulness
■ Confusion
■ Mind racing or going blank
■ Indecisiveness
Behavioral Signs
■ Pacing, fidgeting
■ Nail biting
■ Changes in eating, drinking, or smoking
■ Crying, yelling, or swearing
■ Throwing things or hitting
Stress, Personality,
and the Environment
As we have seen, individuals have different reactions to the same stressful
events. In the case of the two factory workers who were laid off, one saw
the loss of his job as an opportunity to grow; the other became paralyzed
and unable to act. The same event held a very different meaning for
each of their lives. One man was able to take risks, think positively, and
adapt well to his new situation. The other man avoided risk, became
demoralized, and adapted poorly.
What factors contribute to such dramatic differences in responses
to potentially stressful situations? There are factors that increase our
vulnerability to stress, and factors that help protect us:
■ Factors that increase the likelihood that we will feel stress include
a dislike of change or risk, negative self-belief, poor coping and time
management skills, and a lack of social support.
■ Factors that help protect us from stress include a positive attitude
toward change, good self-belief, resilience and good coping and time
management skills, and a good social network.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 12 Handling Change and Stress 281
WHATEVER IT TAKES
Sylvia Harris
Growing up in California, Sylvia Harris
always loved animals, especially horses,
and wanted to be a veterinarian. However,
while she was attending Santa Rosa Junior
College, her parents divorced. Harris believes
the stress of the divorce triggered her first
bout of bipolar disorder. With periods of
manic activity followed by depression, Harris
suffered for years. Her health deteriorated,
and in 1995, she was sent to a psychiatric
hospital for three months.
With medication, Harris was able to
control her disorder, and she moved to Florida
to go back to school. There, in 1999, Harris
hit bottom when her car was stolen, she lost
her job and apartment, and she wound up
homeless on the streets of Orlando. When a
minister at a homeless shelter asked her about
her interests, Harris told him she liked horses.
He arranged for her to move to Ocala, Florida,
an area known for its racing horses. There
Harris landed a job grooming the horses at
Quail Roost Farm. “I still had never been on
a horse, and I was 35 years old,” Harris says.
She told the owner she wanted to be a jockey.
In the months she spent at Quail Roost,
Harris learned how to ride. But then the
owner died, and the farm was shut down.
Harris moved on to other centers of horse
racing, working as a groom and exercise
rider but always wanting to qualify for a
jockey’s license.
In 2005, she wound up in Chicago, with
an empty tank of gas and $55 in her pocket.
She went to Arlington Park, where she
found steady work with the horses. In 2007,
she was occasionally offered a horse to
race, more as a favor than because anyone
thought she would win. But in November,
a horse she was riding—a horse no one
else wanted to ride because they thought
he was infirm—placed third at Hawthorne
Race Course. In his next race with Harris
on December 1, the horse actually won.
This victory made Harris the second African
American woman to win a thoroughbred
horse race; the first was Cheryl White, who
rode in the 1970s.
At 40, Harris understands she is at an
age when most jockeys are retiring rather
than starting out. Still, she is happy with
what she has accomplished. “I’ve proved
that I can do this and it has given me
confidence,” she says. “The horses have
changed my life.”
Sources: “Black Female Jockey Reborn After Being
Homeless,” Associated Press, Jan. 23, 2008,
Finley, “Becoming a Jockey Changes a Life,” New
York Times, January 9, 2008, p. C13; “Jockey Harris
Earns First Career Win,” ThoroughbredTimes.com,
2008, accessed January 11, 2008; Jason Shandler,
“Harris’ Long Climb to the Top,” BloodhorseNOW.
com, January 7, 2008, accessed May 18, 2008.
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282 UNIT 5 Developing Your Action Plan
Attitudes to Change
Some people find change to be threatening. They are much more comfortable
when life settles into a predictable routine. The thought of doing something
new and different makes them very anxious. Risk avoiders feel that new
situations threaten their fragile self-belief. So they use up more energy trying
to maintain the status quo. Ironically, the effort to avoid risk also creates stress.
On the other hand, some people believe that change is the fundamental
condition of life. They feel that new things are challenges rather than threats.
Such people tend to be open and flexible, and they take risks when necessary.
Risk takers accept that they will feel a certain amount of stress. They have
positive self-belief, and they are confident in their ability to cope.
Negative and Positive Thought Patterns
As you recall from Chapter 1, your beliefs influence your behavior. People
who are in the habit of thinking in negative ways believe they are unable
to cope. Because of their negative thought patterns, they find many events
stressful. Some typical thoughts of a stress-prone person are:
“I can tell she doesn’t like me.”
“I must get this right the first time.”
“I can’t do anything right.”
“I’ll never get another job.”
“It’s the worst thing that could happen.”
“I’m a loser.”
With thoughts like these, it’s no wonder that these people feel stressed
about their lives. All these thoughts are sending the message: I am helpless.
Believing you are helpless means you lose the will to exert control over
your life and your surroundings. The feeling of helplessness leads to stress.
People with self-confidence believe they can influence events and
take control of their lives. They tend to think things like “This may be
challenging, but I can do it.” With a more positive outlook, their ability to
deal with stress improves.
Resilience: The Ability to Cope
People who feel they are helpless are vulnerable to stress, because they
believe they cannot take control and influence their environment. At the
other extreme are people who feel they must be in control at all times.
Since this is impossible, of course, they react with stress even to the
slightest changes they haven’t initiated.
People who fall between these two extremes—the helpless and the
controlling—are best able to cope with change and stress. They have the
ability to change what they can change, adapt to what they can’t change,
and understand the difference between the two. Such people are hardy and
resilient. When they experience stress, they respond with a positive attitude.
Their ability to cope with stress enables them to bounce back to a more
relaxed state fairly quickly.
“A pessimist is one who makes
difficulties of his opportunities
and an optimist is one who makes
opportunities of his difficulties.”
HARRY S. TRUMAN (1884–1972),
thirty-third U.S. president
“God, give us the serenity to
accept what cannot be changed;
give us the courage to change
what should be changed; give us
the wisdom to distinguish one
from the other.”
REINHOLD NIEBUHR (1892–1971),
religious and social thinker
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 12 Handling Change and Stress 283
ARE YOU PRONE TO STRESS?
How well are you described in the items below? In the space provided, write one of the numbers 1 through 4 as
follows: 1 Never 2 Sometimes 3 Frequently 4 Always
1. I try to do as much as possible in the least amount of time. __________________
2. When I play a game, I have to win in order to feel good. __________________
3. I find it hard to ask for help with a problem. __________________
4. I’m very critical of others. __________________
5. I’m very ambitious. __________________
6. I try to do more than one thing at a time. __________________
7. I spend little time on myself. __________________
8. I am very competitive. __________________
9. I get involved in many projects at the same time. __________________
10. I have a lot of deadlines at work or school. __________________
11. I have too many responsibilities. __________________
12. I become impatient with delays or lateness. __________________
13. I speed up to get through yellow lights. __________________
14. I need the respect and admiration of other people. __________________
15. I keep track of what time it is. __________________
16. I have too much to do and too little time to do it. __________________
17. My friends think I’m very competitive. __________________
18. I feel guilty if I relax and do nothing. __________________
19. I talk very quickly. __________________
20. I get angry easily. __________________
Total __________________
Your Turn 12-3
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18. I
19. I
20. I
To
(continues)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
284 UNIT 5 Developing Your Action Plan
Now total your answers and rate yourself:
Over 70 You are very prone to stress.
60–69 You are moderately prone to stress.
40–59 You are somewhat prone to stress.
30–39 You occasionally feel stress.
20–29 You rarely feel stress.
No
Ov
60–
40–
30–
20–
Social Support
Being able to rely on others helps people decrease the impact of stress on
their lives. People who are socially isolated are more vulnerable to stress.
They tend to be in poorer physical and mental health to begin with, so
stressful events add to their troubles. Those who have a strong social
network have overall psychological and health advantages that buffer the
effects of stress. In addition, they can draw on family and friends to help
them cope with specific stressful events.
Coping with Stress
It’s important to deal with stress before you suffer from stress overload.
There are several basic ways you can cope with stress:
■ You can deal with the sources of stress;
■ You can acknowledge that friends and family have a claim on your time;
■ You can change the way you think about what’s causing your stress;
■ You can relieve the physical and emotional symptoms of stress; or
■ You can turn to friends and family for help and emotional support.
It is usually most effective to use a combination of approaches to
manage stress.
Dealing with the Cause
The most direct way of coping with stress is to eliminate its cause. For
example, suppose you have a job that’s causing you stress. You may have a
job that is fast-paced, like working as a short-order cook in a diner. Or you
may have a boss who watches every move you make. The most effective
way to eliminate stress in these situations is to get another job if you can.
Lack of time and lack of money are common problems that contribute
to stress. By improving your time and money management skills, you will
be able to decrease the stress that shortages of time and money can cause.
“If a problem has no solution,
it may not be a problem, but a
fact—not to be solved, but to be
coped with over time.”
SHIMON PERES,
president of Israel
Your Turn 12-3 (cont inued)
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CHAPTER 12 Handling Change and Stress 285
(For more details on how to manage your time effectively, see Chapter 2.
For money management, see Chapter 13.).
Acknowledging the Demands of Others
When people have busy schedules, sometimes they forget that they are certain
to be interrupted by friends, family, and colleagues. In reality, the people you
live with, work with, and socialize with have a right to some of your time and
attention. Ignoring this fact will cause you a lot of stress, because your plans
will constantly be falling apart and your relationships with others will suffer.
Therefore, you should plan to be interrupted. Leave what’s called
“response time” in your schedule: a cushion of time you can use to
respond to the people around you. If you plan more time than you think
you’ll actually need to finish a task, you will still be able to finish it by your
deadline even if you are interrupted. And you will remove a source of
stress—the conflict between your plans and someone else’s needs.
Learning to Say No
There are just so many hours in a day; therefore, we need to develop the
ability to say no to additional projects, responsibilities, or demands when
accepting them would mean being overcommitted. You need to know how
much stress you can cope with, and set priorities on the demands for your
time. Developing assertiveness and the willingness to say no will help you
accomplish your tasks and goals.
Reframing Your Thoughts
You can also cope with stress by changing how you think about a stressful
situation (see Figure 12–1). The meaning that an event has for us depends
on the frame through which we see it. By reframing your perceptions, you
can change the meaning of an event.
Often people reframe an event or situation by using one of the defense
mechanisms we discussed in Chapter 10. Withdrawing, rationalizing,
displacing, fantasizing, and projecting are ways in which we try to deal
with anxiety-provoking situations. These may be effective in the very
Event
Stress
Stress
Event
Negative Thought Pattern Positive Thought Pattern
FIGURE 12–1
Stress involves an event and the way you
perceive the event. By changing the way you
think about a stressful event, you can reduce
the stress you feel.
“Adopting the right attitude can
convert a negative stress into a
positive one.”
HANS SELYE (1907–1982),
Canadian scientist and stress
researcher
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286 UNIT 5 Developing Your Action Plan
short term, but they do not relieve stress in the long run. They just drive it
deeper.
Instead of trying to escape or focusing on the fear, worry, or anxiety
you are feeling about something, try to focus on something you can
positively influence or control. For example, if you are feeling
stressful about an exam, instead of worrying about it, reframe your
thoughts and focus your energy on studying and preparing.
In this way, you can acknowledge your nervousness without letting it
take control.
Positive self-talk can be helpful in changing your approach to stressful
situations. As you recall from Chapter 1, telling yourself about a situation
in positive terms encourages constructive behavior. You can increase your
resilience—your ability to cope with change and stress—by focusing on
positive rather than negative thoughts.
You can also help change your thinking by taking a time-out from a
stressful situation. Even something as simple as a short walk can provide a
break and allow time for stress levels to diminish. After the break, you will
feel refreshed and have a new perspective on the problem.
News & Views
DRUGS TO RELIEVE STRESS: A TREATMENT, NOT A CURE
People who are suffering from anxiety and stress are sometimes prescribed anti-anxiety drugs by their
physicians. Although these drugs can be effective in reducing anxiety, they do not reduce the causes of
anxiety. They are relieving the symptoms of stress but not curing it, much as a cold tablet can relieve
congestion but not cure a cold. And unlike exercise, relaxation, and rest, which can also relieve the
symptoms of stress, anti-anxiety drugs have side effects and other risks.
The most frequently prescribed anti-anxiety drugs are Valium and Xanax. Both are benzodiazepines, a
type of drug that relieves anxiety symptoms without causing extreme drowsiness. Benzodiazepines act by
slowing down the activity of the central nervous system. This has the effect of calming people. If used properly,
benzodiazepines are effective for treating a general, chronic state of anxiety. They are less effective for treating
the stress associated with a specific event, like a death in the family or giving a speech.
Benzodiazepines have undesirable side effects. First, they can cause drowsiness and lack of
coordination. People taking benzodiazepines should not drive or operate machinery. Second, they can
interfere with thinking and cause memory loss, so taking benzodiazepines when you are studying is not a
good idea. Third, benzodiazepines can multiply the effects of other drugs such as alcohol. When taken in
combination with those drugs, they can cause coma or even death. Benzodiazepines can also be addictive.
Patients who stop taking it can experience tremors, nausea, and hallucinations, and their anxiety returns.
So benzodiazepines, although helpful for some people, must be used with caution under the supervision of a
physician. It’s important not to abuse these or any other drugs, because the results of abuse can be deadly.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 12 Handling Change and Stress 287
Relieving the Symptoms of Stress through
Lifestyle Changes
The third basic way to cope with stress is to make lifestyle changes that can
relieve the symptoms of stress. There are changes you can make to your
diet, exercise regimen, and sleep patterns that will improve your ability to
cope with stress.3
■ Decrease or cut out caffeine. As you recall, caffeine is a stimulant;
it has some of the same effects on the body that stress does. Avoiding
coffee, tea, colas, energy drinks, and chocolate will reduce the
physical symptoms of stress.
■ Eat a well-balanced diet. A healthy diet will improve the body’s
ability to cope with stress. Avoid junk food, which is high
in sugar and fat. In addition, you can eat certain foods such
as grains, fruits, and vegetables; these are thought to have a
calming effect.
■ Eat slowly. Try to relax and enjoy your meals rather than racing
through them.
■ Get enough sleep. You know how many hours of sleep you need to
feel good the next day. Try to get that amount every night. Lack of sleep
makes people more susceptible to stress.
■ Get regular physical exercise. Aerobic exercise such as walking,
jogging, or swimming has been shown to decrease stress levels (see
Chapter 6). Regular physical activity or sports can decrease tension
and improve your strength and ability to cope.
■ Do relaxation exercises. Activities such as resting, meditation,
yoga, stretching, and deep breathing help relax the body and calm
the mind.
■ Take a break each day. Put a few minutes aside for yourself each day
as a respite from the pressures of life. Pursue interests and hobbies
that are a source of pleasure and distraction. Even a short rest can
leave you relaxed and better able to cope.
Seeking Social Support
If you have family or friends, you will be able to cope with stress better
than people who are on their own. Your family or friends may help you
with the cause of your stress. For example, if you are overwhelmed by
the conflicting demands of studying and housework, someone may take
over a few of your chores. They may give you information that you need
to solve a problem. In some cases, they can offer emotional support,
reassuring you that someone cares about you.
It’s interesting to note that women feel more comfortable about
asking for help than men do. In times of stress, they are more likely to turn
for help to their family or friends. Men tend to try to deal with stress on
their own.
For some people, the physical and emotional
symptoms of stress can be relieved through
activities like yoga, which can be relaxing.
“Friendship . . . lessens adversity
by dividing and sharing it.”
CICERO (106 BCE–43 BCE),
Roman statesman and orator
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
288 UNIT 5 Developing Your Action Plan
YOUR SUPPORT GROUP
To whom would you turn if you were feeling stress? Use the circles below to represent members of your support
group.4 Write the names of the people to whom you feel closest in the circles that touch the central “me” circle.
In the outer circles, write the names of those to whom you feel connected. The people you choose may live near
or far or be from the past or present; they may even no longer be alive except within your memory.
YOUR
To who
group.4
In the o
or far o
Your Turn 12-4
Me
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 12 Handling Change and Stress 289
TECHNOLOGY AND STRESS
We depend on technology in so many areas of our lives that when
it fails us—or when we fail to use it properly—we can experience
“technostress.” But technology can also help us relieve stress. Following
are 10 suggestions for minimizing technostress and as well as using
technology to cope with stress:
1. Use anti-virus software. Keep your computer free of destruc-
tive viruses and spyware by installing protection software and
keeping it up to date. Running these programs regularly will help
keep your computer performing smoothly.
2. Use file folders. Organize the files on your computer’s hard
drive so you can find them easily. Use a separate folder for each
course, and give your files descriptive names so you can identify
their contents. This way you won’t “lose” files or waste time
searching for them.
3. Back up your work. When you are working on a computer, save your work periodically. That way, in
the event of a power failure, you won’t lose too much. Furthermore, you should back up important files
onto a flash drive, external hard drive, or a storage site on the Web. If your computer fails, you’ll have
backups of your work.
4. Try again. When a computer or other device does fail to perform properly, don’t always assume that you
have done something wrong. The network or Web site may be down, the software may have a problem,
or you may have made a typo. Try again.
5. Follow computer prompts carefully. If you get an error message, don’t panic. Instead, take your
time, read it carefully, and follow the directions. Often, you can solve the problem this way.
6. Reboot. If the problem persists, try shutting down and restarting an electronic device. This often resets
the machine to the state it was in before the problem occurred.
7. Get help. If you cannot correct a problem on your own, ask a tech-savvy friend for help. Pay attention to
what he or she does so you can handle the next problem on your own.
8. Check the Internet for solutions. Try finding the solution to technical problems on the Internet. Not
only do manufacturers post instructions for using their products, they also have help functions on their
Web sites. If this fails, you can get in touch with technical support.
9. Take a break. If you are spending most of your waking hours in front of a computer, on your cell phone,
checking a PDA, or playing video games, you may be experiencing technology overload. Consider break-
ing the connection for a while—turn everything off and do something else.
10. Use technology for social support. Use technology as a tool to help you cope. Remember that social
support helps us deal with stress. Get in touch with friends and family via cell phone, e-mail, chat, and
social networking sites to main tain your connections with others.
AND STRESS
Tech Tips
TEC
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2.
3.
4.
5.
6.
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8.
9.
10.
Technology can be a source of stress when it
fails, as well as a means to relieve stress when
we keep in touch with friends and family.
(©
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
290 UNIT 5 Developing Your Action Plan
LOOKING FOR TECH SUPPORT
Select one of your electronic devices or software programs, and explore its technical support resources.
1. If you still have the instruction booklet or CD that came with the device or software program, skim it. What
types of problems are covered in the troubleshooting section?
2. Go online and search for the technical support section of the manufacturer’s Web site. How is the technical
support information organized? How can you communicate with the company’s technical support staff?
Your Turn 12-5
LOOK
Select o
1. If
ty
2. G
s
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
291
What’s Up?
CHAPTER 12 Handling Change and Stress
Name Date
1. What is stress?
2. Describe the three categories of events that cause stress for most people, and give an example of each.
3. What characteristics do stress-producing events have in common?
4. What are the psychological and physical responses to stress?
5. List physical, mental, emotional, and behavioral signs of stress.
6. How does a person’s attitude to change influence his or her experience of stress?
7. Why do people with negative thought patterns experience a lot of stress?
8. How does reframing your thoughts help you cope with stress?
9. What are three lifestyle habits that help you cope with stress?
10. How can people in your support group help you cope with stress?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
292
Case Studies
UNIT 5 Developing Your Action Plan
The Case of the Woman Who Was Too Lucky
Right after she got her associate’s degree, Heather got a job in a firm downtown. Two months later,
she got married and moved from her parents’ house into a new apartment with Diego. She also started
taking courses toward her bachelor’s degree at night.
Heather thought she should be happy about how well her life was going, but in reality she felt
overwhelmed and tense much of the time.
1. Why was Heather feeling jumpy and anxious about her life?
2. What might Heather do to cope with the stress she is feeling?
The Case of the Stressful Job
Arjun had been working at a high-pressure job filled with daily deadlines for about three years.
At the beginning of the fourth year, his workload increased when a colleague took a leave of absence.
Arjun began experiencing shortness of breath and irregular heartbeat. When these symptoms persisted,
he became convinced he was going to have a heart attack. He went to the doctor for a checkup and was
told he was healthy. But the symptoms didn’t go away.
That summer Arjun’s boss talked him into taking three weeks off. By the end of the three weeks,
Arjun’s symptoms had disappeared.
1. What was the cause of Arjun’s shortness of breath and irregular heartbeat?
2. Why did Arjun’s symptoms disappear when he took time off from work?
3. What might Arjun do to cope with his stress?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
293
Journal
CHAPTER 12 Handling Change and Stress
Answer the following journal questions.
1. What everyday hassles cause you stress? How can you use the coping skills described in this chapter to deal
with them?
2. Describe someone you know who has a resilient personality that enables him or her to recover quickly from
stress. What does this person do to cope?
3. What situation at home, at school, or on the job is causing you stress? How might you cope with the
situation? What problem-solving, thinking, lifestyle, and social skills can you use to reduce the stress you are
experiencing?
4. To what extent is technology a source of stress for you? How can you use technology to help you cope
with stress?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
13
C H A P T E R
Managing Money
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
San Francisco Giants pitcher Barry Zito
founded StrikeoutsForTroops to raise money
for wounded soldiers and their families.
He donates $400 each time he strikes out
a batter, and he persuaded other baseball
players to join him.
295
W hat are your dreams and goals? Do you want to start your own
business, take a vacation in the Caribbean, or go to school full-time?
The chances are that no matter what your goals and dreams are, you will need
money to achieve them. And that’s money over and above the amount you need
for the basics of life—food, shelter, clothing, and so on.
For almost all of us, money, like time, is a limited resource. We earn or
receive a limited amount, and with that we try to get by—often from paycheck
to paycheck. But just as you must manage your time to get the most out of it, you
must learn to manage money for the same reason.
This chapter covers the basics of money management. As you study this
chapter, you will:
■ assess your attitudes toward money;
■ see how the financial pyramid, with your values and goals at its base,
provides a model of lifelong personal money management;
■ track your income and expenses and prepare a budget;
■ review the basics of banking, savings, debit and credit cards, debt,
and insurance;
■ weigh the pros and cons of home ownership; and
■ learn about the importance of investing now for large future expenses.
Finally, you will explore the personal finance resources of the Internet.
pitcher Barry Zito
orTroops to raise money
s and their families.
ch time he strikes out
uaded other baseball
295
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
296 UNIT 5 Developing Your Action Plan
Attitudes toward Money
Money is a resource that carries a high emotional charge for many people.
Time, or lack of it, can cause anxiety and stress, but attitudes toward
money are often tangled up with a person’s self-belief. American culture
places great importance on achieving material success. In this view, the
possession of money is often equated with a person’s inner worth. The
more money you have, the better you are as a person. When money
defines self-belief, people depend on possessions to boost their feelings
of worth. And possessions, although nice, are not a solid foundation for a
positive self-belief.
How do you feel about money? Do you see money as making you a
better person? Or do you view money as a tool, something you can use to
achieve your goals, whether educational, professional, or personal? Your
Turn 13-1 will help you define your attitudes about money.
“Make money your god and it will
plague you like the devil.”
HENRY FIELDING (1707–1754),
English novelist
Your Turn 13-1
HOW DO YOU FEEL ABOUT MONEY?
This exercise will give you an idea about your attitudes toward money. Circle the answer that corresponds most
closely with your feelings.
■ When you think of having money, you imagine it
1 coming from your parents.
2 belonging to your spouse or significant other.
3 belonging to you.
■ As a child, you spent your allowance or pocket money on
1 anything you wanted.
2 necessities.
3 birthday and holiday presents for your relatives.
■ When you were younger, you hated math and did poorly in it. Now that you need to make money decisions, you
1 figure you can’t balance a checking account, much less use your money wisely.
2 put off making money decisions because you dislike math.
3 tell yourself that math has nothing to do with your ability to handle money.
296
HOW
This exe
closely w
■ When
1 co
2 be
3 be
■ As a
1 an
2 ne
3 bi
■ When
1 fig
2 pu
3 te
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CHAPTER 13 Managing Money 297
■ You have just $40 to spend on food and other necessities until payday, four days from now. Passing a pizza
place, you
1 splurge on a pizza with all the toppings.
2 keep going, because you can’t even afford to look in the window.
3 promise yourself to stop in after payday to buy a pizza.
■ You get an unexpected gift of $500. You
1 buy an expensive watch and new clothes.
2 invest in bank certificates that will tie up the money for 30 months.
3 put the money in a savings account to which you have access any time.
■ You want to go back to school. You have enough money for only a quarter of the total tuition for the degree or
program. You
1 enroll anyway. Something will come up to pay for the other three quarters.
2 enroll for a couple of courses, even though they’re likely to be your last.
3 make a plan for financing the whole program through work, grants, and loans.
■ You won $30,000. You desperately need a new refrigerator and TV. You
1 hold off until the refrigerator breaks down and TVs go on sale.
2 put all the money in the bank and do without a new refrigerator and TV.
3 buy both.
■ Word of your luck has spread at school. The first time your fellow students don’t ask you to join them
at lunch, you
1 feel sorry you won the money.
2 spend lunch time buying them presents.
3 ignore them and visit a financial planner during your lunch.
To get your score, add up the numbers you circled. Check the results below.
Your score What it means
8–10 points You tend to be very emotional about money. You should beware of making sudden
money decisions.
11–17 points You are shaky about making money decisions. Although you probably won’t make
major mistakes, you also won’t get the most out of your money.
18–24 points You have an objective attitude toward money and its uses. Be sure you consider all
the consequences before making a money decision.
■ You h
place
1 sp
2 ke
3 pr
■ You g
1 bu
2 in
3 pu
■ You w
progr
1 en
2 en
3 m
■ You w
1 ho
2 pu
3 bu
■ Word
at lun
1 fe
2 sp
3 ig
To g
Your sc
8–10 po
11–17 p
18–24 p
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298 UNIT 5 Developing Your Action Plan
The Financial Pyramid
Now that you have thought about your attitudes toward money, try
putting these aside for a while. You’ll be a better money manager if you
can separate your decisions about money from your feelings. In the
remainder of this chapter, we will focus on various aspects of money
management. First we will look at the big picture of money management,
and then we will consider some of the details that will help you make
financial decisions.
The big picture of personal money management is shown by the
financial pyramid (see Figure 13–1). The financial pyramid provides
a visual model of the main aspects of personal finance. At the base of
the financial pyramid are your values and goals. These should be the
foundation of all your money decisions. The next step up is your basic
living expense—shelter, food, clothing, and so on. Before you can go
on to spend money on other things, you must take care of
your basic living costs. Once you’ve budgeted for the basics, you can
move up a step to consider savings, credit, and insurance. When these
are incorporated in your financial plan, most people are ready to move
up a step to home ownership, the main investment of many families.
Finally, people devote resources to long-term investing. Common goals
for long-term investment are saving for their children’s education and
saving for retirement.
The financial pyramid helps people set priorities on using their
money resources and provides a reminder of important long-term
financial goals that people need to act on even when they are young.
However, the financial pyramid model may not apply equally to everyone.
FIGURE 13–1
The financial pyramid provides a model
for financial planning. The foundation of
the pyramid is your values and goals. All
decisions about money should arise from that
foundation. Investing
for the
future
Owning a home
Savings, credit, and insurance
Budgeting for basics
Establishing your values and goals
“Money is not the only answer,
but it makes a difference.”
BARACK OBAMA, forty-fourth
president of the United States
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CHAPTER 13 Managing Money 299
For example, some families never own a home; others do not use credit.
In addition, the model is not always sequential. Although most people
consider these aspects of financial planning in the order shown, from
bottom to top, this sequence does not always apply. For instance, if you
are living with your parents, you may not need to contribute to basic
household expenses, but you may already have dealt with credit when
you applied for a credit card or student loans. Once families are well
established; however, they are probably making personal finance decisions
on each level of the pyramid—at the same time.
Budgeting for the Basics
Planning how you will use your money is called budgeting. A budget is a
plan based on your short-, intermediate-, and long-term financial goals.
The purpose of a budget is to keep your spending within the limits of your
income and to distribute your spending appropriately.
Budgeting has important benefits. The first, of course, is that you will
have a better idea of exactly where your money comes from and where it
goes. But just as important, budgeting helps you focus on your goals and set
priorities for achieving them. Right now you probably don’t have enough
REVIEW YOUR VALUES AND GOALS
Now is a good time to turn back to Chapters 1 and 2 and review your values and goals. Summarize your most
important values and goals following. Underline the goals that involve money.
1. Most important values
2. Short-term goals
3. Intermediate-term goals
4. Long-term goals
Your Turn 13-2
REVIE
Now is
importa
1. M
2. S
3. In
4. L
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300 UNIT 5 Developing Your Action Plan
money for all the things you want to do. Does it
surprise you to learn that you will probably never
have enough money for all the things you want to
do? Even though your income may increase in the
future, so will your financial responsibilities and
your wants. This means you must think about your
goals and decide what’s most important to you.
Budgeting forces you to make choices, plan ahead,
and control your spending.1 But before you can
budget, you must have a thorough knowledge of
your income and expenses.
Income and Expenses
If you are like most people, you have a pretty
good idea of where your money comes from. Your
income is the total amount of money coming in. You may have just one or
several sources of income:
■ a salary you earn by working
■ an allowance from your family
■ alimony or child support payments
■ welfare payments or food stamps
■ social security payments
■ disability payments
■ student financial aid
■ tax refunds
■ gifts
■ interest earned on savings
■ investment income and gains
The total amount of your income, from all sources, is called your
gross income. If you are working, your employer withholds amounts
from your paycheck to pay income taxes, social security (FICA) tax,
Medicare tax, group insurance premiums, union dues, 401K retirement
account contributions, and other deductions. Thus the amount of money
you actually receive, called your net income, is less than your gross
income.
Far harder to account for—at least for most people—is where the
money goes. The amounts you spend are called expenses. Most people
have fixed expenses that are the same from month to month or are due
quarterly or yearly. Examples of fixed expenses are rent or mortgage
payments, car payments, phone and utility bills, cable TV bills, installment
loan payments, savings plans, and insurance payments. Variable expenses
differ from one period to another. Food, clothing, entertainment, gas,
repairs, gifts, furniture, and education are just a few examples of variable
expenses.
If not managed properly, money can be a source of conflict in families.
Here a couple goes over their bills and budget.
(©
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CHAPTER 13 Managing Money 301
Needless to say, if your expenses are greater than your income, or if
you are unable to put away money to achieve long-term objectives, you
have a problem; however, you can improve your money situation by
budgeting.
The Four A’s of Budgeting
Budgeting has four basic steps, called the four A’s of budgeting.2
1. Accounting for income and expenses
2. Analyzing your situation
3. Allocating your income
4. Adjusting your budget
Accounting for Income and Expenses The first step of budgeting is
accounting for your income and expenses. What this means, in practice,
is that you have to keep track of income and expenses for a couple of
months. You keep track not only of big expenses like car payments
but small expenses like renting a DVD or buying a snack. If you have a
checking account or make most purchases with a credit or debit card, you
will have good records of many of your expenses.
To track income and expenses, you can keep a record using a
computer spreadsheet or a paper notebook set up as shown on
pages 302–303. Divide the record into two sections—a small section for
income and a large section for expenses. When you get paid or receive
money, enter the date, source, and amount in the income section. When
you spend money—even 50 cents for a pack of gum—note the date, what
you bought, and how much you paid in the expenses section. Remember
to enter items you purchase with a credit card. For example, if you charge
a pair of shoes, enter the amount you charge in the clothing column. To
make record keeping easier, you can divide your expenses into categories
such as rent, phone, utilities, food, clothing, transportation, medical/
dental, entertainment, personal items, gifts, and so on. At the end of each
month, total your income and expenses by categories. These figures will be
the basis for your budget.
“The use of money is all the
advantage there is in having
money.”
BENJAMIN FRANKLIN (1706–1790),
statesman, scientist, and writer
Your Turn 13-3
TRACK YOUR INCOME AND EXPENSES
Use the income and expense record on pages 302–303 to keep track of all your income and expenses for two
months. You can remove the chart from your book and carry it with you for convenience.
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302 UNIT 5 Developing Your Action Plan
Income and Expense Record, Month of____________________
Income
Date Source Net Amount
Total
Expenses
Date Rent/Mortgage Telecom. Utilities Insurance
Loans & Credit
Payments Transportation Food
Totals
Date Clothing Household Medical Education Savings/Emerg. Personal Other
Totals
Total expenses for month _______________________________
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 303
Income and Expense Record, Month of____________________
Income
Date Source Net Amount
Total
Expenses
Date Rent/Mortgage Telecom. Utilities Insurance
Loans & Credit
Payments Transportation Food
Totals
Date Clothing Household Medical Education Savings/Emerg. Personal Other
Totals
Total expenses for month _______________________________
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304 UNIT 5 Developing Your Action Plan
Analyzing Your Situation After you’ve kept track of income and
expenses for a couple of months, you should analyze your situation. Ask
yourself some questions:
■ Did your expenses exceed your income?
■ Were you able to pay all your fixed expenses?
■ Did a large periodic expense such as an annual insurance premium
or tuition bill throw you off?
■ Are you spending too much money on some types of things?
■ Did you pay off all your credit card balances, or did you get by with
the minimum payment?
■ Were you able to save money for one of your goals (vacation,
tuition, a new computer, a car, down payment on a house,
retirement, etc.)?
Your answers to these questions will point up any weaknesses in your
current money situation.
Allocating Your Income Now comes decision-making time. You’ve kept
track of income and expenses for a couple of months and you’ve reviewed
your spending patterns. You probably think that at this rate you’ll never
have money to reach your goals! But there are things you can do.
First, figure out how much you must allocate to each of your monthly
fixed expenses. You must allocate money for bills you pay monthly (such
as rent, electricity, and credit card payments), as well as bills you pay
quarterly, semiannually, or annually (insurance premiums, tuition, excise
taxes, real estate taxes, and so on). Perhaps you noticed that you were
unprepared to pay that semiannual auto insurance premium or some
other periodic large bill. If you set aside a certain amount of money each
month, you would be ready to pay those large, occasional, but regular
expenses. For example, if the cost of your auto insurance premium is
$600 a year, you should be allocating $50 each month toward that expense
($600 divided by 12 months equals $50).
After you’ve budgeted your fixed expenses, review your variable
expenses to see where you are overspending. You must make judgments
between what you really need and what you want. For example, are you
spending a lot more than you thought on personal items and restaurant
meals? If you could cut down on these expenditures, you could use the
money you save to pay down your credit card balance or start saving.
Try to allocate money for things that are really important to you in the
long run.
Next, consider what you would do if your car broke down and needed
a $400 repair. These things happen all the time, but if you haven’t set aside
money in an emergency fund, you’ll be caught short when something
unexpected happens. Two to six months’ income is recommended for your
emergency fund. That will help cover unplanned expenses such as repairs
and loss of income through disability or unemployment. Remember to
replenish the fund as soon as you can if you take money out of it.
“Some people are masters of
money, and some its slaves.”
Russian proverb
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CHAPTER 13 Managing Money 305
MAKE UP A MONTHLY BUDGET
Use the information you gathered and analyzed to allocate your income on a monthly basis. In the space below,
enter the dollar amounts you plan to spend on each of the following expenses for a period of one month.
Item Budgeted Amount
Rent or mortgage ________________________
Telecommunications (telephone, cell phone, Internet, TV) ________________________
Utilities (gas, oil, electricity, water, sewer) ________________________
Insurance (auto, health, life, homeowners’, etc.) ________________________
Car payments, other loans, credit cards ________________________
Transportation (gas, maintenance, repairs, parking, carfare) ________________________
Food (groceries and restaurant meals) ________________________
Clothing ________________________
Household items and repairs ________________________
Gifts ________________________
Medical/dental ________________________
Education (tuition, books, fees) ________________________
Personal (include entertainment) ________________________
Emergency fund ________________________
Taxes not withheld (self-employment, excise, real estate) ________________________
Savings toward goals ________________________
Other ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
Total____________________ ________________________
Your Turn 13-4
MAK
Use the
enter th
Item
Rent or
Telecom
Utilities
Insuran
Car pay
Transpo
Food (g
Clothin
Househ
Gifts
Medica
Educati
Persona
Emerge
Taxes n
Savings
Other
______
______
______
Total__
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306 UNIT 5 Developing Your Action Plan
Finally, consider your goals. If you want to take a vacation in Europe
or buy a house, start saving now—even if you can only afford a few dollars
a month. (If your goal is more important to you than anything else, you
might want to start the allocation process with money toward the goal.
Then you’ll have to reduce your other expenditures until your goal is
met. Some people live frugally for years in order to meet an important
financial goal, such as paying for an education, buying a house, or starting
a business.)
Adjusting Your Budget A budget is not carved in stone. As you try out
your budget you may find that you haven’t planned realistically or you’ve
forgotten some items altogether. Your income will change, your expenses
will change, and your goals will change. For these reasons, you should plan
to review your budget periodically and revise it as necessary.
Savings and Debit Cards
Savings and Banking
Most people find it’s not safe or convenient to have all their money in
cash. They put the money they don’t need for day-to-day expenses in a
bank or financial institution. The institution may be a commercial bank,
savings and loan, or credit union. When selecting a financial institution to
deposit your money, you should consider
■ up to what amount your deposits are insured and by whom. Federal
insurance, such as the FDIC, is a better risk than state insurance
funds, some of which have gone broke in the past.
■ interest rates.
■ the accessibility of your money.
■ convenience of location, service, and online banking.
■ the types of accounts that are offered.
■ fees charged for various services.
You may need more than one account to manage your money. Most
people need a checking account to pay routine bills. They have their pay
deposited in the account, and write checks or authorize online payments
to pay bills, keeping a record of each transaction (see Figure 13–2).
Checking accounts vary a great deal. Some pay interest if you keep a
minimum balance. Some charge you for each check, payment, and ATM
transaction; others charge a monthly fee with unlimited service. Many
allow you to pay bills online. You should shop around to find the best
services for your needs.
Large sums of money shouldn’t be kept in a checking account,
especially an account that pays no interest. Instead, you can put extra
money into a savings account that pays compound interest. With
compound interest, you get interest both on the money you deposited and
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 307
the interest it has already earned. Over time, that can add up. A quick way
to figure out how long it will take for your savings to double is called the
“rule of 72.” Just divide 72 by the interest rate you expect to earn. So, for
example, if you are earning 4 percent interest, it will take 18 years for your
money to double (72 divided by 4 equals 18).
There are a variety of savings options to choose from:
■ Passbook accounts can be opened with very little money; they pay
the least interest.
■ Money market accounts have interest rates that vary with market
rates, but some may require a minimum balance or limit your access
to the money.
■ Certificates of deposit (CDs) offer the highest interest rates, but
they tie up your money for a stated period. If you need to withdraw
your funds before the certificate comes due, you will pay a penalty.
■ Individual retirement accounts (IRAs) are used to put aside
money for retirement. If you withdraw the funds at an earlier age,
there may be a stiff penalty.
As your financial responsibilities increase, you may need more than
one savings account. If you are unsure which type of account is right
for you, ask your financial institution’s customer service representative
for advice.
Debit Cards
Most American households now use a debit card as a convenient form
of payment beyond cash and checks. A debit card allows you to pay for
something with money from your checking or savings account without
using cash or a check. When you use a debit card, the amount of the
payment is automatically subtracted from the balance in your checking or
savings account.
FIGURE 13–2
People keep money in checking accounts for
cash and for paying bills. Most banks provide
online access to account records so you can
double-check transactions and see your
balance.
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308 UNIT 5 Developing Your Action Plan
In addition to their convenience, debit cards help you keep to a
budget. With a debit card, unlike a credit card, you cannot spend more
money than you have.
Credit
Buy now, pay later. Sounds wonderful, doesn’t it? Credit is a financial
arrangement that gives you the right to defer payment on merchandise
or services. In essence, you are using someone else’s money to pay for
something. But—you must pay back what you borrowed, plus a charge for
using the money, called interest. So anything you buy on credit will cost
you more than if you pay cash.
There are times when using credit is worth the price you pay. A
genuine emergency like a large medical bill, a genuine necessity like a
car repair, or paying tuition for a degree program are all examples of
situations in which it is appropriate to borrow money. On the other hand,
buying a luxury item because the credit terms look easy and borrowing
when you have no prospect of being able to pay the money back are two
situations in which you should not use credit.
So be careful when you are considering using credit. It’s tempting—
and easy—to borrow money and use credit cards. But unless you keep
tight control on the amounts you borrow and charge, the debt mounts
up until you can’t manage the monthly payments. In that situation, your
creditors can repossess the merchandise, garnish your salary (get a portion
of what you make until the loan is paid), and give negative information
BANKING A TAX REFUND
You just received a tax refund of $1,625 from the IRS. What are you going to do with that money? Choose
a general plan:
■ Keep a certain amount of cash—your choice—to spend immediately.
■ Open an IRA (minimum amount, $500).
■ Save the rest in one or more types of accounts.
Use the space below to list specifically what you are going to do with the money.
Your Turn 13-5
BANK
You jus
a gener
■ Kee
■ Ope
■ Sav
Use the
“Money is like a sixth sense,
and you can’t enjoy the other five
without it.”
SOMERSET MAUGHAM (1874–1965),
English writer
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 309
about your creditworthiness to a credit bureau. Credit may be attractive,
but misusing it can lead to stress and financial crisis.
The Cost of Credit
Because buying something on credit costs more than paying cash, you
should shop around when you’re taking out a loan or applying for a credit
card. Different retailers and financial institutions lend money on different
terms. The total cost of credit may vary widely.
When you use credit, make sure you know the annual percentage
rate (APR), which is the interest rate you will be charged per year on the
amount you finance. Also make sure you know the finance charge, the
total of all costs associated with the loan or credit card—interest, fees,
service charges, insurance, and so on—before you sign anything. APRs
and fees vary widely, so you should shop around for the best deal. Never
sign a credit card application or loan contract unless you fully understand
its terms.
Credit Cards
Credit cards allow you to buy merchandise and services and borrow
cash up to a certain dollar amount, called your credit limit. All you do is
sign your name. In return for this convenience, you agree to pay for your
purchases in full once a month or in part over an extended period. If you
pay your credit card account balance on time and in full each month,
you are not charged interest on your purchases. If you pay for only part of
your purchases, the unpaid balance is treated as a loan. You pay interest on
it, often at a very high APR. In addition, credit cards charge annual fees,
fees for late payments, and cash advance fees. In short, a credit card is not
free money although it may feel that way.
Banks and other financial institutions aggressively market credit
cards to students, offering “free gifts” for signup and “teaser” rates like
0 percent for six months. Once the introductory period is over, the interest
rate jumps to 10 to 25 percent. With rates like this, even if you make the
minimum payment each month, your debt can grow quickly. For example,
in 2004, the average outstanding balance on a college student’s credit card
was $2,169.3 Thus, unless you pay your balance in full each month, a credit
card is actually a high-interest loan.
Still, if you use them carefully, credit cards have many advantages.
Like debit cards, they relieve you of the need to carry large amounts of
cash when shopping. They allow you to charge travel, entertainment,
and merchandise all over the world. They make ordering merchandise by
phone or on the Internet easy. Unlike debit cards, they allow you to buy
items even when you don’t have the cash. Thus credit cards can lull you
into a false sense that you have lots of money—until you get the bill. So
while they have many advantages, credit cards should be used cautiously.
In fact, if you think you might get into financial trouble with a credit card,
use a debit card instead.
Most retailers and restaurants accept
payment by credit card or debit card. The
ease with which purchases can be made
without cash has contributed to both the rise
in consumer debt and the popularity of debit
cards for those who prefer to “pay now.”
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310 UNIT 5 Developing Your Action Plan
Loans
In addition to having a credit card for day to day use, people borrow
money for large, long-term purchases or uses. Among them are financing
an education, buying a house, and buying a high-ticket item such as a car.
Student Loans If you need money for your education, your first
choice should be a federal student loan—a loan whose interest rate is
subsidized by the federal government. Financial institutions make loans
to students on the condition that the students will repay the loans after
they graduate. The lender assumes that the education will make the
student employable, so he or she will be able to pay the loan back. The
government insures these loans, so banks are paid back even when a
student defaults. If you are not eligible for federal student loans, you can
borrow from a private lender, but you will pay a higher interest rate since
the loan is not insured.
Although you may be reluctant to borrow money to pay for most
things, borrowing to finance a college education usually pays off in the
long run. A college education is an investment in your future. As you can
see in Figure 13–3, the lifetime earnings of people with college degrees and
beyond is far greater than those of high school graduates.
If you are interested in applying for federal student grants and loans,
check with your school’s financial aid office or visit the U.S. Department
of Education’s financial aid Web site at
Installment Loans Installment loans are paid back in monthly
installments for a fixed period of time. The most common
installment loan is the auto loan. When you take out an installment loan,
you sign a contract agreeing to pay the loan back on the terms outlined in
“If you would know the value
of money, go and try to borrow
some.”
BENJAMIN FRANKLIN (1706–1790),
statesman, scientist, and writer
FIGURE 13–3
According to the U.S. Census Bureau, on
average, college graduates make almost twice
as much as high school graduates over the
course of a lifetime. People with professional
degrees (such as doctors and lawyers) make
almost four times as much.
Average Lifetime Earnings by Level of Education
$5 million
$4 million
$3 million
$2 million
$1 million
High School
Diploma
Bachelor‘s
Degree
Master’s
degree
Professional
Degree
Source: U.S. Bureau of the Census
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 311
the agreement. If possible, you should not have more than one
installment loan at a time, so your monthly payments for credit are not
too high.
Sources of Loans When you need to borrow money, you must look
around for someone who thinks you are a good credit risk and for the
lowest APR you can find. Some sources of loans are:
■ Your relatives, although this can be an uncomfortable situation; If
you do borrow from relatives, you should write a contract and plan a
payment schedule.
■ Credit unions, if you are a member
■ Banks and savings institutions
■ Licensed small loan companies such as payday loan companies,
which often charge extremely high interest because they take on
riskier customers
Whatever you do, avoid taking cash advances on your credit card and
borrowing from pawnbrokers and loan sharks. Credit card cash advances
have very high interest rates and fees. Pawnbrokers lend small amounts,
keep your assets, and charge extremely high interest rates. Loan sharks
often operate outside the law.
Credit Records and Your Rights
The first time you apply for a credit card or loan, you may be refused
because you have no credit record. You have no credit record, of course,
because you have never been given credit. How can you get out of this
loop? You can try one of several approaches to establish a credit record:
■ Apply for a credit card with a low credit limit and other features
designed especially for students (but see the cautions about using
credit cards, above).
■ Take out a small installment loan and ask someone with a credit
record to cosign with you. The cosigner will be responsible for
paying if you do not.
■ If you have a savings account with a bank, use it as collateral to
borrow money from the same institution. Collateral is property—in
this case, money—that you give the lender access to as a guarantee
that you will pay back the loan.
■ Sign up for utilities in your own name, even if you have to pay a
large deposit.
■ Pay your bills on time.
Credit records are maintained by companies called credit bureaus.
In recent years, these companies have been criticized for making errors
in credit records and being slow to correct them. You have the right to see
your credit record and to know who else has seen it in the previous six
months. A small fee is charged for this service unless you were recently
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
312 UNIT 5 Developing Your Action Plan
denied credit or were the victim of identity theft (see News & Views,
page 313). If the information is inaccurate, you can have it investigated
and corrected, and copies of the corrected report will be sent to anyone
who received an incorrect report. You may also add a notation to your file
about any information you consider unfair. You can help prevent some
errors if you always use the same form of your name on all contracts,
accounts, credit cards, and other documents.
Your Credit Obligations
When you use credit, you are obliged, legally and morally, to pay back
what you have borrowed. There may be times when for some reason you
miss a payment or series of payments. If this happens, you should notify
your creditor immediately and explain your situation. Many creditors will
help you work out another payment schedule to give you time to recover.
Dealing with Debt
Owing more money than you can pay back is sometimes the result of poor
money management: People simply borrow more money and charge more
purchases than they can repay. Sometimes people are conned into taking
on high-interest debt without understanding the terms they are agreeing
to. And sometimes debt becomes unmanageable when income drops
because of events such as divorce, unemployment, or illness. No matter
what the cause, however, debt can easily grow until it is too large to pay off.
In fact, almost 600,000 Americans filed for personal bankruptcy in 2006,
because they couldn’t resolve their debt problems in any other way.4
How can you regain control of your finances? The first step is to know
how much you earn, how much you spend, and how much you owe. If you
can’t get a handle on these three things on your own, you need help. In
addition to consulting with your creditors, you can consult organizations
whose purpose is to help people having financial difficulties. For example,
American Consumer Credit Counseling
and the National Foundation for Consumer Credit
are two organizations that provide credit counseling services (either
free or for a small fee; the organizations are financed by lenders). Credit
counselors help people work out long-term debt payment plans while
learning how to budget and change their spending habits.
Insurance
Why do you need insurance? You need insurance to protect yourself and
your dependents against financial ruin in the event of illness, accident,
theft, fire, or death. Insurance works on the principle that not everyone
who buys it will actually need it. People pay premiums to an insurance
company in case an unforeseen event occurs—an illness, hospitalization,
accident, fire, and so on. If a misfortune does occur, the insurance
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 313
News & Views
IDENTITY THEFT ON THE RISE
Identity thieves don’t steal from you directly. Instead, they steal personal
financial information and use it for a spending spree that leaves you, the
victim, with a financial mess and a ruined credit rating.
Everyone is vulnerable to identity theft, including students. Commonplace
transactions like purchasing items online or applying for financial aid involve
sharing information like social security numbers, driver’s license numbers,
dates of birth, and account numbers that may get into the wrong hands. But
beyond these normal risks, some students make particularly good targets for
identity thieves. That’s because they often throw away preapproved credit
offers without destroying them first, pay credit card bills without double-
checking them, and neglect to balance their checking accounts.
Even if you aren’t careless with your financial information, you still
need to take precautions to prevent identity theft. Following are some
suggestions:
■ Don’t give out personal financial information to people who call or
e-mail you and ask for it. They may be “phishing,” or attempting to get personal data in order to commit
fraud or theft.
■ Never enter personal information like social security or credit cards numbers on a public computer. Use
your own personal computer for online transactions, or call a company directly to place an order.
■ Protect your personal computer, especially your laptop (which might get lost or stolen), by using “strong”
passwords that have a combination of lowercase letters, uppercase letters, numbers, and symbols. Don’t
store your passwords on the laptop, either.
■ Use a shredder to destroy documents that contain personal and financial information. This includes mail
offers of preapproved credit, which contain personal data and can be used to open accounts in your name.
■ Take your date of birth off your online profiles.
■ Protect your personal data at home as well. Almost half of all identity thefts are committed by people who
know the victim.
If you think you have been a victim of identity theft, you need to take some steps to protect your
finances and your credit rating:
■ Place a fraud alert on your credit file by calling one of the three credit bureaus: Equifax (1-800-525-6285),
Experian (1-888-EXPERIAN), or TransUnion (1-800-680-7289). Then check your credit report for inaccurate
information or suspicious activity.
■ Close any accounts you think may have been threatened, and inform each company of the risk of fraud. If
fraudulent charges have already been made, ask for forms to dispute them, or write letters to the company
disputing them. When you open new accounts, use new personal identification numbers, user names, and
passwords.
■ File a complaint with the Federal Trade Commission, which helps coordinate antitheft activities across the
nation, at
Sources: Federal Trade Commission. “ID Theft: What It’s All About,” June 2005.
and College Students,”
22, 2005.
Shredding documents that contain important
financial information helps prevent identity
theft.
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314 UNIT 5 Developing Your Action Plan
company pays the insured person under the terms of the insurance
contract.
There are many types of insurance available, including health
insurance, medical coverage, auto insurance, life insurance, disability
insurance, renter’s insurance, and homeowner’s insurance.
Medical Coverage
An accident or serious illness can mean paying medical bills for years
if you are not insured. Yet because of the high cost of medical coverage,
millions of Americans are uninsured. Most people who have medical
coverage have it through their employers. In some cases the company pays
the full premium, but in most cases the employee pays part or all of the
cost. There are several types of medical coverage:
■ Traditional health insurance. When the insured person sees a
doctor or is hospitalized, the insurance company covers a portion
of the cost, usually 80 percent. With this type of insurance, you
pay your health care bills up front and are then reimbursed by the
insurance company. Traditional health insurance is usually the most
expensive type of medical coverage because insured people can go to
the doctor and hospital of their choice.
■ Managed care plans. Managed care plans are similar to traditional
health insurance, except that the insured person is limited in his or
her choice of physicians and hospitals to those in the managed care
ARE YOU AT RISK FOR CREDIT PROBLEMS?
Well before people get to the bankruptcy stage, they should be aware of the warning signs that financial trouble
may be getting serious. Take this test to see if any of the warning signs apply to you.
Do you: Yes No
• pay only monthly minimums on your credit cards? ■ ■
• skip some bills to pay others? ■ ■
• panic when faced with an unexpected major expense, such as a car repair? ■ ■
• depend on overtime or moonlighting to pay your monthly bills? ■ ■
• borrow from friends and relatives to cover your basic expenses? ■ ■
• owe more money on your mortgage than your house is worth? ■ ■
• have a variable rate mortgage whose payments will rise beyond your ability to
afford them? ■ ■
If you answered yes to any of these questions, you may be headed for financial trouble. But instead of waiting
for the situation to get worse, you need to take action.
Your Turn 13-6
ARE Y
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Health insurance helps protect you from
high medical bills from accidents and illness.
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CHAPTER 13 Managing Money 315
network. Health care providers in the network handle the claims
paperwork for you and are reimbursed at fixed rates by the insurer.
Managed care coverage usually costs less than traditional health
insurance.
■ Medicaid and Medicare. Low-income people are often eligible
for Medicaid, and elderly and disabled people are usually eligible
for Medicare, which are federally financed health insurance plans.
In addition, some states provide free or low-cost health insurance
for children.
Auto Insurance
Each year, thousands of people die, millions of people are injured and
disabled, and billions of dollars are spent as the direct result of automobile
accidents. Most states require that car owners buy liability coverage,
which protects you against the claims of others in case you cause property
or other damage while operating a motor vehicle. In addition to liability
coverage, auto insurance policies can include:
■ Collision coverage to repair damage to your car if a collision
occurs; You agree to pay a deductible—$500, on average—and the
insurance company pays the balance. If your car is very old, it’s not
worth buying collision coverage. The insurance company will not
pay any claim higher than the total book value of the car.
■ Comprehensive coverage in case your car is stolen, catches fire, or is
the victim of other perils such as flood; Again, if your car is very old,
it’s not worth buying comprehensive coverage.
■ Medical coverage for your health care bills if you are injured while
riding in your car; and
■ Uninsured motorist coverage in case you are
killed or injured, or your car is damaged in
an accident caused by a driver who has no
insurance.
Some states have “no fault” auto
insurance. Under this type of insurance, your
own insurance company pays you benefits,
regardless of whose fault the accident was.
The cost of auto insurance varies widely,
with young male drivers in urban areas paying
the highest premiums. When you buy auto
insurance, it pays to shop around and compare
coverage. You can economize on the cost of a
policy in several ways:
■ Buy a less-expensive or used car.
■ Buy a car with airbags, an alarm system, or
another antitheft device.
Auto insurance helps protect car owners from large expenses resulting from
accidents, theft, and natural disasters. Even a fender bender can result in
expensive repairs.
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316 UNIT 5 Developing Your Action Plan
■ Choose the highest deductibles on collision and comprehensive
coverage that you can afford. (The deductible is the amount you
pay before the insurance company starts paying. The higher the
deductible, the cheaper the coverage.) A week’s salary is a good rule
of thumb.
■ Don’t buy collision or comprehensive coverage if your car is
very old.
■ Participate in approved driver education courses to get a “good
driver” discount.
■ Keep your grades high to get a “good student” discount.
What happens if you are turned down for insurance or your policy is
canceled because of a poor driving record? In that case, you go into your
state’s assigned risk pool and get insurance from a company servicing
high-risk drivers. The cost of this insurance is greater than regular auto
insurance. If your driving record is good for a few years, you should be
able to buy standard insurance again.
Other Types of Insurance
Other types of insurance that you may need now or as your financial
responsibilities increase are:
■ Renter’s insurance, which protects against damage or loss of
personal property and liability claims
■ Homeowner’s insurance, which protects against property damage
and liability claims
■ Life insurance, which provides financial protection to your
dependents in case of your death
■ Disability insurance, which pays you a certain amount per month in
the event you are injured or too sick to work
■ Long-term care insurance, which provides coverage for lengthy
nursing home stays.
Owning a Home
Buying a home—whether it is a house, condominium, or cooperative
apartment—is the biggest investment most people make during their
lifetimes. Despite the high cost of finding, buying, and maintaining
a home, most Americans still regard home ownership as part of the
American dream. Thus, the decision to buy a home is complicated and
involves both financial and emotional factors. Before you take the
plunge, it’s important to consider the advantages and disadvantages of
buying a home.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 317
Advantages of Home Ownership
Home ownership has many advantages, not the least of which are the
emotional advantages. For many people, owning a home is the realization
of a dream. It provides them with a sense of security and control over
their lives. In general, homeowners have a greater commitment to their
communities than do renters. They tend to be more involved in civic
issues such as education and community improvement.
Home ownership can have financial advantages. The biggest
advantage is that paying off a mortgage (the loan you take out when
you buy a home) is a way to build a nest egg for retirement. Mortgage
payments are a form of forced savings because you build equity
(ownership) in your home. In addition, the interest on your mortgage and
the property taxes on your home are tax deductible, meaning that your
YOUR PERSONAL INSURANCE PLAN
Think about your current circumstances. What kind of insurance do you need? For each of the following, indicate
why you do need this form of insurance or why you don’t need it.
1. Medical coverage
2. Auto insurance
3. Renter’s insurance
4. Homeowner’s insurance
5. Life insurance
6. Disability insurance
Your Turn 13-7
YOUR
Think a
why yo
1. M
2. A
3. R
4. H
5. L
6. D
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
318 UNIT 5 Developing Your Action Plan
income tax bill will be less. If you have enough equity in your home, you
can borrow against its value with a home equity loan. Finally, if you own
the home over a long period of time and then sell it, you may make some
money on the sale.
Disadvantages of Home Ownership
Home ownership does have a down side. First, you may be in a stage of
life that is full of uncertainty, such as during college, at the beginning of a
marriage or after a divorce, or when your work requires frequent moves.
In these situations, your housing needs may change rapidly, and home
ownership would restrict your mobility.
Second, home ownership is expensive. In many cases, you need to
make a down payment—5 to 20 percent of the price—to qualify for a
mortgage. If you get a variable rate mortgage, when the “teaser” rate
expires, your payments may increase sharply. In addition, the mortgage
payment is just part of the monthly cost. Owning a home means paying
for property taxes, insurance, routine maintenance, and repairs.
Last, owning a home is not a sure way to make money. Home prices
rise and fall in the short term. There are periodic real estate “bubbles,”
when speculators drive prices up sharply. When the “bubble” bursts, home
values drop. If you are unlucky enough to buy during a bubble, you may
wind up “under water,” having a mortgage that is greater than the value of
the house. If you sell during the bust, you can lose a lot of money.
If you have the discipline to invest the money you’d save by renting,
you may do better financially in the long run than someone who depends
on rising home values. Most financial advisers suggest that people view
their houses primarily as a homes, not as investments.
Making the Decision to Buy or Rent
If you need help in making the decision to buy or rent, you can consult
one of the many books or Web sites devoted to home ownership or
personal finance. Many of these have worksheets or calculators that help
you estimate costs and benefits. In addition, there are software packages
on the market that help you with financial analysis and lead you through
the decision-making process.
Investing for the Future
In the long term, you will encounter situations in which you need a lot
of money. For example, you may want to start a business or pay for your
children’s college educations. These are large expenses that most people
cannot cover with current income. Later, during your retirement years,
you will need money to supplement social security benefits and pension
plans, if any.
Home ownership is a major financial
commitment. Most people need to plan
and save for several years before they are
ready for this step.
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CHAPTER 13 Managing Money 319
Long-term financial planning is critical, but it is something that
people find very difficult to do. A woman in her twenties usually does
not have retirement on her mind. A father holding his newborn baby
may worry more about the cost of diapers than college. Still, the sooner
you start to plan and invest for the future, the better off you will be.
If you start young, the amounts you need to invest will be smaller
because they have more time to grow. If you start late, you will have to
invest large amounts each year, which may seriously
interfere with your lifestyle. It is crucial to get in the
habit of investing regularly, even if the amounts are
small.
Home ownership can be one form of long-term
savings, as we have seen. However, there are other
ways to invest money for long-term goals such as
financing your children’s education or building a
retirement fund. Some of the most common long-term
investments are:
■ Stocks. When you buy stock, you become a
part-owner of a corporation. Your profit may come
from dividends paid when the company does well, or
from selling the stock at a price higher than you paid.
Needless to say, you may not profit but may
lose instead. Still, over the long run, stocks have been
the best choice for long-term increases in value. For
most people, it is best to buy stock through stock
index funds, which own shares of all companies on
a stock exchange. Buying individual company stocks
is riskier.
SHOULD YOU OWN YOUR HOME?
1. What are your feelings and attitudes toward owning your own home?
2. At this stage of your life, does it make sense to own your own home? Explain.
3. Do you have the financial resources to own a home? Explain.
Your Turn 13-8
SHOU
1. W
2. A
3. D
People save money for many reasons. These two women used their
savings to open a boutique.
“It’s better to do nothing with
your money than something you
don’t understand.”
SUZE ORMAN,
financial adviser
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320 UNIT 5 Developing Your Action Plan
WHATEVER IT TAKES
Manuel
A. Henriquez
When he was two years old, Manuel
Henriquez moved from the
Dominican Republic, where he was born,
to Florida, with his mother and two sisters.
For the first few years, the family moved
back and forth between Florida and the
Dominican Republic. But when Henriquez
was in junior high school, he and his sisters
rebelled at all the moves. They asked their
mother to pick one country. She chose the
United States.
Henriquez’s mother encouraged him
to join Junior Achievement, a national
after-school program in which high school
students role-play business executives. That
experience exposed Henriquez to business,
and he was hooked. While at Northeastern
University, he started two businesses that
sold computer services at a time when
personal computers were not commonplace.
The first sold off-site connections to his
school’s mainframe computer so students
could use the computer to do homework.
The second offered word processing
services to students, typing papers and
resumes. When his mother’s dog got cancer,
Henriquez also started HealthyPets, an
online company offering links to pet-related
information.
Because of his entrepreneurial
experience, Henriquez was encouraged to go
into the venture capital side of banking after
college. Venture capitalists invest money in
new research and businesses, a high-risk
endeavor that can lead to great losses as
well as great gains. In 2003, Henriquez
co-founded a company, Hercules Technology
Growth Capital, which invests in technology
and life science companies. Two years later,
the company began selling its shares to
the general public. The company’s success
happened so fast that Henriquez says, “Now
I have to find a bigger dream.”
Sources: Patricia R. Olsen, “Ever the Entrepreneur:
Manual A. Henriquez.” New York Times, Sept. 23,
2007, p. BU17. “Manual A. Henriquez: Co-Founder,
Chairman and CEO.” Hercules Technology
Growth Capital,
Leadership: Manuel Henriquez.” Northeastern
University,
June 10, 2008.
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CHAPTER 13 Managing Money 321
■ Bonds. When you buy a bond, you are lending money and will
be repaid on a specific date, usually with interest payments in the
meantime. Bonds usually involve less risk than stocks, but they do
not have as much profit potential.
■ Mutual funds. Mutual funds pool the money of a group of people
and make investments on their behalf. There are stock funds
and bond funds as well as funds that combine various types of
investments.
■ IRAs, SEPs, and 401(k) plans. These are all plans for retirement
savings. The money in these plans is usually invested through
mutual funds or banks.
■ Education Savings Accounts. Coverdell and other education
savings accounts are designed to encourage people to save for tuition
and other school expenses. The money in these accounts grows tax-
free and is not taxed when withdrawn for educational expenses.
Keep in mind that all these forms of investment pose some risk.
Unlike money in a savings account in a bank, the money you invest in
stocks, bonds, and mutual funds is not insured by the federal government.
Therefore, when you invest you must be prepared to lose money as well as
to make money.
Choosing the right types of investments means balancing risk and
reward. One way to decrease risk is to diversify. That means you spread
your investments in different types of stocks, bonds, and mutual funds. If
one of your investments does poorly, it is likely to be balanced by another
doing well.
WHAT ARE YOUR LONG-TERM FINANCIAL GOALS?
Think about large expenses you are likely to have in the future. Then answer the following questions.
1. List some future events or situations for which you will need large amounts of money.
2. What have you done, if anything, to prepare for these events?
3. How can you improve your long-term financial planning?
Your Turn 13-9
WHA
Think a
1. L
2. W
3. H
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322 UNIT 5 Developing Your Action Plan
USING ONLINE PERSONAL FINANCE RESOURCES
The Internet is a gold mine of sites devoted to personal finance management. Many of them are interactive,
allowing you to input your personal data and come up with financial projections. Following are some sites to
explore:
■ Yahoo! Finance
advice, news, and other resources.
■ Student Aid on the Web
provides information that can help you find funds for your college education. It also provides a link to
FAFSA, the federal financial aid application site.
■ FastWeb
fastWEB (financial aid search through the Web). You input your personal profile, and the site generates
a list of scholarships and grants for which you may be eligible.
■ Cardratings.com
cards. Run by a consumer advocacy organization since 1998, the site allows you to find top-rated credit
cards, search its database to see how your own credit card ranks, as well as read consumer reviews of
specific cards.
■ Financial Calculators
this site offers 300 financial calculators to help you plan. There are calculators for savings, budgets,
mortgages, auto loans, credit card debt, taxes, investments, retirement, and business.
■ Quicken.com Glossary
you don’t understand, look it up on Quicken’s glossary site.
PERSONAL FINANCE RESOURCES
Tech Tips
USI
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 323
EXPLORING ONLINE PERSONAL FINANCE RESOURCES
Select one of the sites listed previously, or another personal finance site of your own choosing, and explore what it
has to offer. How could you use this site to help you manage money?
Your Turn 13-10
EXPL
Select o
has to o
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
324
What’s Up?
UNIT 5 Developing Your Action Plan
1. Sketch the financial pyramid in the space below.
2. List five possible sources of income.
3. What is the difference between fixed and variable expenses?
4. What is budgeting? Why is budgeting important?
5. What are the four basic steps of budgeting?
6. What is a checking account used for?
Name Date
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 325
7. Why is it important to read the details about a credit card offer before applying for the card?
8. How can you establish a good credit history?
9. What is the purpose of insurance?
10. Describe two ways to cut the cost of auto insurance.
11. Describe two advantages and two disadvantages of home ownership.
12. Why is it important to invest now for large future expenses such as a child’s college education?
Name Date
What’s Up? continued
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
326
Case Studies
UNIT 5 Developing Your Action Plan
The Case of the Big Spender
When Felipe got his first full-time job, he was thrilled with having his own money. His mother asked him
to pay room and board, and he willingly agreed. In the first month he was working, he bought a laptop
and clothes for work on his new credit card. He borrowed money to buy a new car. He was stunned
at how much he would have to pay for auto insurance. His extra cash was spent on restaurants and
entertainment.
Within a few months, Felipe discovered he was constantly broke. The great feeling he had had about
earning his own money was replaced by a sinking feeling of being broke—and worse, in debt. Room,
board, credit card payments, auto loan payments, insurance, dates—there simply was not enough
money for it all.
1. Felipe has two basic problems with his handling of money. What are they?
2. When Felipe first started working, what should he have done about money for the first few months?
3. What can Felipe do to improve his present situation?
The Case of the Laid-Off Assistant
Noreen moved into a new, much larger apartment and bought a kitchen table, chairs, and two sofas
on the installment plan. Although her rent was higher and she also had car payments to make, she had
enough room in her budget to take on the additional monthly payments on the furniture.
Several months later, Noreen lost her job as an administrative assistant. For the first time in her life,
she missed a loan payment—on the furniture. Noreen was frantic. She didn’t know what to do until she
found a new job. Her unemployment checks were not large enough to cover her expenses.
1. What is Noreen’s problem?
2. What should Noreen do about her auto loan and furniture loan?
3. How will Noreen solve her problem in the long run?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 13 Managing Money 327
Journal
Answer the following journal questions.
1. Describe your family’s attitudes toward money. Is money discussed openly, or is it considered a private topic?
Who controls the family finances? How are decisions made? What role do you play?
2. What are your three most important financial goals? What are you doing to reach these goals?
3. Do you have a budget? Do you follow it? What improvements can you make in your budgeting?
4. Describe your use of banks, if any. What types of accounts do you have? What do you use them for? What
savings goals do you have?
5. What is your attitude toward credit? How can you use credit more wisely?
6. If you won a huge sum in the lottery, what would you do with it? How would it change your life?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
C H A P T E R
14
C H A P T E R
Preparing for
Your Career
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Your college can be a lifelong source of career
information and contacts. For example, many
schools hold job fairs, like this one at Miami
Dade College, at which companies recruit
students and alumni for internships,
entry-level jobs, and mid-level positions.
329
F or many people, work is drudgery, a place to which they drag themselves
each day. Others enjoy themselves so much on the job that they hardly
consider what they do work. Indeed, highly successful people often think that is
that “work is play.” As you prepare yourself for a career, keep in mind that you’ll
be spending a large part of your waking hours working. Wouldn’t it be better to be
paid to do something you are good at and enjoy?
A large part of reaching your potential can take place in the context of work.
If your work is satisfying, the satisfaction you feel at work will spill over into your
personal life. If your career makes good use of your abilities and interests, you
will feel you are contributing to the world. If your work is challenging, you will
grow and develop as a person. In short, a satisfying career can help you reach your
potential as a human being.
You may be thinking that this is a very idealistic view of work. Real jobs aren’t
like that, you say. Perhaps you are remembering a boring job you had—or still
have. A job that required a tenth of your brainpower and had no future, perhaps.
True, there are many jobs like that out there. But why should you settle for a job
like that?
Now turn your mind away from that boring job. Think instead about
something you once did that you really enjoyed. When you were working on this
activity, you were absorbed. Time flew by. You got a great feeling of satisfaction
when you were done. Work should be like that. It can be, too, if you take the time
elong source of career
s. For example, many
e this one at Miami
ompanies recruit
internships,
-level positions.
329
mselves
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330 UNIT 5 Developing Your Action Plan
to make some discoveries about yourself and about the world out there
before you start job hunting.
You can use the time you have now to prepare yourself for a career. By
studying this chapter, you will get ready for your job search. You will:
■ figure out what you have to offer as well as what you want out
of a career;
■ learn where to find economic, technology, and career information;
■ match yourself to a suitable career;
■ pull together a resume and career portfolio;
■ learn about job-search resources;
■ prepare for job interviews; and
■ start planning your short- and long-term career goals.
Finally, you will explore a variety of career resources on the Web.
What Can You Offer?
A lot of people, including students, homemakers returning to work,
and people changing careers, think they have little or nothing to offer
employers. “But I can’t do anything. I have no skills or experience” is the
common refrain. If you think of yourself this way, now is the time to
stop. The fact is, everyone has skills, interests, education, and experience
that would be of value to some employer. Many employers will train new
employees if they feel they have basic skills, the ability to learn, and the
commitment to do well.
Personal Qualities, Skills, and Interests
When you are thinking about jobs and careers, the place to start is
with yourself. Look at the personal qualities and foundation skills
listed in Table 14–1. In 1990, the U.S. Department of Labor appointed
a commission to determine the skills people need to succeed in their
careers. Although the Secretary’s Commission on Achieving Necessary
Skills (SCANS) published its work 20 years ago, its findings regarding the
worker qualities and skills needed for a high-skill, high-wage economy are
still relevant for solid job performance in the modern workplace.
Which of these qualities are you confident you possess? Which of
the foundation skills have you developed during the course of your life?
A well-prepared person should have most of these qualities and skills.
They are necessary for any type of employment, from sales clerk to
nurse to computer systems analyst, although particular occupations will
require more of some qualities and skills than others. Many of them are
qualities and skills you have developed through your upbringing and your
education. In addition, you have been improving these qualities and skills
in the course of working through this book.
The skills you use in a favorite activity or
hobby can sometimes be the basis for a
career. For example, a dancer may find
work as a dance teacher.
(©
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CHAPTER 14 Preparing for Your Career 331
The next set of general skills considered necessary for success on the
job by the Department of Labor are the workplace skills (see Table 14–2).
These are skills involving the use of resources, interpersonal relationships,
information, systems, and technology. Like the foundation skills, the
workplace skills are very general and are needed in varying degrees for
different occupations. For example, a computer technician should have
lots of technology skill, but some of the interpersonal skills, such as
negotiating, are less important in that occupation.
In every job, workers must deal to a degree with all five skill
categories—resources, interpersonal, information, systems, and
technology. Yet most jobs are weighted toward one or two skill categories.
That is, the skills that are critical for success in the job fall into one or
two of the five categories. For example, it is critical that a teacher have a
high level of interpersonal skills, because teaching involves working with
people. But he or she should also possess information skills, because a
teacher must interpret and communicate information (the content of a
course or subject). In addition, a teacher must have systems skills in order
to deal with a social system (the class and the school) and to monitor and
correct performance (of students).
When you read over the workplace skills in Table 14–2, you may
be alarmed by how grand and abstract they sound. Don’t be. What you
have to consider when thinking about careers is how your own specific
skills fit into these general categories. For example, you may be skilled
at running a forklift and other heavy machinery. How does that very
specific skill fit into the workplace skills in Table 14–2? In fact, what you
are using when operating a forklift is a technology skill. You are applying
technology to a specific task. Let’s consider another example, that of a
TABLE 14–1 Personal Qualities and Foundation Skills
Needed for Solid Job Performance
Personal Qualities Individual responsibility
Self-belief
Self-management
Sociability
Integrity
Foundation Skills
(Transferrable Skills)
Basic Skills:
Reading
Thinking Skills:
Ability to learn
Writing Reasoning
Arithmetic Creative thinking
Mathematics Decision making
Speaking Problem solving
Listening
Source: U.S. Department of Labor, Secretary’s Commission on Achieving Necessary Skills (SCANS), Learning
a Living: A Blueprint for High Performance, Washington, D.C., 1992, p. 3.
“Work saves us from three great
evils: boredom, vice and need.”
VOLTAIRE (1694–1778),
French writer
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332 UNIT 5 Developing Your Action Plan
woman with little paid work experience who has served as president of
a parent-teacher association. In that role, she has developed resource
skills by fund-raising, interpersonal skills by leading and working with
people of diverse backgrounds, and systems skills by managing the PTA,
a social system.
Having a skill is not quite enough, however. You must also enjoy using
it. Let’s consider a computer technician as an example. He has a high
level of technology skill, acquired through education and on the job. He
is very good in repairing computer systems, but he is bored by his work.
What he really enjoys are the occasions when he helps a customer and
explains things. Perhaps this technician would be happier in a job that
requires more interpersonal skill, such as computer sales or training.
So when you think about skills, don’t think just about what you are
good at. Think about what you enjoy as well.
Education and Experience
In addition to your skills and interests, you can offer employers the benefit
of your education and experience. Your education is an indication not only
of what you know but also of what foundation skills you have—reading,
TABLE 14–2 Workplace Skills Needed for Solid Job Performance
Resource Skills Allocate time, money, materials, space, and staff
Interpersonal Skills Work on teams
Teach others
Serve customers
Lead
Negotiate
Work with people of diverse backgrounds
Information Skills Acquire and evaluate data
Organize and maintain files
Interpret and communicate
Use computers to process information
Systems Skills Understand social, organizational, and
technological systems
Monitor and correct performance
Design or improve systems
Technology Skills Select equipment and tools
Apply technology to specific tasks
Maintain and troubleshoot equipment
Source: U.S. Department of Labor, Secretary’s Commission on Achieving Necessary Skills (SCANS), Learning
a Living: A Blueprint for High Performance, Washington, D.C., 1992, p. 3.
“Blessed is he who has found
his work; let him ask no other
blessedness.”
THOMAS CARLYLE (1795–1881),
Scottish essayist
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CHAPTER 14 Preparing for Your Career 333
writing, computation, and thinking skills. In addition, your education
shows that you have the ability to learn and to manage yourself, important
qualities that employers look for.
Your work experience is also something you have that’s of value. If
you have never worked for money, worked only part-time, or worked a
long time ago, you may think you have nothing to offer in this area. Yet
WHAT ARE YOUR SKILLS AND INTERESTS?
What skills do you use when you are enjoying yourself the most? First think of three activities you really enjoy: they
can be work, school, sports, recreation, home, or community activities. List them following:
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
For each activity you listed, write down the skills you enjoyed using as you performed that activity. Use the
skills described in Tables 14–1 and 14–2.
Skills You Enjoyed Using in Activity 1:
Skills You Enjoyed Using in Activity 2:
Skills You Enjoyed Using in Activity 3:
Which skill or skills do you use the most during activities you enjoy? How might these skills be used in a work
environment?
Your Turn 14-1
WHA
What s
can be
1. _
2. _
3. _
For
skills de
Sk
Sk
Sk
Wh
en
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334 UNIT 5 Developing Your Action Plan
you should think of work experience as something
broader than full-time paying jobs. Work
experience can also include:
■ part-time or summer jobs
■ baby-sitting, newspaper delivery, yard work
■ community or church work
■ other volunteer work
■ internships and apprenticeships
Many people develop significant skills through
occasional or unpaid work experiences. You
shouldn’t overlook these activities when you are
taking stock of your background.
What Do You Want?
The skills, interests, education, and experience you bring to your job hunt
are critical from the employer’s point of view. But there are other factors
you must also consider—factors that are critically important to you.
There are millions of jobs in this country in thousands of occupations.
By taking a careful inventory of your skills, interests, education, and
experience, you can narrow your focus. And by carefully thinking about
what you want in a career, you can eliminate many more occupations
from consideration. In essence, you must evaluate what factors are
important to you in a career.
■ your preference for working with resources, people, information,
systems, or technology
■ the type of resources, people, information, systems, or technology
that you prefer; For example, money or natural resources, children
or immigrants, numbers or words or images, social or technological
systems, hand tools or electrical engineering?
■ the region of the country where you would prefer to live
■ your preference for urban, suburban, or rural lifestyle
■ your preference for a large corporation, small company, startup
venture, or self-employment (note that many people become self-
employed after gaining experience by working for companies)
■ your preference for casual or formal environment for work
■ your match to the values associated with the work or company
(for example, competitiveness, excellence, helping others, creativity,
and so on)
■ your focus on job security (an increasingly scarce factor in a global
economy)
■ your salary requirements
When taking inventory of your abilities, don’t overlook volunteer work
or internships. For example, these students have developed skills from
their work building houses for a community service agency.
“Focusing your life solely on
making a buck shows a certain
poverty of ambition. It asks
too little of yourself. Because
it’s only when you hitch your
wagon to something larger than
yourself that you realize your true
potential.”
BARACK OBAMA,
forty-fourth president
of the United States
(©
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CHAPTER 14 Preparing for Your Career 335
TAKE A SELF-INVENTORY
Take some time to consider what you really want from a job or career. Answer the following questions.
1. Do you prefer to work primarily with resources, people, information, systems, or technology?
2. With what type of resources (environment, money, employees, etc.) would you enjoy working?
3. With what groups of people (children, peers, travelers, elderly people, lower-income, etc.) would you
enjoy working?
4. With what type of information (books, Internet, pictures, video, video games, numbers, words, etc.) would
you enjoy working?
5. With what type of systems (social groups, work processes, information systems, etc.) would you enjoy
working?
6. With what type of technology (computers, hand tools, cooking equipment, manufacturing, etc.) would
you enjoy working?
7. In what area of the country would you like to live?
8. Would you like to work in an urban, suburban, or rural environment? Would you like to work indoors
or outdoors?
9. Are you interested in a casual or formal work environment?
Your Turn 14-2
TAKE
Take so
1. D
2. W
3. W
e
4. W
y
5. W
w
6. W
y
7. In
8. W
o
9. A
(continues)
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336 UNIT 5 Developing Your Action Plan
By making choices in each of these areas, you will be able to focus
more clearly on occupations that could be right for you.
What Trends May Affect You?
Knowing what you are good at and what you want is important.
But when thinking about occupations, you should also keep up
with the news.
For example, when you think about your career, you should consider
economic trends. In the last several decades, companies have moved jobs
overseas, and people have also been migrating, everyone seeking
economic advantages in an increasingly global labor marketplace.
For the last 40 years manufacturing jobs have steadily moved overseas,
first to Mexico and then to China and East Asia. Ask yourself, what
occupations are likely to remain in the United States over the next few
decades? It won’t do you much good to select an occupation that’s
being outsourced, or moved to countries with cheaper labor.
(For a projection of U.S. job growth over the next decade, see the
News & Views on page 337.)
In addition to being mindful of economic trends, you should keep up
with technology news. Technology poses both a threat and an opportunity
for all of us. While technological advances can put some people out of
work, they can also create new jobs, better ways to do existing jobs, and
new business opportunities.
Finally, in addition to being aware of developments in the economy
and technology, you should keep up with local news as well. Local
newspapers, television stations, and Web sites cover economic and
business news that affects employment in your area.
10. What values are important for you in your work (truth, beauty, competence, risk, stability, ambition, helping
others, etc.)?
11. How much job security is necessary for you?
12. How much money do you need or want to make?
10. W
o
11. H
12. H
Your Turn 14-2 (cont inued)
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CHAPTER 14 Preparing for Your Career 337
News & Views
WHERE THE JOBS WILL BE IN THE YEAR 2016
The Bureau of Labor Statistics regularly publishes employment trend information on their Web site,
jobs expected over a 10-year period in the 20 occupations with the largest job growth. Jobs in the
service industries dominate, with the largest growth in some of the lowest paying sectors, such as food
preparation and retail sales. These figures underscore the need for higher education to compete effectively
for better paying jobs that may be less numerous.
Among the occupations with the largest projected declines during this 10-year period are clerks,
cashiers, packers, farmers and ranchers, sewing machine operators, and machinists. Most of these
occupations are declining because of advances in technology.
0 100,000 200,000 300,000 400,000 500,000 600,000
Registered nurses
Retail salespersons
Postsecondary teachers
Nursing aides, orderlies, attendants
Executive secretaries, administrative assistants
Computer software engineers, applications
Elementary school teachers, except special education
Accountants and auditors
Customer service representatives
Food preparation and serving workers
Office clerks
Personal and home care aides
Home health aides
Janitors and cleaners
Bookkeeping, accounting, auditing clerks
Waiters and waitresses
Child care workers
Landscaping and groundskeeping workers
Receptionists and information clerks
Truck drivers, heavy and tractor-trailer
Postsecondary Education or Training Needed
Bachelor’s degree
Related work experience
Doctoral degree
On-the-job training
Associate degree
Vocational award
Occupations with the Largest Job Growth, 2006-2016
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338 UNIT 5 Developing Your Action Plan
Matching Yourself to an Occupation
Now that you have spent some time thinking about your skills, your
wants, and the economic and technological factors that may affect you,
you are ready to match yourself to suitable occupations. Many career
information resources are available to help you do this. In addition to
using these resources, you should keep up with economic and job news. If
you do your “homework,” you will be able to come up with a career that’s
right for you.
Using Career Information Resources
Personal contacts, libraries and career centers, counselors, professional
organizations, government agencies, and the Internet are all sources of
information about careers.
People You Know Your friends, relatives, coworkers, instructors, and
fellow students are good resources for job and career information. (In fact
a U.S. Department of Labor survey showed that 48 percent of job hunters
learned of their jobs through personal contacts.) People you know can
answer questions about what they do. More important, they can put you
in touch with other people who work in fields you think you might be
interested in. Networking can give you insights into occupations that may
be hard to get from written descriptions.
Libraries and Career Centers Your public and school libraries and
your school’s career center all have information about jobs and careers.
One of the first references you should look at is the Occupational
Outlook Handbook, published every two years by the U.S. Department of
Labor’s Bureau of Labor Statistics. This publication covers employment
trends, sources of career and job information, tips on finding a job and
evaluating a job offer, and descriptions of hundreds of occupations.
Some libraries and schools may subscribe to the Occupational Outlook
Quarterly, also published by the U.S. Department of Labor. This periodical
describes trends in the job market and predicts areas of job growth and
decline. Both these publications are available in searchable form at the
Department of Labor Web site
Both the Occupational Outlook Handbook and the Occupational
Outlook Quarterly are general in their coverage. Ask the librarian or
office staff to help you find books, pamphlets, or other resources about
particular occupations of interest to you.
Career Counselors If you are having trouble figuring out your career
interests, you may need the help of a career counselor. You can find
counselors in several places:
■ high school guidance offices
■ career planning and placement offices in colleges and vocational/
technical schools
“Far and away the best prize that
life offers is the chance to work
hard at work worth doing.”
THEODORE ROOSEVELT
(1858–1919), twenty-sixth president
of the United States
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CHAPTER 14 Preparing for Your Career 339
■ community organizations
■ private counseling firms
■ government employment service offices
Counselors are trained to help you discover your strengths and
weaknesses. They can administer aptitude and interest tests and interpret
the results, helping you match your aptitudes and interests with suitable
occupations. Although counselors won’t tell you what to do, they can
guide your assessment of yourself and your work experience. They may
also be able to offer advice about the local job market and educational and
training opportunities.
If a career counselor is not available, you can find free interactive
job aptitude tests on the Internet to help you narrow your career focus.
You input personal data, and the site provides job suggestions that match
your profile. These tests may or may not be reliable; however, so using a
professional career counselor is preferable.
Professional and Other Organizations Professional organizations,
trade associations, labor unions, and large businesses all provide career
information, much of it online. In addition, there are organizations
that provide career information for specific groups, such as veterans,
women, the handicapped, minority groups, and older workers. To find
these organizations, you can check the Encyclopedia of Associations in the
reference section of your library or do an Internet search. If you need
further help, ask the reference librarian.
Government Employment Agencies Federal and local government
employment agencies are another source of career and job
information. State employment services coordinate their efforts
with the U.S. Employment Service. There are more than 2,000 local
offices whose primary function is to help job hunters find jobs.
They also provide counseling and testing for those who are exploring
their futures.
Internet Career Sites Almost all of the career resources mentioned so
far are available on the Internet. In addition to these specific resources,
there are several Internet sites devoted to general career and job
information and searches. Job board sites such as CareerBuilder, Careers.
com, and Monster.com provide a variety of career resources and advice in
addition to job search capabilities (see page 362).
Job Shadowing
Once you have narrowed your career interests, you may want to spend
a few hours or a day “shadowing” someone in your chosen occupation.
By observing firsthand what a job involves, you will get a better idea of
whether the occupation would be a good match for you. To find someone
to shadow, ask people you know or your school placement office
to help you.
“Choose a job you love, and you
will never have to work a day in
your life.”
CONFUCIUS (551–479 BCE),
Chinese philosopher
“Pleasure in the job puts
perfection in the work.”
ARISTOTLE (384–322 BCE),
Greek philosopher
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340 UNIT 5 Developing Your Action Plan
Internships
For a more in-depth view of a field than job-shadowing offers, an
internship is ideal. Internships are short-term positions that are designed
to acquaint students with particular careers. Internships may be paid
or unpaid, for academic credit or extracurricular. They offer inside
looks at a companies and industries. A few months of work can help
you decide whether you are interested in pursuing employment in that
field. Internships sometimes lead to offers of full-time employment after
graduation. They also help to build the work experience section of your
resume while you are a student.
Internships can be found through your school career center, by
networking, and by searching on the Internet. Treat applying for an
internship as seriously as you would treat applying for a “real” job, and
start early—in the winter for summer internships.
Setting an Occupational Objective
The result of all this thinking, research, and on-the-job experience is
that you should be able to narrow your career objective to one or two
occupations. Knowing what you are looking for will help you when you
begin your job search. For a person with a job objective, job hunting is a
self-directed activity. You will be much more likely to find a job that you
will like if you look for a specific type of work.
Taking Action on Your Job Search
Once you’ve got an objective, you are ready to start job hunting.
Occasionally, a lucky person finds a good job within a few days. But most
people job hunt for weeks or months before finding something suitable.
Your Turn 1–3
IDENTIFY YOUR OCCUPATIONAL OBJECTIVE
If you’ve done your thinking and research, you should be ready to name some occupations that would suit you.
Use the space below to list a few occupations that interest you.
Your Turn 14-3
IDEN
If you’v
Use the
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CHAPTER 14 Preparing for Your Career 341
Be prepared: job hunting is itself a job. It can also be a severe test of your
self-belief. Most job hunters experience rejection and disappointment
before they get a job offer. It’s important not to feel too discouraged when
this happens to you.
When you’ve been job hunting for a while and feel that you’re getting
nowhere, you have to motivate yourself to keep going. First, remember
the power of positive self-talk: Praise yourself for the job-hunting tasks
you handle well. For example, if you get an appointment for an interview,
congratulate yourself. That’s an accomplishment in and of itself! And
second, use the technique of visualization to keep your motivation high.
Imagine yourself at work, doing the job you want. Picture what you’re
wearing, your coworkers, the office or other place you can call yours. Keep
these images in mind when your job hunt plateaus and you feel you’re not
making progress. If you keep at it, you will get a job.
There are several tasks associated with job hunting: preparing a
resume, preparing a career portfolio, looking for job leads, filling out
employment applications, going on interviews, and handling a job offer.
Preparing a Resume
A resume is a short summary of your experience and qualifications.
Employers often use resumes to screen job applicants or as an agenda for
the employment interview. From the job hunter’s point of view, preparing
a resume is a good way of presenting past experiences and skills.
How Resume Databases Affect Resume Formats Many medium-sized
and large companies maintain their own searchable databases of resumes.
When you send them a paper or e-mail resume, it will be entered into the
database and searched by a computer—it won’t necessarily be read by a
human being. The scanning and searching technologies of these systems
affect how job hunters prepare resumes. There are three important things
to keep in mind:
1. Resume databases search by key words such as particular skills,
job titles, job functions, and educational degrees; therefore, your
resume must include such key words in order to be a “hit” in a
search. Read job postings from the industry you are interested in,
and incorporate the key words that are used in these listings into
your resume.
2. Scanners and other input technology can’t deal with fancy
formatting or colored paper; therefore, you must have a plain
text resume, a paper and electronic version saved in “text only” or
ASCII format (see Figure 14–1). This is your default resume, to be
used in most circumstances.
3. You also should also have a formatted resume that is visually
appealing, with different fonts, indents, bold and italicized type,
and so on (see Figure 14–2). This can be used as part of your career
portfolio or sent to a recruiter who asks you for it.
“I want the kind of job that is
interesting but doesn’t take very
much time.”
Anonymous 14-year-old girl
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342 UNIT 5 Developing Your Action Plan
How to Organize the Information in a Resume Resumes usually
contain the following information:
■ your name, address, phone number, fax number, and e-mail address
■ a brief summary of your career highlights and qualifications that
includes key words
■ education, including school names and locations, dates you
attended, types of program, highest grade completed or degree
earned (including GED)
■ work experience, paid or volunteer, and for each job, usually the job
title, name and location of employer, and dates of employment
■ any professional licenses
■ military experience, including branch and length of service, major
responsibilities, and special training
■ membership in organizations
■ special skills, foreign languages, honors, awards, or achievements
■ an indication that references and career portfolio are available
on request
The information on a resume can be organized in two basic ways.
The first, and most common, format is the chronological resume (see
FIGURE 14–1
A plain text, or ASCII, resume is used when the
resume will be scanned or otherwise entered
into a resume database system. It can be sent
to an employer in paper form, as a text file, or
pasted into an e-mail message.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 14 Preparing for Your Career 343
Figures 14–1 and 14–2). It lists your most recent job first, followed by
other jobs in reverse chronological order. If you’ve had a lot of work
experience, it is presented before education on a chronological resume.
Students with little or no work history generally list education before
work experience on a chronological resume.
The second basic organization is the functional resume (Figure 14–3).
It presents work experience in terms of the functions and skills used on
the job. Functional resumes are often used by people changing careers,
because they highlight general skills and functions that can be used in
another occupation. They can also be used by people with little formal work
experience, because they can highlight skills acquired in nontraditional
settings. For example, a homemaker wanting to return to work can list skills
acquired in running a home and doing volunteer work for the community,
church, or school. Or students with skimpy work histories can show what
skills they have acquired from school activities and part-time jobs.
Whichever format you use, the resume should be no longer than one
page if possible. It should be perfect: neat, well organized, and without
grammatical and spelling errors. Don’t depend on your word processor’s
grammar and spelling check to catch all your errors. Ask someone with
experience to help you edit and proofread the resume.
FIGURE 14–2
A formatted resume uses bold, italic, and
display type and other design elements to make
a visually appealing document. The information
in this resume is organized chronologically.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
344 UNIT 5 Developing Your Action Plan
In addition, resist the temptation to be funny as a way of getting
attention. Attempts at humor rarely impress employers. And finally, do not
lie on your resume. It’s wrong, and if you are found out, you could lose a
job offer or your job itself.
WILLIS L. LeMOYNE
67 West Green Street
Pittsburgh, PA 15220
Telephone: (412) 555-3497
Fax: (412) 555-2803
E-mail: WillisLLeMoyne@aol.com
SUMMARY
SKILLS AND ACHIEVEMENTS
As marketing coordinator of the Student Activities Association, implemented a
marketing plan that increased student membership by 27 percent
➤ Promoted Student Activities Association through pop-up ads on school web site,
direct e-mail, newspaper ads, and posters
➤ Used graphic design skills to create promotional materials
➤ Improved communication skills by earning a certificate for special oral
presentation course
➤ As Assistant Scout Master, organized and led Boy Scout troop on camping trips
including winter survival camping, ice climbing, and mountain climbing expeditions
➤ As Eagle Scout, mentored younger scouts working up the ranks
EDUCATION
Associate’s Degree, Marketing, Pittsburgh Community College, 2009
Marketing courses included:
➤ Consumer Behavior
➤ Marketing Management
➤ Computer Design for Marketing Professionals
ASSOCIATIONS
Future Marketers Club
REFERENCES AND CAREER PORTFOLIO
Available upon request.
➤
➤
An excellent job candidate with a degree in marketing, experience in marketing
and promotion, and special training in oral presentation skills and graphic design for
marketing communications. Strong background in outdoor activities such as camping.
FIGURE 14–3
A functional resume highlights the functions
and skills you have acquired on the job and in
school. It is a good way to organize a resume
if you have little work experience or want to
change industries or occupations.
GATHER INFORMATION FOR YOUR RESUME
Use the data sheet on pages 345–346 to gather information in preparation for writing your resume. Make sure
you double-check the spellings of all names and the accuracy of dates and addresses. You may not use all this
information on your resume, but you will have it handy in case you need it.
GATH
Use the
you dou
informa
Your Turn 14-4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 14 Preparing for Your Career 345
DATA SHEET FOR YOUR RESUME
Name ______________________________________________________________________________
Address _____________________________________________________________________________
Phone No. ______________________ Fax No. ______________________ E-mail ____________________
Qualifications, Skills, and Career Highlights (list key words)
Education
College or Other Postsecondary School _______________________________________________________
Address _____________________________________________________________________________
Date Started ________________________________________ Date Ended ___________________________
Years Completed or Degree Received _____________________ Course of Study _______________________
Courses Relevant to Employment Objective ____________________________________________________
Honors _____________________________________________________________________________
Extracurricular Activities _________________________________________________________________
High School __________________________________________________________________________
Address _____________________________________________________________________________
Date Started ________________________________________ Date Ended ___________________________
Years Completed or Degree Received _____________________ Course of Study _______________________
Courses Relevant to Employment Objective ___________________________________________________
Honors ______________________________________________________________________________
Extracurricular Activities _________________________________________________________________
Work Experience
Job Title _____________________________________________________________________________
Employer’s Name and Address ___________________________________________________________
Supervisor’s Name ______________________________________________________________________
Date Started ________________________________________ Date Ended ___________________________
Description of Responsibilities and Skills Used (use key words) ______________________________________
Job Title _____________________________________________________________________________
Employer’s Name and Address ____________________________________________________________
Supervisor’s Name ______________________________________________________________________
Date Started ________________________________________ Date Ended ___________________________
Description of Responsibilities and Skills Used (use key words) ____________________________________
(continues)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
346 UNIT 5 Developing Your Action Plan346 UNI
Job Title _____________________________________________________________________________
Employer’s Name and Address _____________________________________________________________
Supervisor’s Name _____________________________________________________________________
Date Started ________________________________________ Date Ended ___________________________
Description of Responsibilities and Skills Used (use key words) ______________________________________
Professional Licenses
Name/Number of License ________________________________________________________________
Licensing Agency ____________________________________ Date Issued ___________________________
Military Experience
Rank ____________________________________________ Branch of Service ______________________
Date Started ________________________________________ Date Ended ___________________________
Description of Responsibilities and Skills Used (use key words) ____________________________________
Special Training _______________________________________________________________________
Personal Data
Awards, Honors, and Special Achievements __________________________________________________
Hobbies and Special Interests ____________________________________________________________
Foreign Languages _____________________________________________________________________
Organizations and Offices Held ___________________________________________________________
Volunteer Work _______________________________________________________________________
References List educational, employment, and character references. No relatives, please.
Educational Reference:
Name and title ________________________________________________________________________
E-mail address ______________________________________ Phone ______________________________
Employment Reference:
Name and title ________________________________________________________________________
E-mail address ______________________________________ Phone ______________________________
Character Reference:
Name and title ________________________________________________________________________
E-mail address ______________________________________ Phone ______________________________
DATA SHEET FOR YOUR RESUME (continued)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 14 Preparing for Your Career 347
Preparing a Career Portfolio
A good resume lists your skills and achievements. A career portfolio,
on the other hand, showcases them. A career portfolio is a collection
of documents that illustrate what you have done on the job, in school,
or in community service. A resume, letters of recommendation or
commendation, certificates, awards, news articles, and examples of your
work are items that typically appear in a career portfolio.
The items in the portfolio should target your job objective. For
example, the marketing graduate whose resume is shown in Figure 14–3
might include copies of these items:
■ a nicely formatted paper resume
■ a letter of commendation from the faculty adviser of the Student
Activities Association, praising his work to increase membership
■ one or two promotional items for the Student Activities Association
that he designed
■ the certificate he earned from the special oral presentation course
■ a list of marketing courses with a brief description of each and his grade
Typically, you take a career portfolio with you to a job interview.
When something comes up for which you have a relevant document,
you can pull it out of the portfolio binder or case and explain it to the
interviewer. He or she may ask you to leave the whole portfolio at the end
of the interview, so be sure all the documents are photocopies and not
originals. Or, if you have posted your career portfolio on a Web site, the
interviewer may prefer to look at it online.
Finding Job Openings
Many jobs are not advertised. If you limit your search to classified ads and
Internet job sites, you will be short-changing yourself. So when you job hunt,
you need to use as many approaches as you can. The more active you are in
searching for a job, the more likely you are to find
something. Among the sources of information are
networking, employers, school placement offices,
Internet job boards, classified ads, employment
agencies, and registers and clearinghouses.
Networking When you are job hunting, you
should ask your parents, other relatives, friends,
fellow students, instructors, and coworkers for
leads to jobs that might interest you. If you can list
50 people you know who might be helpful, each of
them may be able to give you two or three names. To
extend your network even further, join business or
trade organizations, local community service groups,
and organizations like Toastmasters. Before you
know it, your word-of-mouth network may have a
thousand potentially helpful people in it.
When you look for a job, you need to check many sources for job
listings. This job hunter is checking the classified ads, but she also has
checked employment agencies and Internet job boards.
(©
Im
ag
e
So
ur
ce
/J
up
ite
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ag
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)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
348 UNIT 5 Developing Your Action Plan
You can also use the Internet for networking. Social networking Web
sites like MySpace and Facebook increase the ways you can connect with
people who may help your job search. Be cautious about combining
personal and professional information on these sites; they do not always
mix well. A better bet for job hunting is an online social networking site
for professionals, like LinkedIn
designed for business-only networking.
Remember, about half of all successful job hunters find their jobs
through networking. Being referred to a company by a person who is
known there often will open the door to an opportunity.
Employers You can apply directly to an employer even if you’re not sure
there is a job available. To find employers that may have positions that
meet your job objective, you can:
■ check the employers’ Web sites on the Internet; many post job
openings and online application forms (see Figure 14–4);
START BUILDING A NETWORK
Most people can easily build a network of a thousand or more people. On a separate piece of paper, list 25
(or more) people you know and the jobs they hold. Then build the network by asking each of the people on your
core list for two referrals. Working outward, add to your network. Keep a list of every person and their contact
information for use when you begin job hunting.
STAR
Most pe
(or mor
core list
informa
Your Turn 14-6
PLAN A CAREER PORTFOLIO
List at least six items you could include in your career portfolio.
PLAN
List at l
Your Turn 14-5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 14 Preparing for Your Career 349
■ check relevant trade associations’ Web sites for job listings;
■ check the directories of your local Chamber of Commerce;
■ Visit flipdog
Internet for job openings posted on employer Web sites.
School Placement Offices Many school placement offices provide job
referral services to students and alumni. This is an excellent source of job
leads for students, because employers list positions whose qualifications
are likely to be matched by students or alumni. In addition, placement
offices can put you in touch with alumni who work in the field that
interests you. These alumni are happy to share information and job leads
with students.
Newspaper and Online Classified Ads Classified ads list job openings,
but many do not identify responsibilities, the employer’s name, or the
salary. Still, some people do find their jobs by responding to classified ads
(see Figure 14–5).
You can find classified employment ads in local newspapers and
professional and trade publications, both in print and on-line. You can
also find them on the Internet classified site Craigslist
respond promptly. Some jobs are filled before the ad stops running. Keep a
record of all ads you respond to.
Internet Job Boards In addition to classified ads, which typically list
local jobs, there are many Internet job boards that list openings around
the world. Some of the most comprehensive job boards are the career
sites CareerBuilder, Monster.com, CollegeRecruiter, JobCentral, Yahoo!
HotJobs, JobOptions, Job.com, and Career.com (see Figure 14–6). Job sites
usually update their listings every day, and you can search for openings by
location and/or type of job.
FIGURE 14–4
Many companies post job openings on their
Web sites.
(© Cengage Learning Website, a part of Cengage
Learning, Inc. Reproduced by Permission Cengage
Learning www.Cengage.com/Permissions)
Leading COSTUME JEWELRY
DISTRIBUTOR
is seeking a
MARKETING ASSISTANT
to help regional marketing
manager with sales and
promotion.
College preferred. Marketing
experience a plus.
Competitive salary and benefits.
E-mail resume to Mia Wall,
MWall@fortaine.com.
FIGURE 14–5
Even though most jobs are not advertised,
it still pays to check the classified ads in
your local newspaper.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
350 UNIT 5 Developing Your Action Plan
Another way to use the Internet for job hunting is to post your resume
in a resume database on the job boards or on a personal home page.
Employers can find qualified job candidates by doing key word searches.
For the job hunter, posting a resume is usually less effective than searching
a job site because you are relying on an employer to find you instead of the
other way around. Regularly repost your resume because some sites pull
up newer resumes before older ones.
A certain amount of caution is needed when you are job hunting
online. For example, identity thieves have been known to post false
job openings on the larger job boards in an effort to get people’s social
security numbers and credit card data. So never give out such personal
information over the Internet (see Chapter 14, News & Views, page 337).
Furthermore, if you are currently employed and want to keep your job
search private, be careful where you post your resume online. Make sure
you understand the degree of privacy the site will afford you. This can
range from no privacy (anyone can access your resume) to sites that allow
you to see which companies are interested in your resume before the
resume is released. To be safe in general, you can create a resume that does
not give your name and lists only an anonymous e-mail address, such as
those available on Yahoo! or Hotmail. You can then screen any responses
you get before offering further information.
Finally, keep in mind that not all employers use Internet job boards, so do
not stop using other job-hunting techniques when you start searching online.
Private Employment Agencies Private employment agencies can
sometimes be helpful. There are temporary agencies, general agencies,
agencies that specialize in a particular field, and executive search agencies.
The most important thing to remember about agencies is that they are in
business to make money. Either you or the employer will have to pay a fee,
usually a percentage of a year’s salary, if you get a job through the agency.
Before you decide to use a private employment agency, make sure you
understand the financial arrangements.
FIGURE 14–6
This is the home page of one of the many
commercial job boards on the Internet.
(© courtesy of careerbuilder.com)
“If you have a job without
aggravations, you don’t have
a job.”
MALCOLM FORBES (1919–1990),
publisher of Forbes magazine
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 14 Preparing for Your Career 351
When he was a child in Mexacali,
Mexico, Alfredo Quinones-
Hinojosa’s father lost his small business,
and the family suffered. Seeing his
father in tears because he could not
support them, Quinones-Hinojosa
vowed that he would do whatever
it took to be able to take care of his
parents and his future family.
As a result, at the age of 19,
Quinones-Hinojosa climbed a border
fence and arrived in the San Joaquin
Valley of California as an illegal
immigrant. He found a job weeding
fields and picking tomatoes and cotton.
After a year, he decided there was no
future in migrant farm work and got a
job loading freight cars. That job paid
him just enough so that he could afford
to take night classes at San Joaquin
Delta Community College. There he
found his first mentor, the speech and
debate coach, who encouraged him to
apply for a scholarship to the University
of California at Berkeley. At Berkeley,
Quinones-Hinojosa took many science
and math courses, which did not require
a perfect command of English, to raise
his G.P.A. Because his grades were so
high, his advisor urged him to apply to
Harvard University Medical School.
In medical school, Quinones-
Hinojosa debated what kind of doctor
he should become. Because he was
good with his hands, he thought
surgery would be a good specialty.
Today Quinones-Hinojosa is a brain
surgeon and researcher at Johns
Hopkins University in Baltimore,
Maryland; he is also an American
citizen. Known as Dr. Q at work, he runs
one of the most racially and ethnically
diverse research labs on campus. “As
you go up in life,” says Dr. Q, “you
should always look back and help the
people behind you. . . . The potential is in
everybody. The question is, ‘How do we
harvest that potential?’”
Sources: Claudia Dreifus, “A Conversation
with Alfredo Quinones-Hinojosa.” The New York
Times, May 13, 2008, p. D2; “Farmerworker
to Surgeon: Immigrant Lives Dream.” NPR,
May 6, 2007
25, 2008; “Illegal Immigrant Becomes World-
Renowned Brain Surgeon.” WBALTV, Mar. 5,
2007,
2008; Deborah Rudacille, “The Remarkable
Journey of Dr. Q.” DOME, Sept. 2006
Hino
and
fath
supp
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it to
pare
Quin
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Afte
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app
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and
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his G
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Harv
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good
surg
Toda
WHATEVER IT TAKES
Alfredo Quinones-Hinojosa
(©
A
BC
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1
, 2
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Ba
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or
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)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
352 UNIT 5 Developing Your Action Plan
State Employment Agencies Your state’s employment service,
sometimes called Job Service, provides free statewide and local job
referrals. To find a state employment office, look in the phone book under
your state’s Department of Labor or Employment, or visit
sites of all 50 state employment agencies.
Registers and Clearinghouses Registers and clearinghouses collect
and distribute employment information, both off- and online. There are
federal and private clearinghouses, and some specialize in certain fields.
Some list employers’ vacancies, some list applicants’ qualifications, and
some list both. The cost to the job hunter varies.
Writing Cover Letters
Most employers don’t want to be bothered with handling the phone calls
of dozens of job applicants. When you respond to a classified ad or other
job listing, or contact an employer cold, you usually e-mail, fax, or mail
your resume and cover letter.
The cover letter demonstrates your interest in a particular job or
company. Its purpose is to get the employer to look at your resume and
call you in for an interview. So one all-purpose cover letter will not do. You
must write a cover letter that is targeted to each job you’re responding to.
Here are some tips for composing cover letters:
■ Whenever possible, address the letter to a specific person. Do some
research, if necessary, to find the exact name of the person you are
writing to.
■ If you are e-mailing your cover letter and resume, they should go
into one e-mail message. (Many employers will not open e-mail
attachments for fear of viruses.) Keep the “cover letter” portion of
the message short: just the salutation (“Dear Mia Wall”), an opening
paragraph in which you indicate which job interests you, where
you saw it advertised, and that you think you would be a good fit
for the job. In the second paragraph, indicate your availability for
an interview. Finish with a closing like “Sincerely,” and add your
name, phone number, and e-mail address. Then paste your plain
text resume right into the e-mail. Figure 14–7 shows Marianne
Guilmette’s e-mail response to the ad for a marketing assistant.
■ If you are sending your cover letter and resume by fax or regular
mail, then use a business letter format. A paper cover letter can
have an additional paragraph in which you explain why your skills,
education, and experience would be valuable to the employer.
Still, keep it short—three paragraphs maximum and no more than
one page.
Remember, the cover letter, like the resume, is an advertisement for
you. Make it positive and upbeat in tone. And make it perfect: neat, well
organized, and without errors. Have someone proofread it for you.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 14 Preparing for Your Career 353
Filling Out Employment Applications
When you call on an employer directly, or before you are interviewed, you may
be asked to fill out an employment application form. This form includes much
of the information that is on your resume but arranged for the employer’s
convenience. Bring a copy of your resume when you call on employers. You
can also use the resume data sheet from “Your Turn” 14-4, page 344, as a handy
source of information when filling out an application form.
When you fill out an employment application, follow directions. If
it is a paper form, write neatly. Proofread your entries. Remember that
spelling and grammar are as important on the application as they are
on your resume and cover letter. If there is a section that doesn’t apply
to you, write a dash (—) or N/A (not applicable) in the space. You need
not provide information that may be discriminatory—your age, race,
religion, marital status, and arrest record, for example. The employment
application form shown in Figure 14–8, page 354, is nondiscriminatory.
To prevent identity theft, do not give your social security number on an
Marianne Guilmette
134 Dobson Street
Pittsburgh, Pennsylvania 15219
(412) 555-5489
mguilmette@cybermail.com
Summary of Qualifications
Associate’s degree in marketing. Marketing experience including
advertising and special promotions. Retail sales experience including
product display and selling to customers. Telemarketer of the Month,
December 2007 and March 2008.
Work Experience
June 2008 to Present
Campus Store, Pittsburgh Community College, Pittsburgh, Pennsylvania
TO MWall@fortaine.com
COPY TO
SUBJECT Marketing Assistant Position
Dear Mia Wall:
I am applying for the position of Marketing Assistant advertised in the September 12
Pittsburgh Press and Post Gazette. You will find that my resume (below) outlines why
I am an excellent match for this position.
I am looking forward to discussing this opportunity with you soon.
Sincerely,
Marianne Guilmette
(412) 555-5489
mguilmette@cybermail.com
——————————————————————————————————–
FIGURE 14–7
Marianne’s e-mail response to ad
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
354 UNIT 5 Developing Your Action Plan
FIGURE 14–8
The information
on an employment
application form is
similar to
the information
on a resume.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 14 Preparing for Your Career 355
application form; if you do get the job, you can give your employer the
number at that point.
Interviewing
If your resume and application have made a good impression, you will be
invited for an employment interview.
There are three basic types of employment interviews:
1. A gatekeeping interview screens a large group of applicants.
Typically this is done by an employment agency, recruitment
firm, or human resources department. You must do well in this
interview to go on to the next stage.
2. A job interview, with one or more people in the company, explores
your qualifications, personal characteristics, and suitability. This
interview is usually conducted by the person supervising the position.
If you do well in this level of interview, you are passed to the next stage.
3. In a final interview, a higher-level executive assesses how well you
would fit with the company and discusses any problems that may
have come up during previous interviews.
If you are applying for a job at a large company, you are likely to go
through all three types of interviews. In a small company, you may be
interviewed by just one or two people.
Most interviews are done in person, but some are done over the
phone to save the employer time and money. During an interview, the
interviewer will evaluate your skills, experience, and character in order to
decide whether you are a match for the job. Although an interview may
last only 15 minutes, those minutes are very important. You should take
time to prepare carefully for each interview. During the interview, you
should try to make a good impression as well as learn as much as you can
about the job. And after an interview, it’s important to follow up to show
your professionalism and interest.
Before the Interview The interview is your big chance
to impress someone who has the authority to approve you
or give you a job. Because people know that interviews
are so important, they get nervous. To minimize your
nervousness and increase your self-confidence, prepare
yourself for the interview beforehand. Here are some
suggestions that will help you arrive at an interview well
prepared.
■ Do some research about the company. Get
information from the company’s Web site, public
relations department, or from the library. Find
out what it produces or sells, how big it is, what its
reputation is, and what its problems are. Be ready to
ask questions about the company.
“Work is life, you know, and
without it, there’s nothing but fear
and insecurity.”
JOHN LENNON (1940–1980),
British rock musician
These two young men are applying for the same job. Which
one is likely to make the better impression?
(©
D
en
ni
s M
ac
Do
na
ld
/A
la
m
y)
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
356 UNIT 5 Developing Your Action Plan
■ Do some research about the job. Make sure you understand
the duties and responsibilities of the position. You can check the
Occupational Outlook Handbook for a general description of the
position. Be aware, however, that different employers use different
job titles and job descriptions. Check the careers section of the
employer’s Web site for details about the job.
■ Be ready to explain why your experience and skills qualify you
for the job. Which of your skills and experiences can be useful to the
employer?
■ Be prepared to answer the questions that almost always come
up. These are variations on “Tell me about yourself: What are your
strengths? What are your weaknesses? Why should we hire you? What
have
you accomplished? What do you want to do in five years? How much
salary do you want?” Be specific, and be ready with examples.
■ Be prepared to handle discriminatory questions. Although
employers cannot legally ask questions designed to reveal your
race, nationality, age, religion, marital status, or sexual orientation,
sometimes they do. You can either answer the question directly or
try to return the interview to its proper focus, the requirements of
the job. For example, you can respond with something like, “I know
your company is committed to diversity by the statement posted in
the lobby. I want to show you how hiring me will help you meet your
company’s business goals.”
■ Make sure you are neat and well groomed and that your clothing
is appropriate. For most job interviews, stick to the basics. That
usually means a clean, well-pressed suit for both men and women.
Avoid extremes—trendy or skimpy clothes, gaudy colors, large
jewelry or lots of jewelry, body piercings (except small earrings for
women), lots of makeup, sunglasses, and sneakers. Do not wear
perfumes or aftershave. In general, it’s better to dress conservatively,
because it projects a professional image.
■ Bring several copies of your resume, your career portfolio, a pen,
and a small notebook. You may want to take some notes.
■ Be prepared to take one or more tests. You may be asked to take an
intelligence test, a personality test, a role-playing test, and/or a drug test.
■ Know exactly where the interview is and how to get there. Plan to
arrive 10 minutes early.
■ Turn off your cell phone once you are there. You don’t want a call
or message to interrupt the interview.
Getting ready for an interview is a lot like getting ready for an exam.
The more you prepare, the less nervous you will feel, and the better you
will do.
During the Interview The moment has come. You look great, you have
done your homework, and you even got there with a few minutes to spare.
“The sense of being perfectly well
dressed gives a feeling of inward
tranquillity.”
RALPH WALDO EMERSON
(1803–1882), writer
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 14 Preparing for Your Career 357
Remember the importance of first impressions and
act accordingly. You should be professional with
everyone you encounter, including security guards
and receptionists.
When you’re called in for the interview, it’s
time to follow the interviewer’s lead. After you have
introduced yourself and shaken hands, if offered,
wait to be seated until the interviewer shows you
a chair. Put your things on a nearby chair—never
on the interviewer’s desk. While you are getting
settled, the interviewer is usually reviewing your
resume or application. Let the interviewer begin the
conversation when he or she is ready.
Interviewers are individuals, too, so the interview
process may be quite different each time you undergo
it. Some interviewers ask very specific, directed
questions and expect short, to the-point answers.
Others talk so much you hardly have any time to speak yourself, although
you may learn a lot about the company. Still others just say, “Tell me about
yourself,” and expect you to start talking. So you have to be flexible enough
to adapt to the interviewer’s style.
Basic Types of Interview Questions In an interview, you may be asked
three types of questions:
1. Informational questions. These questions are about your
credentials—your experience, education, and skills. They are the
easiest to answer. An example of an informational question is
“What are your qualifications for this job?” Many job interviews
consist only of informational questions.
2. Problem-solving questions. These questions are more difficult
because they are hypothetical. Interviewers may give you a
problem scenario and ask what you would do. For example, he or
she may tell you that Employee X arrives late three times a week
and ask how you, as his supervisor, would handle the situation. He
or she may ask you to role play. For example, if you are applying
for a sales job, interviewers might indicate an item on the desk and
ask you to sell it to them.
3. Behavioral questions. These questions are designed to assess
your character, traits, habits, and attitudes by discovering how you
handled challenging situations in the past. A typical behavioral
question is, “Tell me about a time when you made a big mistake,”
or “Tell me about a time when you made a great sale.” You answer
such a question by telling a story about a past experience. Even
if the experience was negative—such as making a big mistake—
you should frame it positively. “Although the client was upset
that the installation was late, I learned the importance of good
communication and follow-up.”
The employment interview is your chance to convince an employer
that you are the right person for the job. It also gives you the
opportunity to ask questions about the job and the company.
(©
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358 UNIT 5 Developing Your Action Plan
Handling Personal and Discriminatory Questions What happens if an
interviewer asks you a sensitive or personal question? Saying that it’s none
of his or her business (even though it may be true) won’t work. Instead,
you must try to respond in a way that will put the interview back on track
without embarrassing the interviewer. For example, if the interviewer asks
how old you are, you can simply answer, if it doesn’t bother you. Or you
can say something like, “Your ad didn’t indicate that you were concerned
about age but rather focused on familiarity with Microsoft Excel. I’d like
to explain to you how I have used Excel in my past jobs.”
Remember, questions having to do with your race, sex, age, religion,
and marital status are discriminatory; however, some interviewers do ask
such questions. If you find yourself in an interview that seems to dwell on
these subjects, it might be an indication that you wouldn’t want to work
for that company.
Asking Questions about the Company During the interview, keep in
mind that you are there for two purposes. The primary purpose, of course,
is to sell yourself to the employer. You want to convince the interviewer
that you are the right person for the job. The second purpose is for you
to assess the company and the job. The interview affords you a brief
opportunity to get a feel for the company and to learn more about the
job. Be sure you ask questions that show you’ve done your homework
about the company. You may find, after an interview, that you really are
enthusiastic about the possibility of working at that company. On the
other hand, what you learn about the job and the company may convince
you that you would be better off elsewhere.
Interview Tips Here are some suggestions to make the most of the
opportunity provided by the interview:
■ Don’t eat, chew gum or candy, or smoke.
■ Don’t criticize former employers or complain about them.
■ Don’t discuss any of your financial or personal problems.
■ Avoid potentially controversial topics like politics and religion.
■ Don’t make up answers that you think the interviewer wants to hear.
This may backfire on you.
■ Listen carefully, and be sure you understand each question.
Remember that open-ended questions require more than a yes or no
answer. It’s okay to ask for clarification or to take time to think about
your response. (Review your listening skills in Chapter 8.)
■ Be courteous. Make sure you have the interviewer’s name right.
Listen carefully, and don’t interrupt.
■ Ask open-ended questions about the company and the job. In
addition to gaining information, you will demonstrate your interest
and enthusiasm.
■ Let the interviewer bring up the subject of money. If you are asked
what salary you expect, you can turn the question around by
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CHAPTER 14 Preparing for Your Career 359
indicating you know what the average starting salary is in the industry
and by asking what the company’s salary range is. Try not to mention
a specific salary first, because you may be too high or too low.
At the End of the Interview Interviewers can bring the interview
to a close in several ways. You may be thanked for your time and told
you will hear from them. When this happens, it sometimes means that
the interviewers do not think you are suitable for the job. They may let
you know at a later date that someone else was hired. Try not to take it
personally. Remember that the employer is looking for someone who fits
into the organization.
Another way the interview can end is with your being invited back
for a placement or other test or to talk to someone else in the company. If
you’re asked to take a drug test, find out which types of tests they are using
and which foods or medications could trigger a false positive. (Three-
quarters of large and medium-sized companies test for drugs.) When
you are invited back, make sure to write down the details of your next
appointment. Don’t rely on your memory, because you may be too excited
to remember things correctly.
And last, the interview may actually end with a job offer. If this
happens, and you are absolutely sure you want the job at the salary offered,
then say yes. But in most circumstances, you should ask for a day to
think it over. That extra time will give you a chance to decide whether the
company, job, salary, and potential for the future are what you want.
After the Interview Even if the interview does not result in a job
offer, you should send interviewers a letter or e-mail message to thank
them for their time (see Figure 14–9). A brief thank-you note serves to
demonstrate courtesy and interest on your part. Although you may not get
the particular job you interviewed for, at some time in the future you may
wish to apply to that company again.
After each interview, you should review your performance. What
seemed to impress the interviewer? What could you have done better? Use
each interview as a rehearsal for the next. That way you will improve your
ROLE PLAY AN INTERVIEW
Choose a partner from your class and role-play an interview. One of you will be Marianne Guilmette, whose
resume appears on page 354. Marianne is looking for a marketing job. The other will play the part of the
interviewer, who is looking for someone to fill the vacancy shown in the classified ad on page 349. Take a few
minutes to prepare, and then role-play the interview.
ROLE
Choose
resume
intervie
minutes
Your Turn 14-7
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360 UNIT 5 Developing Your Action Plan
interview skills. Remember, you may have a dozen or more interviews
before you get a job offer. Ideally, you will have more than one offer and
can choose the job you prefer.
Your Career: A Lifelong Enterprise
Your working life will be long—40 or 50 years for many people. Your
working life will also be varied: Gone are the days when a person worked
at the same job for the same company for life. When you consider a job
offer, you must think of long-range as well as short-range consequences.
Sometimes an offer of immediate employment is tempting simply because
you’ve been job hunting for a while or need the money. While these are
certainly factors influencing whether you take a job, you should try to
TO MWall@fortaine.com
COPY TO
SUBJECT Interview for Marketing Assistant Position
Dear Mrs. Wall:
Thank you for taking the time to speak with me yesterday about the Marketing Assistant
position in the Middle Atlantic region. I was very impressed with your company, and the
job sounds wonderful. I’m more than ever convinced that my marketing experience can
benefit your company.
Sincerely,
Marianne Guilmette
(412) 555-5489
mguilmette@cybermail.com
FIGURE 14–9
Writing a thank-you note or letter to each interviewer demonstrates your interest in the company and the job.
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CHAPTER 14 Preparing for Your Career 361
evaluate how a job fits into your long-term professional goals. Essentially,
if the job you are considering will help you achieve your career goals, then
you should take it.
Do you remember the long-term professional goals you set in
Chapter 2? Now that you have spent some time thinking about yourself
and setting an employment objective, you should reevaluate your long-
term goals. Perhaps you need an entirely new professional goal, or a
slightly modified goal. Perhaps your action plan for achieving your long-
term professional goal needs an overhaul.
Goal-setting in the context of a career is an ongoing process. As you
gain experience, you may find that the goals you set at the start of your
career no longer interest you, were unrealistic, or have become outdated.
You may find that your jobs are taking you in unexpected but interesting
new directions. You will also find the world around you changing so fast
that you must adapt to keep up. Changes in technology and the world
YOUR LONG-TERM PROFESSIONAL GOALS
Take this opportunity to review and change your long-term professional goals, if necessary. Whether your goals
have changed or not, answer the following questions. Renew your commitment to achieving your goals.
1. What is your long-term professional goal?
2. By when do you expect to reach this goal?
3. What actions must you take to reach your goal?
YOUR
Take th
have ch
1. W
2. B
3. W
Your Turn 14-8
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362 UNIT 5 Developing Your Action Plan
economy have automated and globalized many companies. If you don’t
keep up with these forces, your skills and experience may become obsolete.
Continuing education and retraining are becoming a lifelong process.
The process of self-evaluation and learning that you have undertaken
in this course is an ongoing process. It doesn’t end when the course is over
or when you get your first job. Rather, to reach your potential, you will use
your inner resources and abilities to meet the challenges of your personal
and professional life.
EXPLORING INTERNET CAREER RESOURCES
As you have discovered while reading this chapter, there are many career- and job-related Web sites. In
addition to the sites we’ve already mentioned, the following sites offer valuable job-related information.
■ Education and Careers
(Majors and Careers) to information about college majors, degrees, and the careers they can lead to.
■ Occupational Information at O*NET OnLine
site from the U.S. Department of Labor that allows you to match your skills and other criteria with
occupations, find detailed information about occupations (including average pay), find technology-
related jobs, and link to other government databases with job-related information.
■ Career Information by Industry
Magazine Web site provides information and job searches organized by industry.
■ Resume and Portfolio Advice
general career advice, including how to prepare good resumes and portfolios.
■ Federal Government Student Jobs
graduate students interested in working for the government while in school, this searchable database
contains 60,000 nationwide job listings.
■ Internships and Entry-Level Jobs for Students and Recent Graduates
page 347), but CollegeRecruiter.com and MonsterTrak have sections of particular interest. You can
search special listings of internships and entry-level jobs on these sites.
EXP
As y
addi
TERNET CAREER RESOURCES
Tech Tips
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CHAPTER 14 Preparing for Your Career 363
USING INTERNET CAREER RESOURCES
Visit two of the sites listed earlier, and explore their offerings. Then answer the following questions.
1. List the type of resources available on the site.
2. How could you use this site for your own career research and job search?
USIN
Visit tw
1. L
2. H
Your Turn 14-9
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364 UNIT 5 Developing Your Action Plan
What’s Up?
Name Date
1. List and describe the five categories of workplace skills.
2. What career resources can be found in a school career or placement office?
3. How can you use the Internet to find career information?
4. Why should you keep up with job trends and economic and technology news?
5. What is a resume? What is its purpose?
6. What is a career portfolio? How does it differ from a resume?
continues
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CHAPTER 14 Preparing for Your Career 365
Name Date
7. Describe three ways of finding a job.
8. What is the purpose of a cover letter? a thank you letter?
9. List three things you can do to prepare for a job interview.
10. What are the two main purposes of a job interview?
11. List and give an example of the three basic types of interview questions.
12. Why should you keep reviewing and changing your professional goals?
What’s Up? continued
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366
Case Studies
The Case of the Self-Important Applicant
Jeff’s uncle knew someone at the telecommunications company where Jeff wanted to start his career.
As a favor to Jeff, who was about to graduate, Jeff’s uncle set up an interview for him.
Jeff prepared his resume, took his only suit to the cleaners, and went to the interview full of
confidence. He was surprised to hear the interviewer describe the entry-level position. Although he had
never had a telecommunications job, he was sure he was too qualified to start at such a low-level job.
When he heard what the starting salary was, he informed the interviewer that he was not interested.
Later that evening, Jeff told his uncle about the interview. He couldn’t understand why his uncle became
annoyed when he heard what had happened.
1. Was Jeff’s uncle justified in being annoyed at Jeff?
2. Why are Jeff’s expectations about his first job so unrealistic?
3. How would doing some research into the company and the industry have helped Jeff on his first interview?
The Case of the Discouraged Job Seeker
When Abby finished school, she started looking for her first full-time job. Every day, she checked
Craigslist for want ads. Every Sunday, she looked through the newspaper classified ads and circled any
that looked interesting. She applied for several jobs but with no results. After three weeks, she was
discouraged and decided it was no use to check the ads.
1. What should Abby have had before she even started her job hunt?
2. What’s wrong with Abby’s job search technique?
3. What should Abby do to get her job search on track?
UNIT 5 Developing Your Action Plan
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367
Journal
CHAPTER 14 Preparing for Your Career
Answer the following journal questions.
1. Describe the worst job you ever had. What did you learn from it? How did this job affect your career goals?
2. What is your ideal job? What aspects of this job appeal to you? What “real world” work might this ideal job be
similar to?
3. Describe someone you know who loves his or her job. Why does this person enjoy work? How does this
enjoyment affect the rest of her or his life?
4. What is your career goal? What are you doing now to prepare yourself to reach this goal?
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
369
After You’re Done:
Self-Assessment
Now that you have worked through Reaching Your Potential, it is time to
assess your progress. Read each of the following statements. Then circle
yes, maybe, or no to indicate whether the statement is true of you at
this time.
Read each of the following statements. Then circle yes, maybe, or no to
indicate whether the statement is true of you at this time.
As a Lifelong Learner . . .
1. I can name and describe the four areas
of potential that each of us has. Yes Maybe No
2. I have good self-belief, the foundation
of success. Yes Maybe No
3. I can learn new things and change my
beliefs to change my behavior. Yes Maybe No
4. I can set, pursue, and achieve
realistic goals. Yes Maybe No
5. I can envision a compelling future
for myself. Yes Maybe No
6. I have achieved personal mastery over
at least some aspects of my life. Yes Maybe No
UNIT 1 Developing Your Emotional Potential
Chapter 1 The Power of Self-Belief
7. I can explain my most important values
and beliefs to another person. Yes Maybe No
8. I usually think about things in a
positive way. Yes Maybe No
9. I recognize my good qualities and always
make the most of them. Yes Maybe No
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
370 AFTER YOU’RE DONE: SELF-ASSESSMENT
Chapter 2 Setting Goals and Managing Time
10. I have a dream for my future. Yes Maybe No
11. I have written personal, educational,
professional, and community
service goals. Yes Maybe No
12. I have action plans for achieving
my goals. Yes Maybe No
13. I set priorities on the things I need to do. Yes Maybe No
14. I use a planner to organize my time. Yes Maybe No
15. I have the motivation needed to achieve
my goals. Yes Maybe No
UNIT 2 Developing Your Intellectual Potential
Chapter 3 Improving Your Thinking Skills
16. I use techniques to improve my
memory. Yes Maybe No
17. I am able to think critically. Yes Maybe No
18. I try to solve problems in a
systematic way. Yes Maybe No
19. I use techniques to improve my
creative thinking. Yes Maybe No
Chapter 4 Improving Your Study Skills
20. I know my learning style and try to use it
whenever possible. Yes Maybe No
21. I have good study skills. Yes Maybe No
22. I use special reading techniques when
I read to learn. Yes Maybe No
23. I take good notes on my readings
and in class. Yes Maybe No
24. I have good test-taking skills. Yes Maybe No
25. I know how to use the resources
of a library and the Internet. Yes Maybe No
UNIT 3 Developing Your Physical Potential
Chapter 5 Eating Well
26. I can list the basic food groups
and their nutrients. Yes Maybe No
27. I eat a balanced diet . Yes Maybe No
28. I maintain a healthy weight. Yes Maybe No
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
AFTER YOU’RE DONE: SELF-ASSESSMENT 371
Chapter 6 Staying Healthy
29. I am physically fit because I exercise
regularly. Yes Maybe No
30. I do not abuse drugs, including alcohol
and tobacco. Yes Maybe No
31. I understand how to prevent the spread
of sexually transmitted diseases. Yes Maybe No
UNIT 4 Developing Your Social Potential
Chapter 7 Communicating Effectively
32. I can explain the basic elements
of communication. Yes Maybe No
33. I know what my own communication
style is. Yes Maybe No
34. I use techniques to improve my
communication with others. Yes Maybe No
Chapter 8 Improving Your Listening Skills
35. I am an active listener, with respect
for the speaker and comprehension
of the message. Yes Maybe No
Chapter 9 Improving Your Speaking Skills
36. I am a good speaker, with good voice
qualities and a good command
of Standard English. Yes Maybe No
37. I am good at conversing with
another person. Yes Maybe No
38. I can prepare and deliver an oral
presentation. Yes Maybe No
Chapter 10 Getting Along with Others
39. I am assertive without being aggressive. Yes Maybe No
40. I have ethical values that I try to live by. Yes Maybe No
41. I am good at understanding the needs
of other people. Yes Maybe No
42. I give feedback tactfully and receive
feedback openly. Yes Maybe No
43. I use conflict resolution techniques to
defuse angry situations. Yes Maybe No
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372 AFTER YOU’RE DONE: SELF-ASSESSMENT
Chapter 11 Functioning in Groups
44. I can describe the basics of group
dynamics. Yes Maybe No
45. I function well as a member of a team
or group. Yes Maybe No
46. I can use different leadership styles in
different situations. Yes Maybe No
UNIT 5 Developing Your Action Plan
Chapter 12 Handling Change and Stress
47. I understand the causes of stress and
the responses to stress. Yes Maybe No
48. I know the signs of stress and watch
out for them. Yes Maybe No
49. I can reduce my feelings of stress
by using coping techniques. Yes Maybe No
Chapter 13 Managing Money
50. I know my values and goals and base
short- and long-term financial decisions
upon them. Yes Maybe No
51. I have a written budget. Yes Maybe No
52. I understand and use savings institutions,
debit, credit, and insurance wisely. Yes Maybe No
53. I know the factors that influence whether
I should rent or buy a home. Yes Maybe No
54. I invest now for large future expenses
such as retirement. Yes Maybe No
Chapter 14 Preparing for Your Career
55. I can match my skills and interests to one
or more suitable occupations by using
career resources. Yes Maybe No
56. I have a good resume and career portfolio
and can write a good cover letter. Yes Maybe No
57. I know how to use various job-hunting
resources. Yes Maybe No
58. I am good at preparing for and
undergoing employment interviews. Yes Maybe No
59. I can evaluate whether a job fits into my
long-term professional goals. Yes Maybe No
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
AFTER YOU’RE DONE: SELF-ASSESSMENT 373
Now look over your self-assessment. Underline the statements to
which you replied maybe or no. These statements reflect areas in which
you may not yet have reached your potential.
Compare this self-assessment with the one you did before you
began working through this book (see pages 000–000). Then answer the
following questions.
1. List the five areas you identified as needing work on page 000.
Evaluate your progress in each area.
a. ____________________________________________________
____________________________________________________
b. ____________________________________________________
____________________________________________________
c. ____________________________________________________
____________________________________________________
d. ____________________________________________________
____________________________________________________
e. ____________________________________________________
____________________________________________________
2. Which of these five areas would you still like to improve?
_______________________________________________________
_______________________________________________________
_______________________________________________________
You should review the chapters in which these areas are covered to
increase your knowledge and skills.
3. What did you accomplish during this course to help you reach your
potential?
_______________________________________________________
_______________________________________________________
_______________________________________________________
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
375
Glossary
A
accented English English spoken by many Americans for
whom English is a second language
aerobic exercise activities that improve cardio-respiratory
endurance; for example, walking and swimming
agenda a list of topics to be discussed at a meeting
alcohol an addictive drug that decreases brain activity and
lowers blood pressure
all-channel pattern a communication network in which
each group member communicates with every other group
member
amphetamine a drug that stimulates the brain
anabolic steroid an artificial form of a male hormone that
stimulates the growth of muscle
annual percentage rate (APR) the interest rate charged
per year on the amount borrowed
anorexia nervosa an eating disorder in which a person
starves himself or herself because of a fear of being fat
assertiveness the self-belief and determination to make
your needs or opinions known
associative thinking a method of problem solving in
which a person allows his or her mind to wander in order
to get fresh insight
auditory learning learning new material by listening; for
example, by attending lectures
B
backburner thinking putting a problem aside and
allowing your unconscious mind to take over solving it
barbiturate a type of depressant drug, also called barbs,
reds, and yellows
beliefs specific opinions about yourself, other people,
situations, things, or ideas
benzodiazepine a type of depressant drug, such as
tranquilizers and sleeping pills
blog an online journal (from Web log)
binge drinking consuming an excessive amount of
alcohol in a short period of time; specifically, having five or
more alcoholic drinks in a row (four or more for women) at
least once in the previous year
bodily-kinesthetic intelligence the ability to solve
problems or make things by using your body or parts
of body
body composition the proportion of the body made
of muscle compared with fat
body mass index a measure of weight in relation to height
brainstorming a process by which a group of people
comes up with many ideas about a problem or issue
budget a plan for using your money in order to spend less
than income and meet financial goals
bulimia an eating disorder in which a person consumes
large amounts of food and then induces vomiting to avoid
gaining weight
C
call number a unique identification number that
indicates where a book or other item is shelved in the
library system
calorie the amount of heat needed to raise the temperature
of one kilogram of water one degree centigrade
carbohydrate a chemical substance that provides energy
for the body; for example, sugar
cardio-respiratory endurance the ability to do
moderately strenuous activity over a period of time without
overtaxing the heart and lungs
career portfolio a collection of documents that illustrate
what one has done on the job, in school, or in community
service; used in employment situations
certificate of deposit (CD) a type of bank account in
which your money is tied up for a period of time ranging
from 30 days to 5 or 10 years
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
376 GLOSSARY
chain a communication pattern in which messages are
passed from one person to another without skipping over
anyone
charisma a special quality of personal leadership that
inspires great loyalty
checking account a bank account used to write checks
and pay bills
chlamydia a sexually transmitted infection of the genital
and urinary tracts
cholesterol a fatty acid found in animal products such as
meat, cheese, shellfish, and eggs
chronological resume a resume format that lists a
person’s most recent job experience first, followed by other
jobs in reverse chronological order
circadian rhythm an inner daily clock that governs the
operating of our bodies
citation a reference to a published work, including author,
title, publisher or periodical, date, and page numbers
closed-ended question a question that can be answered
with a simple yes or no
club drug any of a wide variety of drugs used at parties,
dance clubs, raves, and bars, especially by young adults
cocaine an addictive drug that increases brain activity and
makes the user feel happy and excited
cognition mental processes such as thinking and
remembering
cohesiveness in a group, the degree to which members
stick together
communication the exchange of messages, either verbal
or nonverbal
community service goals objectives that relate to
improving conditions in your neighborhood, town, or city
compelling future the driving force from your current
reality to a future reality
complex carbohydrates complex sugars such as starch
and whole grains, which usually contain fiber
conformity changing opinions or behavior in response
to pressure from a group
course management system a Web site that allows
instructors and students to organize and post course
materials, handle course-related administrative tasks such
as grading, and communicate with one another
cover letter in job hunting, the letter that accompanies
your resume, demonstrates your interest in a company
or job, and asks for an interview
crack a powerful form of cocaine whose name derives from
the sound that rock cocaine makes as it melts
creativity the ability to see things in a new way and to
come up with unusual and creative solutions to problems
credit a financial arrangement in which you can defer
payment on merchandise or services
credit bureau a company that maintains credit records
credit card plastic identification card that allows the
holder to buy merchandise and services up to a certain dollar
amount and pay for them later
credit limit the highest amount of money you can charge
against a particular credit card
D
debit card a card that allows a person to pay for something
by deducting money from his or her checking or savings
account
deductible the amount an insured person pays to settle
a claim before the insurance company starts paying
deductive reasoning a type of logical thinking in which
the conclusion that is reached is true if the information
it is based on is true
defense mechanism a mental process used to reduce
anxiety and protect self-belief
depressant any drug that decreases brain activity and
lowers blood pressure
depression a disorder characterized by sadness and
difficulties in eating, sleeping, and concentrating
dialect a variation of Standard English that is spoken
in a particular geographic area or by a particular social
group
dietary fiber indigestible matter in whole grains, fruits,
and vegetables that aids digestion
discussion board a special interest discussion group on
the Internet, often used in online courses
displacement reacting to a negative situation by
substituting another person for the person who aroused
your anxiety or anger
drawing a visual image of something
drug a chemical substance that creates a physical, mental,
emotional, or behavioral change in the user
drug abuse the non-medicinal use of a drug, which
results in physical, emotional, or mental harm to
the user
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
GLOSSARY 377
E
eating disorder a condition in which eating habits are out
of control; for example, bulimia
educational goals objectives that relate to learning or
training
e-mail a method of exchanging messages over the Internet
emergency fund an amount of money, usually at least two
months’ salary, set aside for unplanned expenses or loss of
income
empathy experiencing another person’s feelings or ideas as
if they were your own
enunciation the clarity with which words are spoken
expenses amounts of money you spend
extrinsic motivation needs and incentives that come
from outside ourselves and make us act in particular ways;
an outside reward for behavior
F
fact something that can be shown to be true
fantasy a form of withdrawal from a negative situation in
which daydreams provide a boost to self-belief
feedback a response to a message; fundamental to two-way
communication
finance charge the total of all costs associated with a loan
or credit card
fixed expenses amounts of money you spend that
are the same all the time and/or occur regularly;
for example, rent
flexibility the ability to move a joint through its full range
of motion
flowchart a diagram used to show the steps in a process or
procedure
formal group a group with clear goals and established
rules
formatted resume a visually appealing resume saved as
a formatted document with bold, italic, and other type; used
when a paper resume is needed
functional resume a resume format in which work
experience is presented in terms of the functions and skills
used on the job
G
genital herpes a sexually transmitted disease caused by
a virus
gonorrhea a sexually transmitted infection of the genital
mucous membranes
gross income the total amount of money, from all sources,
coming in
group the conscious interaction of two or more people
group dynamics the study of the patterns of response or
adaptation that occur when people interact in groups
groupthink an uncritical acceptance of a group’s beliefs
and behaviors in order to preserve its unanimity
H
hallucinogen a drug that distorts perceptions and creates
images of things that are not really there
heroin an addictive drug that affects the brain and lowers
blood pressure
HIV-AIDS (human immunodeficiency virus–
acquired immune deficiency syndrome) a collection of
diseases and conditions resulting from the destruction of the
immune system
home page the main page of a Web site
I
idea diagram a diagram that shows the relationship of
secondary ideas to a main idea and to one another
income money coming in, such as salary or child support
individual retirement account (IRA) a type of account
used to set aside money, usually for retirement or education
inductive reasoning a type of logical thinking in which
the conclusion that is reached is probably true
informal group a loose association of people without
stated rules
installment loan a loan that is paid back in monthly
installments for a fixed period of time
interest a charge set by the lender and paid by the
borrower of money
intermediate-term goals objectives that can be
accomplished in one to five years
Internet a worldwide computer network that enables
people to communicate electronically
interpersonal intelligence the ability to understand
other people and to work cooperatively with them
intrapersonal intelligence the ability to assess
yourself and use that assessment to live an effective life;
self-knowledge
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
378 GLOSSARY
intrinsic motivation needs and incentives that come
from within us and make us act in particular ways
J
jargon specialized words used in a particular field
Johari window a model showing the effect of mutual
understanding in a relationship between two people
K
key words the words you enter when using a search engine
to find information on the Internet
kinesthetic learning learning new material through
movement; for example, by building a working model
L
leadership a set of behaviors, beliefs, and values that
enables a person to persuade others to act
leading changing aspects of another person’s
communication style by getting them to imitate you
liability coverage a type of insurance coverage that
protects the insured against the claims of others in case the
insured causes property or other damage
linguistic intelligence the ability to use language and
words well
logical-mathematical intelligence the ability to think
logically, mathematically, and scientifically
long-term goals objectives that can be achieved over a
long period of time—more than five years
long-term memory the third stage of memory, in which
material is stored for years
M
marijuana a mild hallucinogen that alters the mind in
many ways
mental set an overreliance on old ways of seeing and doing
things
methamphetamine a highly addictive stimulant that can
be smoked, snorted, injected, or taken orally
method of loci a system using images of places that can be
used to help memorize information
mind-mapping a creativity technique that involves
sketching the problem or topic
mineral a chemical that is needed for life and growth
mirroring to imitate another person’s behavior
or expressions
mnemonics devices, such as poems or acronyms, to help
people remember
money market account a type of bank account whose
interest rates change with market rates
monounsaturated fat a type of fat that is liquid at room
temperature and found in peanut and olive oil
motivation the needs and incentives that make us act in
particular ways
muscular endurance the ability to repeat movements or
to hold a position for a long time without tiring
muscular strength the ability to exert force using a
muscle once
musical intelligence the ability to hear musical sounds
and make music
N
net income the amount of money actually received after
amounts are withheld for taxes and other deductions
neurons the nerve cells that make up the brain and
nervous system
neurotransmitters chemical substances that pass
from one neuron to another, such as dopamine and
serotonin
nicotine an addictive drug found in tobacco
norm in a group, the rules by which people in particular
roles are expected to behave
nutrients substances used by the body for growth,
maintenance, repair, and energy
O
one-way communication a form of communication
in which a sender transmits a message, a receiver gets the
message, and the process is complete
online social network a Web site such as Facebook
or MySpace that allows people to post profiles and other
material and to communicate with one another
open-ended question a question that requires an
explanation as a response
opinion a belief based on values and assumptions that may
or may not be true
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
GLOSSARY 379
P
P.Q.R. system a method of reading for information that
involves three steps: previewing, questioning, and reviewing
passbook account a type of bank account with low
interest
pegword method a system using numbers and words that
can be used to help memorize information
perceive to see, hear, smell, taste, or become aware of
something through the senses
periodicals publications, such as magazines and
newspapers that appear at regular intervals
periodicals index a directory, organized by subject that
provides citations for articles about each subject; can be in
book, CD-ROM, or online format
personal goals objectives that relate to your personal life
personal mastery the ability to achieve specific results
with consistency
physical fitness the ability to carry out daily tasks without
tiring and with enough energy left to enjoy leisure activities
and to handle an emergency requiring physical exertion
pie chart a diagram that shows the relationship of the parts
(wedges) to the whole (pie)
pitch the level of sound on a musical scale
plain text resume an unformatted resume saved as an
ASCII or plain text file; used when a resume will be scanned
or otherwise input into a database
planning a thinking process in which an orderly and
systematic approach to achieving an objective is devised
polyunsaturated fat a type of fat that is liquid at room
temperature and found in corn, safflower, and soybean oil
positive psychology a branch of psychology that studies
positive aspects of human behavior
potential the capacity for development into reality; a state
of possibility
preface a short essay at the beginning of a book that often
summarizes the author’s point of view
prejudice a negative attitude toward people solely because
of their membership in a certain group
premises Vinformation upon which reasoning is based
previewing scanning a reading selection before reading
priority a task that is important and should be done first
procrastination postponing a task that should be done
now, or putting off until tomorrow what should be done today
professional goals objectives that relate to your work life
projection attributing your own unacceptable behaviors
and feelings to another person
pronunciation the correctness with which words are
spoken
protein a chemical substance that is part of all body cells
R
rationalize to explain or excuse an unacceptable situation
in terms that make it acceptable to yourself
recall words in note taking, important words that provide
cues for the main ideas
receiver in communication, the person who gets a message
reframing changing a belief that one holds in order to
change the meaning
respect valuing the worth of another person
responsiveness the degree to which people are closed or
open in their dealings with others
resume a short summary of your experience and
qualifications, used in job hunting
role in a group, the set of expected behaviors for a
particular position
S
saturated fat a fat that is solid at room temperature and
found in meat and dairy products and palm and coconut oils
search engine a computerized index such as Google or
Yahoo! that can be used to find information on a particular
topic on the Internet
self-belief confidence in and respect for your own abilities;
also called self-esteem
self-fulfilling prophecy a belief that comes true because
it is believed
sender in communication, the person who sends a message
sensory memory the first stage of memory, in which
material lasts a couple of seconds and then disappears
short-term goals objectives that can be achieved in a brief
period of time—a year or less
short-term memory the second stage of memory,
in which material lasts about 20 seconds
simple carbohydrates simple sugars such as table sugar,
corn syrup, and other sweets
situational leadership the ability to adapt leadership
styles to different circumstances
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
380 GLOSSARY
spatial intelligence the ability to form and use a mental
model of a three-dimensional world
Standard English the English spoken by news
broadcasters, actors, and others who have no regional
accents
state specific the quality of being associated with a
particular state of mind or place
stimulant any drug that increases brain activity and other
body functions and makes the user feel more awake
stress the physical and psychological reactions to events or
situations that a person has difficulty coping with
student loan a loan made to students to cover educational
costs; payment is deferred until students complete their
education
substandard English English spoken with poor
pronunciation, enunciation, grammar, and vocabulary
syphilis a sexually transmitted disease caused by a
bacterium
T
table of contents an outline of the main ideas of a book
(chapters), along with page numbers
tactile learning learning new material through touch; for
example, by note taking or handling objects
time line a diagram that shows the sequence of historical
events
trust reliance on another person
two-way communication a form of communication
in which a sender transmits a message, a receiver gets the
message, and the receiver responds by giving feedback
U
unsaturated fat a fat that is liquid at room temperature,
such as vegetable oil
URL (uniform resource locator) an Internet address,
such as www.cengage.com
Usenet discussion forums a system of discussion groups
on the Internet
V
values your deepest feelings and thoughts about yourself
and life
variable expenses amounts one spends that differ from
one period to another; for example, vacation expense
visual learning learning new material by seeing; for
example, by reading
visualization a motivational technique in which one
imagines the results of achieving a goal
vitamin a chemical that is needed for life and growth
volume the intensity or loudness of a sound
W
Web page a document on the World Wide Web, part of
the Internet
Web site a collection of related Web pages on the World
Wide Web; it is maintained by an individual or a group
wheel a communication pattern in which a person at the
hub communicates with each person on the spokes, but the
people on the spokes do not communicate directly with one
another
withdrawal escaping from negative feedback
World Wide Web a part of the Internet that consists of
millions of interlinked documents called Web pages
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
References
TO THE LIFELONG LEARNER
1Senge, Peter M. The Fifth Discipline. New York: Currency,
Doubleday, 1990, p. 14.
2O’Malley, Brian. “The Quest of Mt. Everest.” Presentation,
no date.
CHAPTER 1
1McNally, David. Even Eagles Need a Push: Learning to Soar
in a Changing World. New York: Delacorte Press, 1990,
p. 153.
2CBS News/New York Times Poll, September 2–5, 2002.
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3Rosenthal, Robert, and Lenore Jacobson. Pygmalion in
the Classroom: Teacher Expectation and Pupils’ Intellectual
Development. New York: Irvington, 1989, pp. 46–51.
4Braiker, Harriet B. “The Power of Self-Talk,” Psychology
Today, December 1989, p. 24.
5Coombs, Patrick. Major in Success. 3rd ed. Berkeley, Calif.:
Ten Speed Press, 2000, pp. 31–32.
CHAPTER 2
1Canfield, Jack. “Improving Students’ Self-Esteem,”
Educational Leadership, September 1990, p. 48.
2Goleman, Daniel. “Hope Emerges as Key to Success in
Life,” The New York Times, December 24, 1991, pp. C1, C7.
CHAPTER 3
1Ferguson, Tom. “Empowerment: The Heart of Wellness,”
Self-Care Journal, May/June 1991, unpaged.
2Wolfe, Patricia. Translating Brain Research into Classroom
Practice. Washington, D.C.: Association of Supervision and
Curriculum Development, 1996.
3Hammond, John S., Ralph L. Keeney, and Howard Raiffa,
Smart Choices: A Practical Guide to Making Better Decisions.
Boston, Mass.: Harvard Business School Press, 1999,
pp. 5–8.
4Gilbert, Randy. Success Bound. Mt. Jackson,Va.: Bargain
Publishers, 2001, pp. 86–88.
CHAPTER 4
1Coffield, Frank, David Moseley, Elaine Hall, and Kathryn
Ecclestone, “Learning Styles and Pedagogy in Post-16
Learning: A Systematic and Critical Review,” London:
Learning and Skills Research Centre, 2004, pp. 22–23.
3Kelley, Tina. “How to Separate Good Data from Bad,” New
York Times, March 4, 1999, p. E9.
CHAPTER 5
1KFC Nutrition Guide, revised July 30, 2007, www.kfc.
com. McDonald’s USA Nutrition Facts for Popular Menu
Items, undated, www.mcdonalds.com. Subway Nutrition
Facts—U.S., revised January 2008, www.subway.com, all
accessed on March 8, 2008.
2U.S. Department of Health and Human Services and
U.S. Department of Agriculture, Dietary Guidelines for
Americans, 2005. www.healthierus.gov/dietaryguidelines,
accessed March 9, 2008.
3U.S. Census Bureau, Statistical Abstract of the United States
2008. Table 199, Age-Adjusted Percent Distributions of
Body Mass Index Among Persons 18 Years Old and Over
by Selected Characteristics: 2003–2004.
4Ramage, John D., John C. Bean, and June Johnson.
The Allyn & Bacon Guide to Writing, 3rd ed., New York:
Longman, 2003, p. 612.
381
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
382 REFERENCES
CHAPTER 6
1Centers for Disease Control and Prevention. Early Release
of Selected Estimates Based on Data from the 2002 National
Health Interview Survey. Data Table for Figure 9.1, Percent
of Adults Aged 18 Years and Over with Excessive Alcohol
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March 28, 2008.
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3Hingson, Ralph, et al. “Magnitude of Alcohol-Related
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4Based on “Self-Test 1: Early Signs of Alcohol Abuse”
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5Maugh, Thomas H., II. “Teens Quickly Hooked on
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7Centers for Disease Control and Prevention. Early Release
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8Weinstock, H., et al. “Sexually Transmitted Diseases among
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CHAPTER 7
1Adapted from David W. Merrill, and Roger Reid. Personal
Styles and Effective Performance. Radnor, Pa.: Chilton, 1981.
2Adapted from W. J. Reddin, Managerial Effectiveness, New
York: McGraw-Hill, 1970.
3Iacoboni, Marco. Mirroring People: The New Science of
How We Connect with Others, New York, Farrar, Straus, and
Giroux, 2008.
4Carducci, Bernardo. Shyness: A Bold New Approach, New
York: HarperPerennial, 2001.
CHAPTER 8
1Conaway, M. S. “Listening: Learning Tool and Retention
Agent,” In A. S. Algier and K. W. Algier (eds.), Improving
Reading and Study Skills, San Francisco: Jossey-Bass, 1982,
pp. 51–63. Bommelje, R., et al. “Personality Characteristics
of Effective Listeners: A Five Factor Perspective,”
International Journal of Listening, Vol. 17 (2003),
pp. 32–46. Cited in Janusik, Laura, compiler. “Listening
Facts,” International Listening Association.
2Zuker, Elaina. The Seven Secrets of Influence, New York:
McGraw-Hill, 1991, p. 143.
CHAPTER 9
1Krotz, Joanna L. “Cell Phone Etiquette: 10 Do’s and Don’ts,”
Microsoft bCentral, January 3, 2001
2Arredondo, Lani. How to Present Like a Pro, New York:
McGraw-Hill, 1991, pp. 16–22.
CHAPTER 10
1Luft, Joseph. Group Processes: An Introduction to Group
Dynamics, With permission by Mayfield Publishing,
Mountain View, Calif., © 1984, 1970, 1969 by Joseph Luft.
CHAPTER 11
1Asch, Solomon E. “Studies of Independence and
Conformity: A Minority of One against a Unanimous
Majority,” Psychological Monographs, Vol. 9, 1956, p. 416.
2Adapted from W. J. Reddin. “What Kind of Executive?”
Journal of the Institute of Directors, December 1966,
pp. 448–453; and W. J. Reddin, Managerial Effectiveness,
New York: McGraw-Hill, 1970.
CHAPTER 12
1Papalia, Diane E., and Sally Wendkos Olds. Psychology,
2nd ed. New York: McGraw-Hill, 1988, p. 567.
2Cohen, S., T. Kamarck, and R. Mermelstein. “A Global
Measure of Perceived Stress,” Journal of Health and Social
Behavior, Vol. 24, 1983, pp. 385–396.
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4Ferguson, Tom. “Your Support Group,” The Self-Care
Catalog, Emeryville, Calif.: Spring 1992.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
REFERENCES 383
CHAPTER 13
1Porter, Sylvia. Your Own Money, New York: Avon Books,
1983, p. 12.
2Wyss, B. O’Neill. “Dollars and Sense,” TWA Ambassador,
April 1991, p. 85.
3Weisbaum, Herb. “College Credit Cards Seen as Risky,”
MSNBC.com, Aug. 11, 2006,
4“Bankruptcy Statistics,” U.S. Courts,
June 4, 2008.
CHAPTER 14
1Dixon, Pam. Job Searching Online for Dummies, 2nd ed.
Foster City, Calif.: IDG Books Worldwide, 2000.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
385
Index
A
ADA. See Americans with Disabilities Act
Alcohol, 143–144
Alexander the Great, 228
Ali, Muhammad, 35, 169
Allen, Woody, 262
Americans with Disabilities Act
(ADA), 89
Angelou, Maya, 206
Anger
controlling of, 243
expressing of, directly, 242–243
expressing of, indirectly, 243
internalizing, 243
An Inconvenient Truth (movie), 12
Anorexia nervosa, 130
Aquinas, Thomas, 89
Aristotle, 70, 242, 339
Assertiveness, 226–227
Associative thinking, 77–78
Auditory learning, 88
Auto insurance, 315–316
B
Backburner thinking, 78
Bailey, Pearl, 188
Barbiturates, 148
Basic food groups, 119, 119t–120t
Baum, L. Frank, 64
Beard, James, 122
Beliefs
changing of, 20–22
definition of, 18
effects of, 18
negative, 18–19
positive, 19
positive self-talk, 22, 23
power of, 20
self-belief, 24–25
types of, 18–20
Belushi, John, 146
Benzodiazepines, 148
Bicycling, 137
Binge drinking, 144
Blackboard, usage of, 54–55
Blended courses, 81–82
Blevins, Doug, 33
Blogs, 152
Bloom, Benjamin, 17
BMI. See Body mass index
Boat rowing, 139
Bock, Diane, 234
Body composition, 137
Body language, 167
Body mass index (BMI), 123, 124, 124f
Bonds, 321
Brain, functioning of, 64
Brainstorming, 78, 80
Bureaucrat leaders, 266
Byron, Lord, 191
C
Canoe paddling, 139
Carbohydrates, 114
Cardiorespiratory endurance, 136
Career portfolio, 347
Career preparation
action plan, 340–341
career portfolio, 347
cover letters, 352–353
discouraged job seeker, 366
education, 332–334
employment applications, 353–355
experience, 332–334
Note: Pages followed by f and t indicate figures and tables.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
386 INDEX
Career preparation (cont.)
information resources
career centers, 338
career counselors, 338
government employment agencies, 339
Internet career sites, 339
libraries, 338
people, 338
professional organizations, 339
interests, 330–332
internships, 340
interviewing, 355–359
job openings
clearing houses, 352
employers, 348
Internet job boards, 349–350, 350f
networking, 347
newspaper ads, 349
online classified ads, 349
private employment agencies, 350
registers, 352
school placement offices, 349
state employment agencies, 352
job shadowing, 339
long-term professional goals, 361
occupational objective, 340
personal qualities, 330–332, 331t
resume, 341–344, 342f, 343f, 344f
self-inventory, 335
skills, 330–332, 331t, 332t
trends, effect of, 336
Carlyle, Thomas, 332
Case studies
absent-minded employee, 200
big spender, 326
breathless weight trainer, 156
clashing speakers, 222
dinnerless diet, 132
disorganized student, 108
forgetful counselor, 84
garbled messages, 270
gloomy coworker, 30
harried student, 58
inexperienced teacher’s aide, 270
interrupted job interview, 222
irritable ex-smoker, 183
laid-off assistant, 326
the man who dines out, 132
mistaken messages, 200
new roommate, 30
odd couple, 183
self-important applicant, 366
“sick” employee, 248
“social” drinker, 156
stressful job, 292
unhappy learner, 108
unsold bike, 84
the woman who was too
lucky, 292
worried man, 248
would-be nonsmoker, 58
Cell phones, 218–219
Cervantes, Miguel, 100
Chlamydia, 151
Cholesterol, 116
Chronological resume, 341
Churchill, Winston, 24
Cicero, 287
Clayton, Xernona, 13
Closed-ended questions, 192
Club drugs, 148, 149t
Cocaine, 146–148
Coderre, Tom, 147
College technology overview, 27
Collins, Marva, 12
Communication
barriers to
emotional, 169–170
mental, 169
physical barriers, 168–169
rapport, lack of, 170
body language, 167
components of, 163
definition of, 162–163
effective, 172
eye contact, 165–166
facial expressions, 164–165
mapping of, 176
nonverbal, 163–164, 168
problems and, 174, 174f
process of, 162f, 164t
rapport, improving of, 175
shyness and, 177
styles, 170–171, 171f
voice quality, 167
Communication problems,
174, 174f
Communication styles, 171f
understanding of, 171–172
variety of, 171–172
Community service goals, 35
Complex carbohydrates, 114
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
INDEX 387
Conflict
anger and, 242–243
reasons for, 242
resolving of, 243–245
Conformity, 256–257, 258
Confucius, 339
Course discussion boards, norms for, 264
Cover letters, 352–353
Crack, 148
Credit cards, 309
Credit limit, 309
Cross-country skiing, 139
Cultural influences, 230–231, 231f
D
da Vinci, Leonardo, 65
Davis, Adelle, 122
Davis, Sampson, 21
Debit cards, 307–308
Debt, dealing with, 312
Dekker, Thomas, 142
de la Bruyère, Jean, 43
Deming, W. Edwards, 91, 378
Democrat leaders, 266
Dewey, John, 34
Dietary fiber, 114
Displacement, 240
Disraeli, Benjamin, 211
Drucker, Peter, 44
Drug abuse, treating of, 142–143, 150, 150f
Drugs
alcohol, 143–144
drug abuse and, 142–143
nicotine, 144–146
other drugs, 146–150
E
Eating disorders, 130
Eating habits, changing of, 122–123
Edison, Thomas A., 13
Educational goals, 34–35
Education Savings Accounts, 321
Effective communication, 172
Einstein, Albert, 76
Ellington, Duke, 73
E-mail, usage of, 178–180
Emerson, Ralph Waldo, 356
Empathy, 226
Escalante, Jaime, 19, 19f
Ethical values, 228–229
Exercise
aerobic exercise, 137
becoming fit, 136–137, 136f
endurance exercise, 139
exercise agreement, 141
flexibility exercise, 139
level of activity, 138
program, sticking to, 141
recreational activities, 139
rest and, 141–142
sports, 139
strength exercise, 139
F
Facial expressions, 164–165
Fantasy, 240
Fast food, salt content in, 117, 118t
Fats, 116
Ferguson, Marilyn, 20
Fielding, Henry, 296
Fitness walking, 137
Flexibility, 137
Forbes, Malcolm, 350
Formatted resume, 341
France, Anatole, 52
Franklin, Benjamin, 17, 41, 45, 123, 126, 301, 310
Freud, Sigmund, 167
Functional resume, 341
G
Gandhi, Mohandas, 18, 26
Gardner, Howard, 90
Genital herpes, 151
Giuliani, Rudolph, 26
Goals
action plan and, 41, 42
challenges of, 34
community service, 35
educational, 34–35
fear, overcoming of, 50–51
flexibility, 51
hope and, 52–53
identification of, 34, 39
management systems, 56
motivation, 51
organization and, 44–45
perfectionism and, 52
personal, 34–35
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
388 INDEX
Goals (cont.)
planner, use of, 47–48
priorities, 45
professional, 34–35
reaching of, 46–47
stating, rules for, 37
time frame for, 35–37, 35f, 36f
time management and, 41, 43–44
tools for, 46
wasted time, 43–44
“to do” list, 50
types of, 34–35
visualization and, 49
Goldberg, Whoopi, 226
Gonorrhea, 151
Gore, Al, 12
Gretzky, Wayne, 47
Gross income, 300
Groups
active participation in, 260
classroom behavior, norms for,
262–263
cohesiveness, 256
communication, 254–255, 255f
conformity, 256–257, 258
group dynamics
goals, 252
norms, 252–254
roles, 252–254
groupthink, 257
informal groups, 251
leading and
good leader, 265–266
leadership styles, 266–267
Groupthink, 257
H
Hall, Edward T., 239
Hardy, Thomas, 211
Harris, Sylvia, 281
Harry Potter and the Deadly Hallows (Rowling), 11
Healthy diet, 122
Henriquez, Manuel A., 320
Heroin, 149–150
HIV. See Human immuno-deficiency virus
HIV-AIDS, 151
Holmes, Oliver Wendell, 191
Home ownership, 316–318
Hooks, Michael, 94
Hoskins, Michele, 115
Human immuno-deficiency
virus (HIV), 151
Hunt, Rameck, 21
I
Identity theft, 313
Inductive reasoning, 71
Installment loans, 310–311
Internet, using of, 127–128
Internet career resources, 362
Internships, 340
Intimate space, 239
Ipods, as studying aides, 196
IRAs, 321
J
Jackson, Jesse, 20
James, William, 26
Jefferson, Thomas, 139
Jenkins, George, 21
Jindal, Bobby, 214
Job interview
after the interview, 359–360
discriminatory questions, 358
end of interview, 359
before the interview, 355–356
during the interview, 356–357
interview questions, 357
personal questions, 358
Jogging, 137
Johari window, 235f
the blind spot, 236
the known, 235–236
the mask, 236
relationships, improving of, 236–238
the unknown, 236
Johnson, Ben, 212
Johnson, Bird, 178
Johnson, Lonnie G., 74
Johnson, Samuel, 67
Jones, Franklin P., 240
Jones, Steffi, 210
K
Kayaking, 139
Kinesthetic learning, 88
401(k) plans, 321
Krishnamurti, Jiddu, 169
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
INDEX 389
L
Lao-Tzu, 47
Learning styles
auditory learning, 88
kinesthetic learning, 88
notes, taking of, 97–100
previewing, 95
questioning and, 95–97
reading and, 94–97
reviewing, 97
special needs students and, 89
study preparation
goals, 93
regular study time, 92–93, 92f
study area, 91
style preferences and, 88–89
tactile learning, 88
tests, taking of, 100–103
visual learning, 88
Lee, Blaine, 266
Lee, Spike, 92
Lennon, John, 142, 354
Library resources, 103–104
Listening
curiosity and, 191
daydreaming, 188
distractions and, 188
effectiveness and, 189
between the lines, 194–195
meaning and, 194
noise and health, 190
note taking and, 195
openness, 189–191
physical preparation and, 189
preconceptions, 188
questions and, 191–193
self-absorption, 188
verbal cues, 194
Loci method, 70
Long-term memory, 66
M
Marcus Aurelius, 278
Marijuana, 146
Marx, Groucho, 189
Maslow’s hierarchy, 232, 233f
Maugham, Somerset, 308
Mays, Benjamin, 34
McCarthy, Oseola, 87
Medical coverage, 314–315
Memory, 66f
creativity and, 79f
associative thinking, 77–78
backburner thinking, 78
brainstorming, 78, 80
mind-mapping, 78
mindstorming, 78
test, 77
critical thinking and
facts, 71
logic, 70–71
opinions, 71
forgetting and, 66
functioning of, 65
improvement of
mnemonics, 67
organization, 67
repetition, 67
personal conclusions and, 71
PrOACT approach, 73–75, 75t
problem solving and, 72–73, 76
types of, 65–66
Mental exercise, 69
Merrill, David, 170
Methamphetamine, 148
Mind-mapping, 78, 79
Minerals, 116
Money
attitudes toward, 296–297, 298f
auto insurance, 315–316
banking, 306–307
budgeting and, 299–300,
301–304
credit
cost of, 309
credit cards and, 309
definition of, 308–309
credit records, 311–312
debit cards, 307–308
debt, dealing with, 312
expenses, 300–301
expense tracking and, 301–304
financial pyramid, 298–299, 298f
home ownership
advantages of, 316–317
disadvantages of, 318
income, 300–301
income allocating, 304
insurance, 312
investing of, 318–319
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
390 INDEX
Money (cont.)
loans
installment loans, 310–311
sources for, 311
student loans, 310
medical coverage, 314–315
monthly budget, 305
savings, 306–307
Motivation, 47
Mufleh, Luma, 261
Muscular endurance, 137
Muscular strength, 136
Mutual funds, 321
N
Negative beliefs, 18–19
Net income, 300
Neurons, 64
Neurotransmitters, 64
Nicotine, 144–146
Niebuhr, Reinhold, 282
Nonverbal communication, 163–164, 168
Notetaking
diagramming, 98–99, 99f
outlining, 98–99, 99f
two-column format and, 98, 98f
vocabulary building, 100
Nurturer leaders, 266
Nutrients, finding information about, 114, 118, 119f
O
Obama, Barack, 20, 298, 334
Omega-3 fats, 116
Online courses, 81–82
Online personal finance resources, 322
Online social networks, 245
Open-ended questions, 191
Orman, Suze, 319
P
Parkinson, Cyril Northcote, 45
Pearce, Joseph Chilton, 78
Peg word method, 67
Peres, Shimon, 284
Personal goals, 34–35
Personal mastery approach, 46–47
Personal space, 239
Phelps, Edward John, 52
Plain text resume, 341
Positive beliefs, 19
Positive psychology, 22–24
Potential, 13
P.Q.R. system, 94, 96
Presentation, making of, 215–217
Previewing, 95, 96
PrOACT approach, 73–75, 75t
Proactive attitude, 72–73
Professional goals, 34–35
Projection, 240
Protein, 114
Public space, 239
Q
Quinones-Hinojosa, Alfredo, 351
R
Randall, Lyman K., 226
Rapport, improving of, 175
Rationalization, 240
Reactive attitude, 72–73
Reed, Roger, 170
Regular study time, 92–93
Relationships, feedback in
giving feedback, 238–239
receiving feedback, 240–241
Remembering, as skill, 64
Respect, 226
Reviewing, 97
Robbins, Anthony, 34, 162
Roosevelt, Theodore, 338
Rowling, J.K., 11
S
Sassoon, Vidal, 15
Saturated fats, 116
Self-belief, 226
Seneca, 243, 252
Sensory memory, 65
SEPs, 321
Sexually transmitted diseases (STDs),
150–151
Seyle, Hans, 285
Short-term memory, 65
Simple carbohydrates, 114
Situational leadership, 266–267
Skinner, B. F., 50
Snowdon, David, 69
Social space, 239
Society values, 15–16
Sparks, Jared, 195
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
INDEX 391
Special needs students, 89
Speech
body language and, 211
effective conversations and, 208–209
enunciation, 207
first impressions and, 204
grammar, 208
groups, speaking to
informal speaking, 212–215
presentation, 215–217
listening and, 211
pitch, 206
positive atmosphere and, 211
pronunciation, 207–208, 208t
qualities of
accented English, 205
dialects, 205
standard English, 204
substandard English, 205
rate, 206
tone, 207
vocabulary, 208
volume of, 206
Spoken English, exploration of, 205
St. Jerome, 164
Stand and Deliver (movie), 19
Steroids, 148–149
Stocks, 319
Stress
causes for, 276
change, attitude to, 282
checklist for, 280
coping and, 285f
cause, dealing with, 284–285
demands of others, 285
lifestyle changes, 287
saying no, 285
social support, 287–288
thoughts, reframing of, 285–286
environment and, 280
evaluation of, 277
personality and, 280
resilience, 282
responses to
long-term, 279
physical, 278
psychological, 277–278
signs of, 279
social support, 284
technology and, 289
thought patterns and, 282
Student loans, 310
Study area, 91
Success, 12–13, 26
Swimming, 137
Syphilis, 151
T
Tactile learning, 88
Taskmaster leaders, 266
Test taking
preparing, 101–102
study habits, 102
studying, 100–101
techniques for, 102–103
Thoreau, Henry David, 212
Throop, Robert K., 22
Thurber, James, 227
Trans fats, 116
Truman, Harry S., 282
Trump, Donald, 136
Trust, 226
U
Unsaturated fats, 116
V
Values
changing of, 18
definition of, 13
examination of, 16
origin of, 13–14
society and, 15–16
testing of, 15
Vargas, Elizabeth, 173
Variable expenses, 300
Visualization, 49
Visual learning, 88
Vitamins, 116
Voice quality, 167
Voltaire, 331
Von Schiller, Friedrich, 257
W
Water, 116
Weight
body mass index and, 123, 124, 124f
calories, counting of, 125, 125f, 126
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
392 INDEX
Weight (cont.)
gaining of, 127
losing of, 125–126
Weinreich, Max, 205
Williams, Lisa, 151
Winfrey, Oprah, 137, 161
Winkler, Henry, 236
Withdrawal, 240
Y
Yamashita, Takuji, 259
Yeats, William Butler, 217
Yun, Chan Ho, 198
Z
Zaheri, Becky, 40
Zeno, 194
Zito, Barry, 295
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
The Path to Reaching Your Full Potential
Contents���������������
Preface��������������
How to Use This Book���������������������������
New to the Fourth Edition��������������������������������
Complete Learning and Instructional Package��������������������������������������������������
Student Resources������������������������
Instructor Resources���������������������������
Acknowledgments����������������������
Introduction: To the Lifelong Learner��������������������������������������������
Four Areas of Potential Growth�������������������������������������
The Stages of the Mastery Approach�����������������������������������������
Before You Begin: Self-Assessment����������������������������������������
Unit 1: Developing Your Emotional Potential��������������������������������������������������
Ch 1: The Power of Self-Belief�������������������������������������
What Is Success?�����������������������
Values�������������
Beliefs��������������
Positive Psychology��������������������������
Self-Belief������������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 2: Setting Goals and Managing Time��������������������������������������������
Identifying Your Goals�����������������������������
Creating an Action Plan������������������������������
Managing Your Time�������������������������
Reaching Your Goals��������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Unit 2: Developing Your Intellectual Potential�����������������������������������������������������
Ch 3: Improving Your Thinking Skills�������������������������������������������
The Brain����������������
Remembering������������������
Thinking Critically��������������������������
Solving Problems�����������������������
The PrOACT Approach to Problem Solving���������������������������������������������
Thinking Creatively��������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 4: Improving Your Study Skills����������������������������������������
Learning Styles����������������������
Preparing to Study�������������������������
Reading to Learn�����������������������
Taking Notes�������������������
Taking Tests�������������������
What’s Up?
Case Studies�������������������
Journal��������������
Unit 3: Developing Your Physical Potential�������������������������������������������������
Ch 5: Eating Well������������������������
Nutrients����������������
Eating from the Basic Food Groups����������������������������������������
Eating a Healthy Diet����������������������������
Changing Your Eating Habits����������������������������������
Are You a Healthy Weight?��������������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 6: Staying Healthy����������������������������
Exercise���������������
Rest�����������
Drug Abuse�����������������
Sexually Transmitted Diseases������������������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Unit 4: Developing Your Social Potential�����������������������������������������������
Ch 7: Communicating Effectively��������������������������������������
What Is Communication?�����������������������������
Nonverbal Communication and Culture������������������������������������������
Barriers to Communication��������������������������������
Communication Styles���������������������������
Effective Communication������������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 8: Improving Your Listening Skills��������������������������������������������
Why Is Listening so Hard?
Listening Effectively����������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 9: Improving Your Speaking Skills�������������������������������������������
First Impressions������������������������
Speech Qualities�����������������������
Effective Conversations������������������������������
Speaking to Groups�������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 10: Getting Along with Others���������������������������������������
Begin with Yourself��������������������������
Consider Your Ethical Values�����������������������������������
Consider Cultural Influences�����������������������������������
Reach Out to Others
Feedback in Relationships��������������������������������
Conflict���������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 11: Functioning in Groups�����������������������������������
Group Dynamics���������������������
How People Behave in Groups����������������������������������
Participating in Groups������������������������������
Norms for Classroom Behavior�����������������������������������
Leading Groups���������������������
What’s Up?
Case Studies�������������������
Journal��������������
Unit 5: Developing Your Action Plan������������������������������������������
Ch 12: Handling Change and Stress����������������������������������������
What Causes Stress
Responses to Stress��������������������������
Stress, Personality, and the Environment�����������������������������������������������
Coping with Stress�������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 13: Managing Money����������������������������
Attitudes toward Money�����������������������������
The Financial Pyramid����������������������������
Budgeting for the Basics�������������������������������
Savings and Debit Cards������������������������������
Credit�������������
Insurance����������������
Owning a Home��������������������
Investing for the Future�������������������������������
What’s Up?
Case Studies�������������������
Journal��������������
Ch 14: Preparing for Your Career���������������������������������������
What Can You Offer?��������������������������
What Do You Want?������������������������
What Trends May Affect You?
Matching Yourself to an Occupation�����������������������������������������
Taking Action on Your Job Search���������������������������������������
Your Career: A Lifelong Enterprise�����������������������������������������
What’s Up?�����������������
Case Studies�������������������
Journal��������������
After You’re Done: Self-Assessment�����������������������������������������
Glossary���������������
References�����������������
Index������������
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