By Dr. Matt Davidson, Research Director, Center for the 4th and 5th Rs
This is an article that was printed in The Fourth and Fifth Rs: Respect and Responsibility, Volume 10, Issue 2, Winter 2004. (Center for the 4th and 5th Rs, School of Education, Cortland, NY 13045 www.cortland.edu/c4n5rs
A person of character embodies both performance AND moral character. Performance character refers to the cognitive, emotional, and behavioral dispositions needed to achieve human excellence in performance environments—in school, extracurricular activities, and work. Performance character is built on “willing values” such as perseverance, diligence, and self-discipline. Moral character refers to the dispositions needed for ethical functioning and includes qualities such as justice, caring, respect, and honesty. Here are 12 strategies for developing performance character and moral character for success in school and beyond.
- Help students make character the core of their identity by challenging them to define who they are in a way that transcends their possessions and achievements.
- Have students regularly grapple with existential questions such as: “What is the meaning of life?” “What is happiness?” “What gives my life a positive sense of purpose?”
- Have students create a personal mission statement defining their life goals and the person they hope to become. Have them consider performance character, such as goals they want to achieve, and moral character, including how they will make ethical decisions and how they will treat others.
- Help students create self-monitoring tools to gauge their progress toward their goals (e.g., keeping a record of their effort to improve in a particular skill or area). Help them analyze their progress and revise their plans as needed.
- Take a stand for academic integrity. Help students understand how all forms of cheating and plagiarism detract from their education and the education of their peers. Give them a leadership role in creating a school culture where academic integrity is the norm.
- Give students a sense of their school’s history and their place in it. Investigate the school’s origins and defining traditions. Help them consider “What does it mean to be a graduate of our school?”
- Help students develop critical viewing skills for discerning the moral messages in TV, music, and the internet. Consider questions such as : “What is the underlying message?” and “What values are being promoted?”
- In discussions of controversial material, ensure that all sides of the issue are investigated and adequately represented. Don’t have students merely “clarify” their values; challenge them to develop more informed and principled ways of thinking.
- In history and literature classes, discuss moral and performance character as shown by historical or literary figures (e.g., “What made them great leaders?” “Was there a disparity between their performance character and their moral character?”) In math and science classes, study and discuss inventors and entrepreneurs, considering aspects of their performance and moral character (e.g., “What character traits helped them become great?” “What character flaws limited their contributions?”).
- Invite people of exemplary work ethic from a variety of work settings (carpenters, factory technicians, lawyers, business people) to come in to discuss their work (for example, “What do you find satisfying?”), and their work ethic (for example, “How do you approach difficult tasks?”).
- Cultivate in students a “conscience of craft” regarding the importance of high-quality work and what it looks like. Develop performance character values such as initiative, effort, creativity, punctuality, neatness, and thoroughness. Help students see the difference between performance (the outcome) and performance character (the persistent quest to do your personal best).
Provide students with many and varied opportunities to engage in service. Whenever possible, include academic investigation related to the service (for example, if students are working in a homeless shelter, study the political and economical dimensions of affordable housing).
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I have to say this is completely legit - someone tried to steal her handbag and she simply went “Fuck this- *suplex*”
someone teach me this pweeze-ooc
Ok Ladies, here’s the info on this move.
We are blessed with a low center of gravity. This means that when we get ahold of someone and tip over backward like that, it’s easy peasy for us to do. Especially on a guy. Think of it like a fulcum and lever: they’re the lever, we’re the fulcrum, and because their center of gravity is up in their chest, instead of in their pelvis, when we get down low and lean back, whupsy there they tip right over.
Now, here’s the real deal on that particular move. Check out how this gif end, with the guy’s head on the floor like that? How his torso seems straight up and down, his head and neck on the floor, all his body weight and the momentum of having been tossed over her shoulder?
Yeah, he’s pretty messed up from that. In the really real world, if you do that move correctly, toss your whole body into it, seriously oomph it up and give that mugger a throw, you can snap his neck.
All that said, here’s how you do it!
This is something you do fast, ladies. Move quickly and with assurance, and don’t worry about whether you’re strong enough to do it or not: you are. This is about physics, not muscle.
Get low, bend your knees and hips. Our strength is largly concentrated in our lower bodies, and when we put our knees and thighs into a move, we bring some of the largest muscles in the human body to bear. You’d be surprised what you can move with your legs.
When she got low on him, her right arm was around his waist, her shoulder roughly at or under his ass, her left arm wrapped around his left leg. Feet shoulder width apart for a nice stable base, big deep breath in, and lift just a bit while falling backwards. It doesn’t take much strength but it will really mess with the dude’s day. Landing on your head will at the very very least knock you silly for a minute.
Interestingly, we can use these same basic principles to ruin a guy’s day if he’s the one to grab us! Imagine, if you will, mugger dude runs up behind you and bear hugs you in preparation for dragging you into the alley. Scary, right? Yep.
If he lifts you too fast, and you find your feet off the ground, kick him in the shins, scrape your shoes down his legs, aim for the knees and his feet. Toss your head back and head butt him. Bite him. Squirm. Do what it takes to get your feet back on the ground.
Feet on the ground, grab his arms and hold on to them. Don’t let him get away, because this move, ladies, will put him down and out, and if he moves away he may go for a distance weapon, or start using his fists. Hold onto his arms and keep him in close.
Again, feet shoulder width apart. Use your booty and hips now, like you’re trying to hit his not-so-manly bits with your ass, get your hips back, bend your knees and flex your hips. If he’s shortish, you should at this point have picked him up and be balancing him on your back. If he’s tall, you’re now in position to put a crimp in his style in a big way.
Tuck your head to your chest and roll forward, just like you did when you were a kid. Flip yourself forward and let gravity do the rest. You will have your head tucked down, aiming to land on the upper back of one shoulder; he won’t. This means he’ll land on his face, with the full force of his own body weight behind it as well as any momentum you’ve built up. You may very well land on top of him too.
From here, get up, run like hell towards a light source while yelling “help, fire, call 911 (or whatever emergency services number exists in your country)”
Remember, ladies, with just a little understanding of comparative anatomy and physics, you too can put a man on the ground and seriously mess up his day. But then, that’s what he was planning to do to you, so fair’s fair.
Reblogging again because of Gryphyn’s awesome comment. C:
All women NEED to know this. REBLOG AND YOU CAN SAVE A LIFE
when i was little and my parents were driving id pretend there was a man/being/thing running alongside the car who had to follow certain rules like “he can only travel by jumping from streetlight to streetlight” or “he can only walk on fences”
i was so surprised to find out that other people did similar things
i wonder what the underlying psychology behind it is
like its a really specific thing to do but almost everyone did it without telling other kids about it because we all thought it was probably weird or unimportant
i really hope that a psychologist sees this and will post the physiological reason why 99.9% of kids do this
My imaginary runner did not look this terrifying.
I didn’t have an imaginary runner, but I did feel a compulsion to blink between passing street posts. I’m almost 22 and still do it.
Mine was usually a cat or fox