 Education is meant to help the student expand his or her mind, to acheive great things to make the world a better place to live.  "But this one thing I do, forgetting those things which are behind, and reaching forth unto those things which are before..." (Philippians 3:13) "The secret to success in life is to make your vocation your vacation." -- Mark Twain Small Business Administration Information on starting your own small business. The Civil Rights of Students with Hidden Disabilities Under Section 504 of the Rehabilitation Act of 1973 The U.S. Department of Education has a pamphlet examining the civil rights of students with hidden disabilities under Section 504 of the Rehabilitation Act. The pamphlet examines issues such as disabilities covered under Section 504, the responsibilities of Department of Education recipients in preschool, elementary, secondary and adult education, and how the needs of students with disabilities can be addressed. Free Computers for People with Disabilities "Do you have a disability? Are you in need of a free computer? The Jim Mullen Foundation is proud to provide free computers for people who have a disability. We specialize in providing computers for anybody especially for those individuals who think that they are unable to use one." Career Development and Planning Sites O*NET OnLine The O*NET system serves as the nation's primary source of occupational information, providing comprehensive information on key attributes and characteristics of workers and occupations. America's Career InfoNet resource for making informed career decisions to support a demand-driven workforce investment system. Robin's Articles Robin Ryan,a licensed vocational counselor for 20 years, has spent a lifetime dedicated to helping people advance their careers. She has an active career-counseling practice and shares articles on her website such as "21 Ways to Improve Your Resume" & "Ace Your Next Interview". S.C. Department of Labor, Licensing and Regulation Look up information on licensing for various careers as well as other information. TRANSFERABLE SKILLS SURVEY It's a short quizz that looks like it might help you out with your skills & training you already have & apply it to the programs you are considering. The Princeton Review Career Quiz Learn more about your personal interest and style and identify potential careers. Occupational Outlook Handbook 2002-03 Edition This site you can see what the projected demand is for each occupation you are considering. Tickle.com career related tests Warning: don't get caught up in all the spam they try to push before they give you your free results. Fun Education Employment Personality Test & other tests. Motivational Appraisal of Personal Potential (MAPP) "What’s the right job for me?" This test examines in detail your dominant personality traits at work in order to give a specific answer to that question. A test to know yourself better "Calculate your IQ in just a few minutes and compare yourself to the rest of the population. For example, Albert Einstein was well known to have a superior IQ, over 160. This test allows you to calculate your own." Take this this IQ test only if well rested and have the time to set aside to take it. IQ test scores are an estimate of your intelligence at the time you take the test and can be effected by various circumstances. This test will give you a general idea but don't take it if you think you will take the score more seriously than you should. Example of taking the test on a very good day: It's great to be able to tell others that you're one of the 2.3% most intelligent people on earth! I've got to tell my boss 'cause I don't feel that I'm part of the 2.3% best remunarated people in my company. BEN - Manchester Example of taking the test under adverse conditions. An IQ of 84! The only way I can live with that is to remind myself that I am stressed-out and under enormous pressure at work. But of course, I am really worried. I'll tell others about your "test", but I hope it doesn't drive others into depression! YVONNE - Louisville Yvonne's scores were more than likely falsely low due to chronic stress and worry. The National Arts and Disability Center "The NADC is dedicated to promoting the full inclusion of children and adults with disabilities into the visual-, performing-, media, and literary-arts communities. Its resource directories, annotated bibliographies, related links and conferences serve to advance artists with disabilities and accessibility to the arts." Transition Assistance Online Jobs & other career related info for military & veterans MAPP Career Assessment:MAPP Motivational Appraisal of Personal Potential reveals the real you: your natural motivations, interests and talents for work. Top ten jobs with your greatest potential for success Interest in Job content Your motivation to work with People Your preference to work with Things A personalized 6-7 page report Includes 5 free job matches Learn your personal career motivation priorities. Discover your styles for communications, learning and leadership. Educational Sites York Technical College YT student access grades, financial aid, etc. College of Charleston Charleston SC Greenville Technical College Greenville College Lander University Presbyterian College Winthrop University Central Piedmont Community College Charlotte NC University of North Carolina at Charlotte Trent University Landmark College "one of the only accredited colleges in the United States designed exclusively for students with dyslexia, attention deficit hyperactivity disorder (AD/HD), or other specific learning disabilities. Graduate Studies In Neuroscience Baylor College of Medicine "A program of advanced study of the nervous system is offered at Baylor College of Medicine through the Division of Neuroscience. The purpose of this program is to train doctoral students for independent research and teaching in neurobiology. The Division of Neuroscience offers a Ph.D. in Neuroscience or the combined degree of M.D./Ph.D. in combination with Baylor's medical program." University of South Carolina Clemson University Fancis Marion University Furman University Wofford University Central Bible College "accredited by the Accrediting Association of Bible Colleges (AABC). AABC is a member of the Council for Higher Education Accreditation (CHEA) as a National Accrediting Association. CHEA is the umbrella organization for Regional, Specialized/Professional, and National Accrediting Associations. AABC is also recognized by the U.S. Department of Education as a National Institutional and Specialized Accrediting Body." University of Washington University of Southern California Embark.com Financial Aid FAFSA "The U.S. Department of Education offers a variety of student financial aid programs. But before filling out the Free Application for Federal Student Aid (FAFSA) on the Web." National Student Loan Database System "I See Success Scholarship" "McNeil has also launched an exciting new scholarship program for children and teens with ADHD. You'll find details about the program at www.concerta.net and click on the "I See Success" scholarship banner at the bottom of the page." U.S. Department Education web site Financial Aid Information. Ethel Louise Armstrong Foundation, Inc "mission is to promote, through grants and scholarships, the inclusion of people with disabilities in the areas of arts, advocacy and education." APAGS Scholarships and Awards sources of financial aid for psychology doctoral students. Direct Loan Serving web site Direct Loan Considation web site "This Web site is for students and parents who have Direct Loans or are considering financing an education and want to know more about Direct Loans." FastWeb.com FastWEB is the largest online scholarship search available, with 600,000 scholarships representing over one billion scholarship dollars. It provides students with accurate, regularly updated information on scholarships, grants and fellowships suited to their goals and qualifications, all at no cost to the student. Students should be advised that FastWEB collects and sells student information (such as name, address, e-mail address, birth date, gender and country of citizenship) collected through their site. The Kurzweil Educational Systems 2004 Scholastic Excellence Software Award "Award Description The Kurzweil Educational Systems Scholastic Excellence Software Award is an award given to a high school senior with an identified learning disability (LD) who will be pursuing a four-year undergraduate degree at an accredited college in Fall 2004." Scholarship Search Search for scholarships according to your unique profile. FinAid Information & resources on Loans, Scholarships & Military College Assistance Programs AAPD Paul G. Hearne/AAPD Leadership Awards Application Available: Three people with disabilities who are emerging as leaders in their respective fields will each receive $10,000 to help them continue their progress as leaders. An "emerging leader" is defined as someone who has demonstrated leadership qualities in his/her personal and/or professional life, and who is just starting to be recognized at a local, regional or national level. The American Association of People with Disabilities (AAPD) encourages emerging leaders with disabilities of any age to apply. Previous awardees represent a diverse group of people with disabilities aged 11 to 56. The deadline for receipt of applications this year is 5:00 PM Eastern Time on Friday, September 26, 2003. The application is available online at AAPD's website: www.aapd-dc.org Rehabilitation Institute of Chicago Henry B. Betts Award Competition Announced: The American Association of People with Disabilities (AAPD) and the Rehabilitation Institute of Chicago announced the 2003 Henry B. Betts Award. The deadline for nominations is 5:00 PM Eastern Time on Friday, October 10, 2003. One individual will be selected to receive this year's unrestricted $50,000 cash award-to be presented at the third annual AAPD Leadership Gala on March 16, 2004 in Washington, DC. For additional information on the award or for nomination forms, please contact: Tracey Murray, AAPD Leadership Coordinator at 770-232-9001 (voice only) or E-mail: murr9001@bellsouth.net. The nomination form is also available on AAPD's web site: www.aapd-dc.org and the web site of the Rehabilitation Institute of Chicago: www.rehabchicago.org. The George Washington University HEATH Resource Center Scholarships for Students with Disabilities: As a result of an endowment fund established by the late Rick Dudley, a Maryland advocate with a disability, the Salisbury (Maryland) University Foundation has established a scholarship for graduate students with disabilities to attend this Eastern Shore school. For information about other scholarships for students with disabilities, visit the HEATH website at www.heath.gwu.edu. The Gates Millennium Scholars "The Gates Millennium Scholars (GMS), funded by a grant from the Bill & Melinda Gates Foundation, was established in 1999 to provide outstanding African American, American Indian/Alaska Natives, Asian Pacific Islander Americans, and Hispanic American students with an opportunity to complete an undergraduate college education, in all discipline areas and a graduate education for those students pursuing studies in mathematics, science, engineering, education, or library science. The goal of GMS is to promote academic excellence and to provide an opportunity for thousands of outstanding students with significant financial need to reach their fullest potential. The Bill & Melinda Gates Foundation established the initiative to encourage and support students to complete college and continue on to earn master’s and doctoral degrees in disciplines in which their ethnic and racial groups are currently underrepresented. The Gates Millennium Scholars award will enable young Americans to attend undergraduate and graduate institutions of their choice and be prepared to assume important roles as leaders in their professions and in their communities." Other Scholarships for minorities. Post Secondary Scholarships Opportunities ENTRY POINT "INTERNSHIP PROGRAM FOR COLLEGE STUDENTS WITH DISABILITIES: A program of the American Association for the Advancement of Science (AAAS) offering summer internships and semester co-ops in major companies throughout the United States, including NASA, IBM, NIH, Texas Instruments, J.P. Morgan Chase." The Hispanic Scholarship Fund (HSF) is the largest Hispanic scholarship-granting organization in the nation. HSF recognizes and rewards outstanding Hispanic students in higher education throughout the United States, Puerto Rico and the U.S. Virgin Islands. Students represent every region of the country, hundreds of institutions of higher learning and every segment of the Hispanic community. U.S. Secretary of Education Rod Paige recently announced a $500,000 grant to the Hispanic Scholarship Fund and the Hispanic Scholarship Fund Institute to help create the Partnership for Excellence in Latino Higher Education, a three-year initiative to increase parental involvement in K-12 schools in Latino communities across the country. Applications for current scholarship programs are available on the HSF web site: http://www.hsf.net/ Community College Transfer Scholarship Program The Community College Transfer Scholarship Program is designed to assist community college students of Hispanic heritage obtain a bachelor's degree. In order to be eligible for the program, applicants must be U.S. citizens or legal permanent residents of Hispanic heritage (one parent fully Hispanic or each parent half-Hispanic); be part-time or full-time community college students; have a minimum GPA of 3.0 or above (on a 4.0 scale); and transfer to an accredited four-year institution in the 2003-2004 academic year. For more information: http://www.hsf.net The New Horizon Scholars Program is a new scholarship offered in partnership with the Hispanic Scholarship Fund and the Thurgood Marshall Scholarship Fund and is sponsored by The Roche Foundation. The scholarship will support Hispanic and African American students who are infected with Hepatitis C or who are dependents of someone with Hepatitis C. For more information: http://www.hsf.net Discover Card and the American Association of School Administrators offer scholarships to high school juniors who achieve beyond the classroom. For more information: http://www.aasa.org/Discover.htm "Anne Ford Scholarship" The Anne Ford Scholarship is a $10,000 award given to a high school senior with an identified learning disability (LD) who is pursuing an undergraduate degree. Financial need will be strongly considered. Minorities and women are encouraged to apply. Only U.S. citizens are eligible. The ideal candidate is a person who has faced the challenges of having a learning disability and who, through perseverance and academic endeavor, has created a life of purpose and achievement. Application deadline: December 31, 2002. For more information: http://www.ld.org/awards/afscholar.cfm Other Sources of Financial Aid & Disability Information EARLY ESTIMATES OF COLLEGE GRANT MONEY FROM THE DEPARTMENT OF EDUCATION Secretary Spellings recently announced a new tool to help families plan for college. The FAFSA4caster gives high school juniors a leg up on financial aid planning. More information can be found at The Education Department recently announced a Web site that will give students an early estimate of the college grant money they'll qualify for. STEPS TO TAKE WHILE STILL AT COLLEGE TOWARDS POST-COLLEGE EMPLOYMENT suggestions for career exploration activities for college students with disabilities during their freshman, sophomore, junior and senior years. American Psychological Association of Graduate Students Information for Students with Disabilities. The Beaumont Foundation will be giving out almost $400 million in computer equipment starting in 2003. Persons with disabilities and those who are homebound because of disability or illness are especially encouraged to apply for these individual grants. Information on individual grants is also online, but persons interested in those grants should apply by calling 1-800-505-2667. It seems that South Carolina will not be able to get these computers until 2004. Reference Points: Transition updates from the TATRA Project is administered by PACER Center www.pacer.org as a joint technical assistance activity of the TATRA Project and the National Center on Secondary Education and Transition http://www.ncset.org/ . Reference Points features resources and updates to help parent organizations, advocates and professionals better serve adolescents and young adults with disabilities, and their families. You can Subscribe or Unsubscribe to Reference Points on the web at http://www.pacer.org/tatra/list/signup.asp. Visit our web sites for access to a wealth of additional resources and information! Readers are invited to send information about new resources on secondary education, transition and vocational rehabilitation topics to tatra@pacer.org. Approved items will be posted. Please note that Reference Points is not a discussion group. Questions about Reference Points should be directed to Deborah Leuchovius, National Coordinator of Technical Assistance on Transition and Vocational Rehabilitation, PACER Center at tatra@pacer.org. The National Center on Secondary Education and Transition is funded by and is a partner with the U.S. Department of Education, Office of Special Education Programs, cooperative agreement # H326J000005. The TATRA Project is funded by the Rehabilitation Services Administration http://www.ed.gov/offices/OSERS/RSA/index.html York County Red Cross TRANSITIONS TO COLLEGE FOR STUDENTS WITH ADHD AND/OR LEARNING DISABILITIES Linda Hecker, Director of Educational Services National Institute at Landmark College email: lhecker@landmark.edu "The road through college was filled with numerous mountains I had to climb. I discovered the average student had bumps in the road but my bumps resembled Mt. Everest." -R. Cary Westbrook "Learning Disabilities and College: Strategies for People that Rock our World" Troy B and Mike H. are bright, athletic college freshmen at a state university. They were both diagnosed with learning disabilities and ADHD in late elementary school, attended the same public high school where they shared many classes, including time in resource rooms, and graduated with similar GPA's. At the end of his first college semester Troy is facing academic probation in three of his five classes. Troy has never contacted the university's office of Disability Support Services (DSS): he's vaguely aware it exists, but he decided to make a "fresh start" in college: no one at the university would have to know about his LD - he chose to blend in with his peers. In contrast, Mike is earning all B's and B+'s in his classes. He's a regular at the DSS office, taking advantage of tutoring, study skills seminars, and support groups. He contacted the office soon after he was accepted at the university, and established a good relationship with a staff member who helped him select courses with professors who are empathetic to students with learning disabilities and provided a letter to Mike's professors suggesting appropriate class accommodations such as extended time on tests, which he can take in a quiet study area free of distractions. It's no wonder Mike is having a good freshman year while Troy is on the brink of suspension, but let's examine what helped Mike prepare for his positive experience. A successful transition from high school to college can be summed up succinctly: know yourself; know the law; know your college; (and prepare accordingly) KNOW YOURSELF Research on successful outcomes for adults with learning disabilities stresses the importance of well-developed self-awareness and self-advocacy skills, often referred to as metacognition (from Greek "thinking about thinking"). This includes a good understanding of the testing that resulted in a student's diagnosis of LD or ADHD. * what is the name of the disability? * what areas of achievement does it affect? * what are the specific impacts in each area? * what are the student's strengths? * what strategies, interventions, and accommodations best support learning? How can students master this information, especially when test reports are often written in obscure, technical language? Parents should insist that the evaluator meet with their child after the testing to explain the results in language, pictures, and examples appropriate to his/her level of understanding and development Then parents can reinforce this understanding as their child matures and faces new challenges. Merely understanding this information isn't enough, however; students must be able to talk about it knowledgeably and comfortably with teachers, advisors, and counselors, not an easy task. One helpful way to build this skill is to have students attend their own IEP meetings as early as they can participate - by late middle school. Ideally, students will take an active role in the meetings, preparing questions beforehand and taking notes to the best of their ability KNOW THE LAW The reason it's so important for college students to be strong self-advocates is that the laws governing treatment of individuals with disabilities change radically when students move from grades K-12 into postsecondary settings. Students who are not thoroughly familiar with these changes and their implications by the time they apply to college face a difficult transition. In grades K-12 the Individuals with Disabilities Education Act (IDEA) places the burden on schools to identify students with suspected disabilities, perform evaluations, make specific recommendations for services in cooperation with parental input, provide special services, and monitor students' progress, updating testing as necessary. In contrast, postsecondary institutions, governed by Section 504 of the Rehabilitation Act and by the Americans with Disabilities Act (ADA), must ensure that individuals with disabilities have "reasonable accommodations" that provide equal access to programs, courses, and resources, but only when students disclose their disability and present documentation to support their needs. In other words, students in college are responsible for initiating the process. This means they must 1) choose to reveal to school officials and instructors that they have a disability 2) discover the procedures for requesting and implementing accommodations and services and 3) supply testing documents that are current and meet the college's criteria. Many entering students like Troy fall off track right at Step 1. They do not want to be identified as "different" when they go off to school. When I visit postsecondary schools around the country, talking to DSS staff, their biggest concern is with students with disabilities who never come into their office, or not until they are in crisis, about to flunk out. Often this happens too late to make a successful turn around. On the other hand, successful students like Mike usually connect to the DSS office soon after being admitted and take advantage of the services they offer. They have the maturity to recognize the value of good support systems and to take advantage of what the laws provide. KNOW YOUR SCHOOL Although all postsecondary schools must conform to ADA and most to section 504, schools vary drastically in the levels and kinds of supports and services they provide students with learning disabilities, as well as in the campus culture surrounding disabilities. In some schools, students with learning disabilities-the invisible disabilities-still meet with skepticism and stigma from some professors or departments; in other schools, students with learning disabilities are welcomed for their contributions to campus diversity, and services go well beyond what the law requires. Community colleges can be especially good initial environments for students whose academic skills are still a little shaky. They often provide developmental or remedial courses and knowledgeable, empathetic support, as well as much lower tuition fees. In some cases, students may not earn college credit for these skills-based courses, but the extra preparation will pay off in improved GPA's and retention once students are eligible for credit. Students can get some guidance about which campuses are most LD-friendly from sources such as Peterson's Guide to Colleges for Students with Learning Disabilities, and from online resources, but for authentic, updated information it's best to visit the campus, scheduling an appointment at the office of DSS soon after being admitted. While visiting, take time to talk to other students with LD to hear their views about campus climate. PREPARING YOURSELF FOR COLLEGE Students should use their time in high school to develop academic and self-management skills to the highest level possible, taking the most challenging courses that they qualify for. This will encourage them to develop the independent skills they'll need in college, such as organizing and maintaining notebooks. For example, students should learn how to take notes efficiently, using note-takers only to supplement their own efforts. This is because students who actively engage in note-taking and note-revision learn to process and synthesize information, rather than passively digesting someone else's notes, trying to commit the information to rote memory. Similarly, students need to develop strong active reading, discussion, and math skills. If your high school doesn't provide support in developing these skills, it may be worthwhile seeking a tutor or academic therapist who can. While still in high school, students should explore the potential benefits of Assistive Technology. Learn how text-to-speech software like Kurzweil 3000 or voice recognition software like Dragon Naturally Speaking can make academic work less labor intensive. If possible, select, purchase, and learn to use the appropriate software before going to college, unless you know for sure that the college can provide it when and where it's needed (like at 1 a.m. on Friday when a paper is due at 8 a.m.). If a student hasn't yet learned efficient keyboarding and word processing skills, now is the time. Don't let your child go off to college disadvantaged relative to other students in these critical areas. Be aware of the many ways college environments tax executive functioning skills such as managing time and organizing tasks. The college day is quite unstructured compared to that of high school - students may have only 1 or 2 classes a day, with lots of "free time" in between. There are more long-range assignments, and no study halls or hovering parents making sure students are on track. Therefore, in high school students must learn how to keep accurate records of assignments, daily and weekly calendars, and how to manage a long-range planning process. For some students, all these functions can be combined efficiently in a Personal Digital Assistant, like a Palm or Pocket PC, but select one and learn how to use it before leaving home. Similarly, high school is the best time to investigate whether medication will play a role in regulating a student's ADHD. It can take weeks or months to find the ideal medication and dosage. Freshmen should start their college experience with a stabilized regime, and not be experimenting with meds while coping with the other challenges of campus life. Finally, self-management looms large in the life of a college freshman. If students have been relying on parents to awaken them in the morning and make sure they have everything needed for the day, parents should start handing these responsibilities to their children no later than their senior year of high school. Students should also learn to manage money for themselves, with a bank account, checkbook or credit card for which they are responsible. It may be hard for parents to relinquish their close monitoring of students for fear of having them fall on their face, but it's better to have a few slip ups during high school than to completely fall off track at college, as so many students, with and without ADHD, commonly do. CONCLUSION While all this preparation may seem daunting, acquiring these skills, habits, and knowledge can be spread over several years, ideally starting in middle school. There are many helpful resources (some of them detailed in the references). There's no substitute for actually "doing it", however, so one final recommendation is to take advantage of the many summer programs designed by colleges to help students experience campus life with a little extra support. Landmark College, for example, offers 3- week summer programs for high school students after their junior year, and 6- week summer courses for students already accepted to college who want to refine their skills. The key to successful transition from high school to college is to prepare well in advance, like Mike H., by knowing yourself, the laws, and your college. RESOURCES Brinckerhoff, Loring C., McGuire, Joan M., Shaw, Stan F. (2002). Postsecondary education and transitions for students with learning disabilities, Austin, TX: Pro-Ed Frank, K., & Wade, P. (1993). Disabled student services in postsecondary education: Who's responsible for what? Journal of College Student Development, 34 (1), 26-30 Nadeau, Kathleen. (1998).Help4ADD@HighSchool. Silver Spring, MD: Advantage Reiff, Henry B., Gerber, Paul, Ginsberg, Rick (1997). Exceeding expectations: successful adults with learning disabilities. Austin, TX: Pro-Ed Westbrook, R.Cary (2003). The journey begins. Cited in www.ldonline.org/ first_person/westbrook.html STUDY SKILLS Mooney, Jonathan & Cole, David. (2000). Learning outside the lines: two Ivy League students with learning disabilities and ADHD give you the tools for academic success and educational revolution. New York, NY: Fireside (Simon & Schuster) Williams, Jamie, ed. (2003) Perspectives: special issue on study and organization skills: practical suggestions and sensible plans. International Dyslexia Association. 29 (4), 4 - 35 Strothman, Stuart, ed. (2001) Promoting academic success for students with learning disabilities: a Landmark College guide. Putney, VT: Landmark College Guides to Colleges and Summer Programs (websites offer the most up to date information) Kravets, Marybeth. (1999) K & W guide to colleges for the learning disabled. Princeton, NJ: Princeton Review Mangrum, Charles T. & Strichart, Stephen S., eds. (1992) Peterson's colleges with programs for students with learning disabilities. Princeton, NJ: Peterson's Guides Useful web sites People with Disabilities and Post Secondary Education "The National Council on Disability (NCD) undertook this synthesis in anticipation of the reauthorization of the Higher Education Act (HEA). Students with disabilities, who now are estimated to represent nearly 10 percent of all college students, currently experience outcomes far inferior to those of their non-disabled peers. The purpose of this paper is to provide background that might guide reauthorization of the HEA to better support students with disabilities to achieve equal postsecondary outcomes." www.ldanatl.org www.ldonline.org/ld_indepth/summer/ www.ldonline.org/ld_indepth/postsecondary www.petersons.com PDP training sites Commission on Rehabilitation Counselor Certification Center for the Study of Ethics in the Professions GA Governor Sonny Perdue's web site Establishing a Code of Ethics for Executive Branch Officers and Employees link at bottom of page. ONE. Give people more than they expect and do it cheerfully. TWO. Marry a man/woman you love to talk to. As you get older, their conversational skills will be as important as any other. THREE. Don't believe all you hear, spend all you have or sleep all you want. FOUR. When you say, "I love you," mean it. FIVE. When you say, "I'm sorry," look the person in the eye. SIX. Be engaged at least six months before you get married. SEVEN. Believe in love at first sight. EIGHT. Never laugh at anyone's dreams.. People who don't have dreams don't have much. NINE. Love deeply and passionately. You might get hurt but it's the only way to live life completely. TEN. In disagreements, fight fairly. No name calling. ELEVEN. Don't judge people by their relatives TWELVE. Talk slowly but think quickly. THIRTEEN. When someone asks you a question you don't want to answer, smile and ask, "Why do you want to know?" FOURTEEN. Remember that great love and great achievements involve great risk. FIFTEEN. Say "bless you" when you hear someone sneeze. SIXTEEN. When you lose, don't lose the lesson SEVENTEEN. Remember the three R's: Respect for self; Respect for others; and Responsibility for all your actions. EIGHTEEN. Don't let a little dispute injure a great friendship. NINETEEN. When you realize you've made a mistake, take immediate steps to correct it. TWENTY. Smile when picking up the phone. The caller will hear it in your voice. TWENTY-ONE. Spend some time alone. Noise Pollution - It's Everywhere and It's Worse Than You Think!   |