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…I believe that [the] book will be a monument of application of TOC Thinking Processes for creative problem solving. … [The authors’] perspective of applying TOC Thinking Processes to academia is quite creative and many examples are so vivid that there will be no difficulties in following through the main substance. …[the] book will be very beneficial to teachers, students, administrators, counselors, and anyone who wants to think clearly for making life meaningful. Personally the Creative Thinker’s Toolkit will be a great reference for me to run my class “Thinking Process for Creative Problem Solving.”
Wonjoon Choi
Professor of Industrial Engineering, Department of Industrial Engineering, College of Engineering, University of Ulsan, Ulsan, Republic of Korea
Those who practice TOC Thinking Processes appreciate their real value. At first glance it seems to be merely a set of logical diagrams. But, their intrinsic value goes much beyond that. They are designed to achieve breakthrough results in the desired field of operation. Achieving a breakthrough starts with challenging the status quo and overcoming inertia. In order to achieve substantially better results we need to rigorously apply three fundamental powers in our possession: emotion, intuition, and logic. Emotion is critical. Only passionate people have the stamina to march through the tedious road leading to breakthrough results. Moreover, on matters we don’t care about, we have zero intuition. Emotions feed the needed intuition to find the right path, to come up with new ideas. Intuition is critical. It fuels logic. Without intuition, applying logic will be, at best, a theoretical exercise with little practical consequence. Logic is critical. Intuition alone can lead us astray. Applying intuition within a logical framework helps us to guide our intuition in the right direction. It helps us to identify missing elements and to devise corrective actions where gaps appear. It helps us to communicate our intuition to other people and to obtain their collaboration. The TOC Thinking Processes support us to achieve this goal. They boost our ability to apply intuition in an area that we greatly care to improve, and when used correctly, to achieve breakthrough results. The authors of this book have applied these tools to the field of higher education. They share their journey on the path to remarkable results in student retention and academic achievement, a core problem of many colleges and society as a whole. But this is just one aspect of their story. Going through the chapters we get an opportunity to learn how the Thinking Processes can be used with students in order to achieve the higher goal of education, which is “to prepare students for life.”
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3.2.1
3.2.2
3.2.5
4.4
4.5
4.6
5.4
5.4.1
5.5
5.6
5.7
5.8
5.9
5.7.1
6
6.1
6.2
6.3
6.3.1
6.3.2 Step 1: Identify the System Constraint (the Weakist Link)
6.3.3
6.3.4
6.3.5
6.3.6
6.4
6.5
6.5.1
6.5.2
6.5.3
6.6.1
6.6.2
6.6.3
6.6.4
6.6.5
Foreword
Throughput equals sales minus total variable costs: an appropriate equation if the goal of your organization is to “Make money, now and in the future.” But what if your organization’s goal is not making money, but money (budget) is a necessary condition of existence? Dr. Eliyahu M. Goldratt’s theory of constraints (TOC) spoils its practitioners. They are conditioned to believe that by addressing the system’s constraint (steps 1, 2, and 3 of the five focusing steps), the results can only be nothing short of spectacular—anything else would be a “chupchik”—at best, improvements on the margin with a nonconstraint resource.
What if the goal of the system was to enrich its product? How easy is it to define success if the rate of throughput is measured in terms other than dollars? The system is the Mathematics Department at Medgar Evers College (MEC) of the City University of New York. The product is predominantly single, inner city females caught in a struggle to raise their families now or pursue a meaningful career through education in the future. Many of us know of similar situations. The immediacy of the short term overrides the promise of the future in the long term. We know which one wins out in this compromise virtually every time!
I first met with Dr. Umesh Nagarkatte (then professor of mathematics) in the summer of 2001 at the Avraham Y. Goldratt Institute in New Haven, Connecticut. I was the dean of the Avraham Goldratt Institute (AGI) Academy. My role was working with academicians expressing a desire to incorporate TOC into their curriculum. Our experience was that most academicians who become involved with TOC normally do so with the objective of teaching elements of TOC within their existing courses or curriculum, mainly its logistic applications (production drum–buffer–rope, replenishment, Critical Chain Project Management) and to some extent its TOC thinking processes (strategy). After several discussions, this was clearly not the
case with Dr. Nagarkatte. His subject matter for applying the TOC thinking process tools was improving student retention and, more specifically, female students interested in mathematics. As their efforts were rewarded with success, the focus was later extended to include female students in science and technology. Given the challenges at hand, the current state was woefully short of achieving the desired end state. We needed a strategy of change and the means to manage it.
What do they change, and why? We’re all familiar with the adage “To improve one must change. But is every change an improvement?” Given the current state, what would they require in its place, and why is that justified? (construction phase). What was the sequence of tasks that needed to be accomplished? What resources were required, and were they available? (implementation plan phase). From whom did they need to solicit support— who could support and influence the effort, as well as who could derail the effort? (communication phase). Dr. Nagarkatte and Dr. Oley refer to this phase as “TOC also meaning theory of communication” and “theory of empowerment (TOE).” In total, this was the scope of effort behind improving student retention. The strategy went well beyond the Mathematics Department. Direct support of counseling and administration were also critical elements to success. The principal investigators, Dr. Umesh Nagarkatte, Dr. Darius Movasseghi (department chair), and Dr. Joshua Berenbom, professors of Mathematics, focused TOC on a system-level approach across the college, designed with student performance at the core. In nearly all universities and colleges, students flow through the system with the hope of becoming graduates. Professors add value through an accredited curriculum of study leading to the awarding of a degree. What if the goal of the system was to enrich its product ? That was the theme behind designing the system with student performance at the core. This was a team of professors with the support of the college president and his cabinet, going above and beyond adding TOC content to a course or curriculum.
I was privileged to facilitate the professors’ use of TOC to build a better system and enrich the lives of their students. In all my years of TOC (since 1993), and of all the implementations of TOC, this one holds a special place for me, not because the professors were successful in achieving their goal, but because in so doing, they enriched the lives of their students, empowering them to achieve their full potential. What better gift could students receive from their professors? This team of professors provided meaning behind President Jackson’s vision of “Creating success, one student at a time.”
Of the difference between smart and wise men, Dr. Eliyahu M. Goldratt said, “A smart man learns from his mistakes; a wise man learns from the mistakes of others.” Be wise—and learn from works of Drs. Nagarkatte and Oley to enrich your lives and those of your students.
Stephen C. Simpliciano (Steve) Jonah’s Jonah Guilford, Connecticut
http://taylorandfrancis.com
Preface
Thinking is fundamental to being human. The theory of constraints (TOC) has thinking process (TP) tools to help people think systematically. Using them, one can learn how to manage real-life constraints. A constraint is something that stands in the way of achieving a goal. TP tools are based on logic. They are simple enough to be used by kindergarten children for modifying their own behavior and sophisticated enough to be used by chief executive officers to bring their corporations out of bankruptcy. In our experience, TOC becomes theory of empowerment (TOE). It also becomes theory of communication.
This text is intended to help creative thinkers and people who are interested in continually improving knowledge and education, or the Process Of OnGoing Improvement (POOGI). It is especially intended for the higher-education community—students, parents, mentors, educators, advisors, counselors, and administrators. It purposely includes all these audiences since they form components of the student success system. TOC needs patience on the part of stakeholders. It is designed to teach TOC and its powerful graphical logic-based TP tools. The tools can be used for creative writing, creative projects, conflict resolution, decision making, and problem solving. The authors feel fortunate in having come across TOC and TP tools and have used them for all their creative work in the school setting and in other activities. They have used the tools for systems approach applications and other related activities described in this book, curriculum development, and preparing reports or presentations. They have used them to write several grant proposals, which have brought in close to four million dollars in external funding for helping students and improving instruction. The first author has used the tools to do research in mathematics; publish three math textbooks, three philosophy books and several articles; and give numerous talks on meditation. The second author has used them in a community
setting and to help individuals. Once internalized, most of the time, graphical representations are not necessary. One can see mentally the logical consequences and understand the different sides of an issue, and one can surmise the obstacles and do appropriate project planning without leaving logical gaps. These tools may be applied rigorously to a personal issue, an interpersonal issue, a course content issue, a departmental issue, or an institutional issue. The tools can be used to find win–win solutions for conflicts without compromise or loss for any party. In writing this book, we also hope to encourage open communication between practitioners of TOC around the world.
It is very troubling to see so many young men and women leave school and never fulfill their true potential. We include illustrations in each chapter to show how young men and women, in school or outside in the community, can be empowered to resolve conflicts, make decisions, solve problems, complete school, and succeed. This work is the result of 15 years of research on implementing TOC by two faculty members in an urban undergraduate college who share the common goal (ambitious target) of wanting to stem the tide of student attrition. The authors are aware that this goal cannot be achieved by only one or two people working together, but can be accomplished easily when the entire institution participates in the effort. They feel fortunate that they work in an institution where almost everyone shares this goal. They know that high attrition is due to many factors and is not unique to their college. High attrition is common at many public undergraduate institutions around the country and around the world. It is the authors’ belief that their initiative will be replicable in many other institutions that are also struggling to improve retention and graduation rates.
Many educators wonder what to do when their best curriculum developments and well-funded enrichment programs do not greatly improve retention. Their reaction is to give up or to blame the secondary schools for social promotion. They blame distracting TV, the Internet, cell phones, iPhones and iPads, social media, texting, and tweeting. They blame the social structure, or community, or someone else. If their curriculum development programs do succeed, they are local, in the sense that they depend on the personality of the initiator and do not apply globally to the institution. The first thing that we learn in TOC is not to blame anyone, except perhaps Murphy’s law —what can go wrong, will go wrong—and to provide for it. TOC has a unique way of taking into account not just a student’s academic needs, but also his/her personal needs. TOC establishes communication between
various stakeholders so that they can work as a unit to address the problem at hand. In that sense, TOC also stands for theory of communication!
TOC asks three basic questions: (1) What to change? (2) What to change to? (3) How to cause the change? TOC considers the issues of all stakeholders—students, faculty, staff, administration, family, and community. Each stakeholder focuses on his/her area of direct control or influence. This means that the president’s issues are different from the student’s issues. Regardless of who is addressing the problem, TOC has the same logical TP tools. In other words, the same TP tools can be used to solve institutional— academic or nonacademic—as well as personal problems. Since the tools are logical, they transcend the personalities involved. Anyone considering the same issues, having an intuition about them, and following the TOC roadmap will come up with equivalent solutions. TOC teaches one how to think out of the box and how to go beyond one’s familiar assumptions by challenging them. Once mastered, TOC becomes a part of the learner’s general approach to resolving any conflict with a win–win solution, solving problems systematically, and making decisions that do not lead to negative consequences in the long run. TOC yields insight into a problem situation. Using TOC and their professional expertise, counselors, faculty, or administrators can resolve the problem in a more systematic and coherent manner instead of wasting resources on individual, isolated, or redundant efforts.
TOC empowers a student to lead a successful life without compromising either his/her personal needs or his/her studies. The TP tools help students to be proactive. TOC can be used by a first-year student program to empower students. In order to give freshmen an opportunity to interact with both faculty in his/her chosen major and his/her academic advisors, a TOC course—see the syllabus at the end of Chapter 5—could be taught by a team of academic advisors and academic instructors in different disciplines using examples of TOC in content areas. Hopefully, this will increase students’ motivation to continue on in their chosen major. This book is the only textbook available at present at the college level that can be used for a systematic study of TOC and its application to a student’s chosen major or discipline.
The textbook has seven chapters. Chapter 1 is the introduction to TOC and its TP tools and explains the importance of studying TOC. Necessity and sufficiency cause-and-effect thinking is explained here with examples. A few sections show how to help develop student’s critical thinking. Chapters 2 and 3 answer the question, “What to change?” using the Branch and Evaporating Cloud tools to resolve various types of conflicts. In Chapter 2, the Negative Branch Reservation (NBR) and Current Reality Tree (CRT)
are introduced to develop a holistic picture of the person’s or institution’s current situation. In Chapter 3, we begin with Evaporating Clouds that show students how to resolve daily conflicts. If students resolve one conflict every day, they will quickly learn how to create win–win solutions in their lives. Some clouds help resolve chronic conflicts. Some clouds help empower students. We also show how the cloud tool can be used to develop a persuasive essay. With the Evaporating Cloud and the CRT together, one completely develops an answer to the question: “What to change?” Chapter 4 answers the question “What to change to?” What should the future look like? It teaches cause-and-effect relationships through which students can see the likely consequences of their actions. They are introduced to the Future Reality Tree (FRT) and the Transition Tree (TrT). The FRT and NBR answer the question, “What to change to?” completely and show how to avoid negative consequences of the strategies suggested. Chapter 5 introduces the Prerequisite Tree (PrT) to answer the question, “How to cause the change?” It describes how to uncover the often hidden obstacles that are in the way of achieving goals and shows how to prepare project plans. There are several appendices on everything that one needs to know about achieving academic success, critical chain project management of a course, how to study any course, and why and how to study mathematics. This should help students take responsibility and use the college resources to achieve their goals and not settle for anything less. Chapter 6 can be used for solving institutional problems using the five focusing steps of TOC. One major example of an institutional approach is explicated throughout the six chapters to illustrate the systematic logical link among the TOC concepts discussed in each chapter. Sections on TOC-based program review and strategic planning are very relevant to institutions of higher learning. In Chapter 7, we discuss measurable outcomes of TOC implementation. We discuss the TOC initiative at Medgar Evers College and its overall effects. The answer to the question “How to cause the change?” is not complete unless there are measurable outcomes.
The theory of constraints was developed by Eliyahu (Eli) Goldratt around 1980. TOC has an established track record in industry and the school systems of Singapore, Malaysia, and the Philippines. It is also used in Asia, Europe, Africa, and South America for instruction and community work. In Singapore, TOC is used to produce paradigm change in prisoners: TOC changes the way that the prisoners think about themselves so that a high percentage live a productive life in society and do not return to prison. At least 15% of the world’s businesses currently use TOC for
their operations. TOC is also taught as a required subject in most business schools’ M.B.A. programs. But there are several well-known business schools such as Wharton that use TOC or constraint management for all of their operations. The authors’ institution, Medgar Evers College (MEC) of the City University of New York, is the first and only liberal arts college where administration, faculty, staff, and students have shown willingness to apply TOC to address the problem of student attrition. It is well on its way to a systemic resolution of the problem. One criticism of TOC is that it has not been applied enough in education as it has been in business and industry. This text tries to show that TOC is as powerful in education as in other fields.
Our experiment with using TOC to address attrition in mathematics courses began in January 2002. Darius Movasseghi, then chair, Joshua Berenbom, and the first author, all faculty in the Department of Mathematics at MEC, participated in formal Jonah training at the Avraham Goldratt Institute (AGI) Academy, New Haven, Connecticut. Tracey Burton-Houle and Steve Simpliciano were the facilitators. The training was funded by an institutional grant for 2001–2004 from the Minority Science Engineering Improvement Program (MSEIP) of the U.S. Department of Education. The attendees used the entire TOC roadmap (described in Chapter 6 of this book) during a two-week intensive workshop to develop a detailed project plan for the Mathematics Department. Their findings were discussed informally by the chair with other faculty in the department, devoting a few minutes of every monthly departmental meeting during the Spring 2002 semester. As the major issues of the department were brought out and discussed in the open, a congenial environment developed that attracted a large number of students to become mathematics majors the following semester. The department developed new curricula and improvements in mathematics tutoring. The faculty developed departmental guidelines that helped all faculty and support personnel work toward student retention. The POOGI of TOC, started in 2002, is so robust that it was still vibrant and expanding at the time of this writing.
TOC analysis addressed the needs of the “whole” student, not just his/ her academic needs. The project plan that we developed showed how and where the academic advisors, personal counselors, and the Basic Skills Department could participate with the Department of Mathematics to address the problem of attrition. The facilitator, Steve Simpliciano, made a presentation to the college president, Edison O. Jackson, and his key cabinet members in May 2005, about what the team had learned and offered
the Departmental Guidelines as a deliverable. President Jackson approved the guidelines and expressed his desire that everyone in the college should learn TOC, starting with the Basic Skills and Freshman Year Program faculty. Two additional institutional federal grants (MSEIP 2004–2007) and Women’s Equity in Education Act (WEEA 2005–2007) facilitated the formal Management Skills Workshop (MSW) training at the Avraham Goldratt Institute of key individuals and more faculty. The grants also provided resources to hold various campus workshops for tutors, academic advisors, counselors, and Basic Skills instructors from 2005 to 2007. In the Spring 2008 semester, President Jackson himself, along with his senior administration, reaffirmed his commitment to address institutional issues using TOC. He laid out a logical plan for administrators and middle management designed to reduce attrition during the first year.* The efforts to improve were continued thanks to four more MSEIP grants†: institutional and cooperative in 2010–2013, institutional in 2012–2015, and institutional in 2013–2016. In 2011–2013 Victor Nwaokwu, an MEC computer science major student, developed a website http://www.tocforcollege.com as an undergraduate research project supported by the New York City Louis Stokes Alliance for Minority Participation (NYCLSAMP) grants.
Among the faculty attending the formal TOC Management Skills Workshop in December 2005–January 2006, was Nancy Oley, the second author. Actually, as early as 1999, she encouraged the first author to apply TOC to the problem of student attrition. After formal training, she has supported all TOC workshops in the college and made several presentations at conferences. Since 2006 she has applied more TOC tools than anyone else in the college—in faculty development workshops, in her Faculty Senate activities, and in her courses in Psychology. Nancy is a leader in implementing TOC within content areas in an academic discipline. She has helped to develop and edit the TOC for College website: http://www.tocforcollege .com. Dr. Oley received Theory of Constraints International Certification Organization Jonah certification after completing the Constraint Management course (EM 526) taught by James Holt at Washington State University at the end of Spring 2008.
* The authors acknowledge the support of colleagues at MEC and Queensborough Community College from the Mathematics Department, Freshman Year Program, Counseling, and SEEK Department.
† Thanks to the reviewers and program officers of US Department of Education.
Acknowledgments
The authors acknowledge the collaboration and support of their colleagues, especially Darius Movasseghi and Joshua Berenbom. Quite a few figures in the textbook are from the joint work of the authors with them at AGI. It was Darius Movasseghi who took the leadership to promote TOC in the department and participated in many international presentations. The authors also received constant encouragement and support from MEC President Edison O. Jackson. They offer their thanks to all at MEC for their support. Many facilitators provided TOC training in a variety of workshops: Howard Meeks of Iowa State University; Kathy Suerken, president of TOC for Education, Inc.; Belinda Small of the Florida School system; Danilo Sirias of Saginaw Valley State University, Michigan; and Janice Cerveny of Florida Atlantic University, Port St. Lucie, Florida. Many advisors, counselors, tutors, and faculty participated in these workshops. We thank them for their support. Alan Barnard of Goldratt Research, South Africa, made an important theoretical presentation at the TOC for Education Inc. 10th International Conference, Florida, in 2007. Some slides from his presentation are included in the book. James Holt from Washington State University, Vancouver, Washington, offered an online Constraint Management course (EM 526) gratis to academics, which triggered a flurry of TOC activity around the college, including presidential retreats to complete the homework of the course. Many slides from the various MEC workshops are included in the textbook with the facilitators’ permission. Dr. Holt’s critical comments helped us to write Chapter 7—“Epilogue.” The authors are indebted to them. Thanks to Eva Chan, director of the Office of Institutional Research, and Janice Cerveny for their help in developing feasible numerical measures for Throughput and Return on Investment in Academia discussed in Chapter 6. These are important logically derived measures, not just the number of graduates. Janice Cerveny also provided some slides related to program review and strategic planning.
Tracey Burton-Houle and Steve Simpliciano were instrumental in covering the TOC roadmap by assigning a lot of homework in the Jonah course in January 2002. Steve Simpliciano introduced TOC free of charge to the first author in 2000 and facilitated the development of a CRT that matched the CRT developed in the Jonah program. Thanks to Tracey and Steve for getting TOC started at MEC. The websites http://www.TOCICO.org and http:// www.TOCforEducation.com, international conferences and Tactics newsletter of TOC for Education have been very useful for dissemination and communication of our research worldwide to TOC practitioners in education, in the prison system, and in the wider community. Many educators from the United States and abroad have been encouraging the authors to write a book for professionals in higher education. The authors are grateful to all those and the conference audiences who made these opportunities available. They are especially grateful to Howard Meeks, Philip Ording, and Choi Wonjoon of South Korea, who provided detailed improvements in the text. The contribution of Chuck Gauthier of Vancouver, Washington, toward improving the TP tools discussions was invaluable. We also thank Jordan Pola for suggesting improvements in Chapter 6.
The authors are thankful to Steve Simpliciano for writing the foreword and Rami Goldratt and Wonjoon Choi for writing endorsements for the book. We thank Christine Medansky, Senior Editor, and her excellent editing and the production team at CRC Press, and Michael Tobin for his selection of the cover art. The authors express their gratitude to the late Eli Goldratt for discovering TOC and for encouraging us by saying that we are doing important work for the college. We are sorry that he could not see this book.
Authors
Umesh P. Nagarkatte, PhD, is currently a Professor and former Chair in the Department of Mathematics, Medgar Evers College/the City University of New York (CUNY). He studied theory of constraints (TOC) methodology and management skills at the Goldratt Institute in New Haven, Connecticut. Dr. Nagarkatte has presented extensively on the topic of TOC, used TOC to develop mathematics textbooks, and has received numerous grants to further his TOC work. He did graduate work at Purdue University, Indiana, and earned his PhD in algebraic number theory from CUNY.
Nancy Oley, PhD, is a Professor and Director of the Psychology Laboratory, Medgar Evers College/CUNY. She has made numerous presentations and facilitated workshops with her coauthor on the Theory of Constraints, and has received numerous research grants. She is also the author of chapters and articles related to variety of psychology topics. She earned her PhD in experimental psychology from Columbia University.
Credit : Tony Gallego
Credit : Bruce Gilbert
http://taylorandfrancis.com
Chapter 1 Introduction
1.1 Organization of the Book
This book is organized into three major sections, dictated by the three basic questions of the theory of constraints (TOC): what to change, what to change to, and how to cause the change. Within each section, there are practical examples followed by discussion of a specific thinking process (TP) tool used to answer the three basic questions, as it applies to understanding and dealing with simple problems. If the knowledge of stand-alone tools is sufficient, the reader-creative thinker or student can study those specific tools and skip some material as directed. In later chapters, the tools are used formally to solve complex system problems within the broader context of TOC. The last chapter is a review of a systems approach using tools discussed in the earlier chapters and the TOC roadmap, and mainly for department heads and administrators who are sincerely interested in the Process Of OnGoing Improvement (POOGI) and are not just interested in a Strength, Weakness, Opportunity, and Threat (SWOT) analysis of their department or institution for a program review or a strategic plan.
1.2 Reasons for Writing This Book
1.2.1
Student Empowerment
An instructor has accepted two students to do research with her during the summer. One student, Cheryl, is very responsible and hardworking. She does her homework regularly while taking care of her three children,
1, 4, and 7 years old, at home. The second student, Mary, did not respond to numerous e-mails that the instructor sent. Before the actual research began, there were several steps that had to be completed such as obtaining Institutional Review Board Certification and attending a workshop. Cheryl completed them in a timely fashion. Mary, on the other hand, came up with different excuses as to why she was unable to get certified. After talking to people in charge of the research, she was granted a 2-week extension to finish the certification. Luckily, Cheryl and Mary showed up on time at the first research meeting. The instructor warned Mary that if she did not complete the certification during the grace period, she would be out of the program. Cheryl helped Mary to register for the certification, and after 10 days, she completed the requirement.
In the meantime, the instructor met with her two students twice a week. Both came on time. However, Mary did not do her assignments most of the time, and whenever she did some work, it was all wrong. She did not follow any of the instructor’s directions. She could not concentrate during their meetings, always yawning or showing disinterest in what was going on. Whenever Mary was told that her work was unsatisfactory, she started crying. When asked if she had other issues at home bothering her, she would just nod. However, sometimes, Mary was engaged and came up with unusually good ideas regarding research. This gave the instructor some hope.
During one meeting, she told Mary that she is intelligent but behaves very irresponsibly. Mary whimpered a little. That day when Mary and Cheryl were working together in the next room, she went to see if they had completed the work. There were a couple of papers and a pen lying on the floor. Cheryl said that they belonged to Mary, but that she had been gone for some time. Cheryl mentioned that Mary had expressed disgust with her life in general and had thrown all of her papers and pen on the floor. But after a few minutes, she picked them up. When Mary returned, the instructor asked her what was really bothering her. Mary started sobbing and told her that she was not crying because of anything that the instructor had said to her.
Mary had major problems at home. Her father had passed away when she was young. Her sister was behaving badly, and her mother was seriously ill. Being the only child around her mother and being very shy, she always got blamed for all the difficulties that the family was having. The family was poor. Mary did not have enough money for public transportation to come to school more often. She did not have a computer at home and had to come to school to have access. After hearing her predicament, the instructor
advised her to go to a counselor, because she herself was not an expert in handling problems of this nature. Before she left, the instructor assigned Mary homework for the next meeting 4 days later. Mary went to a counselor. Three hours later, she returned to the instructor with a happy face and gave three typed pages of the homework four days in advance of the deadline. She confirmed the instructor’s gut feeling that Mary was quite intelligent. Her work was almost perfect; only minor changes had to be made. This was the first time that she had done any satisfactory work. When asked what caused the sudden change in her attitude, Mary said that the counselor gave her some immediate steps to take and told her that anytime that she needed help, the counselor would be there. This reassurance really helped her. The instructor also reassured Mary that if she had any problems in her research, she should feel free to contact her by e-mail. She also advised Mary to spend more time in school studying in order to keep her mind off her situation at home and so she could graduate, get a job, and help her mother. Mary also mentioned how patient Cheryl had been, listening to her problems. Cheryl had also taught her how to use Microsoft Word and Excel.
This day started out to be disastrous, but ended on a very positive note. The instructor was looking at a happy young woman who was ready to handle her numerous problems. The instructor and the counselor had both undergone TOC training and had just implemented it to empower Mary.
In short, teachers should not give up on a student just because the student is not working up to expectations. The student may have nonacademic issues standing in the way of him/her giving the required time to the academic work. TOC has TP tools which can be used to address both academic and nonacademic issues. The student should be referred to a counselor, and both the teacher and counselor should work together using TOC tools to empower the student. In this way, TOC becomes a Theory of Empowerment (TOE). This does require training in TOC for both teachers and counselors as well as communication.
1.2.2 Who This Book Is Intended For
◾ This book is written for students at the high school or college levels who need to have skill in reading comprehension, summarizing, problem solving, and completing projects. Students have dreams. They also have self-doubt. They can conquer their self-doubt by following their dreams. For this, they need to be proactive. Being proactive means acting appropriately in anticipation of future problems, needs,
or changes and not being bogged down by the past or blaming someone. These students must know how to resolve conflicts, write persuasive essays, solve problems—academic and nonacademic—know the consequences of any action, make decisions, prepare projects, make presentations, and manage time. They can learn specific TP tools discussed in this book to cover these areas and be proactive. Starting a TOC students’ club and repeatedly working on various issues that arise in students’ lives would help students to become proactive and help one another to succeed.
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vague sense within me of a growing panic.
It seemed a deadlock. And then began movement; strategic movement. From one portion of his line Thone suddenly withdrew a number of his thinkers. They came sweeping around to our side. With this reinforcement we became stronger over here, and the red chaos surged inward. I saw it flow almost to engulf the crouching Brutar fighters who were here opposing it. Saw a few of them fall— ghostly shells lying inert—and above them a something luminous, the Ego-mind deranged, unhinged, hovering, then winging away into death....
A shape hurriedly approached us; a man with harried, anxious face. "Thone! We are too weak now upon the other side. The Red Death is almost upon us there! They want the thinkers back."
Thone ordered them back. He turned to me. "We will win, Rob." But I could not see it so.
"Look!" He gestured. "There is a haze above the red. It passes inward—can't you see that? And they cannot stop it. They have not been trained, for they do not know what it is."
Above the red seething ring, where the opposing thoughts were meeting, I saw as he said, a haze. It seemed a dim purple. It was floating up and inward. Very tenuous, hardly to be noticed. An imponderable something.
Thone said, "A quality of our thought which they cannot combat since they do not know what it is—or realize perhaps its presence. But its influence will reach them in time."
He swung upon the attentive shapes near us. "Ohl—give orders not to hasten. Hold the deadlock. Keep them there. Do not hasten. We must drive up the others if we can. Brutar and the others—"
Brutar! His few picked men down there in New York working death and destruction! I had forgotten them completely. Thone issued other orders. "If thoughts of distress come from here—let the thoughts out. They may reach Brutar—bring him back to help his battle here. Let
out their thoughts that way." He gestured toward New York. "And if we drive Brutar and his men up here, let them in."
Other orders. A hundred or two of our fighters withdrew from the line. One here and there, ceasing to fight, coming toward Thone, forming behind us. A picked force with which we were to descend into New York.
And soon, leaving the scene here, we sped under the grey shadows of Westchester, southward toward the city. And in time, came upon it. New York! Splendid giant. Like some great helpless lion standing harried. Cuffed, wounded, stricken. Unable to fight back. Amazed, bewildered, yet undaunted, ready to fight. But helpless.
CHAPTER XIX
THE STRICKEN CITY
The little glowing bricks had been spread in scores of places. The acres of tumbled masonry which once reared aloft in proud splendor —the Woolworth Building—lay still smoking. Other buildings were down. Lower Manhattan—its pile of monuments to the engineering skill of man—was interspersed with areas of ruin. A smoke pall hung over everything. Through it as we arrived I saw another giant building come down....
A warship lay in the upper harbor Small boats were clustered around it. Over its decks and within its structure, men were frantically rushing. It stood there, a shadow on the shadowy water, the embodiment of impregnable power; the small anxious boats around it like milling pygmies trying futilely to help its distress.
Then men began pouring from it. The little boats took them and made off. Alone it lay there. Motionless. Then there came a surge of its giant bulk upward—a torrent waterspout as of a great mine exploding beside it. Bow down, it began to sink.
The Statue of Liberty fell. Head down, with torch plunging like a falling symbol....
The great Fort Wadsworth guarding the Narrows, as though an earthquake had torn it apart, rose and shook itself and fell into a shapeless mass. A small police boat was scurrying by in a panic. The tumbling white waves engulfed it....
The Brooklyn Bridge lay broken and fallen. Its dangling cables hung like rent cobwebs ripped apart by a giant, ruthless hand.... Figures of men were clinging to parts of it.
Death, destruction everywhere. But there were soldiers grimly standing in Battery Park. Machine guns idly standing. Another
warship, unattacked, belching belligerent smoke, moving majestically around the Battery from one river to another.
A harried lion. Undaunted. But helpless to fight.
Beneath the shadows of the lower Hudson we came upon Brutar and his clustered cohorts. The devastation was slackening; the bricks had done their work. Brutar was doubtless thinking of rejoining his people up there under the little Westchester town. He saw our shapes, and started north. We followed. Urging him on, but not attacking.
Thone began, "Once we get them all together up there—all of them together—" But he did not finish.
Our lines let them through. It was a crescent battle line now, open to the south. But when Brutar swept in we closed it as before. The scene here had changed somewhat since we left it. The lurid red of the opposing thought-streams still held balanced between the lines of the fighters. But in one place it was indented now far into Brutar's territory—a red gash like a wound gaping amid his huddled throng. And I noticed, too, that the dim purple haze hung now like an aura close above the heads of our enemies.
I asked Thone about it. He said, "Those who are not fighters in there are beginning to feel our thoughts. Perhaps even they begin to suspect what awaits them. Soon the fighters also will know."
He spoke quietly, but on a note of calm certainty that in the end we would triumph. From that same height we watched the scene. Almost immovable, struggling ghosts—grey translucent shapes to my vision as now I regarded them. Yet—I wondered—were not those shapes of Brutar's people more solid than our own? A vague shudder mingled with triumph unholy, swept over me. Was it fancy, or was there indeed a change?
I could see Brutar, or at least a shape I assumed to be his, raised upon a height in the center of his forces; his arms waving; his soundless voice doubtless exhorting his fighters to greater effort. The fog of purple haze swirled about him, tinting, but not obscuring, for it seemed utterly transparent. Was it my fancy that Brutar's shape was of changing aspect?
And then I was aware of an uneasiness growing in the mob huddled there in the midst of the fighting. A stirring. A ripple of movement. Spreading like the ripples of a pebble thrown into a pond; spreading until abruptly the mob was surging, struggling to break the bonds of its own protecting ring of fighters.
The fighters felt the press of the throng behind them. Their efforts wavered. With diverted minds their thought-stream weakened. At once the red tumult moved in upon them.
But Thone called his orders and a score of shapes relayed them throughout our circular investing ring. I could not understand it. We were not to press our advantage. Our fighters lessened visibly the strength of their attack. And our antagonists in a moment recovered.
Thone said quietly, "No, Rob—if we were to force in there now and overwhelm them, there would be many minds unhinged, but not driven irrevocably away. They might return. It is my aim to destroy them completely—mind and body—annihilation!"
Savage purpose, savagely expressed! But he added, "It is best—and I think, more merciful."
CHAPTER XX
THE DESTRUCTION OF THE GHOSTS
There came presently a sudden change to this silent battle. For the purely mental, abruptly was substituted a semblance of physical struggle. The two mingled. In the Ego-world it would not have been possible; but here in the Borderland, these bodies of half-material substance abruptly found themselves capable of it. From physical immobility there sprang movement. A panic at first; but Brutar quelled it, organized it into a concerted rush. His mob, his fighters, began pressing forward in a single direction. The Borderland slope lay well beneath the ground level of the village overhead; but off to the left there seemed an area in the outskirts of the town where the slope and the ground of Earth reached a common level. And Brutar's people were pressing that way.
They surged forward; were forced back—surging and rebounding as one would press against a yielding but entangling net. Our lines, and theirs, and the red tumult of conflict surged with them; bending, but the whole scene holding its contour. And I saw that very slowly, with each forward sweep and rebound they were gaining in their direction.
I heard Thone beside me addressing Will. "They will never make it. They will be too late." He seemed to realize something. "Those people up there in the town, Will—they must escape! Abandon the town! All of them escape—now before it's too late!"
Will said, "If we could only communicate with them. Do you suppose we could?" And Bee eagerly put in, "Let's try. Let Rob and me try. We will go up there to the level."
They explained it all to me then. Horrible, sinister, shuddering outcome! Grewsome! Of course, the Earth-people in the town must escape....
Bee and I together took ourselves up the Borderland slope to the outskirts of the village where the slope was level with the ground. We were now half a mile beyond this spectral town which was thronged with ghostly vehicles and ghostly people staring in wonderment down at the battle scene.
We came to the common level, stood upon a spectral road with a few wraiths of houses lining it. There seemed no people here—they were all crowding the town to gaze at the struggling ghosts directly beneath them there.
"No one is around here, Bee." But no sooner had I said it than we saw, standing by a fence nearby, a ghost warily regarding us. A man in uniform, a State trooper I thought. He appeared, standing there alone, to have no desire to approach us. But I waved. And Bee waved. We carefully advanced upon him—carefully, for fear of startling him into flight. Gesturing, smiling with every effort to appear friendly. He understood us at last; came to the middle of the road, and there we joined him.
Fantastic meeting! Ghosts, all of us, standing there in a group, gesturing. I put out my hand as a friend, and his came to meet it. Touched it? Had a billion million miles of Space and Eons of Time been between us we could hardly have been further apart!
But at last we made him understand. An ingenious fellow! He took a shadowy paper and pencil from his pocket and wrote what he thought we intended to convey to him; and we read it and nodded and smiled—grimly, for this was grim business indeed—grim, horrible!
When at last he knew, astonishment, terror was upon him. And he was off down the road at a run, waving his arms, shouting no doubt, screaming to everyone his terrible warning....
We rejoined Thone upon the height overlooking the struggle. He murmured, "I see you were successful. And just in time—this is
almost over now."
The battle lines still held. But what a change was come to our enemies! There was no mistaking it now—their bodies were materializing. The purple haze carrying the malignant influence of our fighters, was forcing their bodies into the Earth-state!...
The town above us, warned by our messenger was emptying. Vehicles—shadowy moving shapes of cars and wagons—were scurrying out of it over all the roads. The houses were empty; the roads all thronged with fugitives on foot. Empty-handed; and families trudging with what little worldly goods they could carry in their arms. Wagons and cars piled high with household furnishings hastily rescued. The lines of pedestrians urged, lashed to greater haste by frightened officials. An exodus from death into safety....
The end came suddenly, unexpectedly swiftly. Thousands of ghostly bodies, there beneath the ground of the village abruptly leaping over the last gap into material being. In the ground—the earth, the rock— the very atoms of these foreign bodies intermingled, blended to their essence with the atoms of the rock and soil. And suddenly leaping into solidity....
The scene everywhere seemed to shudder. Its grey details slurred into a blur, a formless chaos of power unleashed. A soundless rumble; a sweep of tumbling movement. Upward, with a burst; an infinity of newly created entities demanding space. Space! Demanding it; heaving upward over the path of least resistance to find it....
As though, there in the bowels of the earth a pent-up volcano had suddenly broken forth, the abandoned village heaved into the air; rose, shattered apart, and fell in a tumbled waste. An earthquake, a very cataclysm of nature outraged....
A shattered, tumbled mass of wreckage where a moment before there had been a village.... Fire leaped to the last destruction.... Smoke rolled up in great spiraling clouds....
And visible, down beneath the ruin, a ring of victorious shimmering ghosts, standing awed and alone in the empty darkness....
CHAPTER XXI
EACH TO HIS OWN ALLOTTED PORTION
We stood in the Borderland with Thone and Ala. "You will not return to our Ego-world?" said Thone. It was a statement in tone, rather than a question. "You are right, friends. Each to his own, as the Creator intended. Your world, better for you —but ours, best of them all, for us."
Ala was standing close by Will. So near was she to our Earth-state, here in the Borderland, that I knew she had felt for Will those stirrings we call love. And now she was fighting them. He touched her. "Could you not find it best to come with my sister and me, Ala?"
But she shook her head. "No. Father speaks truth. One should hold in contentment his allotted portion." But I think it tore at her with a new, very human temptation. "Good-bye," she said resolutely. It wrenched at us all. Friendship, even over so brief an interval, cannot be lightly broken. We told ourselves we would not break it. Some day, some time, we would again come together. "Good-bye." Soundlessly it echoed within us. Will, Bee and I stood silent as we watched them trudge away into the shadows and the darkness.
Each to his own allotted portion.
Thone had assured us that our natural tendency of body would be to resume an Earth-existence from this adjacent Borderland. And Will had formerly returned and found it easier than staying. We located, after roaming a time, that corner of Will's own garden where the ground level of Earth coincided with the Borderland slope....
Solidity! Again—at last—we were solid, human—wraiths no longer Will had gone on into the house; Bee and I lingered in the garden. Blessed sounds and sights and odors. We could hear the murmur of insect life; hear the night breeze stirring the leaves, feel it fanning our hot cheeks. The roses and honeysuckle were heavily, thrillingly odorous. The moon bathed us with its pale silver fire.
I took Bee in my arms. She came, willingly, eagerly, trembling with this new-found world of love. And returned my kisses, and clung to me.
"Each to his own, Bee darling. How good this world of ours seems! I never appreciated it before. Did you?"
"No! No, never!"
But I appreciated it now.
THE END
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