THE STRUCTURE. /. OF. MAGIC. I. A Book about Language and Therapy. BY Magic 1 by josh Doolan. @C Chapter 1 THE STRUCTURE OF CHOICE. 5. The Structure of Magic Vol smelarpeppame.ml RICHARD BANDLER Structures the client uses. Magic: 3-Step Discipline for Calm, Effective, and Happy Parenting. The Structure of Magic Vol smelarpeppame.ml Pages · Harrington on Hold em Vol smelarpeppame.ml Magic: 3-Step Discipline for Calm, Effective, and Happy Parenting.
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volume, Grinder and Bandler have succeeded in making explicit the syntax of how 1) I was taught how to do techniques which seemed to be. The Structure of Magic Vol II - Free ebook download as PDF File .pdf) or Milton Erickson collected work Volume 1 Nature of Therapeutic Hypnosis Sample. The Structure of Magic - Download as PDF File .pdf), Text File .txt) or view presentation slides online. Patterns of the Hypnotic Techniques of Milton H Erickson Vol II smelarpeppame.mlntin Gorgos - Vademecum in Psihiatrie. Uploaded by. me_fla.
Blowing It Up Chapter 6. No panic—I asked for help. A director and a production manager suggested Joe Gilland, a rookie animator in the in-between department. They said Joe had loads of talent and lots of promise. I was stuck with a rookie and an impossible deadline. As it turned out, Joe did have the skills I needed. Most artists can see the big picture and put a frame around it. Special effects artists have to notice the details, especially the details.
You need to know which details matter, how to simplify them even cut , and what to emphasize. Render them, save to disc. When I met Joe he was just starting out, but as we worked it was clear he had these instincts.
He was, I could see, a natural observer. And Joe had discovered a new direction for his skills. Enjoy this book. Learn from it. Take it if you really want to. From inanimate objects, we create life. From wood, minerals, and plastic, we create seemingly conscious, living things. From these same inanimate tools we can create a compelling interpretation of the elements as we know them: Earth, Air, Fire, and Water.
And then there are the elements that are born in our fertile imaginations. Wonderful, mystical, magical elements like pixie dust and magic potions, spiritual entities, ghosts, and portals into other dimensions. It is energy that we animate when we create special effects.
H2O molecules alone do not create splashes and waves. Left alone, water is static to the naked eye, although its molecular structure we understand to be a buzzing, whirling universe of particles, thanks to the insights that physics has given us. Observe a glass of water that sits undisturbed, or a lake, dead calm in the early morning stillness.
Water is absolutely still when it is left alone to its own devices. The splashes, ripples, and waves that we see in our everyday lives and recognize as water would not come into being without outside forces coming into play. It is these interactions between water and its environment that make it come to life. It will be extremely globular and thick, with far fewer individual shapes and drops breaking off from the main body of the splash.
And that reaction can vary a great deal, depending on how watery or how thick the oatmeal is.
I repeated the message again and again, driving home the fact that as special effects animators, we do not animate things, we animate energy. All too often I have seen novice animation artists attempting to animate shapes and lines, rather than the underlying energy that drives an element to movement and form.
This is a common mistake for character animators as well. Add some wind, and the liquid surface becomes animated, alive with motion.
How would I react? Starting with a blank sheet of paper, we will experience together the step-by-step technique of animating a special effects scene. This includes imagining and even voicing the sound effects that would accompany the effect being animated, to better mimic and put oneself into the environment in which the effect takes place.
Making splashing sounds, crashing sounds, explosive sounds, and even twinkling magic sounds as I draw are all part and parcel of my creative special effects process.
PREFACE xxi Another important aspect of my writing about and demonstration of my special effects technique is that as much as possible, I try to keep my language simple. However, it need not be rocket science, and the principles of physics can be easily explained in simple, good old-fashioned English. Scientists love to dream up new, complicated, intellectual-sounding words to describe what are actually very simple events to understand, without a degree in physics. This phenomenon occurred for the simple reason that the initial designers and creators of this software were indeed scientists, not animators or artists.
Unfortunately for all involved, there was a disconnect between the two disciplines, as the majority of software developers seemed to be unaware of the fact that animation had already been evolving a language of its own for the past 60 to 70 years. At this stage, I would like to pay my respect to the men and women who have, for as long as we have studied animation, devoted themselves to understanding physics, and to developing computer hardware and software designed to mimic and understand elemental dynamics of various kinds.
I understand, and also respect, that these physicists and scientists had developed a very concise and descriptive language to describe the various phenomena that they were attempting to describe. However, it is a language that the average Joe cannot wrap his head around. If anything, I have found it frustrating to have to learn a whole new technical vocabulary in order to navigate some of the high-end dynamic effects software programs commonly in use today.
It is best, I believe, to erase the lines between artist and scientist, and speak in a language that is immediately accessible to us all. PREFACE xxvii The real beauty of understanding and animating the elements is that it really is accessible to everyone, and it need not be an overly complex undertaking with a steep and daunting learning curve.
I believe that a great deal of the understanding of how it all works can be grasped intuitively, with the imagination, rather than the intellect. We can access that level of understanding if we make understanding the elements an integral part of our lives! And subliminally, we have been absorbing that information our entire lives. Our memories and imaginations are full of it, especially if we pay attention. This photo, taken by a student in her backyard, is an excellent example of the kinds of incredible effects we see in our everyday lives, but miss out on if we are not paying close attention!
The report also emphasised the appropriate use of technology, confronting difficulties rather than avoiding them, greater use of mathematical language and the need to ensure that learners understand how they have learned things as well as what they have learned. This said there has not been any controlled research to test these claims. In such a context, communication skills usually found in therapeutic contexts might be useful. Formal clinical hypnosis is an increasingly established field see Oakley and Halligan, , for a review of the cognitive neuroscience evidence , however, it has also been demonstrated that hypnotic-suggestive communication can have an effect outside of formal hypnosis in contexts such as advertising Kaplan, Furthermore, an emerging consensus in the field of hypnosis Kirsch et al.
In relation to NLP one recent study also suggested evidence for a relationship between some NLP techniques and hypnotizability.
Research by Kirenskaya and colleagues showed a decrease in negative emotional intensity for both high and low hypnotizables but with autonomic activity heart rate, skin conduction span decline observed in high hypnotizables only.
Image vividness and emotional intensity were also significantly higher in the high hypnotizability subjects. Whether NLP represents a sub-school of hypnosis, a set of techniques, or a field of study in itself remains a live debate see Tosey and Mathison, This study has sought to integrate two domains: NLP influencing strategies; and innovative maths pedagogy including approaches such as higher levels of collaborative learning, challenge, engagement and higher-order questioning - both of which claim benefits, assess their combined effectiveness and the extent to which the NLP training might enhance effective pedagogy.
Therefore, this research sought to contribute to both the debate about the usefulness of NLP in education and the effectiveness of NLP in general.
The present study consisted of a research design with three between-subject conditions and a within-subject pre- and post-treatment maths attainment test. The three conditions were: 1 teachers given no training control condition ; 2 teachers trained in innovative maths pedagogy involving higher amounts of higher-order questioning, challenge, problem solving and collaborative learning ; 3 teachers trained in NLP influencing skills in addition to the innovative math pedagogy training in Condition 2.
Each adult learner participant group took the same maths attainment test pre- and post-treatment. A review of the literature and subject matter content of NLP training suggested that NLP communication skills were unlikely to improve maths attainment in themselves if the quality of pedagogy being used was in question because NLP communication skills are essentially content-free.
Rather there was more likely to be a measurable effect if a baseline of good pedagogy was established and known to be in place. No prior studies were available on which to base an effect size estimate. An effect size of 0. Anticipating substantial levels of participant attrition, because of the transient nature of adult numeracy classes, the recruitment approach aimed for a target number of Recruitment was via e-mail and presentations at networking events and targeted the teachers of adult numeracy learners across the southeast of England.
Initially, 37 Further Education sector teachers expressed interest in participating in the study, 24 teachers eventually took part with adult learners completing the initial baseline testing. Offender learning was not eligible because of data sharing issues. As anticipated, there were substantial levels of participant attrition during the study.
Six learners whose scores were above this cut-off point were withdrawn from the participant group following the baseline test. Table 1 As an incentive, teachers whose classes completed the research could attend a post- research conference and additional training. There were no incentives for the adult learners. All participants received treatment that was in accordance with standard ethical research guidelines. Materials All adult learner participants received the same pencil and paper single level maths test that they completed pre- and post-treatment.
Participants also completed a demographic questionnaire e. In addition, participants completed an attitude to maths learning questionnaire, repeated pre- and post- treatment. A further research paper currently in draft will discuss the results from this. Procedure Prior to the administration of the pre-treatment test and demographic questionnaire the teachers were randomly allocated to one of the three conditions described above, whilst controlling for a number of background factors to ensure a similar distribution in each condition.
The controlled variables were teacher qualification level, number of years in teaching, spread of experience in teaching Skills for Life Numeracy, Functional Maths and Key Skills - Application of Number.
The implication being that any effects are perceptual or placebo and exist only in the minds of converts — although no research has tested this hypothesis yet. In response to this criticism, the present study implemented a number of additional controls.
All other participants remained unaware that NLP was part of the research design. No teachers whose learners completed the study had received any previous training in NLP.
The adult learners gave consent before completing the pre-treatment maths test, attitudes questionnaire and demographic questionnaire. Teachers conducted the pre- and post- treatment maths attainment tests in their own classrooms in Further Education, sixth form colleges, work-based learning providers and adult and community learning providers.
There was no time limit for the test. Learners could take as much time as they needed to attempt in one session within one lesson as many questions as possible before handing in the test paper. Where there was variation this was similar within each condition. Teachers themselves received instructions to avoid reading the maths test and simply to invigilate the test on the two occasions, collect it in and post it immediately to the project administrator.
The three conditions were as follows: 1 No training Adult learners in this group completed the maths attainment test at the beginning of the allocated time-period and again at the end, their teachers received no training from the project between the two testing points. Teachers in Condition 2 were encouraged to use the online adult numeracy resources available at the Learning and Skills Improvement Service Excellence Gateway throughout the research period.
Participants also received non-NLP related mentoring support to help them to embed the training that they had received. This mentoring was carried out by the same mentors who mentored group 3 see below all of whom were trained to NLP Diploma level but in the case of group 2 were briefed to avoid using any NLP related techniques. At the end of the allocated time-period, the adult learners completed the same single level maths test again.
The teachers also received a further 4 days of training in NLP. Specifically, the teachers were taught how to create positive presuppositions and suggestions and how to use: cause and effect and complex equivalence patterns, chained modal operators, double binds, embedded commands, linkage language, pacing and leading, universal quantifiers, yes set and yes tags.
Results Descriptive statistics show that the mean for the single level maths test improved from Figure 1 To address hypotheses a and b paired-samples t-tests compared pre- and post-treatment adult learner maths attainment in the three conditions: no training, training of teachers in innovative maths pedagogy; training of teachers in NLP influencing strategies. Further analysis used a 3 x 2 analysis of variance with post hoc comparisons.
In relation to carrying out the paired-samples t- tests, pre- and post-treatment maths test within-subject data was satisfactory in relation to assumption of normality and the presence outliers. The final analysis applied post hoc tests suitable for use with unequal samples sizes.
In relation to the assumptions required for the analysis of variance and between-subject post hoc comparisons, the pre-treatment data violated the assumption of homogeneity of variance, therefore the data was analysed using the Games-Howell multiple comparisons test. The largest statistically significant improvement in maths attainment was for the participant group whose teachers trained in both NLP influencing skills and innovative maths pedagogy.
As can be observed in the data above, and in Table 2 below, innovative maths pegagogy alone also improved attainment with a mean difference score that was nearly twice that of the control condition.
This is also the case for the innovative maths pedagogy alone results. By contrast, the confidence interval data from the NLP and innovative maths pedagogy groups indicates that the statistical model presented by the data is likely to represent true values for the population from which the samples were drawn. Figure 2 Table 3 A 3 x 2 analysis of variance with repeated measures explored the trend seen in Figure 1, above.
The dependent variable was maths attainment. The first factor was the condition no training; innovative maths pedagogy; NLP and innovative maths pedagogy. The second factor was the timing of the maths test before or after treatment. In order to explore the meaning of the data post hoc analysis used a series of contrasts comparing the pre- and post-treatment interaction with the three conditions.
The first set of contrasts explored the differences between the levels for the pre-treatment maths tests. This test also allowed for the treatment of one condition as a control the no training group and for the comparison of other conditions against it.
Discussion The current research intended to examine the extent to which innovative maths pedagogy involving higher amounts of higher-order questioning, challenge, problem solving and collaborative learning could improve adult numeracy attainment and whether training in NLP influencing skills could further enhance any improvements. A review of the literature showed that there had been no large-scale quantitative research studies in relation to either of these areas.
Whilst the info is still good the book tends, to become very repetitive fast. Instead i would recomemend NLP for begginers which summarises this page text in 20, Along with many other developments in the field. Sep 21, Irma Walter rated it it was amazing. I studied it and started evaluating my own language. What surprising things I found out about myself. We get strangled by our own habits and interpretations. Talk is powerful.
However, we would have to agree to be healed by words. Otherwise, we'd just generalise again: Nov 09, Rafael Alves rated it it was amazing.
This book is NOT about mind manipulation, it's NOT about reading minds, it can't even be used for misguided purposes for if anything, this book will tell us how in a simplified way, we operate in the world through our minds and build different internal representations of the world based on what we have experienced - some chances for improvement and action, or lack of choice and freedom.
And even the techniques distilled by Bandler and Grinder from all sorts of therapeutic are confied therefor to This book is NOT about mind manipulation, it's NOT about reading minds, it can't even be used for misguided purposes for if anything, this book will tell us how in a simplified way, we operate in the world through our minds and build different internal representations of the world based on what we have experienced - some chances for improvement and action, or lack of choice and freedom.
And even the techniques distilled by Bandler and Grinder from all sorts of therapeutic are confied therefor to the walls of therapeutic work, this is NOT to be used idly or for sports but in careful closed guided consideration one must have to fix our learned disabilities if i can use such a word i don't agree with myself.
Now The Structure of Magic specifically applies to the explicit grammatic structure of a person's understanding of the world, it focuses on the 'well formed in therapy'.
Very excited about Volume II, should go into integrating sensorial perceptions more brashly with the digital, that is words themselves.
A must read for every potential and current therapist, and enthusiasts of the field. Mar 22, Jose rated it it was amazing. This book is amazing! Not only the content but the way it is written shows that the authors live by their own standards in working through the subtleties of language. This book elucidates the nature of human reality, the only reality that humanity knows. It ties language to the essence of our reality and implies if we can learn how to handle our language, we learn how to handle reality itself or that which we perceive reality to be.
Learning the content in this book is empowering, I don't say tha This book is amazing! Learning the content in this book is empowering, I don't say that in the motivational or emotional sense, I say it in a practical sense. I'm starting to sound too abstract This is exciting.
I can't wait to read volume 2! It's divided into two part. The first part is the usueful one. I think this one is the most valuable book ever ridden by me. It explains how thoughts are shaped by words, and it explains how to think.
Literally, how to think. Jan 12, Manglio Reyes rated it liked it. Jan 14, Lopamudra Banerjee rated it really liked it. Excellent reference book for those who provide Coaching and Therapy. Nov 20, Justin rated it liked it Shelves: Mostly about hypnosis. I was expecting this to be more about the power of language and psychology.
Aug 20, Brian Hohmeier rated it liked it Shelves: Jun 06, Vaas rated it really liked it. Aug 19, Damien rated it really liked it. The premise is that knowledge from the field of transformational grammar is extremely useful in therapy. The text is very dense and technical but there are a lot of explanations and examples and the only prerequisite for the material is a fluency in English.
First there is our experience of the world, our senses and perception. They are too vast to understand or even remember. We reduce them to a model; our model of the model. When we communicate we create a model of that model.
These are the Engli The premise is that knowledge from the field of transformational grammar is extremely useful in therapy. These are the English sentences we speak, the surface structure. This model is a reduced version of our complete linguistic model of the world, the deep structure.
The transformation from deep structure to surface structure is both unconscious and rule-based.
The rules that describe these transformations is called transformational grammar. Transformational grammar can teach us to identify things that are missing from the surface structure. If they are present in the deep structure they can provide more clarity to what is being communicated. If they are missing from the deep structure, they may be the cause of the pain the client is feeling. Dec 08, Otter57 rated it really liked it Shelves: Remarkable book and one that should certainly be read by anyone interested in NLP.
It forms the basis of most of the ideas underpinning NLP and explains them much better than many of the books that came after. Like experience and our representation of experience in 'deep structure', many of the ideas have gone through a little too much generalization, distortion, and deletion: The book is dated, but still highly valuable in its insights. I read it years ago and then came back to it again recent Remarkable book and one that should certainly be read by anyone interested in NLP.
I read it years ago and then came back to it again recently and gained a lot more out of the second reading. Chapter 3 and 4 are very practical, and Chapter 6 gives an excellent if rather dated description of the Metamodel's usage within other therapeutic systems. Jan 30, Patrick Eru rated it liked it Shelves: The ideas expressed in the book appear to me to be simple, far-reaching, and mostly uncontroversial, unlike other NLP-related theories, like eye positions.
The book is, however, very much targeting therapists, and I do not have the opportunity to incorporate their ideas into a regular practice of mine.
My main criticism—quite ironically, for a book about grammar—is that the text is very hard to read. Their grammatical constructions are heavy and unnecessarily complicated, making the reading proce The ideas expressed in the book appear to me to be simple, far-reaching, and mostly uncontroversial, unlike other NLP-related theories, like eye positions.
Their grammatical constructions are heavy and unnecessarily complicated, making the reading process way less enjoyable than it should be. Must read para terapeutas. Mar 17, Laurynas Zubko rated it really liked it.
Not the best writing style Meta-Model is a practical tool for starting challenging believe systems and "reality" subjective mental constructs through language. Jun 14, Jesus Perez calderon rated it really liked it.
La mia recensione su https: Sono ben accetti i consigli per migliorare: Aug 19, Jim rated it it was ok. Sep 22, Count-daniel Fogarty rated it it was amazing. Fantastic book for clarifying human communication Jan 17, JD rated it it was amazing. Extremely interesting and informative. Jun 17, Maggie rated it really liked it. A bit hard going but interesting stuff. Aug 18, Priidik Vaikla rated it it was amazing.