The Perfect Words

Years ago, when I was considering being a full-time writer, I took a "Writing the Short Story" continuing education class at Rice. It was fun, interesting, and was a terrific breeding ground for it's own short story thanks to one of the students getting blitzed on JD most nights. One evening I remember the professor said that short story writing is actually much harder than writing a novel, because you have to be so precise with the words. 

Having written both now, I would say that they're both hard, in different ways. I wouldn't say short stories are harder. 

Psycho Love

I had a chance to re-read a post from several months ago (see here) where I wrote about "better to have loved and lost than to never have loved at all." 

I've been giving that some thought lately and I'm still not sure where I come down on it.

Shark Attack

I heard from another veteran from my group in class and he brought up the function that Army Shark Attacks play in memory development, and he was irritated by the fact that Shark Attacks would not be a part of the Basic Training experience for new recruits since they are looking for a "kinder and gentler" Army. 

I remember the “shark attack” too when I first got to Basic Training and I remember even more clearly the stress and fear that my team leaders inspired constantly when I was a private in my unit. Being a team member under Sergeant Taylor meant that every day was a shark attack. 

One interesting aspect of this is that our unit went out of it’s way to include MORE not fewer shark attack style stress events and use them in our training. We would have “stress fire” ranges where we had to complete obstacle courses in full gear, run to the range, be forced to workout with E-5s screaming in our ears, then be asked to shoot. What was remarkable was that over time we became more and more deliberative over time and were able to excise the stressors and outside influences to focus on our shooting and moving. In fact it was this “return to basics” mentality in the midst of the stress fire that allowed us to move forward. Those who had difficulty were either re-trained (meaning more stress fires) or packed up for other units. 

Shark attacks and stress fires actually made our unit cohesion, our capabilities as soldiers, and our abilities as shooters more effective and encouraged us to return to basics and remember training. I was sorry to see that the military had gotten rid of that unique aspect of Basic Training. I’m glad Karl brought Shark Attacks up and made me think of those distinct memories. 

I Warned Ya

I said I wasn't going to stop posting these. Here's another couple. This one though I want to show how so many different people can see different things in the same book. 

The first is from Botkin. 

I love the fact that she said the ending would be a surprise. This more than any of the other novels I've written I wanted to be a break in form and completely stun the reader at the end. I think hearing that Botkin was surprised is a great thing to read from a review. 

Then we get Alex's review.

First, I'd like to think that 4 stars aint bad, and being called a typical conspiracy theory writer, isn't that bad a thing to hear. There are some really good typical conspiracy theory books out there. I think it's interesting that Alex thought the story was predictable, but Botkin thought the ending of the story was a complete surprise. 

Finally, there is Samantha, and I can't get enough of this one. "Created a depth that many books are missing" and "really makes you think" . . . Can't think of higher praise.

Again, if you'd like to read one of my novels for free (see here) just let me know and I'll send it to you. Already, I've sent out three since the last time I made this offer (see here). Also, if you'd like to see any or all of my reviews, take a look! (see here).

Learning Styles

We are often asked, "how do you include adult learning styles into your training development." The theory that many of our learners have is that there are a set of prescribed styles that learners naturally fall into and that by knowing the styles and knowing the styles that most of our learners conform to, we can make our training more effective. For example, many people enjoy hands-on training more than computer-based training and there is a perception that our users are more apt to learn via hands-on training so it is, therefore, more effective. 

In reality, there is more to it than that. 

Hands-on training usually has far fewer students than larger training, so the instructor can devote more time to the instruction and to each student. 

Hands-on training stimulates more long term memory development because it usually engages more memory-making neurons in the brain. Sensorimotor neurons, place cells, boundary cells, are all being used. 

It's not just that some people learn better with hands-on training, its that hands-on training is more effective so people tend to remember it more. Most of our clients have seen learning styles mapped out as shown in the image above, the Felder Silverman Model of learning styles. It's easy to remember and digest and seems to conform to what they know about learning.

In 1979 Gregorc stated that "Learning style consists of distinctive behaviors which serve as indicators of how a person learns from and adapts to his environment." These four domains include the cognitive domain, the affective domain, the psychomotor domain, and the physiological domain. The cognitive domain is the acquisition of knowledge and the ability to recall the knowledge for application. The affective domain addresses how learners receive respond to and internalize stimulus emotionally. The psychomotor domain explains how physical activity provides a way to gain knowledge and skills. Finally, the physiological domain addresses how a learner's environment and the many elements thereof impacts learning. 

Gregorc continues in his discussion of learning styles by breaking the learners' preferences and dislikes when it comes to learning. A Concrete Sequential (CS) learner can be summed up as a realist. They view reality through the concrete world of the physical senses and prefer sequential steps to arrive at solutions to problems. Their thinking processes are very methodical and result in solutions that have been validated by personal proof or subject experts. Slightly resistive to change, the CS learner performs best in a learning environment that is ordered and stable.

The Abstract Sequential (AS) learner thinks in a logical and rational manner much like the CS learner does. However, the AS learner better associates abstract information that corresponds to concrete reality than the CS learner does. The AS learner is a logical thinker who requires a stimulating learning environment that is free of authoritative features that would restrict their freedom to learn.

The Abstract Random (AR) learner views the world primarily through their sense of feelings and emotions. These feelings and emotions drive their approach to change and often determine their level of interest in a topic or learning situation. AR learners live for today and often possess a colorful personality. They also place a great amount of emphasis on relationships

The Concrete Random (CR) learner lives in a world that is influenced by the physical world and their sense of intuition. The physical world often serves as a starting point for their learning. Once started, CR learners will then rely on their intuition to guide their learning. CR persons are intuitive and independent learners. They learn best in a learning environment that has a high amount of stimulus and is free from learning restrictions. 

The more I work in this field and learn about adult learning, the more I realize that the Felder Silverman Model is too simple and does not tell the entire story. The Kolb learning styles theory takes the Felder Silverman model to a deeper level. Kolb describes learning as a four-step process that includes concrete experience (CE), reflective observations (RO), abstract conceptualization (AC), and active experimentation (AE). This shows that learning is a process that takes all four steps for the learner to engage the content and use it effectively. The idea of "hands-on" training in this model is seen as a part of the process of learning rather than a single means to an end. 

Love (to Rewrite) This One

 I had the opporutnity to watch The Greatest Showman the other day and loved one song in it. I gnerally don't dig on muscials for the screen. If I'm going to watch a musical, then put it on a stage I say. It's so much better (always) on stage than on screen. On screen, musicals always seem so fake. I love the realness of the stage.

Regardless, I had the chance to watch this movie and BOOM! Rewrite the stars hit me like a ton of bricks. Two competeing stanzas hit me and I dno't know which I like more. First there is:

No one can rewrite the stars

How can you say you'll be mine?

Writing on Capitalism and Adult Educaiton

In the early 1980's my grandfather, an unsurpassed entrepreneur who was ahead of his time,  reconditioned several RV's to support about 7-10 computers and desks. He drove these "mobile learning centers" to manufacturing and refinery areas, areas with high concentrations of working folks, with the idea of setting up shop for workers to continue their education's using his RV's before work, during lunch breaks, and after work. Sadly, the project didn't live beyond a couple of years and was never as successful as he wished.

Now, at my organization, we have several trailers that are outfitted with computers that we can take to refineries to help the workers get their safety training. They are used about as successfully as my grandfather's mobile learning centers. Although this doesn't say much about our ability to learn from past mistakes, it does say something about the willingness for capitalist to look for ways to provide access to people who want and need continuing education. Now, I'm working with phone apps, and tablet learning to try and make our training more accessible to those who want it and need it.



Capitalism has found ways to solve problems in unique and profitable ways. One great thing about innovators in a capitalist system is that the system rewards those ideas that work. If there is a demand and there is a profit to be made, a capitalist system will support it. Even now, at my organization, we 1)provide discounts to workers who want to improve their careers through training, 2) look for ways to drive down costs so more companies can take part in the training and 3) look for funding opportunities to help defray the cost of work. And we are a non-profit organization (although there is more to be said about that designation in future posts I'm sure).



Writing about Adult Education, Ross-Gordon, Rose and Kasworm state "from its earliest organizational efforts, ACE leaders desired the field to be viewed as a public good of noble value, apart from commercialization, unethical practices, and personal aggrandizement" (2017, p. 110). Although these sound like high-minded ideals, the "free from commercialization" is a sticking point for me. The profit motive, commercialization, and capitalist free market help keep new ideas bubbling up, keep bad products from delaying the entry of the good, and allow for innovation.



Ross-Gordon, J.M., Rose, A.D., & Kasworm, C.E (2017). Foundations of adult and continuing education. San Francisco: Jossey-Bass.

Experience in Leadership Training

I was intrigued when I read a recent post wherein they stated that "experiences sometimes even hinder adult learning, in the idea of grappling with cognitive dissonance."

We run into this often. We have a class on leadership during which we ask our trainees to use and talk about their experiences. I wrote some more about this in a positive light. With that response in mind, this response will highlight some of the negatives.



One of the negative outcomes of our asking these trainees to discuss their experiences is that those experiences can have a limiting factor on their ability to absorb, discuss, and adopt new tools and techniques. I think specifically of some of the older, more experienced trainees who have a host of experience and stories to tell. Some of those stories have biased these trainees against some of the tools and techniques that we might introduce. In this case, it goes beyond "cognitive dissonance" but instead is a negative prejudice against the training.



Although I'm overall a proponent of using experiences we do run into these instances and have yet to find a model by which we can easily overcome them. Subjectively speaking, I find that our more inexperienced trainees get more out of the leadership training than the more experienced ones. Finding a way to create a template that allows our more experienced trainees can benefit to the same degree as the less experienced is a constant challenge.

When They Stop Making Me Feel So Good . . . I'll Stop Posting These Reviews

For some reason my book has had a spate of reviews (see here) lately and thankfully a spate of great ones. I got another two last night and I love what they've said.

"It's always good to find a book by an author who shows real talent through their writing" and "I felt enthralled by this book by the amazing narrator voice and realistic portrayals of danger" are two phrases that any author would love to hear. 

The only thing that would be better? Well, if someone yells at your book. "I actually screamed at my book a few times. It was nail-biting suspense from beginning to end!"

Can't think of a better way to wake up! 

If you haven't read and reviewed Vapor Trail (see here) and want to. I would love to send whoever writes to me a free copy in exchange for that review. Go ahead and email me using the contact form below to get in touch with me!

Not Just Knowledgeable but Compelling to Read as Well

 I waded into Rex Bonds Shredded Secrets: 7 Cutting Edge Nutrition Secrets You Need Even If You Are Over 50 with some degree of trepidation, but I was happy to see that not only was it well written, deep, and well organized, but is in line with what I've read so many times over the years.

I have a deep history of diets both with and without success. As child I was over weight. I have been working out in gyms since 4th grade. my first fun run was in 5th grade. In high school I was able to lose 80 lbs in one year by diet alone. When I got too skinny, protein and supplements helped me get into shape enough to be an athlete in college. Years in the Army as a SpecOps warrior also helped me learn how to workout, lift weights, and diet. For years after my time in the military I worked out with a Navy Seal PT bootcamp and helped others workout and counseled them on how to stay in shape. I've bulked up, slimmed down, run, jogged, lifted, and cross fitted all through the years. Now that I'm approaching 50, I was drawn to this book due to the tag line " . . . even over 50."

Unlike many fad diet books I've read over the years, Shredded Secrets is down to earth, solid, firm, and terrific advice. It's not easy, it's not fast, it's not even guaranteed for everyone, . . . getting shredded. But as someone who may never achieve it but always tries, I can say that if I followed all the advice in this book, as diligently as Rex Bonds advocates, I would be successful. 

A great book for anyone taking dieting seriously.