Interpreting Dreams Through Humanistic Sandtray Therapy

Interpreting Dreams Through Humanistic Sandtray Therapy Aaron Glogowski Dr. Michael E. Dunn Swan, K. L., Schottelkorb, A. A. (2013). Interpreting Children’s Dreams Through Humanistic Sandtray Therapy. International Journal of Play Therapy, 22 (3), 119-128. doi: 10.1037/a0033389 Swan and Schottelkorb open this article with a statement on dreams and adolescence. They first not that studies have shown that children as young as three years old are able to recall their dreams. Some studies have even hypothesized that children’s dreams can reveal what they think about themselves. Afterward, they proceed to show an example of how children’s dreams change as they develop. Children tend to take on a more active part in their dreams as they get older, and their dreams from ages 4-12 become scarier, based on events in their lives. In this way, traumatic experiences could wind up playing a large part in children’s dreams. In their analysis, Swan and Schottelkorb determined that they wanted to find an approach to aid children in examining their dreams for various thoughts and feelings that may be hidden within them. But to do that, they needed to develop a method of experimentation first, and they wound up choosing the sandtray method. According to their research, Margaret Lowenfeld is the person responsible for creating the World Technique, which gave the base for the development of sandtray therapy. The sandtray method is meant to allow children to recreate scenes from their dreams on a sandtray, which they are then able to explore. Through their experiment, Swan and Schottelkorb hoped to determine whether the children’s dreams could be based on past or present events, in addition to providing them with an outlet to explore their dreams. To carry out their experiment, they began by creating four distinct phases through which the study would occur. These included the precreation phase, the creation phase, the dream processing phase, and the postprocessing phase. Each phase had a very specific goal attached to it. In the first phase, the precreation phase, the aim was to help the children recreate the dreams in their mind, and to bring them to a state of relaxation. The phase began by putting the child through a sense of meditation. The therapist took them through a series of steps to relax them and help them focus their mind. They started by giving them simple statements about themselves or their environment, before moving their attention to the dream aspect of the therapy. The therapist would ask them a series of questions about the dreams to get the child’s thought process focused on the dream’s details. Once they were done asking questions about the dream, they proceeded to the next step. In phase two, the creation phase, the focus shifted to the child’s creation of their dream. At the beginning of phase two, the child was given a sandtray to recreate their dream to the best of their ability. They were told to use as much or as little as necessary to properly create the dream. Swan and Schottelkorb note that it is imperative that the therapist stays engaged and focused on the child, watching their process silently, in order to maintain the proper therapeutic environment for the child to continue to create their dreams in the sand. It was offered that the therapist may note their thoughts and feelings as they try to track the course of the dream. Once that phase concluded, they moved on to the actual dream processing. Phase three, the phase of the processing of the dream, was divided up into several steps. This phase was designed to help better understand the dream and the feelings associated with it. The dream processing phase began with the therapist asking the child to explain the scene that they had created. Swan and Schottelkorb note that by doing this, the focus was able to shift from the child to the creation in the sand, thus making it easier for them to discuss the dream, and any issues or problems that may go along with it. In the first step of the process, the therapist’s goal was to get a firm idea of the world of the dream, asking the child very specific questions about the objects that they had created within the sandtray. At that point, the therapist would ask questions about what happened between certain objects. In the next step, the therapist would ask the child about how certain objects made them feel. The therapist would try to follow along in a way that mimicked the child’s feelings, for example, telling the child about things that they saw with them when they were talking about a certain object. The goal of this portion of the phase was to take notice of how the child felt toward certain triggers. Step three involves the therapist and child trying to figure out what the child sees or imagines when he is presented with a specific object from the set. The hoped to use this step to discover hidden meanings with objects, and how they may be associated with other experiences that th e child may have had. Step four is about examining any possible events that could be in some way linked to the formulation of the dream. Swan and Schottelkorb say that the therapist may need to ask questions in a more solid way to get the specific responses required based on the issue of determining specific triggers for past or present memories. The final step is about reflection, or trying to piece all of the information together. The therapist may ask the child some questions about how they feel about what the dream means, allowing the child to come to terms with the dream as well. The final phase of the study was the postprocessing phase, in which the main goal was to determine the ultimate meaning behind the dream. The therapist asked the child to create a title for the sandtray creation. They hope that this title would help to create a single idea for the meaning of the dream. The child was then asked to create a phrase to sum up how they discovered the meaning of the dream. They make it clear that a picture should be taken of all of the dream scenes to monitor the therapeutic process. They also caution against resetting the dream scene in the sandtray until the child leaves, as it may serve as an extension of the unconscious. Swan and Schottelkorb note one particular case in which a ten year old patient by the name of Mary was subjected to this form of therapy. Mary’s mother had brought her in to therapy because she was worried about Mary being abnormally anxious and sad. The therapist used the sandtray process to uncover the meanings behind a dream that Mary had involving an attacking clock, a fighting wolf, and a protective dog. Through the process, Mary and the therapist were able to determine that she was having these feelings of sadness and anxiety because of her parent’s recent divorce. After the session was over, Mary revealed that she was now feeling more at ease with everything. Swan and Schottelkorb note that the sandtray method used in this instance seemed to activate a healing process for the patient. They end their study by stating that dream based therapy may prove useful for children experiencing emotional difficulties, but where there is no official evidence on the specific type of therapy, counselors should make sure that they obtain full consent before using the method.

Language Policy Essay

LANGUAGE LEGISLATION: VOTER DRIVEN INITIATIVES Kelly M. Jefferson Grand Canyon University: SPE 523 July 23, 2012 The issue of language policy and the education of English language learners (ELLs) in this country has been hotly debated and widely contested. Students who enter our school systems without an understanding of the English language must attain not only conversational proficiency, but also academic literacy in English. Academic literacy is the foundation of school success and necessary for students to master content standards (Echevarria, Short, & Vogt, 2008).All parties agree that ELLs are federally entitled to a quality education once they join this country’s educational system. The debate stems from how to effectively teach students English and core content, simultaneously, in ways that ensure their success within the curriculum. Politicians and educators must also grapple with the dilemma of how to effectively educate non-native students, so as to facilitate their adequate proficiency on a myriad of statewide tests required of all pupils enrolled in public schools.ELLs are concentrated in the urban areas of states like California, Texas, Florida, Illinois, and New York, which have seen the largest influx of English learners within their schools (Boyle, Cadiero-Kaplan, & Peregoy, 2008). Students with limited English proficiency (LEP) made up almost ten percent of the K-12 public school student population in the 2004-2005 school year (Echevarria et al. , 2008). Spanish is the most prevalent primary language (L1) and is spoken by eighty percent of ELLs (Boyle et al. , 2008).In the absence of clear direction at the federal level on how to best prepare ELLs academically, many states have taken the matter into their own hands through various voter initiatives. Arizona, California, and Massachusetts are states that have attempted to solve these questions through ballot initiatives. The voters of each state overwhelmingly adopted a Structured Englis h Immersion (SEI) approach in which ELLs receive all content in English via a sheltering technique that allows learners to understand their instruction.The goal of SEI is language, literacy, and content learning exclusively in English. Each state elected to limit the amount of time ELLs are provided with language assistance to roughly one year, despite research findings that show students need at least five to seven years of language assistance to acquire the English proficiency required for successful academic participation (Boyle et al. , 2008). Arizona’s Proposition 203 was passed in November of 2000 and effectively repealed bilingual education laws in effect at that time.Proposition 203 required all students to be taught in English with the exception of those classified as† English Learners†. Designated pupils are instructed through sheltered English immersion programs (SEI) primarily in English, although a minimal amount of a child’s native language ma y be incorporated, when necessary (â€Å"www. ballotpedia. org†, 2012). Students who demonstrate a solid working knowledge of English are transferred out of the SEI program into a regular English classroom. Parents of identified ELL children have the ability to obtain a waiver that excuses their child from participation in the SEI program.Excused students are often taught English and other content via traditional bilingual education instruction or another recognized instruction method (www. ballotpedia. org, 2012). Parents are also entitled to recoup any actual and compensatory damages they incur as the result of school officials failing to comply with Proposition 203. The Massachusetts English in Public Schools Initiative, known as Question 2, is very similar to the Arizona law, in that Question 2 places a heavy reliance on SEI programs and lessens the availability and access to bilingual education programs.Passed in 2002, the law mandates that all public school children mus t be taught English. All content is delivered in English language classrooms (â€Å"www. ballotpedia. org†, 2012). Children whose native language is not English are educated using the SEI method with minimal access to their native language at their teacher’s discretion. Question 2 allows for children from diverse native language groups to be placed in the same classroom provided their English skills are of similar levels. The law does not affect students with physical and mental impairments in special education programs (â€Å"www. ballotpedia. org†, 2012).Question 2 differs from Arizona’s Proposition 203, in that if twenty or more students in any one grade level at a school obtain waivers that school must offer bilingual education classes in both the child’s native language and English or another type of generally recognized educational program. Question 2 contains some of the same provisions as Proposition 203, such as a parent’s right to sue school officials who obstruct its implementation. English learners in the state undergo annual standardized tests of their English skills and students in grades two and above take annual written standardized tests in English (â€Å"www. allotpedia. org†, 2012). California voters passed Proposition 227 by a huge majority in 1998. The law answered the question of how to educate English language learners in that state by putting in place a statewide SEI program and drastically eliminating access to bilingual education programs (Purcell, 2002). In sync with similar initiatives in Arizona and Massachusetts, Proposition 227 calls for the education of all children in English by being taught in English. The law allows LEP students one year of language assistance before they are mainstreamed into total English speaking classrooms.Each piece of legislation fails to consider the body of research that finds that nonnative speakers need anywhere from five to seven years of language in struction in order to attain a level of proficiency within a second language. The laws also neglect studies that prove that time spent learning in a student’s native tongue does not negate English language development, but enhances it due the transference of literacy skills from one language to another (Purcell, 2002). Also, within the pressurized and time constrained settings of many SEI programs, students are not granted the involuntary and often incidental tmosphere that language development often occurs in. Without necessary native language instruction amid an English language deficit, many LEP students have failed to attain the level of academic achievement and English language proficiency entitled to them. References Arizona english language education for children in public schools, proposition 203 (2000). (2012, February 28). Retrieved from http://ballotpedia. org/wiki/index. php/Arizona_English_Language. Boyle, O. F. , Cadiero-Kaplan, K. , & Peregoy, S. F. (2008). Rea ding, writing, and learning in ESL: A resource book for K-12 teachers.Boston, MA: Allyn & Bacon. Echevarria, J. , Short, D. J. , & Vogt, M. (2008). Making content comprehensible for English learners: The SIOP Model. Boston, MA: Allyn & Bacon. Massachusetts english in public schools initiative, question 2 (2002). (2012, February 27). Retrieved from http://www. ballotpedia. org/wiki/index. php/Massachusetts_Question 2. Purcell, J. (2002). The foundations and current impact of california’s proposition 227. Retrieved February 28, 2012 from U. S Department of Education, Educational Resources Information Center: http://www. eric. ed. gov.

Language Learning Resources

Comparison Between Medea and the Epic of Giglamesh. How...

The Greatest Thing in Life â€Å"The greatest thing in life is love, and be loved in return† (Eden Ahbez). â€Å"Love bears all things, believes all things, hopes all things, endures all things† (Cor 13:7). Love also influences all things. It is a powerful force that drives people to do things they would normally not do. In the news, there are several instances of murder in the name of love or robbing a bank because a person needs money for the person they love. There are also everyday instances of moving cross country for the person you love, leaving the person you love just to see them happy, or choosing another career path just to be with your significant other. In the literary works The Epic of Gilgamesh and Medea. Gilgamesh and Medea prove†¦show more content†¦Endiku’s love for Gilgamesh blinds him, and convinces him to do something that he knows will ultimately kill them. The pair begins to prepare for their journey into the Cedar Forest. They head to Gilgamesh’s moth er’s temple, Egalmah, and ask for her blessing. She becomes distraught, but formally adopts Endiku has her son, making official that Endiku and Gilgamesh are brothers. The pair leaves Uruk, making way to the Cedar Forest. Along the way, they lift each other’s spirits. Endiku lifts Gilgamesh’s courage whenever he begins to doubt if they can defeat Humbaba, and in turn Gilgamesh reassures Endiku that he is a good warrior. When they finally get to the forest and they meet with Humbaba, they defeat him. Humbaba pleads for mercy by saying he will become Gilgamesh’s servant if he is spared. Gilgamesh considers being merciful but is convinced by Endiku to kill the demon. Gilgamesh’s love for Endiku made his decision clear, he listened to Endiku above Humbaba, therefore sealing Endiku’s fate. Gilgamesh and Endiku return home, where Ishtar makes an advance on Gilgamesh. He refuses her because he knows what has happened to her other lovers. Ishtar be comes furious and unleashes the Bull of Heaven on Uruk. Gilgamesh and Endiku fight the bull, defeat him, and then bask in the fame of Uruk’s people. The gods meet in council to decide Gilgamesh and Endiku’s fate. They are furious that they killed the bull, Humbaba and for felling the tallest tree in the

Classical Vs. Operant Conditioning - 1582 Words

Classical and Operant Conditioning Ivan Pavlov once said, Don t become a mere recorder of facts, but try to penetrate the mystery of their origin.† Often times in the fast pace world that college students live today many get so caught up in sheer memorization of everything that comes their way just to pass with that sought-after A. What is often looked past is the true meaning of concepts and ideas to retain the information needed for success. It was this very mindset instilled with in great men such as Ivan Pavlov, B.F. Skinner, and many more who have broken new ground and uncovered amazing things so that the world is now able to have a better understanding of key concepts in how humans and animals learn. After years of work and†¦show more content†¦Things that shouldn’t be all that scary but over time have developed a stimulus that causes a reaction (Field Purkis, 2012, cited in Weiten, 2017). There are four basic terms that are very key in understanding clas sical conditioning. First, unconditioned stimulus (UCS), is a stimulus that evokes an unconditioned response without previous conditioning (Weiten, 2017). The unconditioned stimulus is a stimulus that occurs naturally without any outside interaction. This is something that happens in a person’s daily life, with no thought given to it. The second term is the unconditioned response (UCR), an unlearned reaction to a nonconditioned stimulus that occurs without previous conditioning (Weiten, 2017). This is the natural reaction to the natural stimulus. Nothing has been learned or conditioned yet, these are both baseline things happening in a natural form. Third, conditioned stimulus (CS), a previously neutral stimulus that has, through conditioning, acquired the capacity to evoke a conditioned response (Weiten, 2017). Time after time the neutral stimulus slowly become the conditioned stimulus, it has slowly been developed and learned to create a stimulus. It is not something that i s recognized while it is happening, gradually helps itself in the forming of the stimulus. Lastly, the fourth term, conditioned response, a learned reaction to a conditioned stimulus that occurs because of previous conditioning (Weiten, 2017). This is where theShow MoreRelatedOperant Vs. Classical Conditioning1211 Words   |  5 PagesOperant and Classical Conditioning Tiara Gordon PS 210 Professor Rivera Introduction Operant and Classical conditioning reminds me of the famous controversy, nature vs nurture. It’s like having a pessimistic or optimistic view on learning techniques and how much of the environment or genes influence the two. These learned behaviors have been scrutinized by people alike, some have debated that everything we do from the time we wake up to the time we go to sleep is operant conditioningRead MorePavlov s Classical Conditioning Vs. Operant Conditioning1172 Words   |  5 PagesPavlov’s Classical Conditioning vs. B.F. Skinner’s Operant Conditioning Bhavika D. Patel Atlantic Community College Abstract Ivan Pavlov and B.F. Skinner both studied learning, in which they both did different experiments on different animals and with different conditioning. Classical conditioning is the process in which two stimuli become linked; once this association has been recognized, an originally neutral stimulus is conditioned to provoke an involuntary response. The dogs in Pavlov’s studiesRead MoreClassical Conditioning Vs. Operant Conditioning Essay1088 Words   |  5 Pages 1. a) Define Classical Conditioning and Behaviorism. b) Identify the two major characteristics that distinguish classical conditioning from operant conditioning. Classical Conditioning is a type of learning process of an individual when they come in contact with certain stimuli. According to Pavlov, a Russian psychologist, he developed several experiments on learning and he discovered that classical condition is the basic form of learning for an individual. However, according to Pavlov, behaviorismRead MoreClassical Vs. Operant Conditioning1072 Words   |  5 Pages PsychSim 5: OPERANT CONDITIONING Name: Melissa Mallay Section: 130-01 Date: February 25, 2015 Classical Versus Operant Conditioning †¢ What is the distinction between classical and operant conditioning? In Operant conditioning, subjects learn from experiences and create a relationship between behavior and consequences. As a result, when actions are provided with a favorable result, they are reproduced. Likewise, unfavorable actions are not reproduced because the subject operates inRead MoreLearning and Development Theories939 Words   |  4 Pagesexplaining the development of individuals. 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Many MNEs may want to start operations in some foreign country Essay Free Essays

Establishment manner means that the MNE starts its operations from abrasion in the foreign state normally through a entirely owned subordinate where as in entry manner ; this can be accomplished by a subordinate or through partnership with a local party which involves shared ownership. In this survey the writers examine the consequence of same variables on both these picks available to a company. They do it through a series of hypotheses. We will write a custom essay sample on Many MNEs may want to start operations in some foreign country Essay or any similar topic only for you Order Now The first hypothesis measures the positive consequence of greater institutional promotion on the pick that the company makes. Institutional promotion is defined in the survey as refering to alterations in formal establishments over a period of clip. It is argued that regulative forces are likely to be a large influence on a determination that an MNE makes with respect to its constitution or entry pick. Regulative forces or instead Regulative forces as described in the survey are non limited to Torahs and ordinances merely but besides include political and other societal factors. The writers conclude that institutional promotion has a positive consequence on the pick to set up a subordinate with shared ownership. The 2nd hypothesis postulated by the authors’ measures the chairing consequence of institutional promotion on the inclination of a technologically intense house to either travel for constitution manner or entry manner. It is argued that houses which are engineering intense should travel for constitution manner because their competitory advantages are embedded in their labour force accomplishments and organisational patterns so it is more efficient for them to get down from abrasion. They should engage and develop the local labour force. Furthermore in instance of a joint venture or portion ownership of the subordinate. protecting the rational rights can be an issue. Protection of such rights is dependent on the judicial system. In passage economic sciences where the bench is corrupt and rational belongings rights are non respected. an MNE would be loath to reassign its engineering. Therefore writers conclude that house with advanced proprietary engineering are likely to prefer establishment manner but degree of institutional promotion has a positive moderating consequence on such a house traveling for entry manner. The 3rd hypothesis measures the chairing consequence of institutional promotion on a multidomestic MNE to either travel for constitution of entry manner. Multidomestic houses are defined as those which pursue multidomestic scheme and want to set up a sustainable local market presence. For such MNEs geting a local company is a more attractive option because such acquisition can supply them with local trade names. market cognition. distribution channels and web relationships with the host country’s other concerns and authorities. How the restructuring and realignment of the acquired entity can be really ambitious. The houses in the host state are likely to be following a different paradigm. But on the other manus if an MNE goes for shared ownership or entry manner. it can carry through more without confronting these troubles. It is argues that a multidomestic MNE requires lesser control on the subordinate. If this is so so subordinates in the host state can hold considerable freedom and run on their ain to the full leveraging their local expertness. Hence it is concluded institutional promotion has a positive moderating consequence on a multidomestic MNE to travel for entry manner. Finally the writers have used an international study to garner the information to back up their findings. The study consists of a questionnaire with 33 unfastened and near complete inquiries. Furthermore the MNE’s latest constitution manner pick or entry manner pick has been taken as the dependant variable. Review This survey is no uncertainty a valuable plus for directors and pupils likewise in analyzing the behaviour of MNEs in doing their picks when it comes to Foreign Direct Investment but however it has a few defects and failings. But the biggest defect of this survey is the range. The writers have chiefly taken a sample of European MNEs. And the so called economic systems in passage are fundamentally east European states which were one time under the Fe drape. First we need to see the fact that Europeans MNEs may be really different from Nipponese or American MNEs and so forth. The constitution or entry manner pick for Nipponese houses may be dependent on or moderated by variables other than the 1s discussed here. Similarly an MNE whether European or Nipponese may make up one’s mind to put in some state in Central Asia or North Africa or even South Asia. The market conditions in these states are really different from those of the passage economic systems discussed by the writers. This means that the findings in this survey are non universally applicable. Nevertheless it is a valuable add-on to our cognition sing MNE behaviour in doing Foreign Direct Investment determinations. But for any research worker seeking to confer with this survey. it is really of import to maintain the above mentioned restrictions in head. How to cite Many MNEs may want to start operations in some foreign country Essay, Essay examples

Stop Terrorism free essay sample

Like many, I was upset about the horrific terrorist attacks on London on July 7th. I spent a few days in London just this past Christmas. I know my way around the Tube. It gave me flashbacks of my days working at Ground Zero right after the September 11th attacks, and the thousands of grieving people I met in the months afterwards as a Red Cross coordinator of chaplains at the New York Family Assistance Center. ? However, I am equally upset by the ongoing U. S. terrorist attacks on Iraq, Afghanistan, Palestine and elsewhere.My heart breaks with every report of the hundreds of nameless people who die from our bombs, our weapons, our soldiers. ? For me, then the question, ? How to Stop Terrorism is easy. We stop terrorism first of all by stopping our own terrorism! We cannot fight terrorism by becoming terrorists. We cannot end terrorism by using the methods of terrorism to bomb and kill Iraqis, to occupy Iraq, to support the terrorist occupation of the Palestinians, and to hold the world hostage with our nuclear weapons. We will write a custom essay sample on Stop Terrorism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We must bring the troops home from Iraq, fund nonviolent democratic peacemakers in Iraq, send food and medicine to Iraq, support United Nations? nonviolent peacemaking solutions, end world hunger immediately, cut all U. S. military aid everywhere, dismantle every one of our nuclear weapons, fund jobs, education and healthcare at home and abroad, clean up the environment and teach nonviolence to everyone around the world, beginning at home in every U. S. classroom. ? As I watch the TV news reporters and commentators, I am amazed at their lack of understanding.Half the world considers the United States the leading terrorist in the world, by our public spokespeople remain clueless about what? s really going on. We are seen as terrorists by many around the world because we bombed and killed 100,000 people in Iraq in 2003, and because we have over 20,000 weapons of mass destruction, (many of them in my neighborhood in New Mexico), which we are willing to use on any nation that does not support ? U. S. interests.? Our wars and bombing raids and hostility toward the world? s poor are turning the world against us.We are breeding thousands of new terrorists, desperate poor people who have nothing, whose backs are up against the wall, and who have learned from our total violence to adopt the lunacy of violence, even suicidal violence, to strike back, blow up trains and buses, and spend their lives spreading fear. ? Violence in response to violence can only lead to further violence. Jesus taught us that as the soldiers were dragging him away to his death when he said, ? Those who live by the sword, will die by the sword. ? Gandhi taught us that when he said, ? An eye for an eye only makes the whole world blind.? Violence cannot stop violence. We have to break the cycle of violence, renounce violence, start practicing creative active nonviolence on a level that the world has never seen, and reach out and embrace the world? s poor by meeting their every need. Then, we will win over the world, and no one will ever want to hurt a Westerner again. On that new day, we will sow the seeds of love and peace and discover what a world without terrorism, war, poverty, and fear is like. ? I remember with sadness meeting thousands of Iraqis in 1999 when I led a group of Nobel Peace Prize winners to Baghdad.We asked everyone the simple question, ? What do you want us to do Everyone we met, from the Papal Nuncio to the Muslim Iman to the non-governmental organization leaders (including the late, great Margaret Hassan) to hundreds of high school children to the hundreds of mothers holding their dying children, said: ? Don? t kill us!? That sounds so obvious, but they said it with tears. If you want to help us, don? t kill us! If you want us to live in peace, don? t kill us! If you want us to be friends with you, don? t kill us!If you want Iraq to create a new democracy, don? t kill us! Send us food and medicine instead, and fund nonviolent, democratic movements for peace. Then, we will live in peace with you. ? I reject violence and espouse only nonviolence, but I know that most Americans support, even relish violence, anything for ? God and country,? they say. If people really believe in violence and justified warfare, then why should they be upset when individuals, or hundreds, or thousands, or maybe someday millions of people turn against the United States, England, or ther first world nations in acts of terrorism? What do they expect when we have shown only hostility to the world? s poor, when we have practiced genocide against people in Iraq, Afghanistan, Palestine, Darfur, Haiti, and elsewhere? Why are people who espouse violenceincluding most Americans, most TV commentators, most government officials, even most church peopleso upset about these terrorist attacks, when they themselves support terrorism upon sisters and brothers elsewhere on the planet? I do not understand our love of violence. If you want other people to be nonviolent, you first have to be nonviolent. If you want to remove the speck from someone else? s eye, you have to remove the two by four from your own head. If you want other nations to hold you in high regard, you first have to hold other nations in high regard, and treat every human being on the planet as a sister and brother. As someone once said, ? Do unto others as you would have them do unto you.?That is the answer to the nightmare of terrorism. ? On August 6th, thousands of us across the country will remember that the United States vaporized 140,000 innocent, ordinary people sixty years ago in Hiroshima, Japan, in the ultimate terrorist attack. That morning, hundreds of us will converge on Los Alamos, New Mexico, the birthplace of the bomb, and citing the book of Jonah, we will put on sackcloth and ashes, repent for the sin of war and nuclear weapons, and beg the God of peace for the disarmament of the world.That afternoon, I will fly to Las Vegas, to join over five hundred people of faith in a three day interfaith peace conference, where I will speak and then we will drive out to the Nevada Test Site, where hundreds of us will commit civil disobedience by walking onto the Test Site and getting arrested in a peaceful demand that they close this U. S. nuclear terrorist training camp. I hope everyone everywhere will stand up in protest against nuclear terrorism on August 6th. ? How do we stop terrorism? Renounce every trace of violence in your heart and your life.Adopt the wisdom and practice of active nonviolence, as Gandhi and Dr. King taught. Beg the God of peace for the gift of peace. Join your local peace and justice group. Stand up publicly for an end to war. Let your life be disrupted, and take a new, nonviolent risk for disarmament. Create new cells of active nonviolence. Embrace the religious roots of nonviolence. Study and teach the wisdom of nonviolence. Resist your local military and government violence. Stop business as usual, government as usual, media as usual, war as usual and demand peace, justice, and disarmament for the whole world, now.Announce the vision of a new nonviolent world, a disarmed world, a world without war, poverty, injustice or nuclear weapons. Explain how such a world is possible if we give our lives for it, demand it, insist on it, work for it, and begin to live it. ? Rev. John Dear is a Catholic peace, peace activist, and coordinator of Pax Christi New Mexico, a Catholic peace group. He is the author/editor of 20 books on peace and nonviolence, including two books just published from Doubleday, â€Å"Living Peace† and â€Å"The Questions of Jesus†. For information, see: www. johndear. org