CAPITULO III RESULTADOS Y DISCUSIÓN
3.2 Identificación y diversidad de los ecosistemas presentes en el Parque Nacional
I refer to my room as an assembly of organized mayhem. Because I teach child development, I have toys instead of test tubes in my lab. I have children instead of chemicals. Unlike the chemicals, my lab subjects do not stay neatly in the cabinet until needed. Consequently, my decluttering activities need to occur more frequently than in other classrooms.
I have islands of feng shui in my classroom and in my home. I would like to have an entire continent, but in my busy life of teaching, writing, and maintaining a house, I find that I need to schedule activities to improve the feng shui. One of my favorite islands is a corner of my bedroom where I have placed a rocking chair. Prior to feng shui improvements, that corner was a sticky mass of chi lurking among boxes and clothes destined for Good- will. Now I look at my corner every morning and breathe in the fresh chi that radiates from my completely feng shui friendly cor- ner. One corner, one room, one house . . . one way in which I improved my life by implementing feng shui. There are other iso- lated islands of chi stimulators in my home, but that one area in my bedroom is my favorite.
When your home environment supports you, you will feel good all day long. When you feel good, you are more inclined to look for ways to improve other areas of your life. If you have a beautiful home but work in a classroom that has enough shar or ssu chi to frighten even the best feng shui master, your life will never be balanced. Balance is the key to success, happiness, and good fortune. Feng shui is the key to balance. Use it as I do to create harmony and balance in your classroom. Watch how your learning environment improves over time as you introduce feng shui remedies. Enjoy the benefits that it provides in all of your living and working spaces.
C o n c l u s i o n 117
My favorite feng shui corner is in the wealth/pos- sessions area of my bedroom. As such, I placed a wood rocker and table there. The cushion is a deep wine color. In the picture above the rocker are four columbine flowers in shades of red and purple. Nat- urally, the frame is rectangular. I needed to activate the chi there, so I chose a small lamp to brighten the corner and to add a touch of metal. A seagull on the driftwood sculpture adds the fire element. The quilted pillow is my own creation. It is made from a collection of ties my husband has worn through the years—naturally in shades of blue to introduce the water feature to this corner. Everything works together beautifully.
You can implement the findings of brain research, you can use new positive discipline measures, and you can use interac- tive computer programs related to your texts. However, without supporting all of these excellent educational tools with a learn- ing environment that is organized and balanced would under- mine your best efforts.
Your classroom should work like a well-oiled machine with all parts working together. If one of the gears is missing, dirty, or defective, the machine does not operate at optimum perfor- mance. Imagine your classroom without books, without paper, or without chairs. Certainly you could see the problems associated with these deficiencies. After you integrate feng shui remedies into your classroom, you will soon come to consider a room with- out feng shui to be similarly undersupplied.
Look around you. Where should you begin your classroom transformation? Make a list, develop a schedule, implement changes, and then chart your successes. Soon you will see an improvement in your classroom that you never thought possible. Feng shui works for me. It will work for you, too.
BIBLIOGRAPHY
119
Ayers, William. To Teach: The Journey of a Teacher. New York: Teachers College Press, 1993.
Brewer, Chris. Music and Learning: Seven Ways to Use Music in the Class-
room. Tequesta, Florida: LifeSounds, 1995. Portions published on Web site
www.newhorizons.org/strategies/arts/brewer.htm.
Brewer, Chris, and Don G. Campbell. Rhythms of Learning: Creative Tools
for Developing Lifelong Skills. Chicago: Zephyr Press, 1991.
Brown, Simon. Feng Shui for Business. London: Ward Lock, 1998.
Campbell, Don. Mozart Effect for Children. New York: William Morrow. 2000.
Collins, Terah Kathryn. The Western Guide to Feng Shui. Carlsbad, Cali- fornia: Hay House, 1996.
Corrigan, Robert M. “Reducing Pest Problems in Schools by Reducing Clut- ter.” Pest Control Magazine. 2001. Text available online at www.entm. purdue.edu/entomology/outreach/schoolipm/Al/PDF%20Files/Cutter5_ 9.pdf.
Finster-Bytnar, Elaine Jay. “Home and Office Feng Shui.” www.fengshui- rockies.com/Home_Office.htm.
Gardner, H. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1993.
Hale, Gil. The Practical Encyclopedia of Feng Shui. London: Hermes House, 2001.
Hoffer, Eric. The Ordeal of Change. New York: Harper and Row, 1963. Irlen, Helen. Reading by the Colors. New York: Perigree Books, 1991. Web site: http://www.irlen.com/index_sss.html.
Jones, Fred H. Tools for Teaching. Santa Cruz, California: Fredric H. Jones Associates, 2000. Web site: www.fredjones.com.
Kicklighter, Clois E., and Joan C. 1992. Residential Housing. South Hol- land, Illinois: Goodheart-Wilcox, 1992.
Kingston, Karen. Clear Your Clutter with Feng Shui. New York: Broadway Books, 1999.
Kirsch, Sandra. “Wind and Water as Business Builder.” Fortune Magazine. August 10, 1992.
Klag, Prent, Ph.D. “Making Schools the Most Inviting Place in Town—The Disneyland Connection.” International Alliance for Invitational Education. University of North Carolina at Greensboro, February 1995.
Lagatree, Kirsten M. Feng Shui at Work. New York: Villard Books, 1998. Nelson, Mike. Clutter Proof Your Business. Franklin Lakes, New Jersey: Career Press, 2002.
Nelson, Mike. Stop Clutter from Stealing Your Life. Franklin Lakes, New Jersey: Career Press, 2001. Web site: www.clutterless.org.
NIEHS Kids Pages: www.niehs.nih.gov/kids/.
Olsen, Teri Ann Berg. “Feng Shui for Families.” 2002.www.knowledge house.info.
Sacks, Sharon Z., Ph.D., and Rosanne K. Silberman, Ed.D., eds. Educating
Students Who Have Visual Impairments with Other Disabilitities. Balti-
more, Maryland: Brookes Publishing, 1999. Excerpted on www.pbrookes. com/store/books/sacks-2800/excerpt.htm.
Skinner, Stephen. KISS Guide to Feng Shui. New York: DK Publishing, Inc., 2001.
Too, Lillian. Essential Feng Shui. New York: Ballantine, 1998.
Wolverton, B.C., Ph.D. How to Grow Fresh Air. New York: Penguin Books, 1997.
INDEX
123
A
accumulation characteristic (chi), 20–21, 24 ADHD, 29 areas (classrooms), 34, 42–44, 50–56, 85–93, 100–118 career, 34, 42–44, 52, 56, 93 cooperation, 50, 92 creativity, 42–44, 93 diversity, 42–44, 52, 85, 93 family, 42–44 friendship, 42–44, 93 home schools, 87–90 knowledge, 42–44, 88–92 possessions/wealth, 42–44, 50, 92–93, 100–118 recognition, 42–44, 85, 93 self, 44, 93 aromatherapy, 53, 56–57, 97
arrows (poison), 50–52, 101–102. See also Poison arrows attention centers, 82–84 Ayers, William, 3, 119 B background perspectives, 1–17, 21 best directions, 15–17 comfort zones, 6–7
feng shui (definition and pronunciation), 11, 21
historical perspectives, 12–15 luck trinity, 13
personal narratives, 1–9
Western vs. Eastern methods, 13–15 bagua, 33–44
classroom arrangements using, 40–44 cycles of, 33–34, 46–50 destroying, 46, 48–49 regulating, 46, 49–50 supporting, 46–48 definition of, 33–34 elements of, 36–40, 47–50, 75–80, 94, 101 colors and shapes and, 40, 75–80
combinations and interrelationships of, 40, 50
earth, 38–39, 47–50, 76, 94, 101 fire, 37, 47–50, 76, 94
home arrangements using, 100–101, 104 metal, 39, 47–50, 76, 94, 101
water, 38, 47–50, 76, 94, 101 wood, 36, 47–50, 76, 94, 101 numbers of, 35
significance of, 40–41 yin and yang and, 35
balance (yin and yang), 26–30, 35, 80–84 bathroom arrangements, 111–112 bedroom arrangements, 92–93, 105–108 beneficial plants, 95–96
best directions, 15–17
Birth Without Violence (LeBoyer), 3
birth years, 16 Brewer, Chris, 55, 119 Brown, Simon, 27, 40, 119 Buddhism, 14 business applications, 3–5 C
California Board for Energy Efficiency, 7–8 Campbell, Don G., 90, 119
career areas, 34, 42–44, 52, 56, 93 change characteristic (chi), 20–21, 24–26 Chase Manhattan Merchant Bank, 3 chi, 19–31 characteristics of, 21–22 accumulation, 20–21, 24 change, 20–21, 24–26 connection, 20–23 movement, 20–22
classroom arrangements using, 22–26, 28, 30–31
colors and shapes and, 79–80 decluttering and, 69
definition of, 20
home arrangements using, 102–105, 111–112 nature of, 20–21
types of, 19–21 shar chi, 20, 24 sheng chi, 20–21 ssu chi, 20, 24 yin and yang, 26–30
child room arrangements, 92–93 circles, dots, and spots, 79
classroom applications and arrangements. See Feng shui classroom arrangement and applications
Clear Your Clutter (Kingston), 120
clutter-free environments (decluttering), 59–74 chi and, 69
classroom arrangements and, 67–69, 73–74
clutter buddy and clutter buster approaches to, 65–66
in home arrangements, 105, 110 mantras for, 64–65
planning for, 64–70 room style and, 60–62 time designations for, 65–66 visualization techniques for, 64–65 web sites for, 72
of yourself, 70–72
Clutter Proof Your Business (Nelson), 121
Collins, Terah Kathryn, 21, 34, 84, 120 colors and shapes, 76–80
bagua elements and, 75–80 chi and, 79–80
circles, dots, and spots, 79 patterns, 79–80
psychology of, 77–80 solid, 75–79
stars, 79
wavy and curved lines, 79 yin and yang and, 80 comfort zones, 5–7 Confucianism, 14
connection characteristic (chi), 20–23 cooperation areas, 50, 92
corners (missing), 52–57. See also Missing corner remedies
corridor kitchens, 103–104 Corrigan, Robert M., 69–70, 120 creativity areas, 42–44, 93 crystals and rainbows, 39 curved and wavy lines, 79
cycles (bagua), 33–34, 46–50 destroying, 46, 48–49 regulating, 46, 49–50 supporting, 46–48
D
decluttering, 64–74. See also Clutter-free environments (decluttering)
design elements, 75–85 balance, 84
classroom arrangements using, 75–85 colors and shapes, 76–80
bagua elements and, 75–80 chi and, 79–80
circles, dots, and spots, 79 patterns, 79–80
psychology of, 77–80 solid, 75–79
stars, 79
wavy and curved lines, 79 yin and yang and, 80 zigzags, 79
emphasis (focal points/attention centers), 82–84
rhythm, 82 space, 81–82
destroying cycle, 46, 48–49 dining area arrangements, 108–109 diversity areas, 42–44, 52, 85, 93 dots, spots, and circles, 79
E
earth element, 38–39, 47–50, 76, 94, 101
Earth Luck, 13
Eastern vs. Western methods, 13–15
Educating Students Who Have Visual
Impairments with Other Disabilities (Sacks
and Silberman), 121
elements, 35–40, 75–85. See also under
individual topics
bagua, 35–40
combinations and interrelationships of, 40, 50 earth, 38–39, 47–50, 76, 94, 101
fire, 37, 47–50, 76, 94
home arrangements using, 100–101, 104 metal, 39, 47–50, 76, 94, 101
water, 38, 47–50, 76, 94, 101 wood, 36, 47–50, 76, 94, 101 design, 75–85
emphasis (focal points/attention centers), 82–84 entrance arrangements, 100–103
Essential Feng Shui (Too), 121
F
family areas, 42, 44
Feng Shui at Work (Lagatree), 121
feng shui classroom arrangement and
applications. See also under individual topics background perspectives of, 1–17
best directions, 15–17 comfort zones, 6–7
feng shui (definition and pronunciation), 21 historical perspectives, 12–15
luck trinity, 13
personal narratives, 1–9
Western vs. Eastern methods, 13–15
using bagua, 33–44 using chi, 19–30
for clutter-free environments, 59–73 design elements for, 75–85
for home schools, 87–97 for homes, 99–113 ideal layouts, 115–119 overviews of, xi–xiv, 1–9 reference resources for, 119–121
Feng Shui for Business (Brown), 119
“Feng Shui for Families” (Olsen), 121 Finster-Dytnar, Elaine Jay, 120 fire element, 37, 47–50, 76, 94 First Amendment Center, 14 focal points, 82–84
Frames of Mind: The Theory of Multiple Intelligences (Gardner), 120 friendship areas, 42–44, 93 G galley kitchens, 103–104 Gardner, Howard, 42–43, 93–94, 120 geomancers, 11–12 H Hale, Gil, 20, 120 Heaven Luck, 13
Heiss, Renée, xi–xiv, 1–8, 126 historical perspectives, 12–15 Hoffer, Eric, 120
“Home and Office Feng Shui” (Finster-Dytnar), 120 home arrangements, 99–113
bagua elements in, 100–101, 104
for bathrooms, 111–112 for bedrooms, 105–108 using chi, 102–105, 111–112 decluttering for, 105, 110 for dining areas, 108–109 for entrances, 100–103 for home offices, 110 for kitchens, 103–105 for living rooms, 109–110 poison arrows in, 101–102 for stairways, 112–113
home building applications, 3–5 home office arrangements, 110 home school arrangements, 87–97
for child rooms, 92–93 classroom areas, 87–90
feng shui personalities and learning styles, 93–94 plants in, 94–97
beneficial, 95–96 poisonous, 96–97
Sick Building Syndrome and, 95 web sites for, 96
for yin and yang children, 90–92 Hotel Monaco, 21
How to Grow Fresh Air (Wolverton), 94–95, 121
I
ideal classroom layouts, 115–118 instructional areas, 88–89
interior decoration and design elements, 75–85.
See also Design elements
Irlen, Helen, 29, 120 Irlen Syndrome, 29
J
Jones, Fred H., 4, 120
K
Kicklighter, Clois E. and Joan C., 27, 78, 120 Kingston, Karen, 120
Kirsch, Sandra, 4, 120
KISS Guide to Feng Shui (Skinner), 121
kitchen arrangements, 103–105 Klag, Prent, xi–xiv, 7–8, 121 knowledge areas, 42–44, 88–92
L
L-shaped kitchens, 103–104 Lagatree, Kirsten M., 4, 20, 121 Lambert, Arlean, 63
learning styles and personalities, 93–94 LeBoyer, Frederick, 3
light remedies, 53–54
living room arrangements, 109–110
luck trinity (Earth Luck/Heaven Luck/Man Luck), 13
M
“Making Schools the Most Inviting Place in Town” (Klag), 121
Man Luck, 13 Marshall School, 63
Massachusetts Department of Public Health, 70 metal element, 39, 47–50, 76, 94, 101
mirror/reflection remedies, 53, 56 missing corner remedies, 52–57
aromatherapy, 53, 56–57 light, 53–54 motion, 53, 55–56 music, 53–55 reflection/mirrors, 53, 56 mobiles, 7, 21–22, 40, 55 motion, 53, 55–56
movement characteristic, chi, 20–22
Mozart Effect for Children (Campbell), 119
music, 53–55
Music and Learning: Seven Ways to Use Music in the Classroom (Brewer), 119
N
Nelson, Mike, 65, 121 numbers (bagua), 35
O
office arrangements, 110 Olsen, Teri Ann Berg, 93, 121
Ordeal of Change (Hoffer), 120
outside classroom applications, 3–5
P
patterns (colors and shapes), 75–79 personal narratives, 1–9
personalities and learning styles, 93–94 Pladek, Brittnay, 126
plants, 94–97 beneficial, 95–96 poisonous, 96–97
Sick Building Syndrome and, 95 web sites for, 96
examples of, 51–52 in home arrangements, 101–102 remedies for, 51–52 poisonous plants, 96–97 possessions/wealth areas, 42–44, 50, 92–93, 100–117
Practical Encyclopedia of Feng Shui, The (Hale),
120
R
rainbows and crystals, 39
Reading by the Colors (Irlen), 120
recognition areas, 42–44, 85, 93
“Reducing Pest Problems in Schools by Reducing Clutter” (Corrigan), 120
reference resources, 72, 96, 119–121 reflection/mirror remedies, 53, 56 regulating cycle, 46, 49–50 remedies, 45–57
bagua cycles as, 46–50. See also Bagua destroying, 46, 48–49
regulating, 46, 49–50 supporting, 46–48 for missing corners, 52–57
aromatherapy, 53, 56–57 light, 53–54
motion, 53, 55–56 music, 53–55
reflection/mirror, 53, 56 for poison arrows, 50–52
Residential Housing (Kicklighter and Kicklighter),
120 rhythm, 82
Rhythms of Learning: Creative Tools for Developing Lifelong Skills (Brewer and
Campbell), 119 Rowley, Cheryl, 21
S
Sacks, Sharon Z., 70, 121 self areas, 44, 93
Sensory Integrative Dysfunction, 29
shapes and colors, 40, 75–80. See also Colors and shapes
shar chi and sheng chi, 20–24. See also Chi Sick Building Syndrome, 95
Silberman, Rosanne K., 70, 121 Singapore Hyatt Regency, 3–4
Skinner, Stephen, 12, 15, 20, 35, 104, 121 solid colors and shapes, 75–79 space, 81–82
spots, dots, and circles, 79 ssu chi, 20, 24. See also Chi stairway arrangements, 112–113 star shapes, 79
Stop Clutter from Stealing Your Life (Nelson),
121
supporting cycle, 46–48
T
Taoism, 14
teacher home arrangements, 99–113. See also Home arrangements
Theory of Multiple Intelligences, 93–94 To Teach: The Journey of a Teacher (Ayers), 119
Too, Lillian, 3, 13, 15, 121
Tools for Teaching (Jones), 120
Trump, Donald (Trump Tower), 4
U U-shaped kitchens, 103–104 V visualization techniques, 64–65 W water element, 38, 47–50, 76, 94, 101 wavy and curved lines, 79
wealth/possessions areas, 42–44, 50, 92–93, 100–118
Web sites, 72, 96 for decluttering, 72 for plants, 96
Western feng shui, 34–35
Western Guide to Feng Shui, The (Collins),
120
Western vs. Eastern methods, 13–15
“Wind and Water as Business Builder” (Kirsch), 120
wind chimes, 55
Wolverton, Bill, 94–95, 121
wood element, 36, 47–50, 76, 94, 101
Y
yin and yang, 26–30, 35, 80–84, 90–92
Z
zigzags, 79
zones (comfort), 5–7