JFIFC    $ &%# #"(-90(*6+"#2D26;=@@@&0FKE>J9?@=C  =)#)==================================================" }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?P)=:Ы5:!a0<A.{q*7qcnT1F0kdɨ2;U}#]TU{޴uҚkCŧfPdM" &W0:ңxgSM S9NhkZd[٬ר*frIR++F*w++#i;%S@?;5IJg9_w-Z{V?,GXe)ֲLqd>ԙEsUG5~DUWC3hsE==(1/VPTQYD4DQMEF)3D_9ó"qiD't[Uuy]Ȓ \UΊOtv9'ִcW)m$_>-tPU=s4d:={`SQKGTTٽI]8xuzjetwNp} FFkh'^993T3|(>z*u;U*viRfH*M_#HV%()sNx $ ;E"\vH3Uw4F@"FbqS)4,X1ֺyqzYZyp^FÙ3g%ege]v)AeŜ0oZ[3o4 ke0x]1&٘Qד9_0pCG}jYxt:Vن˰M}⼟Ʃ\|HNB43T䑛s|1-T=ɩtYqЃz⏳g~f'Ԛ̲ule;m[@QnK|,BX"qAn\ ]cQO'WXFsVu U֨eiE~j*dXk:*F4LjEN8\Hl] #Yg3J3αڽCQm5xV+gז,mc,S>8Z4m/u (gp?:ς61V2$n=z}dm]wmEܼyV Er\U+e۠;w$uCn`?hǻ)EWߓX1R;fI{T&(\YӢ jŰ0N=c =ou=Heya~b3[F-s/jm3Bd?O jhDUU@ڡ]vEYXw!nV@{~UiۮMU*ѓ*HLh3$ lMҮ)1ľNV5L y~Ix`L7?ֽ1\q\_X3crţc#uUoMٜ͹tVBjmylqبKA[{ׯ_Z[nF霔e]U SU |yF-HRV*2lF抅sE2G(,v)˭_[)s($\K!?zTs \w΃mAIv#7Ǿe|Fاחi]5Šd]a$|ɮϵ;W0v BN'I+j@<2㏭mY܆Qy3]+--|SguVt qޠ^@njʟ71IJt5 ا j/%Pr9x:}.q~ K@bMҁ̯=+xQg$_VqZ9@Ypd5?-kY?tq?Kc \wsJZ#ݟIHYnVB*|׊6 EȐ3EVM@ sZW5FG'5$ jqQ j*˖E$\~>AiS΀q^3޹)ڠu"eO> L UEj >1^{hn Ozި>0Ktv8!W ۇb@'gZvMNgUڴ2OHiVPwB[۠#u&O`H%yDף]=U){&U6MbSHҦ\W,+~'kG9|;}+[K} 7&R!R!PG)~){@돭/zCih~z0wL2c@}3ֻ &_W-L['vڋ!c5} {9v` j]A棏X.$v+R>^gxRGk<n<br>1. Training that is expected to produce a specified character or pattern of behavior, especially that which is expected to produce physical, moral or mental improvement. <br>2. Controlled behavior resulting from such behavior. <br>3. A set of rules or methods as those regulating the practice of (athletic) training (such as the BFS absolutes and axioms). <br>4. A branch of knowledge or of teaching. verb: A. To train by instruction and control. B. To punish or penalize for the sake of discipline control. Today s society thinks discipline is all about punishment and not about instruction, all about control and not about freedom. <br> <br>A man once took his son to the beach on a windy day and launched a kite into the breeze. The boy asked his father what keeps the kite in the air. His father told him that it was the string that keep the kite in the sky. His son said that could not be; the string was holding the kite down. His father replied,  If you believe that, let go of the string. <br>You see the very things that we believe are holding us down are the very things that empower us to go where we want to go. Teenagers spend far too much energy fighting the rules when they should be embracing them. The rules actually enable us to get where we want to go.<br>When a teen jumps into the car and is headed to Suzi s house for the big date, he gets there because he follows (most) the rules of the road. By following the rules of the road, he gets to where he wants to go. <br>So it is with other areas of life. Life is rule-governed behavior. Once we learn the rules, we have the power to go where we want to go, do what we want to do, be what we want to be, have what we want to have.<br>It s much like your score on the SAT test. Your score does not indicate how intelligent you are. Your score, especially your math score, indicates how many of the necessary rules and skills needed for successful behavior in college you have mastered. It is a skills test. <br>One