JFIFC    $ &%# #"(-90(*6+"#2D26;=@@@&0FKE>J9?@=C  =)#)==================================================" }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?:]'PZoΪ)O+J+бaDH洌Y)U=ŷÖ?#U#=Ikehړ GS{mM0~kxEԾOH\EvC'iٚr]7ڜ,h*P*3Wj4 mDrQ# 5aM5FpV5 _?yZOUSXzć)vE%סjU֠?Om*ݺFtKf?&*ꐓ麬Z ܲ.9*@z+4z>i7(V5L+a4Ub]t{?+R?zU-3YZֱdVkb|jkCAW|aAdqښ*g /jL o¥[Ly"*tz, qAV I:cKԵG:SeJJs9$ҦƗ3/-Ş8 qҳ\Y ǥ3+NHsX݉- w ,h\])\ت-^ۓ4{&LҷlzT 4HJVsZ)8vG'%߳㰮kp8M3hdяjO3t-9*vv@ϾBWPtW +5hkK.EkZץghK++Z~zVqزўqҝU˜ DARKGJj %E:n<>=(h ?Jf;tta7Ҟ=ҖTt.MH3[8ֵi$D_35aB[>{d麔R*EǵekZŅsST^ NKW-}2)|)ʦ{Q`"Kp;TnJ, t>颶t1f?Ec\Ej-eY±V /CB)sj?J S*0y҉$!QnW*oN@*WbZۿ4ң4QXss/LKaiPWh%|@ωT>nN~xSWX`p!ngݮdIcc!w#i.ǎQ&=[izlmG%kpcn=彲[X9槂 (0JO4 e]A @>"bB8 ?Nɱ0> *'ڕIe4oJ|M02\WCj&}*yCfO;11'1?OhEm)_"oWxҭbymu*f?.Ij狲:9[;2I@b~2o%:el>MUή8D* F*HH,idZ^ң9}rON+l7}) \x6G{vGx~VBѹ@65=Kkc1j+zitp*'"!u9?Jcr5?te~%$W}Z7 0NH5*>t)2uWBdw3~S$Â XV9r-1tVHR4x]f^B~t2O jEDȨrm`W5K}tq1C=+% n͝Fz>20\%Ĭ%xc ϡ95G~&/+xnmeEʪV[N/ @sUЯUliׂJ+B81r+;T--6_#QTr-fQ`U=A.Epۅۊ+H"e7r=qє l..[rKf[b%ǖ:]S)IU$q $bNut[`?zJ56N 2U-j|ZcSG2n8v⫝Ho۾Bzw$擏j #g8n9ɭ ٳ$}܂X!v\@+7eGt\ZD;p?C ҐIGcڞn R/AcvWǥr1hB7k7QOyk?P5moKBk)9ڀfx'`fv .Np3FA%z){D}=0į>֕)ҸY Wq>:08_?*(LlȒ| g%} 7 ylۥ.b-&-p4VƸ`3}Ntq£dϛ . H.p%Rlt'ު&\@_yw[A(A߽c),$rpy39^%|$Kqc'ZzTIo"u$#6 |Gw!Ys ]s ;F@ ;lCM WNnm4^MvPj;`O,I\uq5mkpBk|mѼhK341Rty>XjQ@hwU-*}ʌdz.*&pK4iIKR8_ʘ$.PdU*1CwmɟN)TLT8?tL)G85%Z'Rq E/+zRmٙD1Qd ^`n8Gҁ#?.lJ$ڮ.Uqri_8*}^Ad!674mu*Iriv[xu7m 9v֜ej5 {N>`Nsk(>?OZ1 T]ht %d\Be.##&$urIst. <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 example we use in our Be An 11 Seminars is that in order to find the square footage of a room you must know the formula (rules for determining the area) A = L x W: The area is equal to the length times the width. It is a simple rule that most people know. It works in all cases. But in order to successfully determine the area of the room, we must bring in lots of other skills and rules. We need to be able to add, subtract, multiply and divide. <br>So if we know the right rules and