The real issue is: Do you actually need to take a friendship quiz to figure out if you are a good friend? Maybe yes, maybe no. If you think of friendship quiz as a "checklist", then you can run down that checklist to see if you seem to be meeting basic requirements.

However, if you "fail" friendship quiz that doesn't mean that you aren't a good friend. A friendship quiz, like any quiz, has a built-in bias since it measures what quiz's author thinks are valuable traits of friendship. The author may be all wrong in that friendship quiz may measure things that aren't important to you and your friends.

My advice is to consider a friendship quiz as an "entertainment only" device and not something that will cause you to become a hermit if you don't score 100%.

The best friendship quiz is one that only your head and your heart knows answers to. Treat your friends like you would want to be treated and you won't need a friendship quiz to keep score.

Brian Fong

http://www.QuizFaq.com

Little did we know that a Harvard psychologist would later describe these same characteristics as essential for mindful learning! Dr. Ellen Langer, author of The Power of Mindful Learning, talks about importance of being open to novelty, drawing distinctions, being aware of differing contexts and perspectives, and orienting in present.

Learning a language can be incredibly tedious or outrageously active and exciting. We played with English and our students not only learned lessons quickly but laughed heartily, burned calories, and created a whole new mindset about what it takes to learn something new.

Grif relied on mindful learning in developing his approach to teaching English—he was completely open from beginning, and was never hampered by ideas of what teaching should look like.

He was creative about using games and songs he'd loved as a kid and turning them into fresh and powerful tools for teaching. He shifted lesson plans when dealing with various age groups and English levels, and constantly improved his approach by paying attention to responses and being fearless about making changes and trying out new ideas.

Years later, I am delighted to find myself applying this approach to teaching mindfulness. Instead of sticking with meditation lesson plan, I've opted for excitement of learning mindfulness in a way that is thoroughly engaging and surprisingly active. In fact, basic guidelines for Real-World Mindfulness Training are remarkably similar to those for Dynamic English:

* Stay open to new things—including your approach to learning in general.

* Look for subtle differences in similar objects or ideas.

* Discover new uses for old tools.

* Explore shifting perspectives.

* Shake up stale notions.

* Engage all senses.

* Get physical whenever possible.

* Jump into moment wholeheartedly.

* Be sure to have fun every single day.

Whether you're learning a language or developing mindfulness, key is this: keep it dynamic.

And never underestimate value of large squeaky plastic mallets. Just imagine how much fun it would be to use one in a room full of meditators!