Category Archives: Grant Coach

Grant Writing and the Space/Time Continuum

Time seems to fly by at a faster speed every year, particularly during the busy grant season when it is easy to get overwhelmed with grant projects and all the other things that can’t be put on the back burner while the applications are being completed.  Grant Coach, MaryEllen Bergh, shares her thoughts on this phenomenon of the inetrsection between grant writing and the space/time continuum:

I’ve heard that time expands when you need it and contracts when you don’t. Is that a factor in the space/time continuum? Well, I don’t know for sure if it is a factor but I do know that the earth is slowing down and that soon we will not be dealing with gravity at all (which will be a blessing for all the parts of my body that have not already succumbed to the forces of gravity). How do you know that this is true, you ask? Every Monday, my colleague and I have the same conversation, “Blog posts go up today,” and I reply “Right!” Seems simple but Monday comes amazingly fast. I blink and I hear the words again, “Blog posts go up today.” “Right!” So, you see, it’s basic physics (thanks to Eric Maisel for pointing this out to me) – as you approach the speed of light, time slows down. Since it seems that I am traveling at the speed of light, would that mean that I am not getting older or that the earth is getting ready to stop rotating?

Why do you think artists dream of spending a couple of months painting in Fiji or a month or two writing in Paris? I am sure they dream of spending time in those places because they see themselves experiencing time differently there; they envision “beach time” or “café time.” They see themselves not in a rush with no one asking them to do “this” or “that” or judging them for taking all day to stare at the ocean or drink an espresso. The calm pace provides a space for observation, reflection, and allows creativity to walk in the door.

In our real lives, we spend our whole day rushing from one thing to the next until all we have left is 15 minutes before going to bed – just enough time to feel badly about all the things we did not get accomplished. Today, even when we are sitting, we are speeding. We are looking for our next cell-phone call, texting, reading and responding to emails, updating Facebook, writing proposals, blogs and copy, rushing from one task to another… overwhelmed as we valiantly attempt to tackle each item on our agenda. Sometimes I feel the strains of exhaustion early in the day and question my ability to effectively address all my tasks.

Eric Maisel in A Writer’s Space talks to us about how to get into the right “space” to write, how to orient and organize our neurons to help us get a grip on our writing lives. In lesson 19, he provides an exercise on creating space to write through mindful self-reflection. Here are the 4 steps: 1) Grow quiet (this is when I turn off the email alerts, silence my cell phone, close my door and breathe); 2) Reflect (I consider what I need and how I will accomplish these needs); 3) Stay calm (I breathe, relax into what I want to accomplish and set my intent); and 5) Take action (I consider the length and nature of my to-do list and edit my agenda including setting reasonable expectations. Time does expand when I choose to experience time differently.

 
 
Related posts:
 
Time Management Tips for Grant Writers
 
Facing the Blank Page (Or, Beginning to Write)
 
Good Grant Writers Are Like Wedding Planners
 
Making Time for Grant Writing by Focusing on the Dream
 
————————— 
 
Visit GrantGoddess.com for more tips and ideas!
 

Published by Creative Resources & Research http://grantgoddess.com

Grant Writing and the Space/Time Continuum

Time seems to fly by at a faster speed every year, particularly during the busy grant season when it is easy to get overwhelmed with grant projects and all the other things that can’t be put on the back burner while the applications are being completed.  Grant Coach, MaryEllen Bergh, shares her thoughts on this phenomenon of the inetrsection between grant writing and the space/time continuum:

I’ve heard that time expands when you need it and contracts when you don’t. Is that a factor in the space/time continuum? Well, I don’t know for sure if it is a factor but I do know that the earth is slowing down and that soon we will not be dealing with gravity at all (which will be a blessing for all the parts of my body that have not already succumbed to the forces of gravity). How do you know that this is true, you ask? Every Monday, my colleague and I have the same conversation, “Blog posts go up today,” and I reply “Right!” Seems simple but Monday comes amazingly fast. I blink and I hear the words again, “Blog posts go up today.” “Right!” So, you see, it’s basic physics (thanks to Eric Maisel for pointing this out to me) – as you approach the speed of light, time slows down. Since it seems that I am traveling at the speed of light, would that mean that I am not getting older or that the earth is getting ready to stop rotating?

Why do you think artists dream of spending a couple of months painting in Fiji or a month or two writing in Paris? I am sure they dream of spending time in those places because they see themselves experiencing time differently there; they envision “beach time” or “café time.” They see themselves not in a rush with no one asking them to do “this” or “that” or judging them for taking all day to stare at the ocean or drink an espresso. The calm pace provides a space for observation, reflection, and allows creativity to walk in the door.

In our real lives, we spend our whole day rushing from one thing to the next until all we have left is 15 minutes before going to bed – just enough time to feel badly about all the things we did not get accomplished. Today, even when we are sitting, we are speeding. We are looking for our next cell-phone call, texting, reading and responding to emails, updating Facebook, writing proposals, blogs and copy, rushing from one task to another… overwhelmed as we valiantly attempt to tackle each item on our agenda. Sometimes I feel the strains of exhaustion early in the day and question my ability to effectively address all my tasks.

Eric Maisel in A Writer’s Space talks to us about how to get into the right “space” to write, how to orient and organize our neurons to help us get a grip on our writing lives. In lesson 19, he provides an exercise on creating space to write through mindful self-reflection. Here are the 4 steps: 1) Grow quiet (this is when I turn off the email alerts, silence my cell phone, close my door and breathe); 2) Reflect (I consider what I need and how I will accomplish these needs); 3) Stay calm (I breathe, relax into what I want to accomplish and set my intent); and 5) Take action (I consider the length and nature of my to-do list and edit my agenda including setting reasonable expectations. Time does expand when I choose to experience time differently.

 
 
Related posts:
 
Time Management Tips for Grant Writers
 
Facing the Blank Page (Or, Beginning to Write)
 
Good Grant Writers Are Like Wedding Planners
 
Making Time for Grant Writing by Focusing on the Dream
 
————————— 
 
Visit GrantGoddess.com for more tips and ideas!
 

Stress Relief through Laughter

Whether it’s grant deadline stress (something we know a lot about here!) or the general stress of living, one of the things Grant Coach MaryEllen Bergh recommends is laughter.  Here’s her advice on the topic:

Life can be stressful and, in the current economic climate, we are dealing with challenging and serious concerns – individually and professionally – each and every day. I am here to tell you that there is a remedy that is fun, free and easy to use and it will improve your health, relieve stress, and improve your relationships. What is this magic elixir? It is none other than laughter.

Laughter is contagious! The sound of someone enjoying a good belly laugh infects everyone, even eliciting a tiny smile from the dourest sourpuss within hearing distance. Laughter makes you feel good and that good feeling stays with you even after you quit laughing – for up to 45 minutes, actually. Humor and laughter has helped me keep a positive, optimistic outlook even through sadness and pain. Laughter makes me feel lighter and, during the busy grant season when things can get a bit overwhelming, humor helps me relax and recharge; it relieves my stress which, in turn, improves my focus so I actually accomplish more. I love the laughter break!!

Laughter is also good for your health. Scientific evidence has shown that humor and laughter help people breathe easier and it massages the heart and other vital organs. It may also increase the release of disease-fighting cells in the immune system. Like the effects of exercise, laughter quickens the pulse and stimulates the cardiovascular system. Laughter triggers the release of endorphins promoting an overall sense of well-being and, in some instances, temporary relief from pain. In addition, humor can alleviate negative emotions -it’s hard to feel angry, sad, or anxious when you’re laughing.

Start now to bring more laughter into your life. According to Laughter is the Best Medicine (helpguide.org), here are some things that you can do right now to incorporate humor and laughter into your life.

  1. Smiling is the beginning of laughter. When you look at someone or see something even mildly pleasing, practice smiling.
  2. Count your blessings. Make a list of the good things in your life. Keep a gratitude journal that allows you to focus on the positive. Negative thoughts are barriers to humor and laughter.
  3. When you hear laughter, move toward it. Sometimes humor and laughter are private, a shared joke among a small group, but more often it is not. People are happy to share something funny because it gives them an opportunity to laugh again and feed off the humor you find in it. When you hear laughter, seek it out.
  4. Spend time with fun, playful people. These are people who laugh easily – both at themselves and life’s absurdities – and who routinely find the humor in everyday events. Their playful point of view and laughter are infectious.

—————–

Would you like more tips from the Grant Coach on staying sane and happy in the grant world?  Become a member of GrantGoddess.com!

Published by Creative Resources & Research http://grantgoddess.com

Stress Relief through Laughter

Whether it’s grant deadline stress (something we know a lot about here!) or the general stress of living, one of the things Grant Coach MaryEllen Bergh recommends is laughter.  Here’s her advice on the topic:

Life can be stressful and, in the current economic climate, we are dealing with challenging and serious concerns – individually and professionally – each and every day. I am here to tell you that there is a remedy that is fun, free and easy to use and it will improve your health, relieve stress, and improve your relationships. What is this magic elixir? It is none other than laughter.

Laughter is contagious! The sound of someone enjoying a good belly laugh infects everyone, even eliciting a tiny smile from the dourest sourpuss within hearing distance. Laughter makes you feel good and that good feeling stays with you even after you quit laughing – for up to 45 minutes, actually. Humor and laughter has helped me keep a positive, optimistic outlook even through sadness and pain. Laughter makes me feel lighter and, during the busy grant season when things can get a bit overwhelming, humor helps me relax and recharge; it relieves my stress which, in turn, improves my focus so I actually accomplish more. I love the laughter break!!

Laughter is also good for your health. Scientific evidence has shown that humor and laughter help people breathe easier and it massages the heart and other vital organs. It may also increase the release of disease-fighting cells in the immune system. Like the effects of exercise, laughter quickens the pulse and stimulates the cardiovascular system. Laughter triggers the release of endorphins promoting an overall sense of well-being and, in some instances, temporary relief from pain. In addition, humor can alleviate negative emotions -it’s hard to feel angry, sad, or anxious when you’re laughing.

Start now to bring more laughter into your life. According to Laughter is the Best Medicine (helpguide.org), here are some things that you can do right now to incorporate humor and laughter into your life.

  1. Smiling is the beginning of laughter. When you look at someone or see something even mildly pleasing, practice smiling.
  2. Count your blessings. Make a list of the good things in your life. Keep a gratitude journal that allows you to focus on the positive. Negative thoughts are barriers to humor and laughter.
  3. When you hear laughter, move toward it. Sometimes humor and laughter are private, a shared joke among a small group, but more often it is not. People are happy to share something funny because it gives them an opportunity to laugh again and feed off the humor you find in it. When you hear laughter, seek it out.
  4. Spend time with fun, playful people. These are people who laugh easily – both at themselves and life’s absurdities – and who routinely find the humor in everyday events. Their playful point of view and laughter are infectious.

—————–

Would you like more tips from the Grant Coach on staying sane and happy in the grant world?  Become a member of GrantGoddess.com!

Grant Writing Success Starts with an Abundance Mentality

Attitude really is just about everything when it comes to success of any kind. Grant Coach MaryEllen Bergh shares her thoughts on the importance of maintaining an abundance mentality in the grant world:

How can the way you think about resources (time, energy, people, money) affect your success? If you always think about what you don’t have (scarcity), you are not able to see what you do have (abundance) and you see only problems instead of solutions. Scarcity thinking is the enemy of change – for individuals and organizations.

People with a scarcity mentality tend to see everything in terms of win-lose. There is only so much; and if someone else has it, that means there will be less for me. The more principle-centered we become, the more we develop an abundance mentality, the more we are genuinely happy for the successes, well-being, achievements, recognition, and good fortune of other people. We believe their success adds to…rather than detracts from…our lives.

In any task that we undertake, our success depends on a variety of things but one key component that is frequently overlooked is having an abundance mentality. Viewing things from this perspective allows you to look at how something can be accomplished rather than why it can’t be done; you look at possibilities rather than problems. People who begin from abundance believe that there are enough resources available to reach their goals and also that their success doesn’t mean failure for others.

Scarcity thinking, on the other hand, is a belief that there is not enough to go around and that, as a result, we must settle for less. For example, instead of “We can’t ask for that much money, we are only a small district…they won’t ever give it to us” think “What can we achieve for students in our district when we are able to fully fund this program?” Instead of “Look at all the resources we need” consider “Look at all the resources we have.” Scarcity thinking is limiting but safe; we don’t have to move into new territory. A scarcity mindset gives us permission to excuse poor performance (“We don’t have the time or the money or the people to do this!”). While we need to think realistically about the alignment of resources used with resources available, an abundance mentality allows for innovative ways of thinking about the use of those resources and how we deliver services. The challenge is to override your fear and to recognize when you have moved into that scarcity mindset.

Abundance starts in your mind. The more you think that you have all the resources that you need to succeed, the more you will succeed. Thinking abundantly reveals possibilities and opportunities that might never have occurred to you if you weren’t open to the concept that there is enough for everyone. As individuals, we are often willing to challenge and change our belief systems, but we can’t go very far in changing the mindset of an organization if the leadership doesn’t see the need to change their patterns of thinking. What kinds of activities need to happen in your organization to change from a focus on scarcity to one of abundance?

——

Would you like more insight from MaryEllen?  Visit the Coach’s Corner on the GrantGoddess.com member site for multimedia resources and lots of wisdom and support from our Grant Coach. Click here to learn more about it and to sign up.

Published by Creative Resources & Research http://grantgoddess.com

Grant Writing Success Starts with an Abundance Mentality

Attitude really is just about everything when it comes to success of any kind. Grant Coach MaryEllen Bergh shares her thoughts on the importance of maintaining an abundance mentality in the grant world:

How can the way you think about resources (time, energy, people, money) affect your success? If you always think about what you don’t have (scarcity), you are not able to see what you do have (abundance) and you see only problems instead of solutions. Scarcity thinking is the enemy of change – for individuals and organizations.

People with a scarcity mentality tend to see everything in terms of win-lose. There is only so much; and if someone else has it, that means there will be less for me. The more principle-centered we become, the more we develop an abundance mentality, the more we are genuinely happy for the successes, well-being, achievements, recognition, and good fortune of other people. We believe their success adds to…rather than detracts from…our lives.

In any task that we undertake, our success depends on a variety of things but one key component that is frequently overlooked is having an abundance mentality. Viewing things from this perspective allows you to look at how something can be accomplished rather than why it can’t be done; you look at possibilities rather than problems. People who begin from abundance believe that there are enough resources available to reach their goals and also that their success doesn’t mean failure for others.

Scarcity thinking, on the other hand, is a belief that there is not enough to go around and that, as a result, we must settle for less. For example, instead of “We can’t ask for that much money, we are only a small district…they won’t ever give it to us” think “What can we achieve for students in our district when we are able to fully fund this program?” Instead of “Look at all the resources we need” consider “Look at all the resources we have.” Scarcity thinking is limiting but safe; we don’t have to move into new territory. A scarcity mindset gives us permission to excuse poor performance (“We don’t have the time or the money or the people to do this!”). While we need to think realistically about the alignment of resources used with resources available, an abundance mentality allows for innovative ways of thinking about the use of those resources and how we deliver services. The challenge is to override your fear and to recognize when you have moved into that scarcity mindset.

Abundance starts in your mind. The more you think that you have all the resources that you need to succeed, the more you will succeed. Thinking abundantly reveals possibilities and opportunities that might never have occurred to you if you weren’t open to the concept that there is enough for everyone. As individuals, we are often willing to challenge and change our belief systems, but we can’t go very far in changing the mindset of an organization if the leadership doesn’t see the need to change their patterns of thinking. What kinds of activities need to happen in your organization to change from a focus on scarcity to one of abundance?

——

Would you like more insight from MaryEllen?  Visit the Coach’s Corner on the GrantGoddess.com member site for multimedia resources and lots of wisdom and support from our Grant Coach. Click here to learn more about it and to sign up.

Are You a Risk Taker?

Here are a few thoughts from our Grant Coach, MaryEllen Bergh, on taking risks:

Taking risks means daring to try new approaches or ideas with no predictable control over results or consequences; in other words, taking action when the outcome is unknown. There are very few things in life that come without any risk and quite a few of the most remarkable things frequently have a higher risk associated with them. For example, writing grants comes with quite a bit of risk but, if you are successful, amazing things can happen to support your organization’s vision. If you don’t take the risk, perhaps because you see that there will only be 8 awards in the entire United States, yet you know you meet the criteria and have an innovative design, you will never have the chance to be one of those eight awards!

The key to taking risks is to keep things in balance. Make sure that you do the research and the thinking necessary to make a smart decision about the opportunity but don’t over-analyze every possible outcome to the extent that you miss the opportunity. Ultimately, if the opportunity fits, just do it. If you didn’t have a wild success the first time, learn from your mistakes and try again. If you were successful, jump back in. In the words of T.S. Eliot, “Only those who risk going too far can possibly find out how far they can go.”

Are You a Risk Taker?

Here are a few thoughts from our Grant Coach, MaryEllen Bergh, on taking risks:

Taking risks means daring to try new approaches or ideas with no predictable control over results or consequences; in other words, taking action when the outcome is unknown. There are very few things in life that come without any risk and quite a few of the most remarkable things frequently have a higher risk associated with them. For example, writing grants comes with quite a bit of risk but, if you are successful, amazing things can happen to support your organization’s vision. If you don’t take the risk, perhaps because you see that there will only be 8 awards in the entire United States, yet you know you meet the criteria and have an innovative design, you will never have the chance to be one of those eight awards!

The key to taking risks is to keep things in balance. Make sure that you do the research and the thinking necessary to make a smart decision about the opportunity but don’t over-analyze every possible outcome to the extent that you miss the opportunity. Ultimately, if the opportunity fits, just do it. If you didn’t have a wild success the first time, learn from your mistakes and try again. If you were successful, jump back in. In the words of T.S. Eliot, “Only those who risk going too far can possibly find out how far they can go.”

Published by Creative Resources & Research http://grantgoddess.com

The Arts – A Vehicle to Improve Student Achievement

Our Grant Coach and resident Art Expert, Mary Ellen Bergh, explores the question, “Can we afford to sacrifice arts education in our schools?”

At the beginning of this decade, for the first time in the history of public education in the United States, the arts have been officially recognized as one of the subject areas necessary for all children’s basic education. However, administrators, under pressure to improve test scores, have reduced arts education and arts programming in favor of increasing instructional time in language arts and math. In doing this, they may actually be eliminating critical links to academic success for many students. How does the study of the arts contribute to student achievement and success? And, why is it important to keep the study of the arts strong in our schools?

Brain research and multiple intelligences theories are providing evidence to support including the arts in a balanced curriculum. For example, brain research indicates that studying the arts may lay critical neural pathways important for later development. According to Eric Jensen (neuroscientist and author of many books on brain-based learning), when children learn to play the violin, the drums, or other musical instruments, “they seem to develop strong pattern extraction and develop abilities that are essential to higher brain functions in logic, math, and problem-solving.” Arts education can also offer teachers additional ways to reach all students in a manner that other instruction doesn’t.

A significant body of research provides evidence connecting student learning in the arts to a wide array of academic and social benefits, particularly for young children, students from economically disadvantaged circumstances, and students struggling to achieve standards. Arts activities have been shown to improve reading and language development, math, and cognitive skills (spatial reasoning, problem-solving and creative thinking). Research also shows that learning in the arts provides motivation to learn, positive attitudes toward learning and helps to create a learning environment that is conducive to teacher and student success.

If a broad education that includes the arts can provide students with the skills that positively impact academic success, schools must be given the opportunity to offer these programs. Good arts education programs require ongoing support from administrators, teachers and parents. Ensuring that the arts are part of a school’s culture requires effort, advocacy, and a persistent voice for the importance of arts education. Become an advocate for the arts in education! Contact your local arts organizations to develop partnerships to bring art and artists into your schools and work together to secure funding (grants, fund-raising, etc) to provide arts programs and professional development for teachers.

The Arts – A Vehicle to Improve Student Achievement

Our Grant Coach and resident Art Expert, Mary Ellen Bergh, explores the question, “Can we afford to sacrifice arts education in our schools?”

At the beginning of this decade, for the first time in the history of public education in the United States, the arts have been officially recognized as one of the subject areas necessary for all children’s basic education. However, administrators, under pressure to improve test scores, have reduced arts education and arts programming in favor of increasing instructional time in language arts and math. In doing this, they may actually be eliminating critical links to academic success for many students. How does the study of the arts contribute to student achievement and success? And, why is it important to keep the study of the arts strong in our schools?

Brain research and multiple intelligences theories are providing evidence to support including the arts in a balanced curriculum. For example, brain research indicates that studying the arts may lay critical neural pathways important for later development. According to Eric Jensen (neuroscientist and author of many books on brain-based learning), when children learn to play the violin, the drums, or other musical instruments, “they seem to develop strong pattern extraction and develop abilities that are essential to higher brain functions in logic, math, and problem-solving.” Arts education can also offer teachers additional ways to reach all students in a manner that other instruction doesn’t.

A significant body of research provides evidence connecting student learning in the arts to a wide array of academic and social benefits, particularly for young children, students from economically disadvantaged circumstances, and students struggling to achieve standards. Arts activities have been shown to improve reading and language development, math, and cognitive skills (spatial reasoning, problem-solving and creative thinking). Research also shows that learning in the arts provides motivation to learn, positive attitudes toward learning and helps to create a learning environment that is conducive to teacher and student success.

If a broad education that includes the arts can provide students with the skills that positively impact academic success, schools must be given the opportunity to offer these programs. Good arts education programs require ongoing support from administrators, teachers and parents. Ensuring that the arts are part of a school’s culture requires effort, advocacy, and a persistent voice for the importance of arts education. Become an advocate for the arts in education! Contact your local arts organizations to develop partnerships to bring art and artists into your schools and work together to secure funding (grants, fund-raising, etc) to provide arts programs and professional development for teachers.

Published by Creative Resources & Research http://grantgoddess.com