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 * Empowerment seminars and classes for teens, teachers, parents and adults.**

ZOS is a program of Life-Skills, Self-Esteem, Empowerment and Life Enrichment. It is a broad comprehensive approach of preparing teens for life. Most life-skills programs are designed for at-risk or disabled children. ZOS recognizes that all people can use information and experience about how the world works and how they can work it to be more successful. At the same time ethics and fairness play are very important. Connecting with friends, parents, teachers helps teens to feel they belong, especially for teens, when they feel most isolated. Orientation starts with land rules and guidelines for the workshops. We present a lense tool for seeing deeper into situations rather than making assumptions or taking them at face value. There will always be more challenges than we could teach in a classroom, but exposing teens to these subjects will prepare them better for life, than if they did not explore these topics as we do in the ZOS workshops. We incourage teachers to present these topics to teens in their own classrooms or workshops and parents to share this information with their teens. We want to insure as much as possible that this is course and the topics in it are always open source.

1. **Check-in** briefly sharing who we are, how we are feeling or something about you for which you want support and/or feedback using Chat. On the other hand, I may pose a question about the topic. We can follow-up on our challenges from a previous class. This is a time to share, listen and bring our energy together. I hope students will feel safe to ask any question. Questions for the guest speaker or for me may be IMed to me.
 * Format** (This format is to establish a familiar comfort level and inter-connection and yet be flexible)

2. **Topic** I will present a topic. Sometimes, we will also have a guest speaker present a topic. We will use SL materials and magic, PowerPoint presentation, a field trip or video. Then we will engage in a relevant exercise, activity or questions. Some of these may be in dyads using IM.

3. **Exploration** Then we explore and activate higher learning. This is not necessarily new information, but perhaps something that students may want to consider in more depth. This is where we raise the bar beyond just providing information.

4. **Next Steps** Together the class will create a challenge or perhaps individual challenges to accomplish outside of class. We recommend journaling about how we might apply the information we have discussed in our lives and what we can do to challenge ourselves.

5. **Blessings** We end by offering brief words of support and encouragement to each other.

Orientation: Foundations of Awareness Components of Self-esteem
 * Introductory Classes** - prerequisites to other classes


 * Teachers areas of concentration:**
 * 1) Leadership, Business and Finances
 * 2) Religions, Empathy and Ethics
 * 3) Diversity, Social History and Multiculturalism
 * 4) Ecology – Issues, Practices and Organizations
 * 5) Visual Arts – Theory, History and Presentations
 * 6) Performing Arts – Theory, History and Performances
 * 7) Political Awareness – Issues, Diplomacy and Politics
 * 8) Safety and Fitness – Street Smarts, Property, Physical Fitness and Personal Security
 * 9) Scholarship – Literature, Technology and Resources
 * 10) Esoteric Awareness – History, Practices, Organizations
 * 11) Nutrition, Food Growing and Preparation and Health
 * 12) Philanthropy, Networking and Service


 * Topics for Classes:**
 * 1) Orientation: Guidelines, Energy Patterns, Analogies, Self-Esteem and Intuition
 * 2) Your Personal Environment
 * 3) Family and Friends
 * 4) Fear and Empathy
 * 5) Study and Learning Skills
 * 6) Nutrition & Health
 * 7) Fitness & Exercise
 * 8) Humor, Teasing, Tricks and Bullying
 * 9) Practical Philosophy
 * 10) Opinions and Conflict Management
 * 11) Money Management
 * 12) Careers and Jobs
 * 13) Moving
 * 14) Legal Rights
 * 15) Computer Literacy
 * 16) Women's Issues Awareness
 * 17) Beauty, poise and clothes
 * 18) Personal Safety, urban survival and self defense
 * 19) Home and Auto Protection
 * 20) Driving and Transportation
 * 21) Travel
 * 22) Communications
 * 23) Leadership
 * 24) Wilderness Survival
 * 25) Disaster Survival
 * 26) Difficult and Emergency Situations
 * 27) Sexual Health and Relationships
 * 28) Business Ownership
 * 29) Service Projects & Volunteering
 * 30) Psychology of Relationships
 * 31) Child Care and Development
 * 32) Animal Awareness
 * 33) Ecology
 * 34) Political and Civic Awareness National & World
 * 35) Historical Awareness
 * 36) World Cultures
 * 37) Networking and Social Groups
 * 38) Inner Balance Techniques
 * 39) Points of view
 * 40) Etiquette, Protocol & Formal Events
 * 41) Indoor Games
 * 42) Outdoor Sports
 * 43) Visual Arts and Crafts
 * 44) Performing Arts
 * 45) Flower Gardening
 * 46) Food Gardening
 * 47) Cooking, Meal Planning & Appreciation of Foods
 * 48) Home Maintenance and Repairs
 * 49) Summary - Closure and possible next steps. Evaluation of what classes were most useful.

Teachers will determine what topics teens need most. A teen group will have different needs than an adult group. I will also encourage suggestions for additional classes. More classes may be added as needs are identfied.