Skill+2+-+Bully+Blocker+Tools

=Skill 2: Bully Blocker Tools=

2.1 Objectives by Grade

 * 2.1 || **What You Can Do If You Are Bullied and When to Report Bullying 1ST GRADE **
 * The student will learn the basic skills for responding to any situation that they want to change: Talk/Walk/Squawk.
 * The student will role-play their use of Talk/Walk/Squawk and how to respond appropriately if someone else uses these skills toward them.
 * The student will be able to recognize when their use of one of the Talk/Walk/Squawk skills is not changing the situation and they need to move to the next skill. ||


 * 2.1 || **What You Can Do If You Are Bullied and When to Report Bullying 2ND GRADE **
 * The student will review and role-play their use of Talk/Walk/Squawk (using appropriate posture, voice tone, eye contact) and how to respond appropriately if someone else uses these skills toward them.
 * The student will be able to recognize when their use of one of the Talk/Walk/Squawk skills is not changing the situation and they need to move to the next skills.
 * The student will learn the difference between tattling versus telling/reporting (resources include: I’m Telling video, Tattling Book by Joy Berry, Armadillo Tattle Tale etc).
 * The student will list the steps used to determine if they should report a behavior to an adult or if it is tattling.
 * The student will compare situations to determine if a behavior is tattling or telling/reporting. ||


 * 2.1 || **What You Can Do If You Are Bullied and When to Report Bullying 3RD GRADE **
 * The student will review and role-play their use of Talk/Walk/Squawk and how to respond appropriately if someone else uses these skills toward them.
 * The student will be able to recognize when their use of one of the Talk/Walk/Squawk skills is not changing the situation and they need to move to the next skill. ||


 * 2.1/2.4 || **What You Can Do If You Are Bullied and When to Report Bullying/Teasing Blockers 4TH GRADE **
 * The student will review and role-play two or more strategies to respond to bullying behaviors (TALK/WALK/SQUAWK, ignoring through visualization, positive self-talk, and relaxation; agree with the bully; use of humor; changing the subject - Resources include //HA HA SO, Simon’s Hook, etc.//).
 * The student will be able to recognize which strategies they are most comfortable using to deal with bullying behaviors. ||


 * 2.1 || **What You Can Do If You Are Bullied and When to Report Bullying 5TH GRADE **
 * The student will synthesize their knowledge of ways to respond if they are bullied and evaluate which skill would best be used with different forms of bullying and apply to role play situations.
 * The student will be able to analyze their personal “go-to” strategy and the clues they should look for to evaluate whether this strategy was effective in changing the behavior of the bully or if they needed to try a different strategy. ||

2.1 Activites/Lessons by Grade

 * < === 2.1 === ||< === What You Can Do if You are Bullied When to Report Bullying === ||

Giving students low, medium, & high risk options for using bully blocker strategies ||  ||
 * <  ||< LESSON ||< K ||< 1 ||< 2 ||< 3 ||< 4 ||< 5 ||< Other || DESCRIPTION || Revision ||
 * || http://www.youtube.com/watch?v=70Uy7d4b-HY&feature=related || x || x ||  ||   ||   ||   ||   || NO, no Bully song ||   ||
 * <  ||< [|I'm Telling: A Tattler's Tale] ||< x ||< x ||<   ||<   ||<   ||<   ||<   ||   ||   ||
 * <  ||< Mapping Interventions ||<   ||< x ||< x ||< x ||< x ||< x ||<   || [[file:mapping it safe areas_001.pdf]] ||   ||
 * <  ||< "HAND"ling It ||<   ||< x ||< x ||< x ||<   ||   ||<   || [[file:handling it_001.pdf]] ||||||   ||
 * || Tattling Questions http://www.youtube.com/watch?v=2XTAo6QEqkM&NR=1 ||  || x || x || x ||   ||   ||   || 4 Questions to ask if not sure you're tattling ||   ||   ||   ||
 * <  ||< What to do ||<   ||<   ||<   ||<   ||<   ||< x ||<   || [[file:what to do target bystan_001.pdf]] ||   ||
 * <  ||< Power Up Troup ||<   ||<   ||<   ||<   ||<   ||< x ||<   || [[file:encouraging girls_001 2.pdf]] ||   ||
 * <  ||< Ha Ha So ||<   ||<   ||<   ||< x ||<   ||<   ||<   || [[file:ha ha so 3rd 2.1 2.3_001.pdf]] ||   ||
 * <  ||< Getting Attention ||<   ||<   ||<   ||< x ||<   ||<   ||<   || [[file:getting attention 3 2.1_001.pdf]] ||   ||
 * || I Can Speak Up ||  ||   ||   || x ||   ||   ||   || [[file:I can speak up 3 2.1_001.pdf]] ||   ||
 * || Baits and Traps ||  ||   ||   ||   ||   || x ||   || [[file:bates and traps 5 2.1_001.pdf]] ||   ||
 * || Harassment ||  ||   ||   ||   ||   || x ||   || [[file:harassment 5 2.1_001.pdf]] ||   ||
 * || Talk Walk Squwak Poster ||  || x ||   ||   ||   ||   ||   || [[file:Talk, Walk & Squalk Poster.pdf]] ||   ||
 * || [|The Bully Triangle] ||  ||   ||   ||   ||   ||   ||   || Explaining the bully Triangle, being a Bully Blocker not a Watcher. ||   ||
 * || The Bully Triangle Dynamics ||  ||   ||   || X || X || X ||   || [[file:The Bully Triangle Dynamics.pdf]] ||   ||
 * || Words to Grow On ||  ||   || x ||   ||   ||   ||   || [[file:words grow on 2 2.1_001.pdf]] ||   ||
 * || [|Let Hot Air Out of Bullies] ||  ||   || x || x || x ||   ||   ||   ||   ||
 * || [|Bullies Act Out] ||  || x || x ||   ||   ||   ||   ||   ||   ||
 * || Thompson Tattling Lesson ||  ||   || x || x ||   ||   ||   || [[file:Thompson Telling vs. tattling lesson.pdf]] ||   ||
 * || Telling VS Tattling Poster || x || x || x ||  ||   ||   ||   || [[file:Tattling vs. Telling Poster.pdf]] ||   ||
 * || [|What Would you do?] ||  ||   ||   || x || x || x ||   ||   ||   ||
 * || [|Bully Triangle - Power, Tell] ||  ||   ||   || x || x || x ||   || Glogster ||   ||
 * || [|Tell] ||  ||   || x || x || x || x ||   || Glogster - when and how to tell ||   ||
 * || [|Don't Feed the Bully] ||  ||   ||   || x || x || x ||   || Glogster - don't give the bully what he/she wants ||   ||
 * || Support Each Other ||  ||   ||   || x || x || x ||   || Glogster - Be a Bully Blocker not a Watcher ||   ||
 * || Practicing What We Know ||  ||   ||   ||   || x || x ||   || Analyzing Video Clips re: relationship/cyberbullying and power dynamics ||   ||
 * || Power - cartoons ||  ||   ||   ||   || x || x ||   || Cartoons showing different power dynamics ||   ||
 * || Levels of Risk Matrix ||  ||   ||   ||   || x || x ||   || [[file:levels of risk.ppt]]
 * || Three Finger Rule: Talk, Walk, Squwak || x ||  ||   ||   ||   ||   ||   || [[file:Three Finger Rule.pdf]][[file:Three Finger Rule 2.pdf]] ||   ||
 * || School Ideas ||  ||   ||   ||   ||   ||   ||   || [[file:school ideas_001.pdf]] ||   ||
 * || M.O.D.E.L. ||  ||   ||   ||   ||   ||   ||   || [[file:moel_001.pdf]] ||   ||
 * || Bullies Are A Pain ||  ||   ||   || X || X || X ||   || [[file:bullies are a paim_001.pdf]] ||   ||
 * || What To Do circle ||  ||   ||   ||   ||   ||   ||   || [[file:Bully-What To Do and behav. change.pdf]] ||   ||

2..2 Objectives by Grade

 * 2.2 || **Learning Bully Blocker Tools Through Literature** (or other media sources) 1ST GRADE
 * The student will learn about types of bullying behavior and responses to bullying. //pg. 140 will list possible books// ||


 * 2.2 || **Learning Bully Blocker Tools Through Literature** (or other media sources) 2ND GRADE
 * The student will identify types of bullying behavior and effective responses to bullying. //pg. 140 will list possible books// ||

//pg. 140 will list possible books// ||
 * 2.2 || **Learning Bully Blocker Tools Through Literature** (or other media sources) 3RD GRADE
 * The student will identify various responses to different types of bullying behavior and evaluate their effectiveness.

//pg. 140 will list possible books// ||
 * 2.2 || **Learning Bully Blocker Tools Through Literature** (or other media sources) 4TH GRADE
 * The student will identify types of bullying behavior, responses to bullying behavior, determine whether the responses worked, and support their thinking.

//pg. 140 will list possible books// ||
 * 2.2 || **Learning Bully Blocker Tools Through Literature**or Other Media Sources 5TH GRADE
 * The student will evaluate responses to bullying behavior by the target and bystanders and determine whether the responses improved the situation. The student will predict how different responses from the characters would have had alternate outcomes.

2.2 Activites/Lessons by Grade

 * < === 2.2 === ||< Learning Bully Blocker Tools Through Literature/Media ||


 * <  ||< LESSON ||< K ||< 1 ||< 2 ||< 3 ||< 4 ||< 5 ||< Other || DESCRIPTION || Revision ||
 * <  ||< Link to Books ||<   ||<   ||<   ||<   ||<   ||<   ||<   ||   ||   ||
 * <  ||< [|Nobody Knew What to Do] ||<   ||<   ||<   ||< X ||< X ||< X ||<   || [[file:Nobody Knew What to Do.pdf]] ||   ||
 * <  ||< Bullies are a Pain in the Brain ||<   ||< X ||< X ||< X ||< X ||< X ||<   || [[image:http://www.wikispaces.com/i/editor/insert_table.gif]][[file:bullies are a paim_001.pdf]] ||   ||

2.3 Objectives by Grade

 * 2.3 || **How to Look and Act When Standing Up to a Bully 1ST GRADE **
 * The student will practice the way to look and act when standing up to a bully (face, voice tone, and posture) using examples and non-examples. ||


 * 2.3 || **How to Look and Act When Standing Up to a Bully 3RD GRADE **
 * The student will practice the way to look and act when standing up to a bully (face, voice tone, and posture) using examples and non-examples. ||


 * 2.3 || **How to Look and Act When Standing Up to a Bully 5TH GRADE **
 * The student will create role plays to synthesize the bully blocker tools with the way to look and act when standing up to a bully (face, voice tone, and posture) using examples and non-examples. ||

2.3 Activites/Lessons by Grade

 * < === 2.3 === ||< === **How to Look and Act When** **Standing Up to a Bully** === ||

Using the Bully Triangle Activity to role play being assertive, not feeding the bully, and supporting each other. ||  || Understanding Soft and Prickly behavior, and practicing being assertive in response to prickly behavior. ||  ||
 * <  ||< LESSON ||< K ||< 1 ||< 2 ||< 3 ||< 4 ||< 5 ||< Other || DESCRIPTION || Revision ||
 * <  ||< [|How I learned Not to Bullied] ||<   ||<   ||<   ||< x ||< x ||< x ||<   ||   ||   ||
 * <  ||< Don't Pick on Me Video ||<   ||<   ||<   ||<   ||< x ||< x ||<   || [[file:Don't Pick On Me-bullying video.pdf]] ||   ||
 * <  ||< Refusal Skills ||<   ||<   ||<   ||<   ||< x ||< x ||<   || [[file:refusal skills lesson.pdf]][[file:refusal skills #2.pdf]] ||   ||
 * <  ||< Ha Ha So ||<   ||<   ||<   ||< x ||<   ||<   ||<   || [[file:ha ha so 3rd 2.1 2.3_001.pdf]] ||   ||
 * || [|Aggressive & Passive Pictures] ||  ||   || x || x || x || x ||   ||   ||   ||
 * <  ||< **Assertive, Passive, Aggressive** ||<   ||<   ||< x ||< x ||< x ||<   ||<   || [[file:Agress,Pass,Assertive Pics.pptx]] ||   ||
 * || Role Plays to Stand Up & Support Each Other ||  ||   ||   ||   ||   ||   ||   || [[file:Roleplays Suppport gr 3.pdf]] ||   ||
 * || Pinky & Rex and the Bully ||  ||   ||   || X || X || X ||   || [[file:Pinky & Rex and the Bully Lessons.pdf]]
 * || Soft or Prickly || X || X ||  ||   ||   ||   ||   || [[file:Soft & Prickly.pdf]]

2.4 Objectives by Grade

 * 2.4 || **Teasing Blockers 1ST GRADE **
 * The student will learn that verbal teasing and name-calling are forms of bullying behavior and will learn two or more strategies to block name-calling (ignoring through visualization, positive self-talk, and relaxation; agree with the bully; use of humor; changing the subject - resources include //HA HA SO, Simon’s Hook, etc//).
 * The student will role play the teasing blocker skills while being mindful of their own face, voice tone, and posture. ||


 * 2.4 || **Teasing Blockers 2ND GRADE **
 * The student will identify verbal teasing and name-calling as bullying behavior and will role play two or more strategies to block name-calling (ignoring through visualization, positive self-talk, and relaxation; agree with the bully; use of humor; changing the subject - resources include //HA HA SO, Simon’s Hook, etc//). ||


 * 2.4 || **Teasing Blockers 3RD GRADE **
 * The student will demonstrate two or more strategies to respond to teasing and name calling (ignoring through visualization, positive self-talk, and relaxation; agree with the bully; use of humor; changing the subject -Resources include //HA HA SO, Simon’s Hook, etc//). ||


 * 2.1/2.4 || **What You Can Do If You Are Bullied and When to Report Bullying/Teasing Blockers 4TH GRADE **
 * The student will review and role-play two or more strategies to respond to bullying behaviors (TALK/WALK/SQUAWK, ignoring through visualization, positive self-talk, and relaxation; agree with the bully; use of humor; changing the subject - Resources include //HA HA SO, Simon’s Hook, etc.//).
 * The student will be able to recognize which strategies they are most comfortable using to deal with bullying behaviors. ||


 * 2.4 || **Teasing Blockers 5TH GRADE **
 * The student will evaluate their own thoughts, behaviors, and actions and how to keep their personal power during bullying situations (being a “target” vs “victim”). ||

2.4 Activites/Lessons by Grade

 * < === 2.4 === ||< === **Teasing Blockers** === ||


 * <  ||< LESSONS ||< K ||< 1 ||< 2 ||< 3 ||< 4 ||< 5 ||< Other || DESCRIPTION || Revision ||
 * <  ||< [|Teasing Blockers] ||<   ||<   ||<   ||< x ||< x ||<   ||<   ||   ||   ||
 * <  ||< Just Kidding & Guide ||<   ||< x ||< x ||<   ||<   ||<   ||<   || [[file:Just Kiddin & guide lit.pdf]] ||   ||
 * <  ||< Responses to Putdowns ||<   ||<   ||<   ||<   ||<   ||   ||<   || [[file:Responses to Putdowns.pdf]]r ||||   ||
 * <  ||< Responses to Putdowns 2 ||<   ||<   ||<   ||<   ||<   ||<   ||<   || [[file:Responses to Putdowns #2.pdf]] ||   ||
 * <  ||< Simon's Hook ||<   ||<   ||<   ||<   ||< x ||<   ||<   || [[file:simon's hook 4 2.4_001.pdf]] ||   ||
 * <  ||< Feelings/Empathy ||<   ||< x ||<   ||<   ||<   ||<   ||<   || [[file:feel empathy 1 2.4_001.pdf]] ||   ||
 * <  ||< [|Playing the Bully Card] ||<   ||<   ||<   ||< x ||< x ||< x ||<   ||   ||   ||

2.5 Objectives by Grade

 * 2.5 || **Rumor Blockers and How to Stop Gossip 3RD GRADE **
 * The student will analyze how distorted and unreliable rumors and gossip can be (e.g., picture telephone, //Mr. Peabody’s Apples,// etc).
 * The student will identify the difference between rumors and gossip and how these behaviors can be considered social bullying.
 * The student will learn two or more strategies to block rumors and gossip. ||


 * 2.5 || **Rumor Blockers and How to Stop Gossip** ** 4TH GRADE **
 * The student will demonstrate two or more strategies to block rumors and gossip. ||


 * 2.5 || **Rumor Blockers and How to Stop Gossip 5TH GRADE **
 * The student will analyze how distorted and unreliable rumors and gossip can be (e.g., picture telephone, //Mr. Peabody’s Apples,// etc).
 * The student will relate rumors and gossip to personal experiences of self, others, or media and evaluate their own behavior and the behaviors of others. ||

2.5 Activites/Lessons by Grade

 * < === 2.5 === ||< === **Rumor Blockers and How** **to Stop Gossip** === ||


 * <  ||< LESSON ||< K ||< 1 ||< 2 ||< 3 ||< 4 ||< 5 ||< Other || DESCRIPTION || Revision ||
 * <  ||< [|Rumor Blockers] ||<   ||<   ||<   ||<   ||<   ||<   ||<   ||   ||   ||
 * <  ||< Trouble Talk ||<   ||< X ||< X ||<   ||<   ||<   ||<   || [[file:Trouble Talk guide.pdf]] ||   ||
 * <  ||< Pass It On ||<   ||<   ||< X ||< X ||< X ||< X ||<   || [[file:pass it on_001.pdf]] ||   ||
 * <  ||< Rumors ||<   ||<   ||<   ||< X ||<   ||<   ||<   || [[file:rumors 3 2.5_001.pdf]] ||   ||
 * <  ||< Am I A Puppet? ||<   ||<   ||< X ||<   ||<   ||<   ||<   || [[file:am i puppet 2 2.5_001.pdf]] ||   ||
 * <  ||< Gabby Gossip VS Kind Compliments ||<   ||<   ||<   ||< X ||< X ||< X ||<   || [[file:gabby gossip 3-5 2.5_001.pdf]] ||   ||

2.6 Objectives by Grade

 * 2.6 || **Relationship Bully Blockers 3RD GRADE **
 * The student will be able to identify examples and non-examples of social/relationship bullying and relate them to personal experience. ||


 * 2.6 || **Relationship Blockers GRADE 5 **
 * The student will know the definition of sexual harassment, what the law says about sexual harassment, and how to respond if targeted. ||

2.6 Activites/Lessons by Grade

 * < === 2.6 === ||< === **Relationship Bully Blockers** === ||


 * <  ||< LESSON ||< K ||< 1 ||< 2 ||< 3 ||< 4 ||< 5 ||< Other || DESCRIPTION || Revision ||
 * <  ||< Relaional Aggression Activities ||<   ||<   ||<   ||<   ||<   ||<   ||<   || [[file:activities_001.pdf]] ||   ||
 * <  ||< **[|Relationship Bullying - glogster by 5th graders]** ||<   ||<   ||<   ||<   ||<   ||<   ||<   ||   ||   ||
 * <  ||< How to Support Others ||<   ||<   ||<   ||<   ||<   ||   ||<   || Fashion Videos - what’s happening, the dynamics, etc. ||||   ||
 * <  ||< Real friends and the other kind ||<   ||<   ||<   ||<   ||<   ||<   ||<   || Book by Annie Fox, no lesson plan ||   ||
 * <  ||< Pair and Share ||<   ||<   ||< X ||< X ||< X ||< X ||<   || [[file:pair n share_001.pdf]] ||   ||
 * <  ||< Bet You Can't ||<   ||<   ||<   ||<   ||<   ||< X ||<   || [[file:bet u cant 5 2.6_001.pdf]] ||   ||
 * || Peer Pressure ||  ||   ||   ||   ||   || X ||   || [[file:peer pressure 5 2.6_001.pdf]] ||   ||
 * || Double Dare ||  || X || X ||   ||   ||   ||   || [[file:Berenstain Bears Double Dare peer pressure lit..pdf]] ||   ||
 * || Scaredy Cat-Fish Peer Pressure ||  || X || X ||   ||   ||   ||   || [[file:Scardy Cat Fish peer pressure lit..pdf]] ||   ||
 * || Practicing What We Know ||  ||   ||   ||   || X || X ||   || Analyzing Video Clips re: relationship/cyberbullying and power dynamics ||   ||
 * || The Color Continuum: Identifying Levels of Agression ||  ||   ||   || X || X || X ||   || [[file:levels of agression_001.pdf]] ||   ||
 * || Methods of Relational Agression ||  ||   ||   ||   ||   ||   || X || [[file:methods motivations_001.pdf]] ||   ||

2.7 Objectives by Grade

 * 2.7 || **Bystander Blockers 1ST GRADE **
 * The student will learn what they should do when someone else is being bullied
 * The student will review the pledge and demonstrate knowledge through role plays and writing/drawing. ||


 * 2.7 || **Bystander Blockers 2ND GRADE **
 * The student will identify and practice strategies to help someone else being bullied.
 * The student will review the pledge and demonstrate knowledge through role plays and writing/drawing. ||


 * 2.7 || **Bystander Blockers 3RD GRADE **
 * The Student will practice effective strategies to provide support for someone else being bullied.
 * The Student will identify indirect strategies to positively impact bully situations (joining the target, giving compliment at another time, asking target to play, acknowledging the negative behavior of the bully). ||


 * 2.7 || **Bystander Blockers 4TH GRADE **
 * The Student will practice effective direct and indirect strategies to provide support for someone being bullied. ||


 * 2.7 || **Bystander Blockers 5TH GRADE **
 * Students will apply their knowledge of what they should do when someone else is being bullied using role plays, artwork, or writing (strength in numbers)
 * The student will recognize how indirect strategies to get involved can have strong positive outcomes for targets of bullying behavior (joining the target, giving a compliment at another time, asking target to play, acknowledging the negative behavior of the bully). ||

2.7 Activites/Lessons by Grade

 * < === 2.7 === ||< === **Bystander Blockers** === ||


 * ||< LESSON ||< K ||< 1 ||< 2 ||< 3 ||< 4 ||< 5 ||< Other || DESCRIPTION || Revision ||
 * ||< Watcher Blockers ||<  ||<   ||<   ||<   ||<   ||<   ||<   ||<   ||   ||
 * ||< [|Power of One Video] ||<  ||<   ||<   ||< X ||< X ||< X ||<   ||< [[file:The Power of One.pdf]] ||   ||
 * ||< [|Get Involved with Force] ||<  ||<   ||<   ||<   ||<   ||<   ||   ||<   ||   ||
 * ||< Response to Bullying Worksheet ||<  ||<   ||<   ||<   ||<   ||<   ||<   ||< [[file:Everyday Heroes Reflections.pdf]] ||   ||
 * ||< Dear Bystander Letter ||<  ||<   ||<   ||<   ||< X ||< X ||<   ||< [[file:Dear Bystander.pdf]] ||   ||
 * ||< [|Empathy: A Mile in my Shoes Video] ||<  ||<   ||<   ||<   ||< X ||< X ||<   ||< [[file:Walk Mile in my Shoes.pdf]][[file:Shoes.pdf]] ||   ||
 * ||< Band-Aid Chicken ||<  ||< X ||< X ||<   ||<   ||<   ||<   ||< [[file:The Bandaid Chicken and guide selfesteem & bystander lit..pdf]] ||   ||
 * || [|The Price of Silence: Empowering the Bystander] ||  ||   ||   || X || X || X ||   ||   ||   ||
 * || [|A Bystander's View: What stops you from getting involved?] ||  ||   ||   ||   || X || X ||   ||   ||   ||
 * || [|Bullying We'll Stop it music video made by kids] ||  ||   ||   || X || X || X ||   ||   ||   ||
 * || [|Happy Faces] || X || X || X ||  ||   ||   ||   ||   ||   ||
 * || [|Breaking Down the Walls of Intolerance] || X || X || X || X || X || X ||  ||   ||   ||

2.8 Objectives by Grade

 * 2.8 || **Physical Bully Blockers 1ST GRADE **
 * The student will understand what situations are dangerous and serious enough to get adult help immediately (skipping Talk and Walk and going straight to Squawk).
 * The student will know when to report bullying: when someone is hurt or unsafe, when someone is afraid, or when other plans have not worked. ||


 * 2.8 || **Physical Bully Blockers 2ND GRADE **
 * The student will know when to report bullying: when someone is hurt or unsafe, when someone is afraid, pr when other plans have not worked (reviewed from tattling vs. telling). ||


 * 2.8 || **Physical Bully Blockers 3RD-5TH GRADE **
 * The student will know when to report bullying: when someone is hurt or unsafe, when someone is afraid, or when other plans have not worked. ||

2.8 Activites/Lessons by Grade

 * < === 2.8 === ||< === **Physical Bully Blockers** === ||


 * ||< LESSON ||< K ||< 1 ||< 2 ||< 3 ||< 4 ||< 5 ||< Other || DESCRIPTION || Revision ||
 * ||< Small Problems & Big Problems ||<  ||< X ||< X ||< X ||< X ||<   ||<   ||< [[file:Small Problems and Big Problems.pdf]] ||   ||