No Slide Title

•Unknown to self = ;

•Known to others=

•<= /span>

•<= /span>Known to self

•<= /span>Known to others

•<= /span>Known to self

•<= /span>Unknown to others

•

Open Self

Blind Self

Hidden Self

Unknown Self

JOHARI= ’S
WINDOW

•Unknown to self = ;

•Unknown to others

Journaling Exercises

<= span style=3D'visibility:hidden'>•

•Journal Categories -- Alexandra Johnson in Leaving a Trace lists 10 categories of life patterns often addressed in journals: longing; <= span style=3D'position:absolute;top:12.92%;left:29.75%;width:69.25%;height:2.05= %'>fear, mastery; (intentional) silences; key influences; hidden lessons; secret gifts; challenges; unfinished business; untapped potential. "Each category corresponds to a way we engage or hold back in life. To begin to see a journal through these ten organizing devices is to unknot years of tangled entries. It's most helpful if you go back through journals first by posing each life pattern as a question. Where, for example, are incidents of mastery? They may be in work, school, raising children. Or how was conflict a secret gift, highlighting potential that was still untapped?" •Single Jo= urnal Snapshot of an Event -- Do one for several key stages in your life. An ideal focus is a time when you were at a perceived disadvantage, or when an incident triggered new insights that changed the way you view the world. Let these successive incid= ent snapshots frame a new journal. (Alexandra Johnson in Leaving a T= race) •Flipside = -- If you write on only one side of a journal's pages, pick an entry and in a different ink use the flip side to explore what was = omitted in the entry. What wasn't said. What that day's events set into motion. (Alexandra Johnson in Leaving a Trace) •Think of a specific incident in your life that, though you were probably unaware of it at the time, triggered a click in consciousness: a shift in how you viewed things differently from that moment on.

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•Write abo= ut a photo that doesn't exist but you wish did.

•Make a li= st of six objects most associated and the two least associated with a person. On a single journal page, empty their handbags and pockets; open drawers, cabinets, closets. Jot down what you see. Stare. Wait. May take weeks or months but snapshots will emerge. "Whenever you write about someone else, it's always a double portrait: of them and the you remembering them." •Which thr= ee memories would you never forgive yourself for not setting down? •Think of a room you've known well over three key stages in life. How did it -- and you -- change over time? •Write a one-page autobiographical statement. Do it in the third person. This immediately gives necessary distance. Then, without thinking, flip the page and list several stories left out on this factual resume. The flip side is where to begin. It's gotten past the hypnotic, reflexive ways we choose to present ourselves.

•<= /span>To get started when writing about others, create a quick list of ques= tions to spark specific details that are the core of character portraits. (a) Describe four things you'd find hi= dden in their medicine chest or bathroom drawer. (b) Which food would they be most prone to be found eating? (c) Describe a = single outfit or article of clothi= ng in their closet they've only worn once. Why? (d) Describe a single object they'd never part with t= hough it's long lost its meaning= or value. (e) Describe a single physical detail or gesture someone would notice if standing behind t= he person in a bank= line. (f) What is their most irritating gesture or mannerism?

•<= /span>Make five columns, one for each of the senses. In= each write words related to = that sense. Consider a memory. Circle words that convey that memory and use them in an entry.=

•

•<= /span>

•

•More J= ournal helps from Leaving a Trace: The A= rt of Transforming a L= ife into Stories by Alexandra Johnso= n

•<= /span>Johnson's practical suggestions:

•<= /span>Suspend any notion of what a journal should look = like or how often it should = be written in

•<= /span>Write as if to the one friend you'd never betray&= #13;

•<= /span>Go between multiple journals to spur productivity=

•<= /span>Give each new journal a specific purpose

•<= /span>Play, letting each page be a process first, each = entry like a Polaroid, easily taken, easily discarded, yet telling you what to do next

•

•Other suggestions:

•<= /span>Don't let the pen lift from the page. =

•<= /span>Write fast.

•<= /span>Make the strange the familiar, the familiar stran= ge. (at a slant, with= a non-dominant hand, upside down, eyes closed)

•<= /span>Woolf says: Walk before writing. Write when tired. Write in fragments. =

•<= /span>Turn down the brightness on the computer. Then pr= int, underline what's good, copy= that into a journal as a way to get started.

•<= /span>Start with seed phrases: "If only"; &qu= ot;I always must remember"; "You said"; "Imagine"

•<= /span>One diarist writes the alphabet in journal margin= s, one letter each line. Then witho= ut thinking, comes up with as many words beginning with the letter. The strange pairings triggers his thin= king.

•<= /span>Mindmapping

•

(harmonious, = loud, = = screech…)

(colors, grainy, beautiful, still …)

(mildew, moldy, sweet, burn …)=

(bumpy, rough, scratchy, sticky…)

(i.e. sour, <= /span>= tangy, = bitter, = sweet...)

Hearing

Sight=

Smell=

Touch=

Taste=

<= /div>

Self-Differentiation Questions&#= 13;

•To what degree does the upset of another upset me?

•How free do I feel to express my own thinking, to set= my own = boundaries?

•

•How much do I depend on another’s calmness/ happiness to make me calm or happy?

•

•How well am I able to stay connected to people and to take a = position when the emotional atmosphere is intense?

•

•How well am I able to see my own part in the chronic pattern in my family, church, or workplace, and then to alter it?

•

•To what degree am I able to be neutral, to refuse to blame or diagnose others, and to refuse to take other’s reactivity personally?

•

•How well do I do at taking responsibility for my own emotions = rather than taking responsibility for the emotions of others? <= /div>

•

•How well have I developed the capacity to step outside the system = I’m part of and to “see” the emotional process, to observe the automatic reactivity that takes place?

•

•To what degree am I able to regulate my own emotional reactivity = to others?

•

•How well am I doing at growing a belief system that is truly my = own? Do I have clear life goals?

•

•How well am I able to express my own beliefs to others without demanding that they accept them, defining my self in a non-reactive way, taking an “I” position?

•

•How well am I able to stay connected even with those = who disagree with me?

•

•Can I allow the enhancement of other’s integrity and well being without feeling abandoned, inferior, or less of a self?

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•Tools for Systematic Leaders

•Congregations a= re open systems:

• everything in them aff= ects everything else.

1. = Events are at the surface level. Ev= ents include all of congregations’ routine and special activities. Worship, disciple making, care giving, social gatherings, and community ministries - when looked at independently - are all events. Events are where the congregation’s mission is liv= ed out. The church benefits or suffers immediately based on the outcome of each event. What kind of programs do you have? = ;

2. = Trends describe a current direction of a congregation, or a specific aspect of the congregation, over time. A trend may occur over weeks or years. Example: in the past three months children’s church attendance has increased by 20%. What are you running?

congregational system. These interrelated parts include the = congregation’s history, context, ministries, leadership, identity and vision. “It’s just the way we do things around here!”

4. = Mental Models are our perce= ptions and assumptions concerning the world in which we live. = We may be conscious of some or our models, but they primarily function below our level of awareness.

<= /u>

The activities that comprise life

Ways in which those activities are increasing, decreasing or staying the same

Events

Trends

Systemic Structures

Mental Models

The l= ife patterns that we experi= ence over & over

Percept= ions, beliefs, values, stori= es & symbols we use to interpret & guide our lives =

Cong= regational &= ; Life Layers

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•Key Questions About Personal Transformation

•

1.What key tre= nds in my life and leadership are increasing, decreasing or in a holding pattern? Examples: time spent in private prayer, patience with my children, respect for my church leaders, physical energy, angry outbursts

2.

2.What are the key <= b>actions or activities that comprise these trends? Examples: time a= lone with God, helping my kids with homework, committee meet= ings with church leaders, walks from the church facility to my car in the parking lot, decisions bout money with church leaders= or spouse

3.

3.What pattern= s or experiences do I find myself having over and over again? What= do I not like about those experiences? What benefits do I receive from continuing to repeat the same actions or activities? Why do I do t= hose things? What actions or activities am I going to change? Exampl= e:

4.

4.What deeply held perceptions, beliefs, values or stories (mental models) do I embrace in order to justify important repeated patterns in my life? Why do I continue to embrace them? What perceptions, beliefs, values or stories am I going to change or re-frame? Example: From “All church leaders must be pushed to spend church money.” To “We can respect different spending preferences and often find common ground.”

5.

5.Which of these are= as of change do I need disclose to trusted friends who will hold me accountable and support my transformation? Who will= I involve in the process? When? How?

6.

6.Am I willing to in= vite trusted friends to give me feedback about things they perceive in my life that need to be changed? How and when will I invite their feedback? How will I work to respond appropriately?

7.

•

Beliefs about the effects of prayer

Perception of God’s response to prayer

Personal value <= span style=3D'position:absolute;top:59.17%;left:47.75%;width:18.0%;height:2.05%= '>placed on prayer

Time spent in private prayer

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What Makes You= You

Social/economic= 3;

experience<= /div>

Spiritual Development

Culture/ worldview

Gender

Birth Order

Phase of Life

Generational Concerns

Personality Type and Temperament=

Learning Style

Education

?

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Defensive Mechanisms

Habitual ways of interacting that protect us and o= thers from threat or embar= rassment [and] prevent us from learning. =

Chris Argyris in Senge’s = The Fifth Discipline

Example

Definition<= /div>

Mechanism

(arms crossed, head down, sighing)

Intentionally using body language to convey hurt & persuade

The Sulk

“Just kidding.”= ;

Using humor to deflect

The Joke

“I’m just clueless.”

Pretending to be unaware

Feigned ignorance

“I don’t have time to deal with that right now.”= ;

Routinely putting off

Procrastination

“_______” =

(see body language)

= Refusing to acknowledge hurt feelings and disengages

Hurt Feelings

“He said . . . = ; She said . . .”

Inappropriately injecting one’s self between two others

Triangulation

“Could have been worse . . .”

Rationalizing one’s own behavior

Justification

“You can never trust church leaders . . .”

Consciously misleading

The Lie

“If you were really faithful . . .”

= Caring more about being right than redemptive

Self-Righteous Anger

“We don’t want to get into that right now.”

Trying to keep the group from expressing honest, passionate differences of opinion

Conflict Avoidance

“We need to do this.

We NEED to do this.

WE REALLY NEED TO DO THIS!!!!”

Using force of personality and persistence to accept his/her point

Passionate Discourse

“Let me tell you a thing or two!”

Fingers pointing, words flying, emotions at a high

Heated Attack

“Obviously you’re having trouble understanding this.”

Implying others can see it your way if they would just “think clearly & logically̶= 1;

Logical Put Down

“Thanks for your input . . . Now moving right along.”

Dismissing someone with “kindness”

Polite Brush-Off

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Life Roles & Goals: Physical

Current Reality

Vision

Compromising?

Distorting?

Transforming?

Where are you now?

Height: _________________

Weight: _________________

Blood Pressure: __________ <= /span>

Cholesterol: _____________ <= /span>

Body Mass Index: ________

Daily Calories: ___________ =

Physical Activity: _________ = ;

_______________________

Where does God want you? =

Height: _________________

Weight: _________________

Blood Pressure: __________ <= /span>

Cholesterol: _____________ <= /span>

Body Mass Index: ________

Daily Calories: ___________ =

Physical Activity: _________ = ;

_______________________

Physical Goa= ls for the Coming Year:

1.

2.

3.

4.

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Life Roles & Goals: Emotional

Current Reality

Vision

Compromising?

Distorting?

Transforming?

Times when I was:

Mad: ___________________

_______________________

Sad: ___________________

_______________________

Glad: __________________

_______________________

Scared: ________________

_______________________

Emotional Go= als for the Coming Year:

1.

2.

3.

4.

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Life Roles & Goals: Mental

Current Reality

Vision

Compromising?

Distorting?

Transforming?

How do you learn?

___ Verbal/Linguistic

___ Math/Logic

___ Spatial

___ Bodily Kinesthetic

___ Musical

___ Interpersonal

___ Intrapersonal

___ Natural

What are areas of growth? = ;

Sociology ______________

_______________________

Technology _____________

_______________________

Education _______________

_______________________

Environment _____________

_______________________

Politics _________________ <= /span>

_______________________

Economics ______________

_______________________

Religion ________________

_______________________

Mental Goals= for the Coming Year:

1.

2.

3.

4.

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Life Roles & Goals: Spiritual

Current Reality

Vision

Compromising?

Distorting?

Transforming?

Where are you now?

Meditation 0 1 2 3 4 5 6 7 8 9 10

Prayer = ; 0 1 2 3 4 5 6 7 8 9 10

Fasting 0 1 2 3 4 5 6 7 8 9 10

Study 0 1 2 3 4 5 6 7 8 9 10

Simplicity 0 1 2 3 4 5 6 7 8 9 10

Solitude 0 1 2 3 4 5 6 7 8 9 10

Submission 0 1 2 3 4 5 6 7 8 9 10

Service 0 1 2 3 4 5 6 7 8 9 10

Confession 0 1 2 3 4 5 6 7 8 9 10

Worship 0 1 2 3 4 5 6 7 8 9 10

Guidance 0 1 2 3 4 5 6 7 8 9 10

Celebration 0 1 2 3 4 5 6 7 8 9 10

=

Where does God want you? =

Spiritual Go= als for the Coming Year:

1.

2.

3.

4.

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•Dis= covery Study - The Prodigal - Luke 15:11-32

•Mon= day - Public Life

•

•Luke 15:11-32= 3;

•11 Jesus continued: "There was a man who had two sons. 12 The younger one said= to his father, `Father, give me my share of the estat= e.' So he divided his property between them.

•13 &quo= t;Not long after that, the younger son got together all he had, set off for a distant country and there squandered his wealth in wild living. 14 After he had spent = everything, there was a severe famine in that whole country, and he began to be in need. 15 So he went and hired himself out to a citizen of that country, wh= o sent him to his fields to feed pigs. 16 He longed = to fill his stomach with the pods that the pigs were eating, but no one gave him anything. 17 "When he came = to his senses, he said, `How many of my father's hire= d men have food to spare, and h= ere I am starving to death! 18 I will set out and go back to my father and say to him: Father, I have sinned against heaven a= nd against you. 19 I am no longer worthy to be called your son; make me like one of your hired men.' 20 So <= /span>he got up and went to his father. "But while he was still a lo= ng way off, his father saw hi= m and was filled with compassion for him; he ran to his son, threw his arms around him and kissed him. 21 "The son s= aid to him, `Father, I have sinned against heaven and against you. I am no longer worthy to be called your son.' 22 "But the father said to his servants, `Quick! Bring the best robe and put it on him. Put a ring on his finger and sandals on his feet. 23 Bring the fattened calf and kill it. = Let's have a feast and celebrate. 24 For this son of mine was dead and is alive again; he was lost and is found.= ' So they began to celebrate. 25 "Meanwhile, the older son was in the field. When he came near the hou= se, he heard music and dancing. 26 So he called one of the servants and asked him <= span style=3D'position:absolute;top:43.44%;left:29.75%;width:77.75%;height:1.68= %'>what was going on. 27`Your brother has come,' he replied, `and your father has killed the fattened calf because he has him back safe and sound.'

•28 &quo= t;The older brother became angry and refused to go in. So his father went out an= d pleaded with him. 29 But he answered his father, `= Look! All these years I've been slaving for you and never disobeyed your orders. Yet you never gave me even a young goat so I could celebrate with my fri= ends. 30 But when this son of yours who has squandered your property with prostitutes comes home, you kill the fattened calf for him!' 31 "`My son,' the father said, `you are always with me, and everything I have is yours. 32 But we had to celebrate and be glad, because this brother of yours was dead and is alive again; he was lost and is found.'&q= uot; NIV

•

•Based on your perception or best guess what would you say the (public life) is of the followin= g: 1. The Prodigal 2. The Fathe= r 3. The Oldest Brother? (Public Life is known to self and known to others).

•

•Can you share whose story you relate to more closely and why?

•1. The Prodigal 2. The Father 3. The Oldest Brother

•

•What are the similarities or differen= ces in the Luke 15 family and your family of origin? (Famil= y of origin is the family you grew up in)

•<= /span>

•DISCOVERY QUESTIONS: =

•What do you like best?

•What troubled you? = ;

•What did you not understand?

•What did you learn abo= ut God?

•What do you personally need to do about it?

•Which phrase or verse = do you want to take with you and think about this week? Or share with a friend?

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•Discovery St= udy - Isaiah 6:1-8

•Tuesday Morning - Pr= ivate Life

Isa 6:1-8

6:1 In the year that King Uzziah died, I saw the L= ord seated on a throne, high and exalted, and the train of his robe filled the temple. 2 Above him were seraphs, each with six wings: With two wings they covered t= heir faces, with two they covered their feet, and with two they were flying. 3 And they were calling to one = another:

"Holy, holy, holy is the LORD Almighty; <= /span>

the whole earth is full of his glory." <= /span>

4 At the sound of their voices the doorposts and thresholds shook and the temple was filled with smoke. 5 "Woe to me!" I cried. "I am ruined! For I am a man of unclean lips, and= I live among a people of unclean lips, and my eyes have seen <= span style=3D'position:absolute;top:28.27%;left:29.75%;width:77.25%;height:1.68= %'>the King, the LORD Almighty." 6 Then one of t= he seraphs flew to me with a live coal in his hand, which he had taken with tongs from the altar. 7 With it he touched my mouth and said, "See, this has tou= ched your lips; your guilt is taken away and your sin atoned for." 8 Then I heard the voice of the Lord saying= , "Whom shall I send? And who will go for us?&q= uot; And I said, "Here am I. Send me!" NIV

What can = we learn from Isaiah's response to an encounter with God?

Where was Isaiah's focus?

What are = some of the principles of personal transformation found in this passage? (Based on your reading and life experience) Can you s= hare an encounter with God that create tension and personal transformation in your life? •How well are you able to stay connected to peo= ple and to take a position when the emotional atmosphere is intense? •To what degree are you able to avoid blaming and diagnosing others when under tension? Are you w= illing to walk in the light and reveal something that is only known to you? •Are you willing to walk in the light in commun= ity and before the Holy Spirit so that you can be transforme= d? (Make this commitment to your peer group)

<= /u>

DIS= COVERY QUESTIONS:

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What do y= ou like best?

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What trou= bled you?

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What did = you not understand?

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What did = you learn about God?

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What do y= ou personally need to do about it?

•Which phrase or verse do you want to take with you and think about this week? Or share with a friend?

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•Discovery St= udy - John 5

•Secondary Ga= ins - Private Life

John 5:1-13

5:1 Some time later, Jesus went up to Jerusalem fo= r a feast of the Jews. 2 Now there is in Jerusalem near the Sheep Gate a pool, which in Aramaic is called Bethesda and which is surrounded by five covered colonnades. 3 Here a great number of disabled people used to lie-the blind, the lame, the paralyzed. 5 One who was there had been an invalid for thirty-eight years. 6 When Jesus saw him lying there and learned that he had been in this condition for a long time, he <= /span>asked him, "Do you want to get well?" 7 "Sir," the invalid replied, "I have no one to help me into the pool when the water is stirred. While I am trying to get in, someone else goes down ahead of me." 8 Then Jesus said to him, "Get up! = Pick up your mat and walk." 9 At once the man was cured; he picked up his mat and <= /span>walked. The day on which this took place was a Sab= bath, 10 and so the Jews said t= o the man who had been healed, "It is the Sabbath; the law forbids you to <= /span>carry your mat." 11 But he replied, "The man who made me well = said to me, `Pick up your mat and walk.'"

12 So they asked him, "Who is this fellow who= told you to pick it up and walk?"

13 The man who was healed had no idea who it was, = for Jesus had slipped away into the crowd that was there. NIV

Why would= Jesus ask the man, "Do you want to get well?"

What migh= t the man have to gain by staying by the pool?

What woul= d he lose by choosing to get well?

What are = some of the barriers to your personal transformation? What old habits do you love? "I want to lose 20 pounds but I love chocolate a whole lot more.“ •How well have you developed the capacity to st= ep outside the system you are a part of and "see&quo= t; the emotional process, to observe the automatic reactivity that takes place? •Would you be willing to take a risk and share something that only you or someone very close to you knows about yourself?

<= /u>

DIS= COVERY QUESTIONS:

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What do y= ou like best?

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What trou= bled you?

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What did = you not understand?

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What did = you learn about God?

<= span class=3DBB style=3D'position:absolute;left:-7.57%'>•What do y= ou personally need to do about it?

•Which phrase or verse do you want to take with you and think about this week? Or share with a friend?

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•Dis= covery Study

•Exo= dus 33 & 34

•Ex 33:15-34:9

•15 Then= Moses said to him, "If your Presence does not go with us, do not send us up= from here. 16 How will anyone know that you are pl= eased with me and with your people unless you go with us? What else will distinguish me and your people from all the other people on the face of the earth?" 17 And the LORD said to Moses, "I will do the very thing you have asked, because I am pleased with y= ou and I know you by name." 18 Then Moses said, "Now show me your glory." 19 And the LORD said, "I will cause all my goodn= ess to pass in front of you, and I will proclaim my name, the LORD, in your presence. I will have mercy on whom I will have mercy, and I will have compassion on w= hom I will have compassion. 20 But," he said, "you cannot see my face, for no one may see me and live." 21 Then = the LORD said, "There is a place near me where you may stand on a rock. <= /span>22 When my glory passes by, I will put you in a cl= eft in the rock and cover you with my hand until I have passed by. 23 Then I will remove my hand and you will= see my back; but my face must not be seen." <= /span>

•34:1 Th= e LORD said to Moses, "Chisel out two stone tablets like the first ones, and= I will write on them the words that were on the first tablets, which you broke. 2 Be ready in the morning, and then come up on Mount Sinai. Present yourself to me there on top of the mountain. 3 No one is to come = with you or be seen anywhere on the mountain; not even the flocks and herds may graze in front of the mountain." 4 So Moses chiseled out two stone tablets like the first ones and went up Mount Sinai early in the morning, as the LORD had commanded him; and he carried the two stone tablets in his hands.= 5 Then the LORD came down in the cloud and stood there with him and proclaimed his name, the LORD. 6 And he passed in front of Moses, proclaiming, &quo= t;The LORD, the LORD, the compa= ssionate and gracious God, slow to anger, abounding in love and faithfulness, 7 maintaining love to thousands, and forgiving wickedness, rebell= ion and sin. Yet he does not leave the guilty unpunished; he punishes the children and their children for the sin of the fat= hers to the third and fourth generation." 8 Moses bowed to the ground at once and worshiped. 9 "O Lord, if I have found favor in your eyes," he said, &quo= t;then let the Lord go with us. Although this is a stiff-necked people, forgive our wickedness and our sin, and take us = as your inheritance." NIV

•

•What is God's glory according to this passage?

•What needed to change in Moses' and t= he children of Israel in or for them to reveal God's glory?

•What are some of the ways people can = see God's glory in your life when you "pass in front" of them?

•What areas of your life do you need to see changed so that you can reveal God's glory?

•What principles of personal transformation do = you see in these verses?

•<= /span>

•DISCOVERY QUESTIONS: =

•What do you like best?

•What troubled you? = ;

•What did you not understand?

•What did you learn abo= ut God?

•What do you personally need to do about it?

•Which phrase or verse = do you want to take with you and think about this week? Or share with a friend?

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<= /div>

‹h= eader›

<= /div>

‹date/time›

Click to edit Master text styles

Second level

Third level

Fourth level

Fifth level

<= /div>

‹f= ooter›

<= /div>

‹#›

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gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('

' + ENDSHOW_MESG + '

') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWi