beyond rainmaking

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Beyond Rainmaking

Accelerated Learning Techniques for Law School,

the Bar Exam, and Beyond

Nancy Tilton Hand, JD

A Negotiation Ninja Book

Nancy Tilton Hand


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A Negotiation Ninja Book Nancy Tilton HandNancy Tilton Hand, JDNegotiation NinjaP.O. Box Auburn, AL [email protected]

ALL RIGHTS RESERVED. is book contains material protected under Inter-national and Federal Copyright Laws and Treaties. Any unauthorized reprintor use of this material is prohibited. No part of this book may be reproduced ortransmitted in any form or by any means, electronic or mechanical, includingphotocopying, recording, or by any information storage and retrieval systemwithout express written permission from the author/publisher.

is book was typeset and produced by Sten ornburg using Open Sourcesoware. My sincere thanks to Sten all who work in Open Source. I would

also like to extend my sincerest thanks to the photograhers. Cover photo pro-vided under CCL by Joel Kramer - joelk. Photo of the author provided byMark Owens of GwyneMark Photography. All other photos by Will and NancyHand.

Hand, Nancy, T.Beyond RainmakingBibliographyISBN ----

Library of Congress Control Number: . Law School . Motivation . More keywords.... . ...


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Writing State related learning

e Control Room

Chapter Manage Emotions With Tapping . Tapping Explained . Tapping Points . Lets Get Tapping! . Subjects for Tapping . Tapping Tips

Part II Performance Enhancement Techniques

Chapter Build Familiarity . Exposure and Priming . Spacing Effect . Summarizing . Quizzing . PhotoReading

Chapter Play With Perspective . Perspective and point of view

Chapter Genius Brain Boosters

. Noise Removal Breathing . Brain Gym Rub Your Ears

. So Eyes

Part III Physical Support For Learning

Chapter Take Care of Your Body . Exercise . Sleep

viii


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. Diet . Keep it Clean

. Protect Your Performance

Chapter Conclusion & Practical Use . How I Studied for the Bar Exam

Part IV Appendices

Appendix A Sample Tapping Setups A. Pre-Tapping safety net A. Give your subconcious mind direction A. Post-Tapping integration A. When things feel impossible A. Study overwhelm and frustration A. Fear of failing the bar exam A. ree ways to address public speaking fear

Appendix B My Story

Bibliography

Final Note

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Forward

ere is no end to education. It is not that

you read a book, pass an examination, and

finish with education. e whole of life, from

the moment you are born to the moment you

die, is a process of learning.

J K

Why Learn To Learn?Negotiation will undoubtedly be part of your professional life.

In a time when jobs are scarce and options for legal work aredwindling, accelerated learning and negotiation skills might bethe only things between you and a dingy cubicle.

is book will show you how to take in more targeted infor-mation, retain it longer, have better access to it, and learn faster

than ever before. Your performance in every other part of yourlife will improve when you master the management of your infor-mation. You will also have more free time to do what you wantto do.

Information is power. Information helps you solve problemsand create options. It gives you credibility, flexibility, and author-ity. It will help you get the life you want. Mastering informationis truly the first step toward becoming a great counselor, advisor,and negotiator.

Much of Law school is about learning to think like a lawyer. Itis intense, immersive learning in a relatively foreign language


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legalese. You are going to have to learn and synthesize mountainsof information.

You are going to have a seemingly impossible workload thatwill carry over into your law practice. e reading alone is enoughto overwhelm just about anybody. You will inevitably have to con-

vey your logic to other people in class or in the courtroom.In addition, you will have other people in the mix, more re-

sponsibility, and still have to stay on top of your game. And then,of course, theres the rest of life.

Get the advantage of being smarter, faster, and more creativeso that you can get the grades and job you want. Get the advan-tage of having extra time. Here is your opportunity to learn andmaster skills that will set you apart from the roughly , othergraduates who have a similar law school education and experi-ence.

ese techniques will help you to maximize your study effortsby shortening the amount of time you have to spend studying.

ey will also improve your understanding and retention of thematerial. What you do with that extra time is up to you.

Learning this information while you are in school or earlyin your career gives you the opportunity to practice and perfectthese methods in a safe environment. People know you are learn-ing and you have a little bit more leeway than you will have lateron in your career.

Some important learning opportunities may come from out ofthe blue, like taking over files or clients for someone else. osesudden learning opportunities can waylay you, even if you aredoing a good job managing your information. ey can tax yourlearning system and cause extra stress that makes learning andrecall more difficult.

Learn how to handle sudden learning opportunities now. Iden-tify and address known stressors early on in your career so that

you can become adept at dealing with them automatically andeasily. If you do, you will have a lot of extra brainpower whenyou need it for surprise issues that arise.


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We have only just begun to understand how the brain reallyworks. e science of learning is fascinating. New research on

memory, learning, and behavior helps me to better teach com-munication and negotiation performance. Since it may fascinateyou, too, I have included citations to the research used through-out the book so that you can learn more about accelerated learn-ing. ese citations will lead you to some fun information.

ere are no rules. e more we play, experiment, and reporton our experiences, the more we will know collectively. Start in-

corporating these learning techniques into your routine and dis-cover what works for you. Report back so that we can all under-stand more about the most magnificent supercomputer ever cre-ated yourbrain.


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reasonably be grouped. For example, certain items or activitiescould be grouped together, such as phone calls, or work tasks.

Long-Term Memory

Long-Term Memory is your storage area for information thatis meaningful and useful over the long-term. Memories stored inLong-Term Memory are resilient over time and do not dissolve inthe way those stored in Sensory Memory and Working Memorydo.

Long-Term Memory is mainly associated with the storage, or-ganization, and retrieval of information that is moved from short-term memory. While there is some debate about memory resil-iency, it is beginning to look like we never delete any information.It may only become more difficult to access it because of the wayit is stored.

You can retrieve information from Long-Term Memory throughrecall and recognition. With recall, the information is reproduced

from memory. Recognition occurs when a memory is promptedby an outside source.

Long-Term Memory is also comprised of two different typesof memory: declarative memory and implicit memory (also calledprocedural memory).

Declarative Memory

Active learning, the kind of learning that requires focus andattention, creates declarative memory. Declarative memories areones that you can consciously recall having learned or experi-enced, like facts and events. It is where you store the informationyou actively learn by going through the four stages of learning.is type of memory is usually compromised in cases of amne-sia.

Distractions, stress, and lack of adequate sleep have been shown

to have adverse effects on the formation and recollection of declar-ative Long-Term Memory.,,


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Implicit/Procedural Memory

Implicit memory, also called procedural memory, is non-con-scious. You do not know that you learned it. It is also non-declar-ative. You cannot remember learning it.

Not subject to the four stages of learning, information foundin implicit memory is absorbed from circumstances and pickedup peripherally from life experience. Mastery of information ac-quired in this way, and the ability to use it, occurs quickly andeffortlessly.

is type of memory is deep and contains procedures andearly response training, including many learned behaviors andresponses that remain with us all our lives. It is incredibly accu-rate and long lasting. In cases of amnesia, implicit learning oenremains intact.

Items found in implicit memory include emotional responses,language, and spatial recognition. Studies indicate that there isa very real connection between peripheral vision and implicitlystored information and emotions including fear. Other researchsupports the theory that peripheral vision plays a powerful rolein implicit learning.,

Without being aware of it, we take mental snapshots of ourphysical environment with our peripheral vision. is infor-mation is stored in, processed in and accessed from Long-TermMemory. While the information is not active in the conscious

mind, it is acted upon as if natural and automatic. It is easily avail-able when needed.

Imagine someone asked you to go get something out of an un-familiar room. Your focus would likely be on locating the objectin the room, not on the room itself or the other contents. Yourbrain, however, would catalog the layout, contents, temperature,possible obstacles, flooring, etc.

If you had to go back through the room later, perhaps in thedark, you would know how to navigate it. You would likely re-member to avoid a step, a chair, or a low hanging lamp because


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How will you know when you have achieved your

goal? Is it measurable or verifiable?

Sometimes the knowledge that youve met your goal producesa feeling, like relieved or confident. Sometimes there is a moreconcrete way of gauging completion, like getting anA, being pro-moted at work, or weighing ten pounds less.

How will you know when you have achieved or completedyour goal? How will you measure your success?

. Set a Course

Where are you now?

ink of this step like getting directions online. If you want toget from Boston to Houston, you wouldnt set Savannah as yourstarting point. If you did, you may still eventually get to Houston.

But it would be a much slower journey because you would haveto ask for directions a few times on the way.

e easier, faster way is to take an honest inventory of yourcurrent situation. What is your starting point? What is the cur-rent state of affairs regarding your goal? What is working well inyour life and what is not?

When do you want to achieve your goal?

Is there a definite timeline for achieving your goal? When doyou have to have it finished? Is your due date flexible?

How would you feel if you KNEW that things were on trackto happen at exactly the right time?


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Is there a benefit to notachieving your goal?

ink about achieving your goal and assess any changes inroutine and responsibility. What will life be like aer you get whatyou want? Is there a downside?

Will you have to share your spoils with someone who didnteven help? Are you worried about new responsibilities? Are youwary of leaving your comfort zone? Does change Cfrighten you?Use Tapping (see chapter ) to work through any concerns thatcome to mind.

Are you ready to achieve your goal?

is might be obvious, but are you ready? Make sure you areprepared for the changes that may accompany achieving yourgoal.

If your goal is to have a pony, better make sure you have a barn.If your goal is to have clients, make space in your day for client

consultation. If your goal is a truckload of tomatoes, better havea big refrigerator. You get the idea .Make sure that you are set up to receive the fruits of your ef-

forts. How will you accept your goal?In addition, consider other people who may be affected when

you achieve your goal. Even if nobody else is directly affected,the people around you may react to changes you make, includingchanges in your status or income level.

How do you expect the people around you to react? How willyou handle their reactions?

What happens if you dont reach your goal?

is may be hard to think about, but it must be considered.Its that whole facing your fears thing. In How To Stop Worryingand Start Living, Dale Carnegie said that to stop worrying, you

have to get OK with the worst that can happen.So what is the worst that can happen? What keeps you up atnight? You might have a horror movie of the worst-case scenario


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CHAPTER 3Set the Stage for Peak Performance

Golf is a game that is played on a -inch course

the distance between your ears.

R T J

At every given moment, your Mental State (State) is a combi-nation of attitude, mood, and intent. It reflects your congruence

with your goal, your level of confidence, and your degree of focus.Its the mental game you bring to your game, whatever that gamemight be.

Peak Performance States are easily one of the most power-ful mental game tools available. ey can be used for anythingand everything. Use them to improve your abilities and maintainemotional state control so that you stay calm enough to complete

your goal.Great athletes prepare for competition both mentally and phys-ically. ey know that both are equally important. State control isthe difference between the performances of the Olympic Skaterwho won a bronze medal just four days aer her mother died andthe Olympic Curler who broke down in tears, citing the noisy andboisterous fans as a reason for her teams loss. Who would youwant on your team?

Any great student, lawyer, athlete, negotiator, or surgeon canhave a bad day. But the really good ones know how to momentar-ily leave bad days, bad moods, and worries behind. ey can tune


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into their game and perform well, no matter what. Its this mentalgame that helps win cases, ace exams, and successfully negotiate

deals.A little extra stress or mild fight or flight response can knock

you off your game. When you are about to take a test, try a case,or work with a client, your mind is full. You are using a lot moreof your Working Memory than you normally do.

As mentioned in the Chapter , studies show that intelligentachievers develop a larger amount of available Working Memory.

While that can is usually a good thing, they sometimes becomedependent on it. When stress is compounded with times of in-tense focus, like during a performance, the result can be mentalshutdown or confusion. Avoid mental shutdown and confusionby preparing Peak Performance States ahead of time.

Build states with the resources you need to stay on your gamewhen it counts. at way, all you have to do is run the program.As with anything, the more you practice these techniques when

you dont need them, the faster they will become automatic.

. Ten Ways To Build a Peak

Performance State

Peak Performance States can be created easily and in manydifferent ways. Experiment with the methods below and find outwhich ones work the best for you.

Create an NLP Peak Performance State

Good for:

Combining multiple

resources into powerful

designer states

Planning for every

contingency

Preparing ahead of time

** *


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e Control Room

Good for:

Making effective and

lasting adjustments to

behaviors

Changing habits

Motivation levels

Actions and reactions.

Changing perception

** *

e control room exercise is a really wonderful and versatiletool taken from the Neuro-Linguistic Programming (NLP) De-sign Human Engineering (DHE) course taught by Dr. RichardBandler and John La Valle.

e Control Room is a seemingly simple tool that packs anamazing punch. You can use it to build Peak Performance States,adjust your mindset, and much more. It relies on a very creativeuse of imagery: one that establishes a visual of the master control

room in your mind.

How To Use Your Inner Control Room

Decide what you want to adjust. For example, lets say youhave a public speaking engagement coming up and you are ner-

vous about it. You may be worried about getting your point across.You might be afraid that others will be able to tell that you are ner-vous.

With the Control Room, you can adjust your internal settings.You can decrease your fear and nervousness. You can also in-crease your ability to be articulate and confident under pressure.

To make the adjustments, imagine your brain has a centralcontrol room, like a mission control. Imagine what it would looklike and feel like. What do you see? Close your eyes and BE there.

In your control room, find the control for fear of public speak-

ing. Is it a knob? Is it a lever? It may even be a sliding control likeon a stereo equalizer. If you cant find it, make one. Once you havediscovered or created the control, look at the current setting. If


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you are really afraid, your fear of public speakingor fear of gettingup in front of everybody control may be set at or really afraid.

Since you are in control, adjust it to an acceptable level like or happy pre-performance butterflies in my stomach.

If your fear is particularly encompassing, there may be otheraspects to adjust, like sweating, blushing, or worry about otherpeoples criticism of you or your information. Find the controlsfor any additional aspects and adjust those, too.

Aer you adjust the negative settings, you can make some ad-

justments to aspects of your demeanor that you would like to im-prove, like your confidence level. If you feel unsure about yourability to speak in public, it might be set at or low. Changeyour setting to or high.

Turn up your enthusiasm, authority, and confidence. Adjustyour eloquence, timing, and ability to say just the right thing injust the right way. e sky is the limit!

Control Room mechanics and aesthetics

When you first enter your control room, the controls you seewill likely reflect what is going on with you in the moment. If youneed to adjust a control that you dont see there, either imagineone or ask your mind to put it on the control panel in an easilyaccessible location.

e control room is an interactive exercise. With this exercise,big movements equal big changes. You dont just move the con-trols in your head. Reach out and grab them and move them asif they were really in front of you. Reach out and grab that knoband turn it! Pull that lever!

Remember, this amazing resource can be used for many dif-ferent situations. Your controls can be anything from how I reactwhen I am called on in class to remembering names to my sense ofhumorto my marathon time.

Some changes show up over time. Even if you dont notice anyimmediate changes, trust that you made an adjustment. If you


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ing the truth about Santa Claus altered some of your early memo-ries of Christmas. Maybe you ended a relationship with someone

and all of the memories that were lovely before became suddenlytainted. When the new information is added, it alters the memo-ries.

Tapping while you think about test anxiety or any other un-desirable emotion will change your subjective experience of it.When you Tap and add new kinesthetic information, it lessensthe impact of those emotions on your mental game. Someone

with a public speaking fear might want to Tap while recalling ner-vousness related to speaking out or being the center of attention.Someone about to take a major certification exam may want toTap while recalling negative experiences related to failing a test.

. Tapping Points

Note: Tapping points are the same on both sides of the body.

It doesnt matter which side you use. Tap firmly but not too hard.If you are in public or cannot comfortably Tap, you can hold thetapping points and breathe deeply while you focus on the issue.is is called Touch and Breathe and it seems to work as well asTapping.

. Sore spot

. Top of head

. Inside of eye

. Outside of eye

. Under nose

. Chin

. Collarbone

. Under arm

. Karate chop

. Fingers


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e sore spot

Its called the sore spotbecause it is usually sore. It is a junctionof your lymph system (responsible for the immune system) lo-cated on your upper chest about where you would pin a medal orbroach. Rubbing these spots vigorously also helps release stress.Youll know it when you find it.

Its good to rub this point or Tap the Karate Chop point whilerepeating your issue or concern a few times. It prepares your sys-tem for what is to come. It helps focus all of you in the same direc-

tion. You will find examples of the Tapping setups in Appendix A.ere are many Tapping points, these are some of the most

common ones. See Appendix A for examples of Tapping throughthe points.

You can also Tap on the insides of your finger tips at the edgeof the nail bed. ese points are great to use when you need to becovert.

SetupsSetups are the statements that you say out loud while Tapping.

ey help you to tune in to your issue and root emotions. Of-tentimes, a certain word or phrase will trigger memories of theexperiences that support the negative emotions surrounding anissue.

One of the most common ways of starting a Tapping session

is to declare the issue and then say something like I deeply andcompletely love and accept myself. It may sound hokey but it helpsto alleviate negative self-judgement and self-talk. It also acts asa starting point for your Tapping work. By acknowledging andreleasing judgment about your current condition, you make iteasier to access the resources you need to change it. You will seeexamples of this in the Tapping setups in Appendix A.


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CHAPTER 5Build Familiarity

Practice means to perform, over and over again in the face of all

obstacles, some act of vision, of faith, of desire.

M G

Practice makes perfect. However, when there is a lot of mate-rial to learn, the available time for practice is reduced. While itmay not be possible to totally circumvent the need for practice,there are ways to make your practice time more effective.

In this chapter:

Exposure and Priming

Spacing Effect

Summarizing

Quizzing

PhotoReading

. Exposure and Priming

When you need to learn material fast, it pays to become famil-iar with it without the pressure of the traditional learning mind-set. You dont have to read something in depth to become familiarwith it. Research shows that mere exposure to the material helpsprime the mind for learning.

Priming is a method used to establish familiarity. Simplylook-ingat the material, without the intention or pressure of trying to


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understand it, will help prepare your brain to learn it when youdo actually study it.

. Spacing Effect

Study material seems to upload better and last longer when itis learned over a period of time. is phenomenon is called theSpacing Effect. What does this mean for you?

Researchers on the subject have noted, Wide spacing of prac-

tice provides increasing benefit as practice accumulates. Further,the strong crossover interactions produced provided evidencethat people forget less when presentations are widely spaced.

Repeating your exposure to material over a period of timeyields much greater understanding and better recall than study-ing it all at once. In addition, regular practice recalling or activat-ing the material you study helps to more thoroughly encode theinformation into your Long-Term Memory .

. Summarizing from Memory

As mentioned in Chapter , people who wrote summaries of areading exercise from memory outperformed study participantswho used concept mapping as a way of organizing the material.

One way to practice recall or activation is to summarize from

memory what youve learned.A variation of this exercise is called free-writing. Freely write,

stream-of-consciousness style, everything you know about a sub-ject. Aer this exercise, youll know what you dont know and canmore easily fill in gaps in your knowledge.


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Purpose

You will get the best results when you have a clear, well-formedgoal or purpose for your PhotoReading session. Having a goodgoal is really important but even more important is the way it iscraed. Precise goals = powerful results.

Use the Well-Formed Outcome as a framework for the over-arching goal (see Chapter ). en write a PhotoReading pur-pose. Make sure that it supports your over-arching goal.

Simpler goals are better. If you need to get a lot of information

from a single book, use multiple passes with a separate purposefor each pass. If you have a stack of books, you can PhotoReadthem all with a single purpose.

If you need more information, you can PhotoRead the bookagain with another, different purpose. Do this until you have allof the information you need. is also applies to web pages andother media, including works of art.

For example, perhaps you want to learn about negotiation tac-tics. You might have a stack of books to read, each from a differentdiscipline. Some may be negotiation books; others may be aboutsales, communication or diplomacy.

Your base PhotoReading purpose might look something likethis:

I am PhotoReading this stack of books so that I can learn to usehumor in negotiation.

en you can go back through the same stack of books with aslightly different purpose by changing your purpose to:

I am PhotoReading this stack of books so that I can learn howto defend myself against the use of intimidation in negotiation.

Have fun with it. PhotoReading is supposed to be a sponta-neous and fun way of learning, not rigid or regimented. It lightsup the brain and works with it, without forcing it. Remember to

PhotoRead books about your hobbies and interests, too.


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Activation

Almost every person I talk to about PhotoReading asks, Whatis the best way to activate? What they mean is, How do you getthe information to come into your conscious mind so that it isuseful? or How can I draw upon that information to feel like Ivemastered it?Since the information you PhotoRead circumventsconscious thinking, it is natural to wonder if it is really in there!

In the PhotoReading course you are taught to do short med-itation. Basically, you close your eyes, clear your mind of distrac-

tions, and allow any impressions you have of the material to comeinto your conscious mind. I have always found that this tech-nique helps to bring the information into Working Memory sothat it can be useful.

You can also activate using questions. Socrates was on to some-thing when he used targeted questions to elicit illuminating an-swers from his students. Questions alone can be very powerful. In

fact, if you pose a question and forget about it, the brain seemsto continue working until it feels like the question has been an-swered satisfactorily.

You can also include an intention for activation in your Pho-toReading purpose like, I want the questions on the quiz toactivate this PhotoReading session. Intentions and questionshelp to focus your outcomes and help you to retrieve informa-tion later.

Proof and trust in the method

Experiencing some immediate form of success with any tech-nique helps you to relax and perform better. at is why the livePhotoReading class can lead to quicker mastery. You experiencesuccess that builds trust and motivates you to practice.

e end-of-class test in my first PhotoReading class was to

PhotoRead and activate the dictionary. en the trainer gave useach a word, and we had to recall the page number and the posi-tion of the word on the page. I was astounded that I could actually


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CHAPTER 7Genius Brain Boosters

Genius: the superhuman in man.

V H

Good for:

Increasing sensory

perception

Performance anxiety (you

can use in the moment)

Increased awareness and

understanding of

non-verbal

communication

Enhanced feel in sports or

other physical activity

Tuning in to your body

Releasing negative

emotions

Spatial awareness

Balance

Breathing

** *Sometimes stress can inhibit your creativity and performance.

is chapter includes a few easy exercises that will help you calmdown, jumpstart your creativity, and improve both mental andphysical balance.

You will learn:

Noise Removal Breathing

Brain Gym Exercises So Eyes


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. Noise Removal Breathing

One of the pioneers in the areas of learning and creativity is Dr.Win Wenger. Dr. Wenger has designed and experimented withmany profound methods for improving memory, creativity, andrecall. We will explore one of his methods called Noise RemovalBreathing. is method is incredibly easy to do.

Noise Removal Breathing produces immediate relief from stressbecause it activates the parasympathetic nervous system, that partof the nervous system that can slow your heart rate and relax yourbody. It also helps clear the mind of distracting and confusingthoughts by focusing your attention on breathing. Even better,you can do it just about anywhere in the car, in the hallway,even during a test.

Here is how to do it:Close your eyes and imagine that dry leaves (a metaphor for

tiredness, stressors, fears, worries, and stray thoughts) have accu-

mulated in your legs and body. Take a long, deep breath all theway from your toes. With your inhale, visualize the leaves float-ing up up up with it. Exhale strongly from your mouth.Imagine that the leaves you blow out are igniting like burningsparks or fireworks. Do this until you can no longer imagine anyleaves floating up.

. Brain GymBrain Gym is a series of physical movements that promote

balance in the body and regulate the flow of information betweenthe dominant and non-dominant hemispheres of the brain.

e premise of the Brain Gym exercises is that promoting bal-anced use of your whole brain will help you learn faster, performbetter, and make better decisions.

It is widely understood that our brain processes informationdifferently on each side. e right side of the brain governs cre-ativity, emotions, and spatial awareness. It is more visual and


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During law school and the bar exam I exercised oen. My dogneeded it, too. It was a win-win. I still find that a daily walk or

workout clears my thinking, especially when I am processing alot of information.

One of my friends is an avid runner and swears by it. Anotherdoes yoga every day. She says it helps with long hours sitting infront of her computer. Everybody is different. Find a way to moveyour body that works for you. e physical benefits are a givenand the mental and emotional benefits are priceless.

. Sleep

Sleep is necessary for optimal cognitive function and one ofthe best performance boosters available. Its cheap, easy, and huge-ly beneficial to learning.

Virtually any type of performance, whether academic or ath-letic, is performed better and more safely when the person per-forming has had enough sleep. In fact, those all-nighters can bedetrimental to your learning and your performance, even aeryou think you have caught up with sleep.,

Extended sleep, in comparison, can improve alertness, perfor-mance, and recall. Some research even shows that napping turbo-charges your learning capacity. It can also improve motorskills (so opt for a well-rested surgeon, dentist or pilot).,

e effect of sleep on test performance has a lot to do withwhat you know. Once you have studied and been exposed to thematerial, sleep might be more advantageous than additional study-ing because continued study will take up Working Memory andmay actually inhibit recall.

I have personally experienced and witnessed in others the per-ils of going into a test-taking situation without adequate sleep. Re-cently, a friend of mine traded sleep for additional studying andregretted it. e material on the test was highly complex. Under-standably, he wanted to be certain that he had covered everything.


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But the fact was, my friend had done well on all of the assign-ments and been to every class. He knew the material. Sleep was

the best way to enhance his recall, not cramming in more infor-mation.

So how much sleep do you need?Consider this. Sleep is when your inner secretary files away

the days learning so that it can be retrieved efficiently. If you dontallow enough time, your inner secretary goes into panic modeand does what we all do when we dont have enough time to sort.

We cram unfolded things into drawers, we shove papers into thecorner and then, when the partys over, forget where we put themail.

Adjust your sleep according to three criteria: ) how intenselyyou have had to focus, ) the level of complexity of the informa-tion, and ) how much new information you have taken in thatday or week.

Absorbing massive amounts of information calls for massive

amounts of sorting. When you are studying something as com-plex as the law, you are taking in far more information than usual.You will need a lotmore sleep in order to be able to activate theinformation with any success. Just give in and sleep.

. Diet

Sometimes busy people forget to eat. Drinking coffee can alsosuppress hunger pangs. Not eating can lead to low blood sugar.Too much coffee can also cause dehydration. Both dehydrationand low blood sugar inhibit recall and information processing.When you are learning, you use up a lot of energy and water.Snack while you study.,

However, snacks like chips and candy bars can make you tiredand groggy. ey will give you a very short burst of energy andthen let you down hard. If you are in study mode and need asnack, go for nuts, fruits, and vegetables.


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APPENDIX ASample Tapping Setups

In this appendix:

Sample setup for pre-Tapping safety net

Sample setup for post-Tapping integration

Sample Tapping setup for when things feel impossible

Sample Tapping setup for study overwhelm & frustration

Sample Tapping setup for fear of failing the bar exam Sample setup for public speaking fear

Tapping in the moment

When you know the issue

When you dont know the issue

A. Sample setup for pre-Tapping safetynet

It is always a smart precaution to set up a safety net when youare using a new behavioral change tool like Tapping. It establishesparameters for your Tapping session. It also keeps you from devi-ating from your objective or going too deep into memories that

are unimportant.ese are examples of very short setups that you can use tosafely set the stage for Tapping. ey are guidelines for you and


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Nancy T. Hand

. Sore spot

. Top of head

. Inside of eye. Outside of eye

. Under nose

. Chin

. Collarbone

. Under arm

. Karate chop

. Fingers

will show you how to create your own setups as you become morefamiliar with the technique.

Here are two examples:

Karate Chop (KC): As I Tap, my mind and body are completely

safe.KC: is is a powerful change tool and I am making powerful

positive changes.

KC: I want to Tap to the most beneficial level possible while stillmaintaining mental, emotional, and physical balance.

Top of Head (TH): I instruct my mind to reveal to me only thatinformation that I am ready and capable of clearing easily

without help right now.Eye Brow (EB): I choose to allow my mind to easily and safely

clear away old, non- beneficial habits, beliefs, and behav-iors.

Outside of Eye (OE): I choose for any changes I make to inte-grate easily, safely, and in healthy ways.


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Nancy T. Hand

Law school

It felt wonderful to move to New Orleans and start law school.I was relieved and finally able to relax. Aer completing the previ-ous two semesters of undergraduate school and working roughly-hours a week, I was ready to play. It felt like being on vaca-tion.

I worked, clerked, and had an wonderfully active social lifewhile I was in law school. Some of my friends had just startedmedical school in New Orleans and another was making a name

for himself as a chef. I loved living in New Orleans and had a greattime learning the culture. ere was always something fun to do great restaurants, concerts, art openings, festivals, and music.

Studying for law school required a lot of reading. Sometimesit was very dry. I wasnt on Law Review but thanks to PhotoRe-ading and the other techniques in this book, I was able to plowthrough homework effectively and painlessly. I enjoyed life and

made Bs and Cs with an occasional A. I usually waited untilabout weeks before finals to really study.I always had at least one job while I was in law school. One

of the upsides to working was that I always had spending money.As a L, I bussed tables then worked as a coffee-slinging barista(a great mental diversion from law). As a L, I worked for a col-lections law firm. As a L, I compiled discovery on a major, en-

vironmental mass-tort action for a personal injury lawyer. For

my own experience, I also clerked for free with an entertainmentattorney and discovered my love for contracts and licensing.

Life went on while I was in law school

When I was a L, my father had a massive heart attack and astroke. He lived two hours north of New Orleans, and for the restof my law school career, I spent a lot of time traveling to see him.

at year I also moved into a new house and adopted a puppy.Pet ownership was definitely not on my agenda, but she (Pansy)turned out to be a fine companion and true best friend. Still, pup-


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Beyond Rainmaking

pies are a handful and demand both time and attention.I spent my first semester as a L on crutches because of the

injured knee, again. About that time I started displaying my pho-tography in galleries and vividly remember being on crutches forthe first opening of my work.

e bar exam

When I took it in , the Louisiana Bar Exam was hoursof timed essay questions (typed or handwritten) on nine topic ar-

eas of law. You had to pass seven of the nine sections in total topass and pass four of the five Louisiana Civil Code sections topass outright.

I had just over six weeks to study while also preparing a pho-tography exhibition to be displayed in the World Trade Market inDallas the same week as the exam. Since my darkroom was onlytruly useable at night, I chose to skip the live, evening BarBri barpreparation course. Instead, I PhotoRead and studied the books

for about three to five hours every day.Because of the techniques in this book, I didnt have to study

as much as everyone else, and I did not have to take the live studycourse. I also still had time to do things like walk the dog, workout, and cook.

I only took one practice test and it was on the evening beforethe bar exam started. I did not time it.

I skipped a section of the bar examI felt so confident going into the bar exam that I purposefully

skipped a section. I didnt even study it. e Louisiana Civil Codehad recently been rewritten in the area of succession and dona-tion law. e BarBri instructors told us to know both sets of laws.I decided to pass on this section pun intended.

So instead of sitting in the exam room, I studied and ate sand-

wiches in the parking garage of the Super Dome where the examwas being held. In fact, while in the parking garage I spent aboutfive minutes PhotoReading someone elses notes for Negotiable

beyond rainmaking

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