[My] Life in Wisconsin

Showing posts with label teachers. Show all posts
Showing posts with label teachers. Show all posts

Facts for my Teacher Friends, From Wisconsin

For everyone who sent the original email to me, read this and weep...


A baker’s dozen lies in the “Walker was right” viral email

If you have any wingnut relatives, friends or co-workers, you’ve probably received an email containing the Washington Examiner post below.  The post asserts that Wisconsin’s Gov.Scott Walker’s attack on teacher’s unions have been proven correct by the wonderful results.



I sense you’re thinking “bull excrement.”  Such a thought is spot on.

The post is not long, so the lies are densely packed.  I’ll unpack them for you. 

First, here’s the manure pile:

Remember the violent and disgusting demonstrations over Wisconsin Gov. Scott Walker doing away with the collective bargaining for teacher’s unions? The results are in. Some school districts went from a $400,000 deficit to a $1,500,000 surplus as a result. Why? It seems that the insurance company that provided all the “so-called” benefits to the teachers, was an insurance company owned and operated by the teacher’s union. Since they were guaranteed to get the insurance business from the teachers and the State had to pay for it, and not the teachers, they were increasing the annual costs every single year to become the most expensive insurance company in the state.  Then the insurance company was donating millions and millions of dollars to their favorite democrat politicians, who when they got elected, guaranteed to keep funding the unions outrageous costs. In other words, the insurance company was a “pass through” for Wisconsin taxpayer money directly to the democrat politicians. Nice racket, and this is the racket that is going on in every single State that allows collective bargaining. No wonder the States are taking it away. Now that the State of Wisconsin is free to put the insurance contract out for bid, and lo and behold, they have saved so much money it has turned deficits into surplus amounts. As a result, none of the teachers had  to be laid off, everyone got a raise, etc., etc., and the taxpayers of Wisconsin don’t have to pay more taxes to fund the union’s political ambitions. If you weren’t aware of the reasons why Gov. Walker was fighting to take away collective bargaining, it gives you an idea of the problem the Republican Party has. Outside of one or two, none of them know how to speak up and explain properly what the problem was. We could sure use a Ronald Reagan now, someone who could explain things for people to understand, since we know that people don’t like to read anymore.

My my, where shall we begin?

Let’s start with the lie that is the heart of the matter: that schools are saving millions thanks to Walker’s union busting.

First, busting the unions — that is, killing collective bargaining — was unnecessary if what Walker wanted to do was change the way some teachers bought health insurance.

Second, I said “some teachers” because at the start of this year, WEA Trust, the 40-year-old not-for-profit organization that’s made out to be the villain here, insured only 35% of Wisconsin’s teachers. Gee whiz, you’d think they’d need a much larger market share than that to be a monopolistic monster destroying the state budget.

Third, it was not the union busting or the change of an insurance plan that saved money for the Kaukauna school district, the one the Examiner used as its example to “prove” Walker correct, but a host of other cuts.

Kaukauna, like all school districts in the state, will recognize cost savings as a result of the budget bill’s requirement of employees to pay an increased portion of their insurance coverage and pensions (something to which the unions had readily and repeatedly agreed), but according to Kaukauna’s 2011-2012 operating budget, the greatest portion of its deep cuts has little to do with the provisions in the budget bill and, sadly, will have a direct and negative effect in the classroom. (Update: Here’s the district’s own document spelling out the cuts. They start about page 14.)

Kaukauna’s greatest cost “saving” — $1.5 million — is from taking away the jobs of 61 employees. Another chunk — almost $307,000 — came from a drastic modification of  the kindergarten program for 4-year-olds.  Other cuts: $275,445 from buildings and grounds maintenance; $248,064 from IT; $180,000 from student transportation; $127,500 from “other district operations”;  and $95,121 from reconfiguring the administrative assistance.  That’s more than $2.7 million in cuts for the district with nary a word about the employee benefit package provided by the WEA Trust.  Note that the $2.7 million in cuts is considerably more than the $1.9 million turn around celebrated — and falsely attributed to insurance cuts for teachers — by the Examiner.

Fourth, when the Examiner says the insurance company, WEA Trust, is “owned and operated by the teachers’ union,” WEAC, the Examiner is lying.  They are separate legal entities.  The WEA Trust is a not-for-profit insurance company regulated by the Wisconsin Office of the Commissioner of Insurance. I verified this with Wisconsin’s Office of the Commissioner of Insurance; I wonder why the writer in the Examiner did not.  No, I don’t wonder — I know:  The writer wanted to give you false information to fool you into buying his political lies.

Fifth, when the Examiner writes the WEA Trust was “guaranteed to get the insurance business from the teachers,” the Examiner lies.  As noted earlier, WEA Trust covered only 35% of the state’s teachers, not the 100% it would have were it “guaranteed to get the insurance business from the teachers.”  With collective bargaining intact, school districts bargained their benefits with the union at the local level.  The insurance carrier  had to be agreed upon by both the district and the union at the bargaining table.  WEA wins and loses business all the time, as do its competitors.

Sixth, when the Examiner writes “the insurance company was donating millions and millions of dollars to their favorite democrat politicians,” the Examiner both lies and shows it doesn’t know basic grammar, something you’d expect from news outlet.

“Democrat” is a noun and cannot be used to modify the word “politician” (or any other word).  The adjective the writer should have used is “Democratic.”  But the Right has been using this juvenile attempt to slight the party to the Left for years, and the Examiner is merely marching along in lock step.

More importantly, the insurance company has never donated a single thin dime to any politician or any political party.  I verified this through the online database at the Wisconsin Democracy Campaign, an organization that tracks who gives money to which politician and in what amount.

By the way, the teachers’ union, WEAC — not the insurance company, WEA Trust — has given tens of thousands of dollars in contributions to dozens of Republican candidates.  Something the Examiner wishes you not to know.

Seventh, when the Examiner writes  ”the insurance company was a ‘pass through’ for Wisconsin taxpayer money directly to the democrat politicians,” it repeats the error of grammar and creates another lie.  WEA Trust does not funnel — “pass through” — money into WEAC to be used for political contributions, because that would violate state and federal laws and would easily be detected by the regular audits to which it is subjected via the regulations of the Wisconsin office of Insurance Commissioner.

Eighth, when the Examiner writes “Now that the State of Wisconsin is free to put the insurance contract out for bid…” it is lying by implication. As noted earlier, WEA Trust covered only 35% or our teachers — meaning about two thirds (that’s most) teachers got their insurance elsewhere.  How would that happen if there was no competition for  these contracts?

Ninth, when the Examiner writes “the State had to pay for it (the benefits package), and not the teachers,” it is lying.  The benefits package is part of the teacher’s compensation package — that is, part of their pay for the vital work they perform.  The money could go directly into their  individual pockets, or they could pool their resources to be smart buyers (which is what they did through their union), but either way, it’s the teachers’ money.

Tenth, this — “none of the teachers had  to be laid off (and) everyone got a raise” — is a lie.  Nearly 500 teachers were laid off at once, and that was just in Milwaukee. There have been extensive layoffs in districts all around the state, in addition to a flood of retirements and positions that are not being filled.  Every teacher in the state has also taken a pay cut as a result of the mandated increase insurance and pension contributions — in addition to salary freezes in most districts.

Eleventh, this — “As a result…. the taxpayers of Wisconsin don’t have to pay more taxes to fund the union’s political ambitions.” — is a lie by implication.  It implies that prior to Walker’s union busting, tax payer money was funding teacher union political contributions, which we already know is completely false.

Twelfth, the implication that the teacher’s union (not the insurance company) is giving “millions and millions” in contributions to “favorite” political candidates is false.  A lie.  The database at the Wisconsin Democracy Campaign shows that over the past decade the teacher’s union — WEAC, not the insurance WEA Trust — has given just $698,748 to candidates. That’s a bit over $69,000 a year.  That’s not a lot in political spending terms, especially spread over 10 yaers.  What’s more, they made 589 contributions, which means a hell of a lot more than a few “favorites” received contributions.  It also means the average contribution was under $1,200. In political terms, that’s peanuts.

Finally, when the Examiner writes that Wisconsin protests were “ violent and disgusting,” it lies in the extreme. The fact is that the protesters produced no arrests and the local police actually publicly thanked the crowd for its civility.   Over the past five months — a time when there have been tens of thousands of protesters (sometimes more than 100,000) at the Capitol — there have been only two violent incidents reported.

Both occurred during the Wisconsin Network for Peace and Justice-sponsored Solidarity Sing Along, and both were perpetrated by Capitol insiders: one by a former Republican state senator and one by a middle manager in the Walker Administration.

Walker’s guy appears to have bloodied himself while stabbing a protester’s balloon and then roughing her up (when we outlaw balloons, only outlaws will have balloons?). We also had Gov. Walker fantasizing about violent acts against Democrats and considering instigating violence against the protesters.

Perhaps the Examiner is merely following the example of Fox News when it lied — repeatedly — to cast the protesters as violent, rude “thugs.”  So desperate was Fox that it comically tried to a pass off as being from Wisconsin in March a video of a scuffle that had  palm trees in the background!

Whatever the reason behind the Examiner‘s impressive pile of bull, there is no justification for it, no truth in it, and everyone involved in producing it has earned our disdain.

_____________________________________________

Hi All;

This article is posted in reply to an email I received. A very bad email, FULL OF LIES.
It is posted to set the record straight.

I have too many friends in the Teaching Profession to let that bull~crap email go viral. (Not from MY computer).

Thank you!

XOXO
Me

PLEASE FEEL FREE TO PASS THIS ON.

rebuttal from here.

Getting tuned up for Memorial Day-


...   from my email. Thank you Ms. Bif!




The Marine Corps Sergeant - as Teacher

A former Sergeant, having served his time with the Marine Corps, took a new job as a school teacher, but just before the school year started he injured his
back.

He was required to wear a plaster cast around the upper part of his body. Fortunately, the cast fit under his shirt and wasn't noticeable.
On the first day of class, he found himself assigned to the toughest students in the school.

The smart-aleck punks, having already heard the new teacher was a former Marine, were leery of him and decided to see how tough he really was, before trying any pranks.
Walking confidently into the rowdy classroom, the new teacher opened the window wide and sat down at his desk.

When a strong breeze made his tie flap, he picked up a stapler and promptly stapled the tie to his chest.

Dead silence...
... He had no trouble with discipline the whole year.

SEMPER FI !
_____________________________


Methinks even our Governor Walker would think twice before this Sergeant...
SEMPER FI is right!

XOXO
Me

Wisconsin- From a Teachers Perpective..



To add to my previous article -
This is copied from
a Forbes article (with reference to the author in my blog). as the same message as above, from within the comments section.

As the author of the referred article replies to every comment, this teacher was given high praise from him after stating the following...



______________________________________


I would like to dispute the claims that people don’t view state workers’ pensions as “gifts.”

I am a teacher in Wisconsin and by my own father, my high-school friends, and other people I have held dear to me I have been called the following told that am sucking at the private teat, getting unfair gifts on the back of the tax payers, a greedy pig wanting more special treatment and many more hurtful words.

Just today, DAYS after the unions conceded to the Gov’s economic demands, I saw a very inflammatory anti-union ad on TV claiming that the “public workers have special treatment gifted with benefits and pensions far better than the private sector.”

Fine you can say I’m overpaid, but there are a lot of poor people in Wisconsin right now and it is not fair for the Republicans and anti-unionists to use this rhetoric to split the middle class in half to get their big business agenda.

“Give me liberty or give me death–or at least make sure my neighbor can’t have it either…”

collapse expand

________________________________

*people I have held dear to me have called me
(I agree I want an edit function…I just get so emotion{al} when I recall those words I’ve been called…)

In response to another comment. See in context »

______________________________________


Ms Mary Matteson is a teacher-
And I believe one I would have loved for my children to have had.

By now, we all must know that this whole thing applies not only to our teachers-
Why is it that they are (seemingly) the only ones being singled out?

I have never met a rich teacher have you?  (On the other hand I know plenty of semi-rich babysitters)...
Hmmm? Somebody obviously has the wrong title.

My heart and soul goes out to ALL teachers- I only wish there could be more like Ms Matteson!

May all of our union brothers and sisters stick together until they win!

XOXO,
Me



Columbus Day- An Ethical Responsibility to Teachers, Parents and Students


http://flintville.multiply.com/journal/item/877/An_Ethical_Responsibility_to_Teachers_Parents_and_Students
Re: Columbus Day- and Thanksgiving.
Teaching the Young about Native Americans



"Much remains to be done to counter stereotypes of Native Americans learned by young children in our society."

Teachers must provide accurate instruction not only about history; but also about the contemporary lives of Native Americans. '

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"Teachers must teach"
-without prejudice, bias, or duress.

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~~~~~~~~~~~


Please take a moment to click the link above. Some have already seen it. Too many have not.
Also, please comment there- if you wish-

XOXO
Anne






Wisconsin- Giggling at Lincoln- Serious about Teachers (and Women)



One cannot help but wonder if Abraham Lincoln was in one of those canoes! hehehe
Read on...

Hi Everyone;

I receive email from The Wisconsin Historical Society every week, and found these few a bit more than informative! hehehe


July 10

1832 - Fort Koshkonong Construction Begins
On this date General Henry Atkinson and his troops built Fort Koshkonong after being forced backwards from the bog area of the "trembling lands" in their pursuit of Black Hawk.
The Fort, later known as Fort Atkinson, was described by Atkinson as "a stockade work flanked by four block houses for the security of our supplies and the accommodation of the sick."
It was also on this date that Atkinson discharged a large number of Volunteers from his army in order to decrease stress on a dwindling food supply and to make his force less cumbersome. One of the dismissed volunteers was future president, Abraham Lincoln, whose horse was stolen in Cold Spring, Wisconsin, and was forced to return to New Salem, Illinois by foot and canoe. [Sources: History Just Ahead: A Guide to Wisconsin's Historical Markers edited by Sarah Davis McBride and Along the Black Hawk Trail by Willilam F. Stark]
*Getting fired AND having your horse stolen on the same day!?! (Yikes)!

1897 - Temperature Soars to 115 in Ashland
On this date the temperature in Ashland reached a scalding 115 degrees. This temperature was recorded outside Harrison's Drug Store, around 2:00 p.m. [Source: The "B" Book II by Tony Woiak, p. 85]
(Too hot
)!

1923 - John H. Bradley Born
On this date John H. Bradley was born at Antigo, Wisconsin. Bradley was one of the men in the famous picture/statue of the flag raising on Iwo-Jima. Bradley joined the 28th Marines of the 5th Marine Division on April 15, 1944. Iwo Jima was his first and only campaign. John Bradley died in 1994 in Antigo, the longest surviving member of the memorialized group. [Source: IwoJima.com]
(Very very cool)!


July 11

1839 - First patent issued to Wisconsin resident
On this day Ebenezar G. Whiting of Racine was issued patent #1232 for his improved plow, the first patent issued to someone from Wisconsin. Whiting's improvements consisted of making the mold-board straight and flat which, when united in the center with the curvilinear part of the mold-board, would require less power to drag through the dirt. Whiting went on to serve as Vice President of the J.I. Case Plow Company and received another patent for a steel plow in 1876. [Source: United States Patent and Trademark Office]
YAY! Many farmers remain in debt to this man!

1853 - Immigrant Railway Workers Demand Wages
On this date between 300 and 400 German railway laborers converged on Milwaukee to demand payment of back wages. Their contractor, a Mr. Schultz, reneged on his promise of payment for labor. The laborers, who had been working on the La Crosse and Milwaukee Railroad, congregated at the company headquarters on Water and Spring Streets. Tempers flared and a riot broke out. Law enforcement and city officials were called out to control the situation. Milwaukee mayor George H. Walker was hit over the head with a shovel blade. After the fire department turned their hoses on the angry mob, rioters responded by throwing brickbats at law enforcement. To quell the violence, the mayor issued a proclamation, in German, that the company would pay workers out of money due to the contractor. This is a very early example of the labor movement in Wisconsin. [Source: A Labor History Anthology, p. 14]
(What more can be said)?

1921 - Nation's First Equal Rights Law Signed
On this day Governor John J. Blaine signed into law the nation's first legislation guaranteeing women the same legal privileges, rights and protections as men. [Source: WLHBA]
Wish they would have written more! (The full article is available at the link above).
When Gov Blaine signed this bill, Wisconsin became the first state in the Union where women have equal rights
with men under the civil laws."


July 12

1853 - Wisconsin Teachers Association Organized
On this date the Wisconsin Teachers Association was organized in Madison with eight educators participating. The association later became the Wisconsin Education Association Council, which is the modern-day official teacher's union of Wisconsin. [Source: WEAC.org] 
Good teachers still need to fight for their rights...

WHAT TEACHERS MAKE

The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?" He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach." To stress his point he said to another guest; "You're a teacher, Bonnie. Be honest What do you make?"


Bonnie, (who had a reputation for honesty and frankness), replied,

"You want to know what I make?" (She paused for a second, then began).

  • I make kids work harder than they ever thought they could.
  • I make a C+ feel like the Congressional Medal of Honor.
  • I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental...
  • You want to know what I make?" (She paused again and looked at each and every person at the table.)
  • I make kids wonder.
  • I make them question.
  • I make them criticize.
  • I make them apologize and mean it.
  • I make them have respect and take responsibility for their actions.
  • I teach them to write and then I make them write.
  • I make them read, read, read.
  • I make them show all their work in math.
  • I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity.
  • I make my classroom a place where all my students feel safe.
  • I make my students stand to say the Pledge of Allegiance to the Flag, because we live in the United States of America.
  • Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.


(Bonnie paused one last time and then continued)-
"Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant"

You want to know what I make???
I MAKE A DIFFERENCE.
  What do YOU make?"


There is much truth there if we think about it
Teachers make every other profession

I need to close for tonight- More storms coming- (or so they say).

Dark storm clouds

All that- And we only got a few drops yesterday!

I shall post a new 'Flintville' blog tomorrow. 
For now it is time to close my eyes.

XOXO
Me


PS
Those of you that have been around since our Y! 360 days probably recognize Bonnie's rendition of what she does as a teacher...
I had posted it way back when.
Received in an email from Crystal Pryes, and originally posted here-
January 18th, 2007

Top photo from here.

An Ethical Responsibility to Teachers and Parents

This, for all parents and teachers of every nation, race and creed...

Please feel free to link and to borrow the enclosed text. I will be bringing it to our local schools.

The following, because of our proximity to "Columbus Day"... (WHAT?!)?!?!?

Good Morning All!

It is a damp day, and 50 degrees as I type. (Beats the heck out of 90+ if you ask me).

A very good day to be cleaning too. (I will get to that nonsense when I am through here).

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The following artwork was done by my niece, Meghand Dorand Keirs. She is a highly talented and respected artist. (Click on her name if you might like to see more of what she has done).

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Having been trying to catch up on a few blogs, and being reminded that apathy and ignorance run rampant among some of us, I searched my danged computer for hours to find where I had stashed the following words... This, all brought on by reading Buttercups Blog about "Cowboys and Indians" from early this morning. Please click on that title should you want to see what made me go on a wild goose chase for these notes and ideas...

I am sorry that I cannot give credit to the author (but I know I had stolen it from one of the Native Groups on here).

Of interest is that every group of "peoples" that ourselves, (and our children), will ever interact with, can actually 'use' these ideas... whether of Native/Indigenous descent or not.

~~~~~~~~~~~

Teaching the Young about Native Americans



Young children's conceptions of Native Americans often develop out of media portrayals and classroom role playing of the events of the First Thanksgiving. The conception of Native Americans gained from such early exposure is both inaccurate and potentially damaging to others.

For example, a visitor to a child care center heard a four-year-old saying, "Indians aren't people. They're all dead." ...This child had already acquired an inaccurate view of Native Americans, even though her classmates were children of many cultures, including a Native American child.

Derman-Sparks (1989) asserts that by failing to challenge existing biases we allow children to adopt attitudes based on inaccuracies. Her book is a guide for developing curriculum materials that reflect cultural diversity. This digest seeks to build on this effort by focusing on teaching children in early childhood classrooms about Native Americans.

Note that this digest, though it uses the term "Native American," recognizes and respects the common use of the term "American Indian" to describe the indigenous people of North America. While it is most accurate to use the tribal name when speaking of a specific tribe, there is no definitive preference for the use of "Native American" or "American Indian" among tribes or in the general literature.



STEREOTYPES CHILDREN SEE


Most young children are familiar with stereotypes of the Native American. Stereotypes are perpetuated by television, movies, and children's literature when they depict Native Americans negatively, as uncivilized, simple, superstitious, blood-thirsty savages, or positively, as romanticized heroes living in harmony with nature (Grant & Gillespie, 1992). The Disney Company presents both images in its films for children. For example, in the film PETER PAN, Princess Tiger Lily's father represents the negative stereotype as he holds Wendy's brothers hostage, while in the film POCAHONTAS, Pocahontas represents the positive stereotype who respects the earth and communicates with the trees and animals.

Many popular children's authors unwittingly perpetuate stereotypes. Richard Scarry's books frequently contain illustrations of animals dressed in buckskin and feathers, while Mercer Mayer's alphabet book includes an alligator dressed as an Indian. Both authors present a dehumanized image, in which anyone or anything can become Native American simply by putting on certain clothes. TEN LITTLE RABBITS, although beautifully illustrated, dehumanizes Native Americans by turning them into objects for counting. BROTHER EAGLE, SISTER SKY (Harris, 1993) contains a speech delivered by Chief Seattle of the Squamish tribe in the northwestern United States. However, Susan Jeffers' illustrations are of the Plains Indians, and include fringed buckskin clothes and teepees, rather than Squamish clothing and homes.



AN ACCURATE PICTURE OF NATIVE AMERICANS



Native Americans make up less than one percent of the total U.S. population; yet represent HALF the languages and cultures in the nation.

The term "Native American" includes over 500 different groups and reflects great diversity of geographic location, language, socioeconomic conditions, school experience, and retention of traditional spiritual and cultural practices. However, most of the commercially prepared teaching materials available present a generalized image of Native American people with little or no regard for differences that exist from tribe to tribe.



TEACHING SUGGESTIONS


When teachers engage young children in project work, teachers should choose concrete topics in order to enable children to draw on their own understanding. In teaching about Native Americans, the most relevant, interactive experience would be to have Native American children in the classroom. Such experience makes feasible implementing anti-bias curriculum suggestions. Teachers may want to implement the project approach (Katz & Chard, 1989), as it will allow children to carry on an in-depth investigation of a culture they have direct experience with.

In these situations, teachers may prepare themselves for working with Native American families by engaging in what Emberton (1994) calls "cultural homework": reading current information about the families' tribe, tribal history, and traditional recreational and spiritual activities; and learning the correct pronunciation of personal names.



POSITIVE STRATEGIES


A number of positive strategies can be used in classrooms, regardless of whether Native American children are members of the class.

1. PROVIDE KNOWLEDGE ABOUT CONTEMPORARY NATIVE AMERICANS to balance historical information. Teaching about Native Americans exclusively from a historical perspective may perpetuate the idea that they exist only in the past.

2. PREPARE UNITS ABOUT SPECIFIC TRIBES, rather than units about "Native Americans." For example, develop a unit about the people of Nambe Pueblo, the Turtle Mountain Chippewa, the Potawotami. Ideally, choose a tribe with a historical or contemporary role in the local community. Such a unit will provide children with culturally specific knowledge (pertaining to a single group) rather than overgeneralized stereotypes.

3. LOCATE AND USE BOOKS THAT SHOW CONTEMPORARY CHILDREN OF ALL COLORS ENGAGED IN THEIR USUAL, DAILY ACTIVITIES playing basketball, riding bicycles as well as traditional activities. Make the books easily accessible to children throughout the school year.

Three excellent titles on the Pueblo Indians of New Mexico are: PUEBLO STORYTELLER, by Diane Hoyt-Goldsmith; PUEBLO BOY: GROWING UP IN TWO WORLDS, by Marcia Keegan; and CHILDREN OF CLAY, by Rina Swentzell.

4. OBTAIN POSTERS THAT SHOW NATIVE AMERICAN CHILDREN IN CONTEMPORARY CONTEXTS, especially when teaching younger elementary children. When selecting historical posters for use with older children, make certain that the posters are culturally authentic and that you know enough about the tribe depicted to share authentic information with your students.

5. USE "PERSONA" DOLLS (dolls with different skin colors) in the dramatic play area of the classroom on a daily basis. Dress them in the same clothing (t-shirts, jeans) children in the United States typically wear and bring out special clothing (for example, manta, shawl, moccasins, turquoise jewelry for Pueblo girls) for dolls only on special days.

6. COOK ETHNIC FOODS but be careful not to imply that all members of a particular group eat a specific food.

7. BE SPECIFIC ABOUT WHICH TRIBES USE PARTICULAR ITEMS.

when discussing cultural artifacts (such as clothing or housing) and traditional foods. The Plains tribes use feathered headdresses, for example, but not all other tribes use them.

8. CRITIQUE A THANKSGIVING POSTER DEPICTING THE TRADITIONAL, STEREOTYPED PILGRIM AND INDIAN FIGURES.

... especially when teaching older elementary school children. Take care to select a picture that most children are familiar with, such as those shown on grocery bags or holiday greeting cards. Critically analyze the poster, noting the many tribes the artist has combined into one general image that fails to provide accurate information about any single tribe. (Stutzman, 1993).

9. AT THANKSGIVING, SHIFT THE FOCUS AWAY FROM RE~ENACTING THE "FIRST THANKSGIVING."

Instead, focus on items children can be thankful for in their own lives, and on their families' celebrations of Thanksgiving at home.

Besides using these strategies in their classrooms, teachers need to educate themselves.

MacCann (1993) notes that stereotyping is not always obvious to people surrounded by mainstream culture. Numerous guidelines have been prepared to aid in the selection of materials that work against stereotypes (for example, see Slapin and Seale [1992]).



PRACTICES TO AVOID:

  • AVOID USING OVER-GENERALIZED BOOKS, curriculum guides, and lesson plans; and teaching kits with a "Native American" theme. Although the goal of these materials is to teach about other cultures in positive ways, most of the materials group Native Americans too broadly. When seeking out materials, look for those which focus on a single tribe.


  • AVOID THE "TOURIST CURRICULUM" as described by Derman-Sparks. This kind of curriculum teaches predominantly through celebrations and seasonal holidays, and through traditional food and artifacts. It teaches in isolated units rather than in an integrated way and emphasizes exotic differences, focusing on specific events rather than on daily life.

  • AVOID PRESENTING SACRED ACTIVITIES IN TRIVIAL WAYS. In early childhood classrooms, for example, a popular activity involves children in making headbands with feathers, even though feathers are highly religious articles for some tribes. By way of example, consider how a devout Catholic might feel about children making a chalice out of paper cups and glitter.

  • AVOID INTRODUCING THE TOPIC OF NATIVE AMERICANS ON COLUMBUS DAY OR AT THANKSGIVING. Doing so perpetuates the idea that Native Americans do not exist in the present.



CONCLUSION:

Much remains to be done to counter stereotypes of Native Americans learned by young children in our society.

Teachers must provide accurate instruction not only about history; but also about the contemporary lives of Native Americans. '

.

"Teachers must teach"
-without prejudice, bias, or duress.

.

~~~~~~~~~~~

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Sunset at Flintville... 09~09~07
Yes, I must have a pretty nasty camera when a painting looks so much better than a photo!

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Hope you all have a wonderful Monday!

XOXO
Anne

NATIVE AMERICAN TEACHINGS, from RT's Blog click and watch

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TEACHERS, NATIVE CODE OF ETHICS LINK click

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Teachers MAKE every other profession. click

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RANDOM...

A few thoughts and things that have crossed my mind, entered my email, and found their way to various 360 sites too...

As you know, I rarely post thoughts/ideas that are not my own... Some of these are just way too clever not to share... Or perhaps way too thought~provoking... Or maybe even funny!

I will follow~up with "my own" blog shortly. In the meantime, please be kind, tolerant... and never ever be afraid to laugh out loud!

XOXO
Anne

Missy ANGEL on how to ask for friendship on the 360! CLICK HERE

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DeeAnne's wicked confession?!? CLICK HERE

-----

Native American Indian Traditional Code of Ethics
From "Inter-Tribal Times" October `1994

1. Each morning upon rising, and each evening before sleeping, give thanks for the life within you and for all life, for the good things the Creator has given you and for the opportunity to grow a little more each day. Consider your thoughts and actions of the past day and seek for the courage and strength to be a better person. Seek for the things that will benefit others (everyone).

2. Respect. Respect means "To feel or show honor or esteem for someone or something; to consider the well being of, or to treat someone or something with deference or courtesy". Showing respect is a basic law of life.

a. Treat every person from the tiniest child to the oldest elder with respect at all times.

b. Special respect should be given to Elders, Parents, Teachers, and Community Leaders.

c. No person should be made to feel "put down" by you. Avoid hurting other hearts as you would avoid a deadly poison.

d. Touch nothing that belongs to someone else (especially Sacred Objects) without permission, or an understanding between you.

e. Respect the privacy of every person, never intrude on a person's quiet moment or personal space.

f. Never walk between people that are conversing.

g. Never interrupt people who are conversing.

h. Speak in a soft voice, especially when you are in the presence of Elders, or strangers or others to whom special respect is due.

i. Do not speak unless invited to do so at gatherings where Elders are present. (except to ask what is expected of you, should you be in doubt).

j. Never speak about others in a negative way, whether they are present or not.

k. Treat the earth and all of her aspects as your mother. Show deep respect for the mineral world, the plant world, and the animal world. Do nothing to pollute our Mother, rise up with wisdom to defend her.

l. Show deep respect for the beliefs and religion of others.

m. Listen with courtesy to what others say, even if you feel that what they are saying is worthless. Listen with your heart.

n. Respect the wisdom of the people in council. Once you give an idea to a council meeting it no longer belongs to you. It belongs to the people. Respect demands that you listen intently to the ideas of others in council and that you do not insist that your idea prevail. Indeed you should freely support the ideas of others if they are true and good, even if those ideas are quite different from the ones you have contributed. The clash of ideas brings forth the Spark of Truth.

3. Once a council has decided something in unity, respect demands that no one speak secretly against what has been decided. If the council has made an error, that error will become apparent to everyone in its own time.

4. Be truthful at all times, and under all conditions.

5. Always treat your guests with honor and consideration. Give of your best food, your best blankets, the best part of your house, and your best service to your guests.

6. The hurt of one is the hurt of all, the honor of one is the honor of all.

7. Receive strangers and outsiders with a loving heart and as members of the human family.

8. All the races and tribes in the world are like the different colored flowers of one meadow. All are beautiful. As children of the Creator they must all be respected.

9. To serve others, to be of some use to family, community, nation, and the world is one of the main purposes for which human beings have been created. Do not fill yourself with your own affairs and forget your most important talks. True happiness comes only to those who dedicate their lives to the service of others.

10. Observe moderation and balance in all things.

11. Know those things that lead to your well-being and those things that lead to your destruction.

12. Listen to and follow the guidance given to your heart. Expect guidance to come in many forms; in prayer, in dreams, in times of quiet solitude, and in the words and deeds of wise Elders and friends.

If you have a chance to make life better for others and fail to do so, you are wasting your time on Earth. No matter what our station in life, we are here to serve, even if that sometimes means making the greatest sacrifice of all.

"A warrior is challanged to assume responsibility, practice humility, and display the power of giving, and then center his or her life around a core of spirituality. I challenge todays youth to live like a warrior." Billy Mills

Elder's Meditation of the Day - January 19 "Heal yourself-your physical and spiritual bodies. Regenerate yourself with light, and then help those who have poverty of the soul. Return to the inner spirit, which we have abandoned while looking elsewhere for happiness." --Willaru Huayta, QUECHUA NATION, PERU ***It is difficult to look inside ourselves, especially when we see conflict or confusion. During times of conflict we need to realize that we are talking to ourselves about our thoughts. This conversation is printing in our subconscious and forming our beliefs. During times of conflict we need to ask the spirit to control our self-talk. Only through finding that inner place and going there during troubled times will we ever find happiness.

Posted by: "Dave" ole_deer_hunter Fri Jan 19, 2007 1:26 am (PST)


-----------------

For all of us parents who have respect for the teaching profession….and the people who have the patience to teach our kids!!!

Cris

Click on Cris' name (above) to thank her for her respect for these people who teach our young... She has 3 beautiful children!

here is what she emailed me...

WHAT TEACHERS MAKE

(What do YOU make)???

The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?" He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach." To stress his point he said to another guest; "You're a teacher, Bonnie. Be honest What do you make?"


Bonnie, (who had a reputation for honesty and frankness), replied,

"You want to know what I make? (She paused for a second, then began...)
"Well, I make kids work harder than they ever thought they could.


I make a C+ feel like the Congressional Medal of Honor.


I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental...

You want to know what I make?" (She paused again and looked at each and every person at the table.)

I make kids wonder.

I make them question.

I make them criticize.

I make them apologize and mean it.

I make them have respect and take responsibility for their actions.

I teach them to write and then I make them write.

I make them read, read, read.

I make them show all their work in math.

I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity.

I make my classroom a place where all my students feel safe.

I make my students stand to say the Pledge of Allegiance to the Flag, because we live in the United States of America.

Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.

(Bonnie paused one last time and then continued) "Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant"...

You want to know what I make???

I MAKE A DIFFERENCE... ...(What do YOU make)?"


THERE IS MUCH TRUTH HERE: "Teachers make every other profession "

-----------------------

Are YOU a safe driver? Hows your driving common sense? CLICK HERE to find out!

Note, I took this test, I didn't get ANY wrong; yet just to keep me humble, it told me I had received 95%... (Go figure)!!!

-----------------

A little sidenote here before you read the following...

My dogs are NOT spoiled. (They just smell that way)!!! hehehe

This now, from Kashiyumekoinu...

"Dogs are never permitted in the house. The dog stays outside in a specially built wooden compartment named, for very good reason, the dog house.

Okay, the dog can enter the house but only for short visits or if his own house is under renovation.

Okay, the dog can stay in the house on a permanent basis provided his dog house can be sold in a lawn sale to a rookie dog owner.

Inside the house, the dog is not allowed to run free and is confined to a comfortable but secure metal cage.

Okay, the cage becomes part of a two-for-one deal in the lawn sale, and the dog can go wherever the hell he pleases.

The dog is never allowed on the furniture.

Okay, the dog can get up on the old furniture but not the new furniture.

Okay, the dog can get up on the new furniture until it looks like the old furniture and then we'll sell the whole works and buy new furniture on which the dog will most definitely not be allowed.

The dog never sleeps on the bed. Period.

Okay, the dog can sleep at the foot of the bed only.

Okay, the dog can sleep alongside you, but he's not allowed under the covers.

Okay, the dog can sleep under the covers but not with his head on the pillow.

Okay, the dog can sleep alongside you, under the covers with his head on the pillow, but if he snores, he's got to leave the room.

Okay, the dog can sleep and snore and have nightmares in your bed, but he's not to come in and sleep on the couch in the TV room, where you're now sleeping. That's just not fair.

The dog never gets listed on the census questionnaire as "primary resident" even if it's true.

This was stolen from Kashiyumekoinu's blog pages.. Please CLICK HERE for her site; and more about dogs-

She has many passions about these critters that we all should love--- (and many links to prove that THAT is NOT true in all cases). How awful is that?

and one of the comments left on that page too...

Visitors please note

1. The couch and armchair by the TV are for our own and sole use, although we do share with mummy for cuddle time. Kindly use 2nd armchair or sit on the floor. If proving uncomfortable or inconvenient, you may meet up with mummy at The Gallery (Local cafe)

2. Mummy's very busy fulfilling our every needs. Cuddle time (As and when we feel need/want it) Is a very private and special moment to us. You may remain in the room on the condition that you will not disrupt. You may watch TV (If it's on) Read a book (Kindly bring your own, mummy's books are for her own use) or fall asleep if you wish. Alternatively you may wish to go for a walk.

3. Raising your voice or making sudden moves is strictly not allowed.

4. Do not ask us to sit or lay down, do not ask us to be quiet. We live here, you don't

5. Many germs are spread by hand contact. We don't know what you've touched, whether your hands are clean or not. Consequently do not pat us. You may sniff our butt, that is as long as you do not have halitosis.

6. Guest room doesn't mean that the room is yours while you stay with us. It only means that you get to sleep on the bed. We reserve the right to inspect the room, your luggage and steal your socks if feeling like it.

7. When going walkies, kindly refrain from attempting to walk us on the leash, throw a ball or anything expecting us to play. We hate show offs.

8. You are not allowed near our treat box. Mummy and daddy give treats because we trust them. They fill it up after all. Any other human approaching our treat box will be considered a potential thief and treated accordingly.

9. Our bedroom is ours. We share with mummy and daddy only. Kindly refrain from entering our room.

10. Because we live in the countryside doesn't mean that our home is open 24/7 for humans wishing to enjoy a week end away. There are hotels/ Bed and breakfasts/ Camp sites for that purpose. Keep visits to minimum, and only by prior invitation.

11. Feel welcome to bring your own dog to visit. Cats strictly disallowed.

12. As a human mummy may feel obliged to be nice to you. This doesn't mean that she likes you, simply that she's being polite. We canines do not believe in hypocrisy. WE decide if we like YOU or not.

----------------------------

As we grow up, we learn that even the one person that wasn't supposed to ever let you down probably will. You will have your heart broken probably more than once and it's harder every time. You'll break hearts too, so remember how it felt when yours was broken. You'll fight with your best friend. You'll blame a new love for things an old one did. You'll cry because time is passing too fast, and you'll eventually lose someone you love. So take too many pictures, laugh too much, and love like you've never been hurt because every sixty seconds you spend upset is a minute of happiness you'll never get back. Don't be afraid that your life will end, be afraid that it will never begin.
~anonymous~
--------------------------------

OK enough of this all... I shall be back shortly with 'my own' thoughts~n~things!!!

XOXO
Anne

top picture courtesy of... http://www.miv.t.u-tokyo.ac.jp/icon/obj.html

RANDOM...

A few thoughts and things that have crossed my mind, entered my email, and found their way to various 360 sites too...

As you know, I rarely post thoughts/ideas that are not my own... Some of these are just way too clever not to share... Or perhaps way too thought~provoking... Or maybe even funny!

I will follow~up with "my own" blog shortly. In the meantime, please be kind, tolerant... and never ever be afraid to laugh out loud!

XOXO
Anne

Missy ANGEL on how to ask for friendship on the 360! CLICK HERE

-------

DeeAnne's wicked confession?!? CLICK HERE

-----

Native American Indian Traditional Code of Ethics
From "Inter-Tribal Times" October `1994

1. Each morning upon rising, and each evening before sleeping, give thanks for the life within you and for all life, for the good things the Creator has given you and for the opportunity to grow a little more each day. Consider your thoughts and actions of the past day and seek for the courage and strength to be a better person. Seek for the things that will benefit others (everyone).

2. Respect. Respect means "To feel or show honor or esteem for someone or something; to consider the well being of, or to treat someone or something with deference or courtesy". Showing respect is a basic law of life.

a. Treat every person from the tiniest child to the oldest elder with respect at all times.

b. Special respect should be given to Elders, Parents, Teachers, and Community Leaders.

c. No person should be made to feel "put down" by you. Avoid hurting other hearts as you would avoid a deadly poison.

d. Touch nothing that belongs to someone else (especially Sacred Objects) without permission, or an understanding between you.

e. Respect the privacy of every person, never intrude on a person's quiet moment or personal space.

f. Never walk between people that are conversing.

g. Never interrupt people who are conversing.

h. Speak in a soft voice, especially when you are in the presence of Elders, or strangers or others to whom special respect is due.

i. Do not speak unless invited to do so at gatherings where Elders are present. (except to ask what is expected of you, should you be in doubt).

j. Never speak about others in a negative way, whether they are present or not.

k. Treat the earth and all of her aspects as your mother. Show deep respect for the mineral world, the plant world, and the animal world. Do nothing to pollute our Mother, rise up with wisdom to defend her.

l. Show deep respect for the beliefs and religion of others.

m. Listen with courtesy to what others say, even if you feel that what they are saying is worthless. Listen with your heart.

n. Respect the wisdom of the people in council. Once you give an idea to a council meeting it no longer belongs to you. It belongs to the people. Respect demands that you listen intently to the ideas of others in council and that you do not insist that your idea prevail. Indeed you should freely support the ideas of others if they are true and good, even if those ideas are quite different from the ones you have contributed. The clash of ideas brings forth the Spark of Truth.

3. Once a council has decided something in unity, respect demands that no one speak secretly against what has been decided. If the council has made an error, that error will become apparent to everyone in its own time.

4. Be truthful at all times, and under all conditions.

5. Always treat your guests with honor and consideration. Give of your best food, your best blankets, the best part of your house, and your best service to your guests.

6. The hurt of one is the hurt of all, the honor of one is the honor of all.

7. Receive strangers and outsiders with a loving heart and as members of the human family.

8. All the races and tribes in the world are like the different colored flowers of one meadow. All are beautiful. As children of the Creator they must all be respected.

9. To serve others, to be of some use to family, community, nation, and the world is one of the main purposes for which human beings have been created. Do not fill yourself with your own affairs and forget your most important talks. True happiness comes only to those who dedicate their lives to the service of others.

10. Observe moderation and balance in all things.

11. Know those things that lead to your well-being and those things that lead to your destruction.

12. Listen to and follow the guidance given to your heart. Expect guidance to come in many forms; in prayer, in dreams, in times of quiet solitude, and in the words and deeds of wise Elders and friends.

If you have a chance to make life better for others and fail to do so, you are wasting your time on Earth. No matter what our station in life, we are here to serve, even if that sometimes means making the greatest sacrifice of all.

"A warrior is challanged to assume responsibility, practice humility, and display the power of giving, and then center his or her life around a core of spirituality. I challenge todays youth to live like a warrior." Billy Mills

Elder's Meditation of the Day - January 19 "Heal yourself-your physical and spiritual bodies. Regenerate yourself with light, and then help those who have poverty of the soul. Return to the inner spirit, which we have abandoned while looking elsewhere for happiness." --Willaru Huayta, QUECHUA NATION, PERU ***It is difficult to look inside ourselves, especially when we see conflict or confusion. During times of conflict we need to realize that we are talking to ourselves about our thoughts. This conversation is printing in our subconscious and forming our beliefs. During times of conflict we need to ask the spirit to control our self-talk. Only through finding that inner place and going there during troubled times will we ever find happiness.

Posted by: "Dave" ole_deer_hunter Fri Jan 19, 2007 1:26 am (PST)


-----------------

For all of us parents who have respect for the teaching profession….and the people who have the patience to teach our kids!!!

Cris

Click on Cris' name (above) to thank her for her respect for these people who teach our young... She has 3 beautiful children!

here is what she emailed me...

WHAT TEACHERS MAKE

(What do YOU make)???

The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?" He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach." To stress his point he said to another guest; "You're a teacher, Bonnie. Be honest What do you make?"


Bonnie, (who had a reputation for honesty and frankness), replied,

"You want to know what I make? (She paused for a second, then began...)
"Well, I make kids work harder than they ever thought they could.


I make a C+ feel like the Congressional Medal of Honor.


I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental...

You want to know what I make?" (She paused again and looked at each and every person at the table.)

I make kids wonder.

I make them question.

I make them criticize.

I make them apologize and mean it.

I make them have respect and take responsibility for their actions.

I teach them to write and then I make them write.

I make them read, read, read.

I make them show all their work in math.

I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity.

I make my classroom a place where all my students feel safe.

I make my students stand to say the Pledge of Allegiance to the Flag, because we live in the United States of America.

Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.

(Bonnie paused one last time and then continued) "Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant"...

You want to know what I make???

I MAKE A DIFFERENCE... ...(What do YOU make)?"


THERE IS MUCH TRUTH HERE: "Teachers make every other profession "

-----------------------

Are YOU a safe driver? Hows your driving common sense? CLICK HERE to find out!

Note, I took this test, I didn't get ANY wrong; yet just to keep me humble, it told me I had received 95%... (Go figure)!!!

-----------------

A little sidenote here before you read the following...

My dogs are NOT spoiled. (They just smell that way)!!! hehehe

This now, from Kashiyumekoinu...

"Dogs are never permitted in the house. The dog stays outside in a specially built wooden compartment named, for very good reason, the dog house.

Okay, the dog can enter the house but only for short visits or if his own house is under renovation.

Okay, the dog can stay in the house on a permanent basis provided his dog house can be sold in a lawn sale to a rookie dog owner.

Inside the house, the dog is not allowed to run free and is confined to a comfortable but secure metal cage.

Okay, the cage becomes part of a two-for-one deal in the lawn sale, and the dog can go wherever the hell he pleases.

The dog is never allowed on the furniture.

Okay, the dog can get up on the old furniture but not the new furniture.

Okay, the dog can get up on the new furniture until it looks like the old furniture and then we'll sell the whole works and buy new furniture on which the dog will most definitely not be allowed.

The dog never sleeps on the bed. Period.

Okay, the dog can sleep at the foot of the bed only.

Okay, the dog can sleep alongside you, but he's not allowed under the covers.

Okay, the dog can sleep under the covers but not with his head on the pillow.

Okay, the dog can sleep alongside you, under the covers with his head on the pillow, but if he snores, he's got to leave the room.

Okay, the dog can sleep and snore and have nightmares in your bed, but he's not to come in and sleep on the couch in the TV room, where you're now sleeping. That's just not fair.

The dog never gets listed on the census questionnaire as "primary resident" even if it's true.

This was stolen from Kashiyumekoinu's blog pages.. Please CLICK HERE for her site; and more about dogs-

She has many passions about these critters that we all should love--- (and many links to prove that THAT is NOT true in all cases). How awful is that?

and one of the comments left on that page too...

Visitors please note

1. The couch and armchair by the TV are for our own and sole use, although we do share with mummy for cuddle time. Kindly use 2nd armchair or sit on the floor. If proving uncomfortable or inconvenient, you may meet up with mummy at The Gallery (Local cafe)

2. Mummy's very busy fulfilling our every needs. Cuddle time (As and when we feel need/want it) Is a very private and special moment to us. You may remain in the room on the condition that you will not disrupt. You may watch TV (If it's on) Read a book (Kindly bring your own, mummy's books are for her own use) or fall asleep if you wish. Alternatively you may wish to go for a walk.

3. Raising your voice or making sudden moves is strictly not allowed.

4. Do not ask us to sit or lay down, do not ask us to be quiet. We live here, you don't

5. Many germs are spread by hand contact. We don't know what you've touched, whether your hands are clean or not. Consequently do not pat us. You may sniff our butt, that is as long as you do not have halitosis.

6. Guest room doesn't mean that the room is yours while you stay with us. It only means that you get to sleep on the bed. We reserve the right to inspect the room, your luggage and steal your socks if feeling like it.

7. When going walkies, kindly refrain from attempting to walk us on the leash, throw a ball or anything expecting us to play. We hate show offs.

8. You are not allowed near our treat box. Mummy and daddy give treats because we trust them. They fill it up after all. Any other human approaching our treat box will be considered a potential thief and treated accordingly.

9. Our bedroom is ours. We share with mummy and daddy only. Kindly refrain from entering our room.

10. Because we live in the countryside doesn't mean that our home is open 24/7 for humans wishing to enjoy a week end away. There are hotels/ Bed and breakfasts/ Camp sites for that purpose. Keep visits to minimum, and only by prior invitation.

11. Feel welcome to bring your own dog to visit. Cats strictly disallowed.

12. As a human mummy may feel obliged to be nice to you. This doesn't mean that she likes you, simply that she's being polite. We canines do not believe in hypocrisy. WE decide if we like YOU or not.

----------------------------

As we grow up, we learn that even the one person that wasn't supposed to ever let you down probably will. You will have your heart broken probably more than once and it's harder every time. You'll break hearts too, so remember how it felt when yours was broken. You'll fight with your best friend. You'll blame a new love for things an old one did. You'll cry because time is passing too fast, and you'll eventually lose someone you love. So take too many pictures, laugh too much, and love like you've never been hurt because every sixty seconds you spend upset is a minute of happiness you'll never get back. Don't be afraid that your life will end, be afraid that it will never begin.
~anonymous~
--------------------------------

OK enough of this all... I shall be back shortly with 'my own' thoughts~n~things!!!

XOXO
Anne

top picture courtesy of... http://www.miv.t.u-tokyo.ac.jp/icon/obj.html