Happy Holidays Everyone!

Oy vie—such cheer when one is Feeling anything but, can be rather taxing on one’s psyche, can’t it?  However, the holidays can offer much healing to one’s psyche, once we grow into adulthood, and choose to learn from our pains.  Notice I say, learn, not mask, not overcome, but learn.  Everyone must learn who it is; they have come here to Be.  However, it has been my experience, that not many folks recognize my purpose, here on earth.  How could they, for many years I had no idea what my purpose was, either?  You see, I am a Feeler!  Therefore, I Feel what others say, I Feel what others project!  This means I cry easily and Feel intensely—everything!

The energy we give-off as humans via our thoughts, words and deeds, projects outwardly into the ethers; we simply cannot see these energies.  (Well, most people can’t see them, there are those amongst us who can; seeing these energies—is one of their gifts.)  One of my gifts is that I Feel.

The holidays, therefore, have been a challenge for those of us who Feel:  Santa isn’t real, our parents are lying to us, yet teaching us we cannot lie; and everyone is running around with smiles and good cheer—when they are not ’sending out’ good cheer.  As young children, we Feelers really struggled with planet earth, no doubt—many of us thought—we had arrived on the wrong planet!

We Feelers have been mistreated, misdiagnosed, and misunderstood, especially, here in the United States, unless we were born into a Native American family.  Our Native American cultures, are taught the depressed individual in their tribes—is the Shaman—thus, instead of drugging them and throwing them behind hospital walls.  They honor them and remind these individuals of their gifts, through various Initiations and Sacred Ceremonies, which allow these individuals to fulfill their Divine Purpose for incarnating.

What exactly is the purpose of being a—Feeler?  We are also known in certain circles as Transformers/Transmitters: We have offered to use our physical bodies as a conduit for the negative, dark, and discordant energies.  Our heart chakras serve as the intact and output center as we simply Feel— all there is to ‘Feel’ on this planet.  It was understood, prior to our incarnations that these dark, discordant energies which have been prevalent on this planet for eons, would need to be Balanced energies of the Male and Female Polarity—beings this is the planet of duality.  Most people who incarnate are steered towards pleasure, and taught to strive for only that which is the Light.  Thus, this leaves a tremendous amount of energy for Mother Earth to transform.  We Global Lightworkers, incarnated to give Mother Earth a hand.

Thus, this is why I have Awakened, and why I share my experiences with you this day—many Feelers are still asleep after taking on the veil of forgetfulness when incarnating.  It is my Job (my dharma or what I call my Divine Purpose) to Awaken others who share my Gift; so, we can become the Global Lightworkers we intended to Be.  As such, we simply go where we are guided to go; and we transmute and transform the energies.

What does it feel like to be a Feeler?  When we take in the energies—we literally take them into our bodies, much like a transmitter picks up signals from the ethers.  We Transform the darkness into Love and Light.  When we take in these energies, it may cause several reactions to occur: we may suddenly burst out in tears, or spontaneous toning (much like the Sirens in Homer’s Odyssey), when walking we may suddenly stop, as we deep breathe several times, and we may begin to vibrate/shake, while standing in place.  We can also have reactions that are more violent; depending on the energies, we are transforming: Sudden vomiting, diarrhea, and electrical aches and pains that may knock us off our feet.  The lesser energies, can come and go instantly, while the more violent may take several days to transmute, while we are bed bound.  Either way, when we are Awake, we endure these transmutations knowingly—allowing for the energies to transform, and when we are finished, we simply continue onward.

What does this have to do with the holidays?  Well, we Feelers seem to suffer the most during the holidays; there is something so foreign to us about these celebrations, as well as all the ‘untruths’ that surround the holidays.  Not everyone is filled with joy and happiness; in fact, many people—are simply miserable.  The masses seem to go on autopilot, much like zombies bumping into one another, to buy and consume— as if happiness could be purchased at a mall or grocery store.  It’s highly confusing for us Feelers.  Don’t get me wrong, we aren’t sticks in the mud; we are simply aware and able to Feel the energies for what they are, we don’t judge these Feelings (once we are Awakened).  We are only here to transform them.

However, and this is the tricky part—here in the Western World—we have very few Teachings that include us Feelers.  We are labeled early on, as softhearted, crybabies, depressed, weakened emotional windbags, and such.  We are extremely, kinetic; yet, most schools have no training, no curriculum that helps us to use our strengths, and embrace our gifts—so we may hone-in on our abilities.  Thus, many of us have grown into Victims (or I should say— believe we are Victims), becoming the drug addicts and alcoholics of our societies.  Show me an addict or a drunk—and I will show you a very Old Soul—who has forgotten why he or she has incarnated.

Do you cry easily?  Have you always done so; do you cry while merely walking around when you come upon a force of energy that hits you right in your heart?  Do you cry for the animals or the destruction of trees, does a burnt forest make you cry?  Perhaps you too, are a Transformer.

Therefore, I am intending to Awaken those, who are like me.  I have great news!  We have a Divine Purpose—we Criers—and it is time for us to fully embrace the darkness we Feel, to recognized it is not our ‘own’.  After my Awakening, I became aware of the Teachings of people like Louise Hay, and Carolyn Myss—in fact, both of their books were thrown at my feet in a library one day via my Angelic Self, Azira.  In these teachings, I learned I have the power over my thoughts—and I could change them (my thoughts) in order to heal any physical aches, and pains and illnesses.  These wonderful Teachers had their own Gift to share with humanity.  God blesses them both for Awakening, and being brave enough to share their intuited information with us.  Imagine my surprise; however, when after changing my thoughts, I still was knocked around by my ability to Feel.  It took many years, and a journey around the globe for an entire year; to Awaken the Global Lightworker within me.  It was during my travels, when I finally discovered my aches and pains, as well as all my tears were ‘right’.  There was nothing ‘wrong’ with me, I was not ‘thinking’ certain thoughts that needed to be changed—I was simply providing my Service to Humanity!

Is this your Divine Purpose?  Are you here to aid and assist Humanity as a Feeler and Global Lightworker?  You can learn more about becoming a Global Lightworker, by reading my new book soon to be published, I Saw A Mountain Move Today: Ascending from Victim to Divine Purpose. I would love to hear your stories—please Feel free to share . . .

Lovies Dawn

Hundreds of Michigan students are joining together to ask lawmakers to change high school curriculums to include classes to help teenagers and young adults make wise financial decisions for their future.

Take action today by contacting the state Representatives on the right and asking them to bring financial responsibility classes to Michigan high schools!

Remember with the Permaculture curriculum to follow the posts backwards from the current posting to the beginning. You will then have them in order. Hope they are informative. Hope your Thanksgiving is joyous and you are full bellied!

XI. Lithics (Stone, Bone, Shell, Tooth, Horn/ appropriate technology basics)
A. Using primitive tools and materials produce a cutting edge
a. Simple blade
b. Backed blade
c. Burin
d. Prismatic blade
e. Shiritaki blade
B. Using percussion flaking and lithic reduction sequence produce
a. Preform
b. Discoidal knife
c. Fist ax
d. Cobble tool
e. Adz
f. Thumb scraper
g. Graving tool
h. Slate knife
C. Using the abrading method make a shaft polisher, stone pipe bowl, story stone, or grind/ polish an ax head to a serviceable edge
D. Using the pecking technique build a metate and mano/ mortar and pestle, or groove a stone so it can be hafted to a handle
a. Coplet
b. Ax
c. Hammer/ maul
d. Spindlewhorl
E. Using pressure flaking (flintknapping) technique produce a serviceable
a. Projectile point
b. Knife blade
c. Drill point (down a 1 to 5 thickness ration)
F. Compile your own chipping kit
a. Hammerstones
b. Batons
c. Notchers
d. Preforms
e. Fluting vice
f. Pressure tools
g. Leather pads
h. Shoulder/ chest crunch
i. Blanks
j. Sinew
k. Punch
l. Goggles
G. Produce and heat treat various flint shards for working
H. Use your stone implements to construct another primitive tool
I. Make a bone/ horn tool
a. Hide scarper
b. Chisel
c. Knife blade
d. Shaft wrench
e. Graver/ gouge
f. Harpoon tip
g. Decoration
h. Game pieces
i. Spear/ arrow head
j. Weaving needle
k. Sewing awl
l. Fish hooks
m. Comb
n. Whistle
o. Bowl/ spoon
J. Use shell for a:
a. Knife
b. Decoration
c. Spoon
d. Scraper
K. Haft a bone or stone tool to a serviceable wooden handle or shaft
a. Knife
b. Atlatl
c. Scraper
d. Celt
e. Pump drill
f. Ax
g. Arrow
h. Shovel/ hoe
L. Complete a tool using:
a. Igneous rocks
b. Sedimentary rocks
c. Metamorphic rocks
M. Demonstrate understanding of these terms
a. Platform
b. Squared edge
c. Cone principle
d. Beveling
e. Ridge
f. Margin
Flintknapping: The art of making stone tools
Of all the history of mankind, nine tenths of it is written in stone. Able to make tools from flint cobbles, our fore-bearers gained an advantage over other predators. We not only rose to dominate our environment, but we went on to alter it, for the production and use of stone tools followed our progress well into the age of agriculture. Even today, in the remote highlands of New Guinea, there are humans who still practice this ancient craft.
Flint working is a universal part of our heritage. It is the one thing that all races of mankind, the world over, have in common. If you could trace your ancestors back far enough, you would certainly find flintknappers among them.
How is it done?
The surface of a stone tool will exhibit a wavy appearance. These scars are a frozen record of shock waves generated by a series of blows dealt to the edge. Geologists tell us that flint has a “concoidal fracture”. This is best illustrated when a BB strikes plate glass. A cone is removed opposite the point of impact. When striking the edge of a piece of flint, only a portion of that cone is removed. By controlling the angle, placement and weight of the blows it is possible to fracture this material in a predictable manner. In making his implements, prehistoric man used one or a combination of three techniques, which are known as percussion flaking, indirect percussion, and pressure flaking.
Percussion flaking: Flakes are driven off the edge with a hammerstone or deer antler.
Pressure flaking: Flakes are pried off with a deer antler tine or copper pointed tool.
Indirect percussion: Flakes are removed by striking a punch placed on the edge.
What kind of tools do I need?
Hammerstones were the first and simplest flint knapping tools. They were just water worn pebbles that fit the hand well, used to break up nodules and blocks of flint into workable spalls, and to rough out blanks. Hammerstones are made of granite, quartzite or greenstone.
The antler billet is used to thin, shape and sharpen the flint tool. The ideal billet is made from the trunk of a moose antler. However, smaller antlers, such as those from the white tailed deer, can also be used.
Pressure flakers were made from the upper tine portion of the antler rack. Many people use copper pointed tools.
Punches used for indirect percussion can be made from antler, or antler tipped with copper.
Abraders are made from quartzite or sandstone. An excellent substitute can be a broken carborundum grinding wheel. These are one of the more important tools, necessary for grinding the edge to make striking platforms.

Teaching at Centre Learning Community, State College. I popped along to their living history museum yesterday, showcasing the pupils’ work over the last semester. Becca came with me, and was quite jealous that she’d never had a school like it; it raised issues about how achievement and skills are recognised and developed.

This was the first school I visited and my first choice (not that we were given preferences), so I’m pleased to have it. It will be a challenge, given that I’m working with the oldest group I’ll be qualified to teach once I graduate and that their skills in certain areas are way ahead of mine, specifically their visually creative work and their technology skills.

Still, bring it on I say…

Here is an example of a standard that needs to be unpacked. 

W.PS.01.01 Michigan

Develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representations).

Remember that part of unpacking a standard is determining what it is you want students to learn.  The standard provides insight as to what to include in the unpacking.  For the narrative writing, the standard states to develop personal style using natural language, specific action, and emotion.  For informational writing, the student is expected to develop personal style in sequencing, specific vocabulary, and visual representations.

 Here’s how I unpacked this piece after brainstorming with a wonderful group of first-grade teachers.  If you’re like me, it helps to see the big picture of the standard – which includes the content.

Once you’ve unpacked the standard, you have a content tool to use throughout the school year.  The list of actions gives you words at your fingertips you can use when talking with your first-grade students.  The list of emotions does the same.  In the sequence list, you’ll see starter ideas for the good things you’re already doing with your students; intentionally use sequencing words with students.  As for the column that lists visual representations, remember to pull out those sequence words and use them again and again and again.

3040706    การพัฒนาหลักสูตร    Curriculum Development

การพัฒนาหลักสูตรและการเรียนการสอนของบุคลากรสุขภาพระดับวิชาชีพ การออกแบบหลักสูตรในแนวที่ใช้ปัญหาและชุมชนเป็นฐานในการเรียนรู้ อิทธิพลต่างๆ ด้านการเมืองเศรษฐกิจและสังคม ความกดดันภายในสถาบันการศึกษา ที่ก่อให้เกิดการเปลี่ยนแปลงหลักสูตร และแรงต่อต้านต่างๆ ที่ขัดขวางมิให้เกิดการเปลี่ยนแปลงหลักสูตรและวิธีแก้ไข

(Curriculum and instructional development process in health professions education; the design of an educational program innovation including preparation of its rationale, proposed goals, strategies for implementing the change, cost-effectiveness and its potential for success within an organization approaches to curriculum development; community-oriented/based education; internal/external influences on curriculum development; strategies for curriculum consultants.)

(3040706 จุฬาลงกรณ์มหาวิทยาลัย)

Why does “one” spell “won” and “through” spell “threw”? If  “knight” spells “night” then why doesn’t “tough” rhyme with “bough”? What is this obsession with inconsistent spelling in English? Next time you ask yourself that question (if you still bother to), think how you are yourself implicated in this whole ridiculous waste of time.

Could you tell me the origins of the word?

Most of us have long given up wondering. We enjoy playfully pointing out the various inconsistencies in English spelling. Those who lament them are often the first to correct the spelling mistakes of others. Teachers place an enormous emphasis on them. Students make themselves crazy avoiding them. There are nationwide spelling bees. Thousands of kids divert attention away from meaningful learning and youthful cognitive development to cram for them. Just to spell words correctly.

This would not be an issue if there was a logical consistency to spelling. In French, and most other languages, there are no spelling bees. All words are spelled by a logical set of rules. Each letter makes a sound, and letter combinations make other sounds. In English even our rules don’t make sense. C is a K, but sometimes an S. T is a T but sometimes a SH. Sometimes it makes no sound at all. The list goes on. So long that we don’t even bother with it.

The Turks got it right. In the 1920s, Ataturk the great unifier of the Anatolian people decided to bring his tired, crippled country into the modern age. In an massive campaign, he nationalized the population, banned the veil, enforced new hat laws, and standardized the language. Then, with everyone still gasping stunned and gobsmacked,  he boldly announced that  everything henceforth would be changed from Arabic script to Latin script, immediately. Phonetically the Arabic script did not suit the Turkish tongue, and Ataturk (who liked all things European) decided the Latin script was more becoming. In order for it to fit the Turkish palette, a strict set of rules had to be established. He wanted to curtail the inefficiencies of the old system (and avoid problems like we have in English). The system that came out of it is so logical and perfect, that we should just go ahead and adopt it too.

Well that’s all right for the Turks, you might say, but what does that have to do with me? Ataturks reforms probably didn’t come easily. Is it worth it, changing an entire language that, franlkly, hasnt really been standardized in the first place? Ataturk probably had to crack a few heads in the process, and besides, who cares? This is just another creative solution to a problem that doesnt really exist, right?

It will not comfort you to know that the countless annoying anomalies in English spelling are no accident. They were actually placed there on purpose. English, having its roots in so many ancient languages, spanning such a broad range of regional dialects, invaders and adoptions over the centuries has had to cope with its fair share of square pegs and round holes. I do not intend to bore you with a history of phonology, detailing the yew-hew mergers and yod droppings. Suffice to say, these pesky spellings were once gilded permanently by the scholarly elite as a legacy to their archaic language origins. For your enjoyment.

That enjoyment must be immense. Still today, in the 21st century, the Stickler Conspiracy, the Templar Knights of Spelling, the Orthographers Cult defend the cause. As we speak, term papers are being flung back at students faces, compositions are being defaced with red ink, volumes of copy are being sent back to the printer, marks are being deducted, machines are making suggestions, cell phones are making predictions, people are rifling through dictionaries, all because some English scholars thought it would be fun.

There have been efforts to change this. As early as the 1870s, in the heat of revolutionary gusto, the newly United States proposed a whopping 3500 English spelling corrections. That was eventually whittled down to a few hundred. When they realized how much work it was going to be to change everything, they decided to just go with a few “u”s being dropped and switch ‘lorry’ with ‘truck’. Besides, America had its own intellectual elite, and they didnt want to be left out of literary circles over a few “gh”s and silent “t”s.

Here’s the problem I have with it. Historically valid or not, these spelling anomalies are culturally based. They are important to the English. Its their language, as they will remind you, and they can spell it any way they see fit. That might be all right for the English, but what does that have to do with me? Most people who speak English aren’t English. And those who are, aren’t even that English anyways. Most British people aren’t even English. I decree henceforth: Anyone who doesn’t identify themselves as English, is not subject to English cultural rites. They are therefore exempt from any archaic spellings. I even go as far as to propose that we call the language we speak by another name. The English may freely exercise their perfectly admirable and legitimate traditions as they need to.  But let the domination of English culture upon others cease, and may we free ourselves.

As mad as that may sound, texters have already started. Many SMS users and online chatters by-pass the spelling suggestion doctrine hardwired into their devices. They have adopted a handier more efficient way of communicating. Academics routinely scoff at this so-called misuse of the language. But ultimately, out of reach of the hobbling tyranny of academics, it thrives. It goes by no other rules than common sense, efficiency and expediency. Through a series of acronyms, the cryptology even extends to body language and idiomatic expressions. In your face, English.

Do not wait for a leader to show you the way. Do not wait for the academic fossils to make it mainstream. Even if you are an adoptive speaker of English, this is your language. Use it as you wish. The point of a language is to communicate and be understood. So do whatever it takes to communicate better. Dropping archaic usages will save you time, free you from the binds of English Imperial domination and improve your life at the same time.

This is a two-part video set on how to use e-Books from the collection for teaching and learning.

To view the videos – click on the title of the video on the left of this page – and then click the PLAY button to the left of the screen that opens for you.

Video Part 1:e-books: a digital library for FE from Anna Vernon on Vimeo.

Video Part 2: e-books for FE-using e-books in teaching and learning from JISC Collections on Vimeo.

X. Expedition and the Hunt
A. Employ all previous skills to design an expedition of not less than 72 hours for a group
B. Construct an improvised pack for moving gear and provisions (see packs under previous travel circle)
C. Obtain additional first aid and/or emergency training for the special environments we wish to travel in
D. Become proficient at route planning and selection and pace setting to meet needs of indivual group members
E. Leadership
F. Complete a set of appropriate trail clothing
a. Capote
b. Frontier shirt
c. Possible bag
d. Buckskin shirt, pants
e. Moccasins, sandals, shoes, boots
f. Quivers
G. Demonstrate proper minimum impact camping techniques and utilize proper skill in campsite selection, personal hygiene and sanitation, water purity, ecologically sound practices
H. Complete a nutrition chart for the rations and days you use them
I. Participate in a sweat lodge/ vision quest
J. Complete a three-day cleansing fast
K. Participate in awareness activities for new environments: i.e. night, winter, dunes, mountains, etc.

AU: Akerlind, G.
TI: Academic growth and development—How do university academics experience it?
SO: Higher Education; 2005, 50, 1, 1-32
CN: LB2300 HE
Available at Central Library

AU: Allitt, P.
TI: I’m the teacher, you’re the student: A semester in the university classroom
IM: Philadelphia, PA: University of Pennsylvania Press, 2005
CN: E175.8 All 2005
Available at Central Library

AU: Balasubrarnanya, M. K., et. al.
TI: Creating a distributed physics department
SO: American Journal of Physics; 2004, 72, 3, 359-363
CN: QC1 AMJ
Available at Central Library

AU: Barnett, R. (Ed.).
TI: Reshaping the university: New relationships between research, scholarship and teaching
IM: Maidenhead: Open University Press, 2005
CN: LB2322.2 Res 2005
Available at Central Library

AU: Becker, W. E., & Andrews, M. L. (Eds.).
TI: The scholarship of teaching and learning in higher education: Contributions of research universities
IM: Bloomington: Indiana University Press, 2004
CN: LB2326.3 Sch 2004
Available at Central Library

AU: Boden, R., Epstein, D., & Kenway, J.
TI: Academic’s support kit
IM: London: Sage, 2005
CN: LB1778 Bod 2005
Available at Central Library

AU: Colander, D. C.
TI: The lost art of economics: Essays on economics and the economics profession
IM: Cheltenham, UK: E. Elgar Pub, 2001
CN: HB74.5 Col
Available at Central Library

AU: Cowan, J., George, J. W., & Pinheiro-Torres, A.
TI: Alignment of developments in higher education
SO: Higher Education; 2004, 48, 4, 439-459
CN: LB2300 HE
Available at Central Library

AU: Cox. M. D., & Richlin, L. (Eds.).
TI: Building faculty learning communities
IM: San Francisco, CA: Jossey-Bass, 2004
CN: LB1025.2 Ndt 97 2004
Available at Central Library

AU: Cranton. P.
TI: Becoming an authentic teacher in higher education
IM: Malabar, FL: Krieger Pub. Co., 2001
CN: LB1738 Car
Available at Central Library

AU: Darley, J. M., Zanna, M. P., & Roediger, H. L. (Eds.).
TI: The compleat academic: A career guide, 2nd ed
IM: Washington, DC: American Psychological Association, 2004
CN: H62 Com 2004
Available at Central Library

AU: Dominowski, R. L.
TI: Teaching undergraduates
IM: Mahwah, NJ: Lawrence Erlbaum, 2001
CN: LB2331 Dom
Available at Central Library

AU: Gill, N.
TI: New lecturers’ constructions of learning, teaching and research in higher education
SO: Studies in Higher Education; 2005, 30, 5, 611-625
CN: LB2300 SHE
Available at Central Library

AU: Glatthorn, A. A.
TI: Publish or perish—The educator’s imperative: Strategies for writing effectively for your profession and school
IM: Thousand Oaks, CA: Corwin Press, 2002
CN: PN146 Gla 2002
Available at Central Library

AU: Hall, D. E.
TI: The academic self: An owner’s manual
IM: Columbus: Ohio State University Press, 2002
CN: LB2331 Hal 2002
Available at Central Library

AU: Hostetler, K. D., Sawyer, R. M., & Prichard, K. W. (Eds.).
TI: The art and politics of college teaching: A practical guide for the beginning professor, 2nd ed
IM: New York: Peter Lang, 2001
CN: LB2331 Art
Available at Central Library

AU: Huber, M. T.
TI: Balancing acts: The scholarship of teaching and learning in academic careers
IM: Washington, DC: American Association for Higher Education, 2004
CN: LB2331 Hue 2004
Available at Central Library

AU: Lucas, C. J., & Murry, J. W., Jr.
TI: New faculty: A practical guide for academic beginners
IM: New York: Palgrave, 2002
CN: LB1778.2 Luc 2002
Available at Central Library

AU: Lyons, R. E., Kysilka M. L., & Pawlas, G. E.
TI: The adjunct professor’s guide to success: Surviving and thriving in the college classroom
IM: Boston, MA: Allyn & Bacon, 1999
CN: LB1778.2 Lyo
Available at Central Library, Hon Sui Sen Memorial Library

AU: Martin, E., & Lueckenhausen, G.
TI: How university teaching changes teachers: Affective as well as cognitive challenges
SO: Higher Education; 2005, 49, 3, 389-412
CN: LB2300 HE
Available at Central Library

AU: Martin, R. (Ed.).
TI: Chalk lines: The politics of work in the managed university
IM: Durham, NC: Duke University Press, 1998
CN: LB2331.72 Cha
Available at Central Library

AU: Middaugh, M. F.
TI: Understanding faculty productivity: Standards and benchmarks for colleges and universities
IM: San Francisco, CA: Jossey-Bass, 2001
CN: LB2331.72 Mid
Available at Central Library

AU: Morss, K., & Murray, R.
TI: Teaching at university: A guide for postgraduates and researchers
IM: London: Sage, 2005
CN: LB2331 Mor 2005
Available at Central Library

AU: Nadler, P. S.
TI: Reflecting on a life as a teacher
SO: Secured Lender; 2006, 62, 6, 110-118
Available online.

AU: Outram, S.
TI: 53 interesting ways in which colleagues resist change
SO: Educational Developments; 2004, 5, 2, 1-4
CN: LA637 ED
Available at Central Library

AU: Parini, J.
TI: The art of teaching
IM: Oxford: Oxford University Press, 2005
CN: LA2317 Par.Pa 2005
Available at Central Library

AU: Partington, P.
TI: Managing staff development
IM: Philadelphia, PA: Open University Press, 2003
CN: LB2331.685 Gre.P 2003
Available at Hon Sui Sen Memorial Library

AU: Pickering, S. F.
TI: Letters to a teacher
IM: New York: Atlantis Monthly Press, 2004
CN: LB1775 Pic 2004
Available at Central Library

AU: Robertson J., & Bond, C.
TI: The research/teaching relation: A view from the ‘edge’
SO: Higher Education; 2005, 50, 3, 509-535
CN: LB2300 HE
Available at Central Library

AU: Rowland, S.
TI: The enquiring university teacher
IM: Philadelphia, PA: Open University Press, 2000
CN: LB2331 Row
Available at Central Library

AU: Silverman, F. H.
TI: Teaching for tenure and beyond: Strategies for maximizing your student ratings
IM: Westport, CT: Bergin & Garvey, 2001
CN: LB2335.7 Sil
Available at Central Library

AU: Welch, A. R. (Ed.).
TI: The professoriate: Profile of a profession
IM: Dordrecht: Springer, 2005
CN: LB2331 Prf 2005
Available at Central Library

AU: Wenniger, M. D., & Conroy, M. H.
TI: Gender equity or bust!: On the road to campus leadership with women in higher education
IM: San Francisco, CA: Jossey-Bass, 2001
CN: LB2332.32 Gen
Available at Central Library

AU: Wright, M., Assar, N., Kain, E., Kramar L., Howery, C. B., McKinney, K., Glass, B., & Atkinson, M.
TI: Greedy institutions: The importance of institutional context for teaching in higher education
SO: Teaching Sociology; 2004, 32, 2, 144-159
CN: HM45 TS
Available at Central Library

AU: Wulff, D. H., & Austin, A. E..
TI: Paths to the professoriate: Strategies for enriching the preparation of future faculty
IM: San Francisco, CA: Jossey-Bass, 2004
CN: LB2331 Pat 2004
Available at Central Library

1. David C. Cook has a 16-page “Reformation Press” supplement in their various age-specific Teacher’s Guides. Their consultant states that this supplement “helps teach from a truly reformed understanding,” but it is used in conjunction with their general Teacher’s Guide(s) plus their “Bible in Life” curriculum materials for the students. I am not able to review this 16-page supplement; however, the other materials (samples are available) look fairly unhelpful for our needs, and I can’t see how some few pages can teach us a reformed perspective which we already have in abundance. Current status: NO.
2. RCUS has 6 CDs for teaching children. We are in an ecumenical relationship with them; however, their CDs are available to their members only. Status: NO.
3. Sola Scriptura is sending a catalog and curriculum samples in the mail, for our review. This is actually reformed material from Great Commission Publicationss. Current status: LIKELY.
4. “Two ways to live” has an 8 lesson study for kids aged 6-8, along with a version of their tract that is for kids aged 7-11; the web page links to the free PDF for the 8 lessons (ignore page 2 to avoid confusion). 25 tracts have been ordered. Status: YES — to discuss.
5. HigherPraise has free mini-packages for 325 specific sections of scripture; there is no text provided– but there are related illustrations and activities (paperwork-only); some of the illustrations are inappropriate, such as Gabriel with wings– as if an angel could not possibly be represented on a piece of paper. Status: YES – WHERE APPROPRIATE.
6. The flashcard books about king David from C.E.F. useful. We can order the flashcard books without the lesson plans. We should consider the equivalent flashcard visuals for: Beginnings, Daniel, Elijah, Elisha, Esther, Joseph, Joshua, Judges, Life of Christ (4 books), Moses (2 books), Patriarchs, and Paul. Status: YES.
7. John Piper’s materials for children. Need to look into this. The redemptive chronology might be good, but haven’t looked at the sample PDFs yet. Status: MAYBE.

Freedom From Want (1943) By Norman Rockwell -- could it also read "Freedom from wanting clear arteries"?

Let’s begin with a holiday that’s all American, wholesome, family-oriented, and brings out the best in us.  Or, conversely, a stressful, be grudgingly multiethnic, polyglot, emotionally charged day that get us longing for tomorrow.

Super Bowl Sunday.

Sorry, as a Giants fan, it is wishful thinking.  Of course I mean Thanksgiving, the annual late November ritual where we give thanks to God/Yahweh/G*d/Allah/the Force/etc. for all the good blessings of the year.

This is, obviously, followed by gorging on his divine good bounty until we get the coronary that will ultimately send us to our maker.  God has a funny way of accepting gratitude.

He also has a sense of humor in concocting the myths behind this celebration.  As children, we have all been drilled in the mantra of the Pilgrims.  Let’s recap for those unfamiliar:

In 1620, 102 God-fearing English souls—dressed as if from a Rembrandt canvas—set sail on that grandiose vessel the Mayflower to seek a land where they can worship God in their own way (as long as nobody else says otherwise).  They land on Plymouth Rock (which must’ve done wonders for the ship’s undercarriage) and began the hard existence of life.  The first winter was brutal and cold, and it was not until they met the kindly “Indian” Squanto, who showed them the wonders of maize and hunting, that the little colony was spared.  In 1621, to give thanks for their good fortune, the Pilgrims invite the Wampanoag, led by the kind Massasoit, to enjoy a bountiful meal, complete with turkeys raised with pop-up timers.  They lived together as friends (cue the smallpox blankets) and we have celebrated ever since.

Please wipe your feet to avoid tracking the bullshit on the carpet.

Okay, so like so many things, Thanksgiving is a lie teachers told you.  Not entirely, but it is the case here.  Let’s take this myth and break it apart piece by piece.

Myth # 1—The Pilgrims came to seek religious freedom.

In the 17^th Century, there was no such thing—not in Europe, America, or anywhere else.  Even swinging Holland, known for its tolerance, had an official Calvinist religion; one which viewed outsiders as an irritant best avoided. 

The Pilgrims were no exception: they were so radical even Puritans avoided them—that’s fucking radical.

The Pilgrims practiced Separatism, which meant they wanted to completely separate from the Church of England and establish their own theocratic hell in the land of their choosing.  This differed from the Puritans, who wanted the Church of England to be “purified” into their theocratic hell, which was better than the Anglican theocratic hell, which was better than the Lutheran theocratic hell, which was light years better than the idolatrous Catholic theocratic hell and the (God Forbid) Muslim theocratic hell.

They can all go to hell, for all I care.

Anyway, the Pilgrims were getting persecuted, that’s true.  To avoid English rule, they did establish themselves in Leiden, the Netherlands—also true.  Yet here’s the second part of the story: The Pilgrims ultimately left for America for two reasons.  First, to establish a hell as described above.  Second, to make sure their kids don’t grow up Dutch: speaking a phlegm-based language looking like a Vermeer portrait and being all tolerant and such. 

Myth # 2—everybody on the Mayflower were Pilgrims who wanted religious freedom.

There were, in fact, non-Separatists on the voyage, along with the captain and crew of the ship.  Only 27 of the 70 adults on the voyage were Separatists.  The rest were in no mood for Jesus.  On the contrary, their mood was for a quick buck.  Some came to establish a homestead in the New World.  Others came to find the gold that the bozos in Virginia seemed to miss.  All these people would chafe at the Pilgrims’ “religious freedom”—which would actually cause resentment and exits from the colony.

Myth # 3—the Pilgrims were heading to Virginia, but were blown off course.

This is kind of true.  The Mayflower was blown off course, but the course was not present-day Virginia.  The Virginia Company claimed the land north of Jamestown including the mouth of the Hudson River.  The ultimate destination of the Pilgrims would be present-day New York. 

In a weird twist of irony, in 1619 the Dutch West India Company offered to settle the Pilgrims in New Netherland, their colony in North America located on the exact same spot of their supposed landing.  The Pilgrim leaders declined, wishing to not further the “corruption” of their youth with Dutch influences.  Delft tiles, prim black clothing and actually making money doing business is a scary thing, I suppose.

Myth # 3—the Natives welcomed the Pilgrims with open arms.

The Native tribes were suspicious of these newcomers, and with good reason.  Between 1617 and 1619 English fishermen in the area exposed the local people to smallpox, which devastated the numbers of Narragansett, Pawtuxet and Wampanoag populations.  Furthermore, the Pilgrims stole corn stores from villages that were deserted due to the disease, which couldn’t have made the locals pleased.

In fact, the Wampanoag were actually looking for a strategic advantage in befriending the newcomers.  They still outnumbered the new settlers, which meant that any false move and they could quickly dispatch them, as they weren’t much of a threat.  The settlers’ weakened condition after the winter of 1620-1621 further tipped the cards in Massasoit’s favor.  Also, Massasoit knew that these people could be a powerful ally in their constant battles with neighboring tribes such as the Narragansett, the Pequot and the Mohegan—who obviously had not yet learned the pacifying power of all-night gambling.

Over the years after 1621, and especially after Massasoit died, the Plymouth colony would take advantage of the Wampanoag to gain more land for the ever-increasing numbers of settlers that were arriving from England.  By the time Massasoit’s son Metacomet, or King Philip, took over the tribe in 1662, enough was enough.  The subsequent war, King Philip’s War, would ravage New England between 1675 and 1676, and would be among the bloodiest of native conflicts in North America.

Massasoit should’ve gotten that drumstick, after all.

Myth # 4—the first Thanksgiving was a mutual celebration between the Pilgrims and Wampanoag to celebrate their mutual good fortune.

For this, we’ll turn to two primary sources.  The following is an account from a 1621 book entitled Mourt’s Relation, or A Relation or Journal of the Beginning and Proceedings of the English Plantation Settled at Plimoth in New England.  It was primarily written by Edward Winslow, a Separatist who did much of the communication between the colony and the Wampanoag.  This is his account:

“Our harvest being gotten in, our governor sent four men on fowling, that so we might after a special manner rejoice together after we had gathered the fruits of our labor. They four in one day killed as much fowl as, with a little help beside, served the company almost a week. At which time, amongst other recreations, we exercised our arms, many of the Indians coming amongst us, and among the rest their greatest king Massasoit, with some ninety men, whom for three days we entertained and feasted, and they went out and killed five deer, which we brought to the plantation and bestowed on our governor, and upon the captain and others. And although it be not always so plentiful as it was at this time with us, yet by the goodness of God, we are so far from want that we often wish you partakers of our plenty.” – Edward Winslow, Mourt’s Relation (1621)

According to Winslow, the whole celebration happened by accident.  The Pilgrims went out hunting for their harvest celebration, found the Wampanoag wandering in their midst, and basically made an impromptu invitation to dine with them.  The three-day event was full of entertaining, feasting, and hunting—apparently the Wampanoag brought five deer to the event.

Here’s another, probably better known account.  The following comes from the now-legendary 1647 work Of Plimoth Plantation, written by acclaimed Pilgrim leader William Bradford.  Edward Winslow was Bradford’s assistant in communicating with the native tribes.  This is Bradford’s account:

“They began now to gather in the small harvest they had, and to fit up their houses and dwellings against winter, being all well recovered in health and strength and had all things in good plenty. For as some were thus employed in affairs abroad, others were exercised in fishing, about cod and bass and other fish, of which they took good store, of which every family had their portion. All the summer there was no want; and now began to come in store of fowl, as winter approached, of which this place did abound when they came first (but afterward decreased by degrees). And besides waterfowl there was great store of wild turkeys, of which they took many, besides venison, etc. Besides, they had about a peck a meal a week to a person, or now since harvest, Indian corn to the proportion. Which made many afterwards write so largely of their plenty here to their friends in England, which were not feigned but true reports.” – William Bradford. Of Plimoth Plantation (1647)

Bradford writes of abundance and good fortune, yet no mention of a celebration.  This good fortune may even be contrived—this was published some 26 years after the fact, so Bradford’s eye may be a bit more glassed over. 

The point is the celebratory feast we envision as the first “Thanksgiving” may have simply been an English harvest feast that was crashed by the Wampanoag.  Or it may have never really happened at all.  Nonetheless, whatever happened, it bore almost no relation to the modern holiday, which leads to the last myth.

Myth # 5—America has been celebrating Thanksgiving ever since the Pilgrims.

To honor the real founder of the holiday, kids should be wearing beards and tall hats instead of feathers and buckled shoes.  

Although individual Presidents have proclaimed days of Thanksgiving from time to time, and some states even creating their own Thanksgiving holiday, it wasn’t until the Civil War that a national holiday was created.  In 1863, Abraham Lincoln set aside the last Thursday in November as a day of prayer and Thanksgiving.  Given the national mood of the time, it was sorely needed.

Yet it didn’t stop future leaders from monkeying with the date.

Franklin Roosevelt, in an attempt to stimulate the Depression-era economy, proposed moving Thanksgiving a week earlier in 1939.  Republicans would have none of it, resisting Democratic moves to sully old Abe’s Thanksgiving in the name of economic recovery.  For a number of years, there were two Thanksgivings, depending on your political party.  The mix-up was straightened out by the time we entered World War II in 1941.

You may be asking yourself, “Mr. D, how do we know the information you’re giving us isn’t bullshit?”

Good question.  Here’s some links to back up my bullshit, with more information:

Plimoth Plantation is one of the few historical re-enactments that cut through the crap pretty well.  Their work is thoroughly researched and documented, and actively strives to provide a balanced look at life in the early colony.  Look at their Education sublink for their online education center which features their “You are the Historian” section, which kids will love.

The Plymouth Colony entry in Research Starters from Scholastic provides a great overview of the topic, followed by links to articles and to other websites for further study.

The Plymouth Colony Archives Project was a historical archaeology project started at the University of Virginia, but now housed at the University of Illinois, Urbana-Champaign.  It is a magnificent repository of primary records about the colony and its settlers.

Martin Luther King Jr. Middle School continues its commitment to improving teaching and learning. Just recently, State Superintendent of Schools Kathy Cox announced the winners of the second annual Superintendent’s Distinguished Achievement Awards. These awards honor schools for high achievement and the greatest improvement on state curriculum tests.

“We are honoring schools that showed the greatest improvement and highest achievement on our state tests,” said  Cox. “These awards are just a small way of saying ‘thank you’ for the hard work put in by our teachers, students and school communities.”

The State Superintendent’s Distinguished Achievement Awards are based on the performance of students on the Criterion-Referenced Competency Tests (CRCT), the Georgia High School Graduation Tests (GHSGT), the End-of-Course Tests (EOCT) and the state Writing Tests.

King Middle received honors for improving in the percentage of students who met and exceeded standards on the Georgia Middle Grades Writing Assessment and the CRCT in Eighth Grade Physical Science.

King has even more great news: The swimming pool is up and in full use! Our students are experiencing the joy of taking swimming in physical education and in the after-school program. In November, many of our students enjoyed a pool party as a celebration for wearing their school uniforms consistently.

In addition, King has partnered with the U.S. Department of Health and Human Services’ Administration for Children and Families to provide monthly activities dealing with a variety of topics. The first activity was a huge success; speakers were invited to participate in a full-day program in which they talked and interacted with students about bullying. Heavyweight boxing champion and native Atlantan Evander Holyfield (pictured, above, at Washington High recently) and a group of police officers met with a targeted group of students for a special conversation about being peace makers, setting goals, and perseverance. The entire King community is excited and looking forward to this partnership to increase engagement of our students about a variety of topics.

Principal Danielle Battle  invites the community to attend the school’s monthly Principal’s Chat. These are scheduled for the first Wednesday of each month.  Please contact Principal Battle at 404-802-5400 or email dsbattle@atlanta.k12.ga.us for more information on the next Principal’s Chat or any questions you may have about King Middle School. Thank you for you continuous support of the school!

Once again, Morningside Elementary hosted the annual One Academic Fair, on Tuesday. The “One Fair,” as it is called, encourages students to extend their understanding of high-interest concepts by completing a formal project.

Kindergarten-through-second grade students have the process modeled for them with the completion of classroom projects. Upper-grade students (third through fifth grades) complete projects individually, in pairs, or in a trio. Project topics come from three general content areas: science, social studies and math.

Once completed, the projects are set up in the auditorium for judging. Judges are invited from within and outside of the district. Using a common scoring sheet, participants are interviewed by a pair of judges, who each score the project. The project’s final score is an average of the judges’ individual scores.

Congratulations to all the winners …

The following students scored a perfect 100 in the area of science:

Robert Mobley (3rd grade) — “Which Liquid will Rust a Nail Quickest?
Andrew Bradburn (5th grade) — “Why Objects Float”
Nell Kropp (3rd grade) — “How Does Yeast Affect Baking Bread?”
Lila Ashraf (3rd grade) — “Water transportation in Plants Versus Inorganic Materials”
Jack Stegelman (3rd grade) — “The Sound of Speed”

High scores in the area of math (98%):

Jared Steckl and Kolby Morton (5th grade) — “Balloons Galore”
Gabby Castle (3rd grade) — “How Weight Affects Flight”

High scores in social studies (91+%):

Jackson Bannon (5th grade) — “Col. Paul Bannon”
Bridgette Boggs (4th grade) — “Who Were the Inuit and How Did They Live?”
Corinne Polo-Pickens (4th grade) — “Who was Frida Kahlo?”
Justice Frederick and Jatiana Wilson (5th grade) — “The R.M.S. Titanic: What Caused the Unsinkable Ship to Sink?”

Last weekend was our BIG SURPRISE event after both the 9 and 11 am services.  I pray that each of you who was able to went and shared a meal with someone else.  Maybe there was a group of you; maybe you knew each other; maybe you found out you were next door neighbors; maybe you learned you work by one another, were from the same hometown, or know similar people; maybe you weren’t able to go last Sunday but you heard all about it and signed up for the next one.  Whatever the case may be, we wanted to share with you the ‘why’ behind this idea 

First and foremost, we need to be in community with each other and to do that we need to get to know each other.  We are called to be ‘like Christ’, transformed into His image, bringing glory to the Father, while being the good news.  Church is not a building we go to, it is a people we become.  To become something, one has to participate in the process in an ongoing fashion, most often with the help of others: like a pitcher becomes a big league pitcher with practice and a coach, or a parent becomes great parent with the input of friends and family and time on the job.  ‘Becoming’ is not a passive, occasional process, it is an intentional process that involves others.  So we wanted to help move that along by introducing you to one another and creating an opportunity to connect and with everyone’s busy lives, we though what better time to do that then right after church, and who doesn’t like to go eat on Sunday! 

Another reason we did it this way, geographically segmenting the congregation, was because often times when we don’t know what to do, we do what we know so we talk to, connect with or reach out to people like us.  We often do this by gravitating towards people, like us, but we wanted to encourage another way of doing this, by connecting with people we live near.  Why?  Because, you have more of a chance of creating 7 days a week community, accountability and relationships when you live near someone.  You might see each other at the store, the pharmacy, the stop light or the parent teach day.  This creates a community of believers looking out for each other, at the mail box per se, encouraging one another on, praying for each other and even looking out for the needs of those you live near like a neighbor who lost a job, or a spouse and needs help around the house.  Being equipped to be like Christ through bible studies, small groups and shared life experiences as well as being like Christ through serving becomes a part of your community life together.

The first century church functioned like this.  It was groups of people who met in a larger gathering to learn about their faith and worship God, and who also lived near one another and met in each others homes, praying for and edifying each other in the faith, meeting the needs of those around them, this was a life of worship in community. 

Acts 2:42-47 explains it like this: “They devoted themselves to the apostles’ teaching and to the fellowship, to the breaking of bread and to prayer.  Everyone was filled with awe, and many wonders and miraculous signs were done by the apostles.  All the believers were together and had everything in common.  Selling their possessions and goods, they gave to anyone as he had need.  Every day they continued to meet together in the temple courts. They broke bread in their homes and ate together with glad and sincere hearts, praising God and enjoying the favor of all the people. And the Lord added to their number daily those who were being saved.

The church being done simply: by living, loving, serving, and worshipping together in both large gatherings and smaller ones, in their neighborhoods and in the ‘church’.  Sunday worship is key, but so is getting to know one another in a way that encourages relationships with each other 7 days a week.  That is why we did what we did last Sunday, we want you to get to know one another, preferably those you may see throughout the week, so you can grow in the faith together, serve together, live the Christian life, together.   We will do it again soon, if you did not make it or need to sign up, please just let me know and we will connect you too!

In school we will be talking about and sharing our family traditions. We define a family tradition as something a family does together year after year. Examples might be going to Maine together every summer, special birthday traditions, or traditions centered on a holiday.

After talking about it with your child, please write down your family’s tradition for your child to share with us. The tradition will also be a part of a project for family celebration. We will share our traditions next week, November 30-December 4^th.

I appreciate your help!

Name:

Family Tradition:

The Student Wellness Ambassadors (SWA) from Burgess-Peterson Academy excitedly greeted the visitors from the Robert Wood Johnson Foundation Center to Prevent Childhood Obesity on Nov.  17 as they entered the school. The visitors were in town to attend their annual convention and signed up for a tour of a local school that including gardening in the curriculum. The guests were introduced to Dr. Marilyn Hughes, director of nutrition for Atlanta Public Schools, BPA Wellness Committee, the SWA as well as the Master Gardener, Fred Clay, and chefs Todd Richards and Reggie Washington from Rolling Bones.

The SWA planted lettuce and bokchoi in the newly built raised beds and discussed with the visitors the different vegetables that they had grown over the year. The SWA took the group on a tour of the school discussing ways that they were implementing healthy lifestyles. The tour concluded with a freshly made salad from lettuce, radishes, and carrots picked in the garden and prepared by Chef Todd and Chef Reggie. The visitors were very complimentary of the SWA and the school.

Diana Vu from the RWJF commented, “We are so appreciative of your hard work in making a difference in these children’s lives-daily. My very best regards to your entire staff, students and you for being involved in something so grand and being able to share these positive grassroots changes with us.”

There are key players in your child’s educational experience. The teacher, the principal, and you all have clearly defined roles in your child’s emotional, cognitive, and physical growth. There is, however, an often under-used player in schools across America; someone who is ready and willing to help. Each school has a guidance counselor, an important figure in the school but one that is often overlooked. The guidance counselor has a variety of “hats” to wear and can assist you and your child in many ways.

Scheduling
High school guidance counselors often aid in the creation of class schedules. Your child may want to meet with his guidance counselor to discuss his schedule for next year. Although most core classes are pre-determined based on state graduation requirements, your child may have elective classes to choose from and having the guidance counselor discuss his options helps him choose the right one.

School-wide campaigns
Schools have begun adapting specific curriculum or programs targeting bullying, drug or alcohol use, and healthy lifestyles among children. The guidance counselor is often the point person implementing these programs and training other school personnel to respond to situations regarding these issues. Reach out to the counselor for more information or for pointers on how to discuss these important topics with your children. Should your child be affected by any of these issues, you can use the counselor as a mediator or support for your family.

Individual counseling
Guidance counselors are often wearing their “other hats” so don’t forget their area of expertise. Your child may be having a hard time transitioning to a new school, establishing a positive relationship with a new teacher, or navigating a difficult friendship. Each of these situations may warrant a chat with the school counselor. Introduce yourself and your child to the counselor at the beginning of the school year so you have an established relationship.

References
School guidance counselors often have experience beyond the school and a network of professionals to reach out to. If you feel your child needs help beyond the parameters of school, ask for a reference from the guidance counselor. Your child may need to speak with a professional whose experience is in a specific area, such as childhood depression or eating disorders. You may also feel your child may need more extensive counseling that will require time beyond the school day.

These are just some ways the school guidance counselor can help your child. Don’t be afraid to reach out to the counselor and ask for assistance in other areas or ask her to direct you to the appropriate person. With all their roles in school, counselors are exceptional resources for you and your family.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

It’s time once again for The Annual Black Friday Event at CurrClick.com. This event has become something that Currclick customers look forward to each year.

In addition to their Black Friday Giveaway they will be running their annual “Stocking Up Your Shelves Sale”. Information regarding the sale and the giveaway event are included below.

Black Friday Freebie Giveaway

Note: Freebies included in this giveaway are offered one day (24 hours)

Date: Friday, November 27^th

This is a one day (full 24 hours) event and hundreds of top quality FREE homeschooling and educational resources will be made available during this period. St Aiden’s Homeschool’s 224 page, 5* reviewed and rated “Bee Unit Study” Will be included as a Free Download ~ Information on this Unit Study can be obtained at Currclick, together with a preview of the Book which will also soon be available for shipping from Currclick in soft cover

Stocking Up Your Shelves

Date: Friday Nov. 27th-Tuesday Dec 15^th Again literally hundreds of top quality homeschooling and educational products will be available for up to 75% off of their normal purchase prices.

Thanksgiving Blessings to all in the USA

Mail: info@staidenshomeschool.com