The degree of interest in authentic discipleship unto Christ so excites me!

A Season Pondering Discipleship Unto Jesus…

Due to wonderful feedback on our new format, here are 7 points on our work of mission with Bridges of Hope.

1. Head to Facebook for images from February entitled “Show Me How.”
2. Chris has begun coaching the Community Development staff men weekly, mentoring them personally as they facilitate After School Programs & Community Health Evangelism (CHE) development training. Currently, we are reading “In The Name of Jesus” by Henri Nouwen.
3. Maxie completed a beautiful prospectus for Bridges of Hope which will be instrumental in applying for and securing local South African corporate social investment funding.
4. At least 4 local church communities in the Franschhoek valley have expressed commitment to raise mentors for each one of our 55 Academy students. Chris anticipates launching the Bridges Mentorship Project in early winter!
5. Our international director, Susan Wadley, presented a powerful seminar on “Overcoming Shame & Abuse” to staff & students that resulted in substantial dialogue about this important topic in South African culture.
6. Two Academy girls (Gr. 11 & 8) expressed interest in baptism during Easter as a public declaration of their place in God’s family. God is alive & at work in our student body!
7. A growing sense of unity as “child mentors” is building between Orphan & Vulnerable Children and After School Program facilitators as Chris trains them in discipleship & listening skills each Friday.

Renewable energy – energy that will not run out

Fossil fuels – coal, oil and gasses

Finite – something that will run out

Honey-pot – part of a tourist attractions that gets the most attractions

National park – large area of beautiful countryside that is protected by law

Conservation – environment protection

Canopy – a top layer of trees that shades a forest from the sun

Environment – the air, land water plants and wildlife

Geothermal energy – energy made from hot underground water

Exploit – over using the environment

Eco-tourism – holidays in natural area with little impact

Stewardship –  looking after things in a sustainable way

Renewable energy- Energy that can be used forever

Finite- Has a limited supply 

Environment- The air, land, water, plants and wildlife

Geothermal Energy- Heat and electricity produced from hot underground water

Hydro-electric Power- Electricity produced when water is released through turbines in a dam

National Park- A large area of beautiful countryside protected by law

Honeypot- A tourist attraction that acquires the most visitors

Eco-Tourism- Holidays in a natural area which are environmentally friendly

Exploits- Use or development, resource for the public’s benefit

Canopy- Top layer of trees

Sustainable Development- Development that can meet future and present needs

Conservation- A protected area of the environment is a conserved area

Fossil Fuels- Energy made from coal, oil or gases

Recycling- Re-using waste

Renewable Energy – energy that can be used forever

Exploit – over use of resources

Honey Pot – part of tourist attraction that has the most visitors

Sustainable Development – development that can meet present and future needs

Hydro-electric power – electricity produced when water is released through turbines in a dam

National Park – area of outstanding countryside protected from development

Geothermal Energy – heat, electricity produced from hot underground water

Canopy – top layer of trees, shade the forest floor from the sun

Environment – air, land, water, plants, wildlife

Recycling – re-using waste

Finite – limited supply

Eco-tourism – holidays in natural areas that is most environmentally friendly

Fossil Fuels – energy made from coal, oil and gas

Conservation – a protection from the environment

Mr Wilhite knows the OED accepts both common pronunciations, hard-g /gɪf/ as in gift and soft-g /dʒɪf/ as in gist. (As do other dictionaries and all right-thinking people.) But the lexicographers, he told the New York Times, “are wrong. It is a soft ‘G,’ pronounced ‘jif.’ End of story.”

End of story? Well, no. This is English: it’s messy. It misbehaves.

I’ve written about the pronunciation of GIF before, but a lot of people are still confused about it. There’s no need to be. Wilhite may have invented the GIF but he can’t decide its pronunciation for everyone. Each of us gets to choose how we say a new word, and most people say GIF with a hard g – unsurprisingly, given the sound’s dominance in English words containing the letter.

Language being democratic, hard-g /gɪf/ is therefore the dominant usage. But “jif” is a significant variant, equally standard and clearly preferred by some communities. A few people say the letters “gee eye eff” (5.4% in my poll), and there’s no one to stop you calling it “geef”, “cif”, “jife”, even (ermahgerd) “gerf”, or “Gruffalo” or “Gorgonzola” if the mood takes you. Some of these might raise eyebrows, or hinder comprehensibility, but they won’t get you arrested.

As I said on Twitter, the fuss over GIF’s “correct” pronunciation is partly a result of people thinking there can or should be just one right way. This may be a legacy of standardisation, which privileged certain usages over others, often for wholly arbitrary reasons. The prestige and propriety associated with Usage 1 can give rise to the impression that Usage 2 is necessarily inferior. Not so. If you’ve been universalising your biases, you can stop now.

Despite the wishes and fiats of self-appointed regulators, linguistic variation is perfectly fine. Language is big and stretchy; it contains multitudes and embraces variety, even if some of its users don’t. What little confusion might arise over the pronunciation of GIF will not hurt anyone or bring civilisation to its knees. More to the point, a preference for “gif” or “jif” does not imply someone’s wrongness, stupidity, or moral deficiency.

Is this the last word on GIF? Hardly. As long as a language is alive, there is no last word. Maybe GIF in the future will rhyme with ref. In the meantime, you don’t have to adopt the inventor’s preference. He did us a great technical service, but he’s not the boss of English. You’re the boss of your own English. GIF is in the public domain: say it any way you want.

*

* Have you heard the Portsmouth Sinfonia’s rendition? My favourite.

2255EDN Literacy and numeracy demands across the curriculum
Assessment Item: Assignment – planning document
Weight: 60%
Due date: Week 1 students – 5 pm Monday, 28 January 2013
Week 2 students – 5 pm Monday, 4 February 2013
Using your knowledge of literacy and numeracy demands and teaching strategies
select or create two resources or tasks/activities (one that involves literacy in your
curriculum area and the other that involves numeracy) and do the following for each:
1) Briefly describe the resource or task/activity and outline how it could be used in a
classroom context. That is:
a) Identify the subject area, unit topic and year level.
b) Explain why this is an appropriate resource (i.e. how it would contribute to
students’ knowledge or skills in the subject).
c) Identify the element/s from the literacy or numeracy continuums that are
embedded in the text / task.
Note: You do not need to have a detailed knowledge of the Year 7 – 10
curriculum for the subject. Rather, you should draw on your own experience as a
secondary/tertiary student in the subject area to address 1(a), (b) & (c).
2) Suggest two teaching strategies*that you could adopt to assist your students to
meet the literacy or numeracy demands that will enable them to engage
successfully with the resource or task. This is an opportunity for you to show that
you have made connections between research/theory and practice, so you should
support your suggestions by drawing on at least two relevant references from the
recommended readings for this course, other courses you have completed, or your
own further reading.
*Discuss 2 strategies for literacy and 2 strategies for numeracy.
3) The commentary on each resource or task should be about 750 words* in length
and demonstrate your ability to conform to the conventions of a written essay:
a) paragraphs with sentences that are logically assembled around a central idea
b) spelling, grammar and punctuation that are consistent and correct
c) correct and consistent referencing
* In total, you need to write about 1500 words for this assignment.
Attach the selected resource/s and/or explanation/s of the task as an appendix.

I got a high distinction for this assessment and I was really proud of what I submitted, therefore I have decided to share my work with the world.

Introduction
In writing this assessment it was decided that both the literacy and numeracy components decided on would be drawn from a year nine elective classroom music unit named ‘Music that tells a story’. The main aim of the unit is to present songs and pieces that the students are able to engage in not only through musical literacies but also through literacy and numeracy demands of their holistic learning.

It should be mentioned upon that this music classroom already employs the strategies of the Kodaly methodology that is a framework for the teaching of music in a musical way. This has been taken into account while complying this assessment.

 
Literacy Rationale
The focus on Percy Grainger in the elective classroom music program is important as Australian identity and it is important that the students have grounding in their own culture and musical background. The strategy focusing on Grainger (Appendix A) in this unit is appropriate for those reasons.

The final task (Appendix B) which requires the students to present information that is new to them group a group presentation is important as it is encouraging this idea of speaking about music and immersing ourselves in the lives of the composer. The lead up activities to this has been inline with the preparation and practice of the musical elements and suitable repertoire has been chosen. Therefore the literacy activity will be enriching their connection with the musical material.

This idea of sequential learning is embedded in the music program of which this task is designed for as the methodology of Zoltan Kodaly is not only strict on the use of the child’s music but also the use of sequential learning (Choksy, 1974, p. 6). This thinking can be seen in Appendix A where the general knowledge of the composer’s style and repertoire is being built alongside with preparation for other musical elements. An example of this is the use of syncopa in the chosen repertoire that is practice as this element was only made conscious a term ago.

The knowledge of the composer is imperative as the class begins to move towards analysis tasks which will require the students to independently chose a piece to compare alongside with the studied work.

In the final focus of this strategy (Appendix A) the group working activity (Appendix B) brings some change to the classroom as we see this group work incorporating a number of literacy elements as mentioned by the South Australian literacy and numeracy network (SACSA). The following literacy focuses are found in the task:

- Recall correct spelling of commonly use words
- Use and acknowledge various sources of information
- Use reviewing strategies including proof reading and editing
- Critically analyse commonly encountered texts
- Locating, recording, evaluating and organizing information

The above strategies are important due to the nature of an elective music class (Choksy, 1974, p. 20). The demands of the literacy are expected in music however it is the ability to critically analyse commonly encountered texts and acknowledge various sources of information that come into huge purpose in this task. This would be due to the nature of Percy Grainger’s life. He stated that he wished his ‘life to be for show in a museum’ (University of Melbourne, 2012). Therefore many primary sources exist about Grainger. This is important due to the scandal and rumor surrounding many parts of his life.

The use of the two skills in the task is important however the most important skill that this will exhibit is summarising (Queensland Studies Authorities, 2012). The time limit on a group presentation is rather restrictive as it allows the group to be very selective on what they chose to include and what not too. This has been purposely put in place, as it will allow the teacher to see just how much importance the students place on certain facts.

Numeracy Rationale
The focus on numeracy in the elective music classroom is taken rather for granted. As many scientists and many musicians might begin to tell, music is based off of mathematics (American Scientist, 2012). This however makes it harder to make such learning explicit as students move from the more junior years into the middle years. Not only is there a shift in how the students need to learn but also a shift in how the students want to learn. There is no doubt that the numeracy element in the music classroom not only needs to be seen by all but also seen to be somewhat fun.

It is lucky for the classroom music teachers in the middle years that such repertoire exists that allows students to subconsciously learn whilst having fun. As the Kodaly method prescribes each class should begin and end with group music making (Klinger, 1990, p. 9). With regards to the numeracy demands of the music classroom, the student may or may not realise that they have been engaged continuously with counting, subtracting and adding through out the lesson, in both abstract and contextualised environments (Queensland Studies Authorities, 2012; ACARA, 2012). This knowledge and skill that the students are learning is rather mundane and there are many group music-making activities that allow the brain to function very explicitly in the numeracy domain. A number of games exist that are appropriate for the middle years. Whilst fulfilling the requirements of the methodology, the students are; engaging both sides of their brains while partaking in the physical game requirements and singing (in tune, in time and without the aid of the teacher), engaging with other students, practicing musical elements (such as beat, tempo, timbre and vocal technique), participating in collegial team building, utilizing their memory skills and with regards to this piece of repertoire they are explicitly practicing their numeracy skills (Daniel Crump, 2013, Summer School).

The repertoire in consideration is Weav’ly Wheat (Appendix C). The piece sees the class recite a number of times tables in the middle of the song which, when added with the movement is rather difficult if they are not very secure with it. The teacher will need to decide the moment the game is introduced after the song is secure enough to deal with a distraction. Although times tables are often seen as a more elementary objective it is true to realise that sometimes rather basic skills are set aside in stead for other skills and activities.

As the repertoire sees that it is suitable for the middle years learning the fact that it is revision of the earlier numeracy indicators is rather irrelevant. This song would only be used in the classroom for a game and would never be deconstructed as other pieces would. Therefore it would be important for the teacher to make sure that a similar piece of repertoire exists in the students recall to analyse.

Teaching strategies for the learning of this piece would include a teacher providing a model for the students to copy. This is both a physical and a vocal model. As referred to before, the teacher will decide when the class is secure enough with the piece to include movement. The students would never see the instructions written down or the sheet music (Appendix C) instead learning aurally and visually. A dictation exercise to reinforce the learning of the song and game might be to write down the instructions or dictate the melody.

 
Conclusion
In conclusion the literacy and numeracy demands of the elective music classroom are great in opportunities and consistency. With this in mind, music teachers need to be constantly reworking and rethinking their approach to meeting the demands of literacy and numeracy across the curriculum.

 
Appendix A
Teaching Strategy for composer Percy Grainger

The following resource is planning for the teacher, not the students only one focus would be completed each lesson.

Repertoire
• Shepherds Hey
• Irish Tune from County Derry
• Molly on the Shore
• Colonial Song
• Blithe Bells
• The Nightingale and Two Sisters
• Gum suckers March
• Lincolnshire Posy
• Children’s March (Make Conscious Rep)
• Australian Up Country Tune

Focuses
Focus One:
• Rhythmic Dictation of rhythm from Children’s March

Focus Two:
• Melodic Dictation of bass line from Children’s March (content in boxes) – Independent work however after five listening’s think/pair/share

Focus Three:

• Melodic Dictation of melody from Children’s March (stems up: content in boxes) – Independent work then check against teachers excerpt on board.

Focus Four:

• Score reading and listening of Children’s March – Group work
• Available at: (http://javanese.imslp.info/files/imglnks/usimg/1/10/IMSLP190978-PMLP329119-Grainger_-_Children_s_March_-_Over_the_Hills_and_Far_Away_-_Schirmer_Edition.PDF)

Focus Five:

• Make Conscious the life of Percy Grainger through his own writings – Group work

See appendix B

 
Appendix B
Literacy Resource of Percy Grainger

Teacher’s Instructions for the class (these would be posted on the class’s intranet):
In the following activity you will form groups of three and research the life of Percy Grainger, the Australian composer we have be focusing on lately.

You will need to present a 4-minute multi-modal presentation in front of your classmates discussing the following points:

• When was he born?
• Where did he live during his life?
• When did he live?
• What was he most famous for?
• What is the most interesting fact your group can find?

In addition to answering the inquiry questions you will be required to find a recording of one of his pieces on Naxos Music Library (http://www.naxosmusiclibrary.com/) to play to the class. The duration of the piece is not included in your allocated time, however you may wish to provide some background on the piece.

You may wish to Google and read the resources available in the classroom however a good starting point would be: http://www.grainger.unimelb.edu.au/

You have the duration of this lesson to complete this task and present next lesson.

Appendix C
Numeracy Resource – GAME

Source: Daniel Crump at Sound Thinking Australia’s Summer School – Secondary Methods 2 – 2013

References

ACARA (2013). Cross-Curriculum Priorities. ACARA. Retrieved February 3, 2013, from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html
ACARA (2012, January). General capabilities in the Australian Curriculum. ACARA. Retrieved February 2, 2013, from https://learning.secure.griffith.edu.au/courses/1/2255EDN_3128_MG/content/_2467661_1/General%20capabilities.pdf?bsession=104828898&bsession_str=session_id=104828898,user_id_pk1=397926,user_id_sos_id_pk2=1,one_time_token=
Choksy, L. (1974). The Kodály method: Comprehensive music education from infant to adult. Englewood Cliffs, N.J: Prentice-Hall.
Crump, D. (Producer) (2013, January). Secondary Methods Two. Podcast retrieved from Sound Thinking Summer School
IMSLP (n.d.). Children’s March. Retrieved February 1, 2013, from http://javanese.imslp.info/files/imglnks/usimg/1/10/IMSLP190978-PMLP329119-Grainger_-_Children_s_March_-_Over_the_Hills_and_Far_Away_-_Schirmer_Edition.PDF)
Klinger, R. (1990). A guide to lesson planning in a Kodaly setting. Brisbane, Qld: Clayfield School of Music.
NSW Department of Education and Training (2010). Teaching comprehension strategies. Retrieved February 4, 2013, from https://learning.secure.griffith.edu.au/courses/1/2255EDN_3128_MG/content/_2467658_1/comprehension%20strategies.pdf?bsession=104828898&bsession_str=session_id=104828898,user_id_pk1=397926,user_id_sos_id_pk2=1,one_time_token=
Queensland Studies Authorities (2012, February). 7 – 10 Literacy Indicators. Retrieved February 1, 2013, from https://learning.secure.griffith.edu.au/courses/1/2255EDN_3128_MG/content/_2475541_1/embedded/literacy_indicators_yrs7-10.pdf?bsession=104828898&bsession_str=session_id=104828898,user_id_pk1=397926,user_id_sos_id_pk2=1,one_time_token=
Queensland Study Authorities (2012, February). Years 7 – 10 Numeracy Indicators. Retrieved February 1, 2013, from https://learning.secure.griffith.edu.au/courses/1/2255EDN_3128_MG/content/_2475541_1/embedded/numeracy_indicators_yrs7-10.pdf?bsession=104828898&bsession_str=session_id=104828898,user_id_pk1=397926,user_id_sos_id_pk2=1,one_time_token=
SACSA (n.d.). Middle Years: Literacy and Numeracy across the Curriculum Resource. Retrieved February 3, 2013, from https://learning.secure.griffith.edu.au/courses/1/2255EDN_3128_MG/content/_2467656_1/literacy_formatted.pdf?bsession=104828898&bsession_str=session_id=104828898,user_id_pk1=397926,user_id_sos_id_pk2=1,one_time_token=
Scientific American (2012, March 27). Rhythm and Music Help Math Students: Scientific American Podcast. Science News, Articles and Information | Scientific American. Retrieved February 2, 2013, from http://www.scientificamerican.com/podcast/episode.cfm?id=rhythm-and-music-help-math-students-12-03-27
University of Melbourne (n.d.). Grainger Museum. Grainger Museum. Retrieved February 1, 2013, from http://www.grainger.unimelb.edu.au/

Hopefully it was some use to someone,

TubaChick

Thanks Sebastiaan

Because I have got enough pain.

It’s just pain, what I gain.

I’m waiting til the rain

falls, and my heart is all in vain.

It’s time to rest my heart and use my brain.

I will not fall for you again.

This is my dream!

18-5-13

I lived in a small room, covered with standing lights. It’s never dark. My parents would not allow me to leave the room. I was trapped. I was only allowed to leave when it suited them. To do shopping, or cleaning. I was  treated like shit. Eventually I had had enough, and refused to leave the room all together! I was down, depressed and had no hope for my future survival. One day a guy came to save me, he was dressed up to hide his face, so I didn’t know who he was. He gave me hope and encouragement to leave home and stand up to my parents.

He had a very deep and creepy voice, I remember that. But what creeped me out even more was I heard it the next day on television! That was weird!!

Dream Interpretation!

• Emotions
  Emotions expressed in dreams is a way for people to act out their feelings which they would not normally express if they were awake. This provides a “safe” outlet for these emotions instead of letting them be pent up.

- Now this is true! Normally strong feelings I have that day, I often dream of that night. I’m not the kind of person who openly shares my emotions; well I try not to any way!

• Depression
  To feel depressed in your dream refers to your inability to make connections. You are unable to see the causes of your problems and consequences of your decisions. People who are depressed in their waking life often have dreams about being depressed. Pay attention to what is depressing you in your dream and see how it relates to your waking life.

-  It hasn’t been the best of weeks… Also I’m no good at making connections, so yeah I probably can’t see my problems or consequences of my decisions.

• Sad
  To dream that you are sad, suggests that you need to learn from your disappointments and just be happy. Try not to dwell on the negative. The dream may be a reflection of how you are feeling in your waking life.

 - Yes, I’ve been dwelling too much on the negative this week. It’s hard to just ‘be happy’ due to certain situations happening, but theres always trying. 

• Suffocation
  To dream that you feel suffocated signifies that you are feeling smothered by some situation or relationship. It also forewarns that your current love relationship will end in an extremely bitter break up.

- hehe I have no ‘relationship’, so I don’t have to worry about the bitter break up but I do often feel suffocated…

Yet can I pick up a pen
Or open a laptop
To put this plan into place?
It’s fear of that first sentence, you see;
Writer’s block? Yep, sounds like me!

I planned to have a prologue
In this plan to end all plans
I prattled about; wrote one, typed one -
Flushed them down the pan.
Awful, drivel, rot and twaddle
Too much the perfectionist, you see;
Writer’s block? Nope, just far too critical of me!

So will I ever take the plunge
And make this plan a novel?
I think so, hope so, intend to, yes!
Procrastination over,
I’ll make it work, you’ll see;
Writer’s block? For heaven’s sake, stay away from me!

Good fortune and happiness will come to the home of those who smile.

What is it with us and rules? Why does the human heart revolt against rules? Why is it so difficult to yield to guidance (rules)?

My five year old son was playing a football game on my mobile phone while we were in the car. He kept telling me he was winning the game by a large margin, at times with a 10 goal difference. (Yes, he is good with gadgets and games but 10 goals to nothing?!)

In all sincerity I believed he understood the game until he said, “Mummy, what is own goal?” that was when I realized that he was scoring in his own goal post instead of the opponents! When I asked him why, he said it was more difficult to score in his opponent’s goal post. “The goal keeper and the other players keep taking the ball from me! It’s so easy to score in my own goal post!”

I laughed and told him that he needs to play the game by the rules, “you can’t just change the rules because, it’s easier that way or that’s what you prefer!”

It made me wonder how many times we as adults do the same. We want the good life, we want to be relevant, we desire wealth, in fact, we are determined to live a life of difference….but we want it on our own terms! We want the game to be played according to our own rules!

Unfortunately, that’s not the way the Chief Coach taught us to play, that is not the way the Potter designed the clay to be, He wont bend the rules just to make you feel better, He has given you ALL that you require to score goals consistently in the game of life.

Did I hear you say ‘but everyone is playing on their own terms!’? Ask Elijah, He knows better. He has been there (I Kings 19 vs 14-17). There will ALWAYS be people (yes, they may be few) who will do it right, who will take a stand for order, who will contribute their quota to making our world a better place.

Some people believe rules are not ‘cool’ but without rules, our home (and by extension, our society) will be in a state of chaos and anarchy. I know firsthand how tough it can be at times, Its seems soooo much easier to take the path of least resistance but the knowledge that I am not accountable to myself alone, and again, there are some little eyes watching my way of life keeps me in check.

What has been your experience?  It may not be easy but lets do the right stuff, we can restore some sanity to our world…..one life at a time!

Barbourimp

Barboured and booted against another wet day,
chatty and helpful he led us away.
He pointed to a landmark we’d already seen
on a part of the walk where we’d only just been.
A mile or so darker our footsteps (re)traced
the consequences of good sense, sadly misplaced.
All because we couldn’t quite make ourselves say
how we weren’t quite sure this was quite the right way.

Suggested definitions of Barbourimp welcome!

“Pain is your friend; it is your alie. Pain reminds you to finish the job and get the hell home. Pain tells you when you have been seriously wounded. And you know what the best thing about pain is? It tells you you’re not dead yet!” – G.I Jane

Tough times never last, but tough people do.  - Robert H Schuller

“What lies behind you and what lies in front of you, pales in comparison to what lies inside of you.” – Ralph Waldo Emerson

The difference between stumbling blocks and stepping stones is how you use them. – Unknown

A problem is a chance for you to do your best. – Duke Ellington

Never let your head hang down. Never give up and sit down and grieve. Find another way. And don’t pray when it rains if you don’t pray when the sun shines.  -Leroy Satchel Paige

I ask not for a lighter burden, but for broader shoulders. – Jewish Proverb

Prosperity is a great teacher; adversity is a greater. Possession pampers the mind; privation trains and strengthens it.  - William Hazlitt

When things are bad, we take comfort in the thought that they could always get worse. And when they are, we find hope in the thought that things are so bad they have to get better. – Malcolm S Forbes

If you don’t like something change it; if you can’t change it, change the way you think about it. – Mary Engelbreit

“If you aren’t in over your head, how do you know how tall you are?” – Unknown

I love those who can smile in trouble, who can gather strength from distress, and grow brave by reflection. ‘Tis the business of little minds to shrink, but they whose heart is firm, and whose conscience approves their conduct, will pursue their principles unto death.  - Thomas Paine

The friend in my adversity I shall always cherish most. I can better trust those who helped to relieve the gloom of my dark hours than those who are so ready to enjoy with me the sunshine of my prosperity. - Ulysses S. Grant

The bravest sight in the world is to see a great man struggling against adversity.  –Seneca

One who gains strength by overcoming obstacles possesses the only strength which can overcome adversity. – Albert Schweitzer

Prosperity makes friends, adversity tries them. – Publilius Syrus

Adversity is a fact of life. It can’t be controlled. What we can control is how we react to it.  – Unknown

“When everything seems to be going against you, remember that the airplane takes off against the wind, not with it.” – Henry Ford

The hardest struggle of all is to be something different from what the average man is. – Charles M Schwab

The true test of a person character is how they stand during test of adversity - Unknown

“Obstacles don’t have to stop you. If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.” – Michael Jordan

He knows not his own strength who hath not met adversity. – William Samuel Johnson

Prosperity makes friends, adversity tries them. – Publilius Syrus

I learned there are troubles of more than one kind. Some come from ahead, others come from behind. But I’ve bought a big bat. I’m all ready, you see. Now my troubles are going to have trouble with me. – Dr. Seuss

In times of great stress or adversity, it’s always best to keep busy, to plow your anger and your energy into something positive. – Lee Iacocca

Visual Notes – Zoetrope

Visual Notes

There are only two ways to live your life. 

One is as though nothing is a miracle.

The other is as though everything is a miracle.

- Albert Einstein

it’s kind of tender, this.

oh.

i won’t go

i’ll hang up

you’ll never lay your black eyes on me

again you freak you

loser

go, go away, eat your sausage

with mustard not me this slop

take the plane it will be cheaper

than living alone

go, find another man

no, don’t

no don’t go, stay my precious,

my sweetness

stay, stay and live with me,

no, what am i saying

i’m going away

i’m taking the plane

home, away, alone

i’m leaving

leave me alone

i should go now

no, you go first,

no, no

no, not until you,

no, fine

alright fine

i’ll be going now, i will

just hang on i’ll be right back

me too.  you got some water?

me too.

i’m back. yes i know.

i know you are and i know i’m nuts

and i know many things but i don’t know

no, no i do, i do know where this is going

and i’m going

but please will you please

please just hang up?

just look at me.

i am.

goodbye, then

goodbye

goodbye

goodbye

goodbye

goodbye

or anything i wanted, really, anything

the swirls weren’t a problem, the kale

has never been fresher.  The ocean,

palpitating and the sky dilating beside me

reek of time and guilts me for not spending

my life by their bedside, before they too,

vanish.  the tiny fishes, tummies bulging

with millions of their own replica, swim

in hot oil, crackling loudly, making my stomach

howl. it’s not as if the silk pouch, which encases

my chrome sunglasses from Britain,

wasn’t itself a polishing cloth.  Then i’d

say something. pout maybe, but i don’t.

the weather has never been better, the

drugs just settling in their temperate

new home, the blisters softening. and

it’s not that you didn’t call, or that i wasn’t

here for you, or that flies never seem to

find their way out.  that time when you ate fries,

but fries wasn’t all you ate.  that time when i fell

onto the ice, and bled through my eyes, that

was something.  earlier, a wasp.

it looked and flew like a malfunctioned

remote toy, stepped on by too many

curious animals before being

lapped up by the wind.