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Posts posted by Ecclecticmum

  1. I was wondering since its been a while now, whether anyone has reviews/thoughts/opinions on Learn Math Fast Books?


    They are obviously an expensive purchase, and I would have to get them in one lot (overseas shipping) so would like to hear some more reviews first?


    I looked at the samples, and did the test. Its for furthering self-education (I skipped grades, left school, jumped around through TAFE plus have memory problems, so there are gaps, things I have forgotten etc.'


    I like the format (which is good, as it needs to be something that keeps me interested), but its hard to tell about a series or even just one book from a couple of samples


    Also if I get it and use it for myself, is it suitable for a 2nd/3rd grader? My daughter does self-led as her main program, so it would be nice (especially when shelling out those dollars) for it to also be easily understandable (bt not neccessary, just nice) for her, if she decided to take it and read through it? She has plenty of math lit and stuff, but shes the sort of girl that would like that sort of thing (straight to the point, written to the student, not pages of worksheets, but questions etc) so thought I would ask :)

  2. Whole Development/Whole Child - Means mind, body & soul, not just the mind (academics). Holistic Curricula concentrates on the development of the whole child, which is why it is usually associated quite closely with the childs age, to match their current developmental stage/needs. Oak Meadow pretty much pulled the crafts and ideas from this, and left the rest. So it will tell you to knit, but not *why* its important for the child at that age, it will also apparently give advice on putting your child into a year that is above his developmental stage, which waldorf & holistic places would not, as its about the whole child, not just the academics.


    Sorry if that didn't make sense, I literally just rolled out of bed, my brains not functional yet :p

  3. A range of things, depending on the wall, and what I am hanging.


    I've used a hot glue gun for a map in the closet door and AAR posters in the den. Blu-tack for the Konos timeline and characters that are now on the wall of the den. Sticky-backed velcro loop for interchangable poster walls. Double sided sticky tape for kraft paper to cover atelier walls. 3M foam tape for a corkboard (that didn't last long lol, I never have good luck with 3M). Normal foam tape for corkboard (works okay, it stays there since its using the midway baseboard on the wall to sit on). I've used nails into the faux wood panelling to hold up a string to put art during the year on or cards at xmas time. During DS B'day a couple of years ago I used electrical tape to hold a poster to the panelling wall. And I believe at one point I got so annoyed with the amount of times my dryer checklist fell down in the back room, I tried PVA glue (or super glue, or some sort of craft glue I had sticking around from when I used to do doll re-borning, I don't remember, I was thoroughly at the end of my rope with that checklist and went a bit mad, rofl) to stick it to the wall, and that worked (the checklist is still there, about a year later) that was my last resort and is in an area visitors don't go. I was having to put the checklist back up multiple times a day (that room gets sweaty due to the dryer).


    On top of the Paper on the walls of the atelier, i try to use light, flat stuff for sticking posters down (those clear sticky circles or sticky tape mostly) as something like foam tape or blue tack could actually weigh down the paperthe poster is on, making it rip. I also don't put heavy duty laminated posters on those walls, and if I need to do that, I would just remove the paper in a certain area, and attach said poster directly to the wall.

  4. The post about storing recyclables made me laugh. "Later, we sort it out and carry it to the studio, where we try (I emphasize try) to keep it corralled in a couple of attractive baskets that, nevertheless, then look like attractive baskets filled with garbage." :D





    In our atelier, I have a gourgeous, solid wooden plan chest, reminds me of something a pirate would have. I put the recyclables in there. It looks like someone dragged the treasure chest of a poor pirate home, and dump it in our art room. Now I'm going to try storing it (accessibly) under a low table, so its available, but not such an eyesore. Adults shouldn't be able to see it unless they are wandering inside the atelier.


    I'm actually having to turn our atelier into a double room now, as I need to move the computer from my retreat, and also need somewhere to do the one subject that we do a bit more "Schooly". Luckily it will still be able to be used as the art room, but it took a whole weekend of creative thinking, and lots of drawn up plans. The whiteboard will be an eyesore, so I'm thinking of looking into the linen cupboards or going on a charity shop spree to find an attractive piece of linen or something to drape over it when its not in use. The whiteboard will also hopefully hide the computer. I'm actually in the middle of re-arranging now (kids are using the room to "skate" in their socks since its practically empty lol).


    It really sounds like what you want is something more like TOG, Winterpromise, Oak Meadow, Mystery of History, or any of those structured/classical programs that have projects based on each childs stage (grammar, logic, rhetoric). For other areas like Gardening, etc, you know your children, just write up a roster/assignment for what each child has to complete.


    The only thing I know for structured projects based on a childs age is the above programs or the sites that have chores listed by age. rofl.


    A guidebook of projects based by age sounds like busy work/twaddle? If your wanting generic projects to add into your childs current schooling, I think someone like Weird, Unsocialized homeschoolers or a similar blogger made an ebook on livening up your homeschool with projects, which could be an option.


    Elsewise, I think I need more information, are you talking life skills wise? In that case there is a book called life skills for children, and theres groups/books like Pearables for Girls and Boys, Keepers of the Faith etc.


    I'm pretty much lost on what exactly it is you are after (which is not surprising, my brains mush lately.)

  5. My son's life is a musical, and his sisters are his backup singers.


    Everything is musical to my son, he remembers music, he listens to music, he'll copy any songs he hears, and most of the time he's so tuned out I can yell and yell his name and he doesn't hear me, I sing his name (even quietly) and his head will immediately pop up.


    So he really sings/mimics songs.


    His "back up singers" hum, sing, and generally remind me of barbie music even when they are sitting there looking at a book. They are constantly trilling.


    But I'm a music person myself, I need music, whether its just listening, or creating my own songs & singing. I become a really crabby person if I'm seperated from music (round day 2 of no music I start becoming really rude, grouchy and generally a miserable human being. I don't even notice, it takes DH to go "hey,.....where's your iphone?" for me to realize I've forgotten to charge it, therefore no music, lol).


    So the musical life of Chaos & his sisters is blamed on my genes. :p


    Excuse me, my daughters made her own cards & card game, I have to go play :D

  6. Winterpromise. I actually do like their programs, I don't like the choppy feel of their schedules (I had the same problem with Sonlight). But its all sooo purty. I drool over Oak Meadow constantly too, but I know that doesn't suit us right now.


    Two I have never purchased, but know is not for us: Tapestry of Grace & Memoria Press. But I drool over those two all the time. Anytime someone mentions them, I go back to the site and start salivating over the packages. I think I just like the thought of lots of big binders & options (TOG) and with Memoria Press everything is so beautiful & packaged and all-in-one. If you look at my signature though, you'll realize these two programs are pretty much the opposite of what we do, lol. Perhaps it is the grass is greener syndrome.


    Luckily since I know all of these won't work, I haven't spree'd on them, but I do spend a fair amount of time traversing their sites.

  7. What CyndiLJ said, is what I originally thought it was, we are very much the type she listed.


    Most of our is informal, and is made up of discussions, these discussions lead down rabbit trails. Lately, my brain has been so scattered, that I haven't been able to keep on track well (for instance, I literally forgot the name of a movie over 20 times in less than 4 minutes, it kept jumping in and out of my brain). Its starting to make me a little haphazard (no idea what is wrong with me lately), so I have been looking for something that is more of a record, guide & planner for discussions & rabbit trails. We would still pick up on interest-led that we currently do, but it takes a little stress of my shoulders right now.


    You could use it as a running guide. Discuss it with them (maybe during dinner, or whilst they help you with the laundry or housecleaning) then have them go off and do individual assignments on the subject. You can use the discussion as your starter/ice-breaker, then follow on with books & assignments/reports or other independant work. This allows it to not take time out of your day (in regards to seperate school time) they have to help out with cleaning or whatever so they can listen and interact, then they go off and do there own thing.


    If they are a messy teen, maybe use discussion time as time when you both clean up his room or do his laundry, or make dinner....gets him involved with the household, and gets school done, plus when your finished he goes off to do his school and you get quiet time....do I get triple bonus points for that thought? :laugh:

  8. What sort of child is your boy? (note-I couldn't watch the video, it said the form session has expired).


    Children are diverse in the way of reading and vary so widely. People also get unrealistic expectations in their mind regarding their children due to traversing forums like this (where someones 3yo is reading the original non-translated version of the bible, or something equally off the charts). This in turn can make someone rather paranoid "but my 4yo doesn't even know his letters! aaah!". Since I can't view the video, I am just putting this disclaimer paragraph here, since it could be something that the child is just not ready for, and perhaps needs a break from.


    Now that I have said that:


    1. I assume this is reading outloud, yes? There are two skills, reading quietly and reading outloud. Often a child can read completely fine to themselves, which uses one part of the brain, but then us (the parents), teachers and others, want to "test" our childs reading ability, then our child tries to read aloud, using a seperate part of the brain, and fails. Now there are multiple reasons why the child can fail "outloud" reading, but just because they cannot read perfectly outloud, does not mean they cannot read perfectly fine to themselves.


    a) So following this thought, if this is the case, perhaps backing off the outloud reading, just letting the child have quiet time reading to themselves instead. If you need to test their comprehension/retention/reading, you can get them to write out a sentence/paragraph/essay (whereever they are upto reading & writing wise) regarding the book they just read, or get something like Mccall-Crabs, let them read the stories to themselves, then ask them the comprehension questions. Have a complete break from it, and bring "Reading aloud" back later on, but work at something way below their "reading quietly" level, so they can concentrate on step by step and build up their outloud reading skills, this also eases them in. If its just that they are on different skill levels with the two skills, reading outloud for this child could be akin to letting the child play in the baseball game without every having played baseball before, they need to start at the basics, practice and slowly build up their skills. Reading aloud is not a skill that comes naturally to everyone.


    2) There could be many other problems at play here (but see "a)" first, as most problems are just something similar to this, among them could be something like dyslexia, or eye problems, but we'll get to those in a second. First I want to ask about what sort of son you have. Forget about the reading for a second, what does he like to do, what sort of person is he? Is he very logical (as logical as little boys can be anyway) always curious, wanting to know "why?". If this is the case, he could be tripping without having the "why's", some children need more then general phonics & sight programs out there. If he is this sort of child, then perhaps he could benefit from something like the Logic of English, Spell to Write and Read, or the Writing Road to Reading. These will give him the rules to apply to spelling & reading which some children need to fall back on when reading.


    3) Since I can't see the video, I'll have to ask, does he stutter when he's reading? It could be he has too much on his shoulders and is too stressed, lower the books he's reading outloud, sit beside him (have arm arm around him, let him know everything is okay, no matter what), and just patiently help him. Don't ask him to re-sound out the words, back up or say it again, repeat that part, etc. Just give him the answer. If he's stuck on sounding out "a-a-" just tell him the word is "and" and let him continue. Build up his confidence, let him know there are no "wrongs" when reading outloud, that if he's stuck, you will help. Give him lots of hugs.


    4) Another problem he could have is dyslexia, some forms are very mild and unnoticeable elsewise. It could be his eyes jump when slowing down to read (thus could be a difference when reading quietly and reading outloud, I have actually noticed this in a number of people with dyslexia, they can reading somewhat (comprehension varies) in quiet reading as I believe they do some form of sight or speed/scan reading, this may miss certain words, but get the gist of the page. When they read outloud, this slows down their reading, and they have to concentrate on individual words, then they have problems with page movement, words/letters get mixed up in their head. Something like All about spelling could help with this, or on a higher level, Barton. Dyslexia could also include quiet reading of course, and be noticeable in other areas, I am just explaining sometimes, mild forms of dyslexia only show up in one or two small areas.


    5) Another problem actually related to the one above could be tracking. This could happen with outloud & quiet reading, as the jitterings vary, but the child could have problems not being able to track from left to right. A simple test for this, is obviously to sit in front of the child and get the child to watch your finger. Move it very slowly back and forth from one side to the other. Start very slo and move faster and faster. When your doing this (especially with the slow movements) keep an eye on his face. Notice whether his eyes jump or jitter when tracking the movement of your finger. Also keep an eye on the rest of the face, sometimes jitters or jumps show up in minute facial tics instead (tics can also be a sign of stress). Visual tracking problems could be a symptom of dyslexia or something else, but can also be from things like too much TV/computer/screens etc. There are exercises on the web for helping with tracking.


    6) Have you asked him what the problem is? Nicely and gently of course, lol. If you go in and say "Whats *your* problem?" he's like to crumple. :closedeyes: But have you just sat down with him and listened? Maybe the book is too hard, perhaps the words jump, perhaps he needs water whilst he's drinking. Maybe he's afraid of "letting you down" and this makes him stressed which in turn causes him to stumble when reading. Or perhaps he doesn't like the book choices and is trying to stay awake :laugh: Sometimes all we need to find the answer or at least be able to head in the right direction is to listen to the child.


    Feel free to ignore what I have said. I haven't seen the video (was it a limited time link?), and I do not know your son or you, so am just offering several "opinions" out of what is possibly hundreds of possibilities. :blush:


    I hope you find the answer :grouphug:

  9. I can say what we "plan" to do, because I am never on the same start/stop line as most of WTM. So ours would be for 2014.


    Second Grade:


    Phonics/Spelling/Handwriting: Finish Logic of English Foundations (if not finished), move to LOE- Essentials (+ Rummy Roots & Possibly Roots & Fruits)

    Writing: Bravewriter, Jot It Down, Living Books, RL Stevenson,

    Grammar: Living Books

    Math: Math on the Level, Living Math through History, Verbal Math Lessons, Mathstart Books, Kitchen Table Math, Primary Grade Challenge Math,

    Geography/Cartography: Me on the Map, Maps & Graphs, Legends & Leagues

    Art: Discovering Great Artists, Great American Artists for Kids, Green & Pink Mamas Art Ebooks,

    Science: Lentil Science (Tops), Some commercial fun science kits & toys, Our Animal Friends (Nature Study), Living/Experiment Books, Private Eye, Let's Read and Find Out Science

    Social Studies (Aus): Succeeding in Social Studies 2.

    Religious/Faith: Living Books

    Other Literature, Unit Studies & Bits: Possibly Prarie Primer + Extras, a couple of Konos Topics, Tentatively thinking about Connect the Thoughts, Etiquette for Beginners, Finish Pearables (if not finished), Midsummer Nights Dream Unit, Dr Suess Learning Library, How to become an Entrepeneurial Kid set, possibly a singing course (still undecided).


    History is covered through unit studies & math. Most of my choices are living books or resources rather than curricula, as I prefer to build my own stuff round that. I've only just started getting ready to purchase for next year, so my list isn't final yet, I still have to do some more researching and get some more samples. Everything is pretty locked in except for the "other" category, which I am still working on, and a lot of those resources will be used with all of the kids, not just my second grader, my 2nd grader just gets a couple of extra things to "ramp it up" for her. She is also projects-based, so a lot of her work is around that, and I just order stuff for school-time and what she has requested for her projects.

  10. Independant? Huh, that's new.


    I had it on my "to scrutinize" list for next year, but if its independant, its not what I thought it was.


    I thought it was more of a discussion based guide for the teacher (which is pretty much the way I teach most of the time - interest-based discussions). I'm not sure whether it has answers in it, but if you look at the samples, the book is set out for the teacher to read aloud to the student.


    Perhaps I have it all wrong though.

  11. We have family projects.


    Throughout each project we have the same "titles" and they are rotated between each person (including adults)


    Since there is 5 of us we have:





    Two Worker Bees


    The Leader is the one in charge of the whole project, the big picture person. Obviously the leader/one in charge.

    The Manager/Overseer is the person who reports to the leader, and keeps an eye on the project & the worker bees.

    The Gopher is the one that "goes-fer" things, rofl. They move stuff, among other misc duties, sort of like a PA.

    The worker bees are the main ones that "get things done". Thet are concentrating on the minute picture.


    From the outside looking in, one could say that "only two/three are doing the work, the other two are sitting around". Not so, they all have individual jobs, everyone is always busy, and everyone in the "hive" is important. Everybody learns a lot from working like this and rotating jobs (even hubby) and each project looks different. In regards to work, everyone pitches in moving something if its heavy, even the leader, and if someone is stuck, another that is free will come and help them.


    We had to fix up the fencing on the property, and even used that as project time. My 4yo daughter was the leader in that project, DH & I were worker bees, my son was the Gopher, and DD7 was the overseer. It taught Atlas a few lessons regarding having someone younger being in charge, and taught me my 4yo is a slave driver, pmsl.


    I don't know if thats the kind of info you're after though :)

  12. Monday is easy day. Meaning we do stuff that is "easy" on mummy's brain, and that eases us back into the week.

    Tuesday is getting down & dirty. Its when we do most of our "requires more head thinking day".

    Wednesday is geared more toward the younger two.

    Thursday is geared towards my oldest.

    Friday is art & movement (PE/Sports) day.


    Really Monday-Friday look similar in checklist format (except friday is missing extra academics and is plus art/movement), its just the content of the lessons I teach change.


    So there is still math & LA everyday, so for example I'll show you what they look like throughout the week.. Monday, its math & LA light, no extras, basics. Tuesdays we get deep into a topic, Wednesday I'll concentrate more on the fine motor & sensory for LA, and younger concepts for math, Thursday I'll concentrate more on the LA challenges & older math concepts, and Friday is Math art & for LA I concentrate more on the arty/movement side of it. We'll race/zoom around making letter shapes, or the one the kids are currently excited about is I am putting up phonogram boards outside, and getting them some water squirters, so they'll get to "shoot" the phonograms for review.

  13. I'm a pen and paper planner, and things change so I don't like printing out "pre-written" schedules.


    I use "My Student Logbook's" for the kids, they each have their lists to check off, this gives me an idea of where we are with each of them for the week.


    The paper I actually do all my outlining/planning on, is a 5 subject lecture notebook with dividers. I then have sections for this year, next year, Konos, Notes, and a blank section. Notes contains random bits I need to write down, plus my purchased list, to remind me what has & hasn't arrived. I plan out Konos units/ideas etc on the Konos section, and plans ideas for this year in 2013 section, plus ideas of what I want to use/do next year in the 2014 section. The blank section is used for times when I need to plan out a certain lesson or subject not listed (special math, science etc)


    My filofax is the one where I put written records of what we actually did, where we went, appoinments etc, and the front pocket holds my index cards,


    The index cards are used for a couple of random reasons. One of the main one's is a supply list for stuff I need for units. My filofax goes everywhere with me, and the index card is nice and sturdy when hunting around. Other cards contain stuff like notes on DS, vocabulary for units, books/movies I want etc.


    The only computer "planning" I have is my Math on the Level current concepts (since I do my MOTL planning in the morning whilst on the computer) & my advance library lists.


    I actually have homeschool tracker + , I just haven't figured out how to fit it into my lifestyle right now, as we are not exactly scheduled. I'm sure I will be using it in the later years though

  14. There;s a new person that has a bunch of weird smilies after each post she makes, I'm confused as to whether she's real or a spammer. Since she joined today, then made a bunch of posts. I am assuming a spammer (why else would you copy/paste the same weird smiley montage) but what is she spamming? Basically, I don't want to report her in case she's real (and if she is, in the nicest way, could she please lay off the violent smiley montage?) but if she's not "Real" what if nobody reports her? Then she continually spams? I get to see more violent smilies? Oy vey....I need chocolate

  15. I sure hope I don't get one this year. Those catalogs are scary. :huh: I love RR but I just order from their website. I have no idea what I'm supposed to do with a giant book like that. lol :lol:



    I actually read through the entire thing a couple of months ago....took me a few days. I circled whatever I was interested in and placed a post-it bookmark on the top of that page.


    I plan to do the same thing again soon, in prep for buying for next year, lol.


    The Rainbow Resource *site* scares me. Its totally disorganized, several things I didn't think they had I found via searching (because a lot of stuff is in their clearance, new & unorganized sections, plus when you go into a topic, then a subtopic? Well sometimes items are in that topic, but not with any of the subtopics, meaning to "browse" their items you would have to wade through 110 pages of that topic to see items for some reason don't have a sub-topic. Several times I have had to do multi-orders, because of the disorganization of their site, and not realizing they had something (not everything can be properly searched by title, so somethings I browse for).


    I much prefer their catalog. Their website could take me months to wade through, instead of the days of the catalogue.

  16. Oak Meadow would be a complete opposite. You can try it, but I think, for you at least, it would be too much of swining the opposite way on the pendulum.


    I think for this to work you need something between Oak Meadow and your current approach, a balance, because that is probably where you will end up anyway after swinging too much one way, and that also gets you going down that road, as it could be a transition program for a year before transferring to Oak Meadow (if that ends up being your final destination).


    It really does sound like Oak Meadow "feel" would suit you guys, but after doing a more classical approach, its hard to find a suitable year to put the child in (especially when OM is based off of Steiner, which is meant to be about Developmentally Appropriate material, and if used properly, means your children should be in 1st & 4th Grade judging by the ages listed) if using that timeline, your younger one will be learning about math signs & letters of the alphabet, so then you are going to put one child in 3rd/4th and the other in 6th/7th, which is not going to be developmentally appropriate for the children, and really probably won't end up working out, because they are in the wrong year, you'll drop it, and run far away from programs like that. Which would be a great pity.


    Have you looked at other options for basing stuff more around art? (Visual Manna has a series Art through.... (science/history), if you spend a day or two searching round rainbow resource (especially in the supplemental/extras areas of each category) you could probably end up with some fun stuff and a "boxed" curriculum ;) lol.


    Project-Based Homeschooling/Interest-Led learning is intensive, in the way that you have to be aware, facilitating, be there, and be a few steps ahead of your child, all ready.


    What about just looking at waldorf blocks, and you could put the children together? Your could have a house-building block, math block, etc.


    Another option, which I actually think would work quite well, would be Konos, if you get the in a bag/box version everything is pretty much there (I would reccommend the original volumes, but then that requires planning & getting supplies, although they do have yellow planning pages already done for you in the volumes now (although I would suggest still looking through, as somtimes they miss great activites). The kids could work together with Konos too, and its project based (but its project-kid based, meaning you don't have to have anything to do with it, unlike other "project" based stuff where it seems in the end, you have to end up putting half of it together yourself. I really actually think Konos would work extremely well for you, but I don't want to seem biased (I probably already have lol).

  17. FWIW, my father in law is an oncologist and hematologist, and the last time I was anemic he put me on a super high dose of iron. It was much higher than my GP would have prescribed. It worked much better (duh) and helped me avoid the shots.


    Being anemic always seemed to lead to low level depression for me. Miserable! Get better.


    Perhaps I need to do that. I gave up my iron tablets 2 yrs ago. I had been taking them for 5-6 years at that point (along with a diet high in it as well) with no noticeable differences. I actually stopped taking them in the hope that my iron levels would plummet (I have been sitting on the fence. I am borderline hospital level, but never seem to dip into "hospital level" that might actually fix me). They did not, but stayed at that stupid borderline level, which being anaemic does not help with CFS. The world feels like drudge, and everything is tiring.


    You feel a bit like a druggie, wanting to run to the doctor and say "for goodness sakes, I beg of you, please, give me a shot!" or transfusion or something, anything other than prescribing me different doses of iron or differently branded tablets each time you figure out the last lot isn't working.


    I wonder upon the smartness of double or triple dosing iron tablets without a doctor though.


    I have a really heavy Flo too, that goes for longer than other averages, so I'm sure thats not helping too. And with each baby that sucked more iron out of me.


    I am pretty much useless first two days of flo/AF, and can conk out at the drop of a hat (usually I'm one of those insomniacs who are very light & grouchy sleepers).


    I've been wanting someone to give me a Vitamin B & Iron Shot (I think those were the two i wanted) but I keep forgetting to look into it.

  18. Here's what I think of this statement. To be clear, I'm disagreeing with your wrongness.



    You can definitely disagree. Remember, I'm the weirdo who loves ketchup.....but I hate Tomatoes.


    I would actually love to love tomatoes, but my body can simply not swallow tomatoes unless they are fully pureed and used as a base inside something else (bolognese etc). The slightest lump and my body knows it (even when I don't) and it won't go down. I remember eating a salad sandwich at a party when I was about 7, not realising their was tomatoes in it. My mum had to apologise to many people that day lol. It involuntary.


    Tomatoes & I are pretty similar to this:


  19. I was looking around for something that would be able to use Time4Learning (i was looking into the possibility of using it for DS, I am still on the fence about it). T4L, I think, uses flash. A number of ppl on the T4L forum seem to use the Kindle Fire, which apparently is fine with flash, I'm not sure if its connected to the adobe thing above though (if it was, there are going to be angry fire users everywhere, lol). If its not working, you can check the Kindle Fire's settings. For some reason Flash is defaultly turned off on the kindle and you have to manually turn it back on in the settings.


    If you go this avenue, I would love to know if the T4L demos worked for you. I'm in Aus, so I don't really want to purchase it without knowing (I'm also a bit shocked by the battery life on it, but its probably comparable to others out there, lol, I was just checking my reading speed/comprehension on an ebook site, and it said 690-750 words a minute, and that I could read something like 1.2-2 books (or something similar) on the fire before it went dead. Compared to my normal kindle that is insane. I think its also a lot smaller than my DX (which I require for my reading speed, a smaller book page just annoys me, too much clicking), so it would really only be used for DS, but if it only reads one book before dying, what does that mean? That it will play 5-10 minutes of T4L before the battery goes dead?


    I am sure you are right, that it isn't common as a whole. At least I'd like to think so. However, they cited 40 cases...the reported cases. That means we all know there are far more than just 40.


    What disturbs me most, I think, is that they are calling this "hazing". If it weren't occurring in a school setting, it would be called what it is...rape. Why are they not calling it that?



    Unfortunately its not just limited to the school setting. The workforce has similar groups that cause the same sort of behaviour.


    Just yesterday hubby was telling me about this story. An autistic man was working, and a co-worker came over, said something rude to him, splashed petrol (or something similar) on to the boy/man's crotch, and then set his crotch on fire. The autistic boy rolled around and put the fire out, went and told the boss, I did remember exactly what he told me, but the end of it was that the guy got off scot-free, and got to keep his job, and the autistic boy got fired.




    Here we go:


    Lawyers Question Workplace Bullying Protection


    Young Guy with High Functioning Autism Set on fire at work


    Pretty much all bullying seems to have some sort of sexual undercurrent lately. And the fact its not just limited to schools or neighbourhoods, but happens inside what is supposed to be a civilized place of work, is just astounding, as its not just limited to children, but to adults who are in positions of power (teachers, superintendants, bosses). :cursing:


    When I've had to delay getting DS' assessment, this has made me question, again, whether to get him assessed, :crying: I already freak out over everything, now I have to worry over this too. What if by taking him to the assessment place, I am putting in the position of the boy above? :crying: I've really had enough of the world, where's my bubble?


    And its most definitely not hazing its abuse. And it has to start being taken seriously. If i didn't have kids to take care of I would be flying over to these people and giving them a whats for.




    As an ex-abused teen myself, I understand that something like this even "one little supposedly harmless (bull****) playful incident" can really affect the rest of a persons life. Yes, some children bounce back, and pull on thicker armour, BUT THEY SHOULDN'T HAVE TO. And a lot of children suffer and are never the same, even if the seem like they are fine.


    The world is just a faux reality with a thin veneer of civility, but the sad fact is a lot of the world is full of savages, idiots, and people who seem to have no empathy towards others, and have the nerve to judge people. (and the irony of it is that I, myself, am an open and forgiving person, but it seems for anyone to take notice you must *judge* which is just wrong. People should naturally see the difference between right and wrong, and do their best to protect their children from that which is wrong (like abuse).


    Its funny if you go out, everyone acts completely civil, driving in their cars, following the rules, but if the end of the world hit, you can bet that pretty made up woman projecting the air of calm, peace and kindness would turn into a savage animal if you had the last can of food, would run you off the road, and tear into you with her professionally manicured nails. As a culture, human beings seem to have the greatest ability in denial and looking the other way, till it affects them. :toetap05:


    Right, I'm getting off my soapbox (I apologize, although this *is* one of my nicer speeches regarding this subject). I really only have 3 subjects I get bristly about, special needs, child abuse and gay/people-equality rights. Since this was about one and reminded me of another, I got rather porcupined.


    Thanks for reading (if anyone did) and thank you even more if you understood it (lol), I shall go now :leaving:

  21. I agree with Rosie. I want me some popcorn shrimp.


    Some of that stuff looks good, and some of it....blergh.


    I just feel fortunate there was no chocolate pie in those pictures, as I literally just watched The Help.


    I've been wanting to try "sweet" pies (the notion was completely odd to me, till I had a triple chocolate pizza, then I understood LOL!) and known American pies (key lime, chocolate etc) but after watching that movie, I'm kind of blergh about it.


    I do NOT understand cornbread stuff either. I gave it a chance and made a meal with cornbread topping, took a bite....and well it was never swallowed.


    Grits, biscuits and gravy, and anything like that is a no-go to. Why would ....ugh...its just gross.


    Then again I have obsessions with lambs fry & kidney items, which makes DH (who is the british one, and should be the one liking it more than me) go green. My fathers english, and I grew up on food based around that and most of it made me *ugh* rhubarb pie (rhubarb is banned here) brussel sprouts by the bucketful and bread and butter pudding (and lets not forget the odd haggis *shudder*)


    The more I look at what western civilization actually eats everyday, the more stuff like bat stew, eyeball soup & giblet/offal kebabs actually start to look interesting, yum and healthy.


    I mean why would you create a iced krispy kreme donut cheeseburger, and only in western civilization would that become famous and popular (gross).




    The world is just odd with food, I'm odd with food too. I'm a tomato sauce/ketchup-a-holic. I put it on everything, I have an obsession with french-branded wholeseed mustard, and would live on steak and kidney stew for the rest of my life, and am among the very few that actually love hospital food.

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