LostSurprise
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Posts posted by LostSurprise
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So what are we discussing exactly?
*that Wisconsin teachers unions are currently demonstrating for the ability to bargain collectively (not more money as someone stated..the union has accepted lower or current pay levels for the last 2 years and has already agreed to pay more for benefits as the governor asked)?
*that Wisconsin has exactly the same level of 'proficient' readers (32%) as both Illinois, Iowa, and is 2% above the National average?
*that Wisconsin traditionally pays more for student education then some Midwestern states?
Being from Wisconsin, I'd be more inclined to debate if:
1. They included definitions for 'proficient,' etc.
2. They were more upfront about money (most of the Midwest pays @ 10,000 according to the second table...I don't find that $20-300 difference between states to be relevant statistically)
3. If they were honest about money (according to the table they linked to Wisconsin pays @6500 in instruction, the TOTAL is 10,500ish...how can you even compare figures when one table is adjusted and the other isn't?)
Frankly, either the person who wrote that article knows very little about statistics and how to read tables or they formed their opinion and then looked for 'evidence' to fill in. I'm not impressed.
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One thing that has helped me with overeating is drinking more before meal times. I have a 15-16oz cup and I drink water or herbal tea (the warmth of the liquid really makes a difference) before every meal (and during..and after..you get my drift). Usually while I'm preparing the meal or right before, so my stomach has a chance to register it.
Staying hydrated has helped me because I also mix up hunger and thirst cues. I started with 6-8oz and worked my way up to my big glass. Once it becomes a habit, I don't make it a hard rule. If I'm drinking all day but I happen to be busy doing 3 things at dinner time I'll skip it. Until it became a habit I had to make it a priority and get it in before every meal.
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Beautiful suggestions!
This site might be helpful. http://www.learn-hebrew-names.com/listnames.aspx?GenderID=Girls
I personally like:
Tovah
Amiya
Talia
Kyra
Sarai
Aliana
Lydia
Lucia (or other feminine form of Luke/Lucius)
Melea
Elia
Anna
Ariel
Charis/Caris (Greek for grace)
Jada
Jael
Lael
Chaya/Eve
Neah
Naomi
Phoebe
Selah
If you like Miriam but its too long, you could always go for a diminutive form (Miri or Mira). I liked Judah, my husband didn't, so we settled on Jude for one of our sons.
Thanks for posting this. I have all boys so it was really fun for me to visit all these possibilities.
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If nothing else, I would make sure that her mother (parents) know what is going on and that he may be taking the calls less in the future.
I would want to prepare for that if I was them.
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Finished:
1. The Secret Life of Houdini: the Making of a Superman by William Kalush
2. 13 Treasures by Michelle Harrison
3. Mockingjay by Suzanne Collins
4. The Mysterious Benedict Society by Trenton Lee Stewart
5. Blink: the Power of Thinking Without Thinking by Malcolm Gladwell
6. The Great Railway Bazaar by Paul Theroux
Working on:
7. Napoleon's Buttons: How 17 Molecules Changed the World (LeCouteur)
8. Phantastes (MacDonald)
9. Boneshaker (Priest)
10. Cloudsplitter (Banks)
Really enjoying Napoleon's Buttons (fascinating chemistry) but it works best in short spurts, so I'm mixing it up with the George MacDonald fairy tale Phantastes.
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I think the way the children turn out has as much (or more) to do with Calpurnia (and for Scout..Miss Maudie) then Atticus.
I've always thought he was a rather distant father. Interactions were all instigated by the children. If Atticus Finch had an introverted child I doubt they would ever have interacted at all. He was an adult who happened to have children and treated them the same way he treated the other adults in his life, when their lives happened to intersect.
I'm not saying he was a bad person, quite the opposite, but I got the feeling that they all reminded him of his wife too much and what he really wanted to do was move quietly through life with as few bumps as possible. When faced with a bump he took it on as a person of integrity and with a soft sigh.
Hardly someone I'd want to take parenting advice from. A man of integrity, but not a stellar parent.
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The one KatieinMich posted her MIL makes is just like the one from Mark Bittman's How to Cook Everything....minus the milk.
I use that as a base recipe, then I add extra chocolate. How much you add depends on how rich or chocolatey you want them. At the very least add 1 cup of chocolate chips. On the rich end adding 2-6 oz. of semi-sweet or dark chocolate makes for a beautiful experience.
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I can applesauce without sugar all the time.
Jams/jellies? I usually reduce the sugar to very low (for instance the recipe may say 4 cups of sugar...I'll start with 1 cup or 1/2 cup and cook by taste from there). I've also made jam with Splenda and with nothing. It was rather thin but my son was eating it and he didn't mind. I own another book that cans with honey but I haven't used it yet.
Generally you don't need sugar, but sugar does help preserve and solidify. Without it you may need sugar-free pectin and you may need to keep an eye on the results if you keep it long term (usually its okay, but I like to keep mine in the freezer just in case).
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My husband has been trying to get me one of these since before the Kindle came out.
While I find the Kindle awkward, generally my problems with them are philosophical, not physical.
Kindles and other e-readers limit content transfer. Western society has evolved fair use laws. These are the laws which allow libraries to lend books and people to copy sections, create parodies and reimaginings, and sell their used copies. It allows for the movement and use of information. Because of the digital revolution, fair use laws are in limbo. Stringent software use rules and digital information limitations are creating a 2-tier world. There is a wealth of free amateur information (authoritative? true?) online. There is a wealth of professional information in ebooks and software--for a price.
Unfortunately we haven't evolved a means for this digital information to reach people who don't have the funds to buy brand new ebooks. There is no secondary market, the way paperbacks opened up the market. Because fair use laws have not reached the digital experience, it's also difficult for libraries to license the use of these items. They simply don't have enough money to pay for a wide range of ebooks and other digital items because these items generally depend on person-by-person use fees.
For these reasons I choose not to own a Kindle or other e-reader. I don't think our society has created a fair means to get information to everyone digitally. I don't like the idea of setting myself up as one of the 'haves.'
I'll stick with second-hand shops and rooms full of bookcases that I own and can send home with people. I'd rather see information be free.
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I've found that less time culturing = less thickness.
Take some out at 2 or 3 hours and see if the texture is correct. It should be sweeter also.
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I've had this discussion several times with other parents; some of whom have this personality type, others have children like this (my oldest son).
As adults we see the gulf between what we know and what our children do. Some kids are born with personalities which trust parents or the passivity to follow along. Other kids are born with the innate idea that NO ONE knows more about what they need then they do, and the lack of respect from parents frustrates them.
My oldest is that way. From what I can see kids with this personality:
*don't assume that you're right just because you're older
*greatly need personal experience, not advice
*feel insulted to be told what to do
*don't do 'instant obedience' because it insults their personal authority over themselves
*need to feel respected
*need apologies if you are wrong or to admit if you don't know something
*need to know more than you sometimes (in a good way), need you to listen to their knowledge and appreciate them
*need to be involved in goals, not punishments
Younger kids with this personality are actually harder then older ones (I think...mine is only 12 right now and he gets better and better). You can't always reason with them effectively and sometimes your logic is beyond them. If you're getting into arguments about why they should be able to run across the road, sometimes you just have to eliminate the ability to be by the road!
In our case I found I had to separate him from his siblings when he couldn't empathize with them enough to treat them decently. Always tried to speak calmly (emotion can just reinforce that I must be wrong or rile him up and make things work). And reinforce respect for everyone, including to him by me.
Chores are part of family life, but there are consequences for not doing them. If I have to do your chores, you may have to pay me with your allowance. If I have to do your chores I am too tired to drive you to game stop or your friend's house. If I have to do your chores our house is too messy for your friends to come over. If I have to do your chores I get cranky and be uninterested in helping people out with fun stuff because I'm so busy. Sometimes you have to just let them experience the consequences.
Honestly, my 12 year old has gotten better over the last few years. This personality type seems to love responsibility. I'm very proud of him and I've learned to let a lot of things go and let him make his mistakes (and really talk him up when he's doing well). Unfortunately, academics (or any non-favorite activity or subject) can be a hard sell. Motivation is so internal. They just don't 'get' why they should do things and they don't just go along with things. Fortunately, if you build the relationship and create a cycle of respect they do start to listen to you (sorta) and sometimes give things a half-hearted try when you give them logical reasoning. Or you can create a reward cycle which gives them things they do really want (not necessarily money, but time to do things they want, etc).
My 2 cents. Hopefully its helpful to someone because I remember the days when my son had me banging my head against the wall wondering why he didn't have (what I considered) empathy to others and why he just couldn't listen to me. As a people-pleaser and family fixer I just could not understand him. It took a long time observing him, making lots of mistakes, and talking to others to really see the strengths in his personality and to adapt my own approach to him.
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A little awkward, but his teacher should have made it more clear.
Most good readers make connections. The idea behind pre-reading is to teach children how to make these connections that good readers naturally make.
So, that might mean:
*pointing out the character's faces in the illustrations
*asking how people feel about what just happened
*connecting small details together...reading well is a lot like following clues, sometimes the subtle ones pass people by
*noticing foreshadowling
*thinking about what they know about a subject before they start
*reading the title, headers, captions and putting it all together
The end goal is to get students to put all the little pieces together and be thoughtful, logical readers.
Not all students need this. Many take to it naturally, but not everyone.
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You can ask for a child-life specialist but at her age she may not want one.
Have you brought this up with her doctor? They need to weigh the different options so they will be prepared.
Also, I don't know about your hospital but sedation doesn't last several hours unless they definitely don't want the person waking up (such as surgery). My son did an MRI and he was completely out for 2 hours. That included waiting for the machine, the test, and then 20 minutes or so to wake up.
Also sedation can mean not knocking out but relaxing. Is there a medication she can take to take the edge off without slowing the heart rate too much? Please discuss with your doctor.
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I am where you are right now.
I live in a 'woody' part of the country. It's all forests and marshes here. In our yard are a few dozen arbor vitae, several oaks, and 3-4 sugar maples...all mature trees on an average-sized lot.
I love gardening, love love love love it. But the only place I have full sun is the side of my garage (paved) or my back deck. There's a limit to what you can grow in pots there.
In the middle of my back yard is a beautiful, perfect, mature maple. Truly a gorgeous tree in the fall. It's so shady back there we can't even grow grass.
I'm tired of it. I would rather remove one tree (out of almost 3 dozen) and have tomatoes for once.
Don't rush into it, but do what you want to do. Just remember that there are consequences (planting grass in the front yard, heat/cold changes in the house). This is not something you can undo.
Me, I'm saving up the money to remove the beautiful maple, and maybe plant a dwarf apple in its place. That would give me enough sun to have some tomatoes and squash this year.
BTW, beans do okay in a shady plot (not the best but you will get some). If you find yourself thinking about it for another season.
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I like what Auntie M had to say.
Contrary to what many have said, I liked your first response. As a peacemaker sometimes we cycle back to the positive in a conversation. Unfortunately some people do not hear what you are saying. It's only the last thing that they focus on. When talking to people like that (usually very wrapped up in their own point of view) you have to be very straightforward, not ending on a positive statement. It is conceivable that she thought you were giving her tacit approval for her point of view.
Because of this it was important that you were calm but blunt with her about what she did, pointing out what you said before and showing how her actions undermined you as a parent (very unbiblical).
Once she reacted with anger you are correct to pull away from the friendship for as long as you think necessary.
Whether or not I allowed my child to continue the friendship would depend a lot on age. Under the age of 10--no. It's difficult for them to understand the whole issue. I would consider allowing a child 10 or older, after significant discussion about the issue, to continue the friendship in a minor, controlled way. We would also talk about appropriate and inappropriate adult conversations and influence and what to do in the future.
I think you reacted with a lot of grace. Now to work on loving and teaching your daughter so that she can see that you have her best interests at heart. I am sure that same sense of grace will show her how honest you are and how you have her best interests at heart.
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We have a Ford Freestyle. It can seat 6 or 7 (we have the one that seats 7). Gas mileage varies from 19-28. The lower end is in town with the heat full blast. The higher end is no air conditioning, highway driving. We even made it up to 30 once or twice but that's fairly rare.
Our old car was a Honda Odyssey, the old style before 1998. It seated 6 (although the bench seat did 7 I think). It was built on a smaller body than the new ones. It got mileage from 17-26.
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Other cultured dairy products do work, but they are not all the same kind of bacterial culture. Therefore, be aware that using a different bacterial culture may have different results (less tenderizing, etc.).
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The internet is an overwhelming source of true and not-so-true information.
Have you done some time on research methods?
How to find resources?
How to evaluate the resources to see if they are true, unbiased, and up-to-date?
How to take notes and cite sources?
How to know when to stop looking for information?
And if she has problems with organizing or feeling too overwhelmed by making something out of all that information, have you looked at graphic organizers to help her arrange her thoughts?
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If he's struggling, I would consider some kind of appropriate intervention. Testing. Teaching sign. Etc.
If he's not struggling, he just doesn't want to, then I would respond by creating situations where talking benefits him. That's one thing I learned with my late talker (he struggled with understandable speech and we did sign), if a child doesn't have a reason to talk--often they don't. If we expect some kind of response from them they quickly learn to do the thing which will get them a cookie, or a hug, or a cool toy off the shelf. Internal motivation is a powerful factor.
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A lot of this depends on your district and your specific standards. Just like how much you spend on homeschool really depends on where you are, what you can do, and what expectations you have.
I've done both and the costs are reasonably similar. I spent @$150 for homeschool materials, and maybe an additional $50 for supplies and fees over the year. I'm unsure how much we spent on ink cartridges and paper.
I rarely spend more then that when the kids go to PS. I don't buy name brand clothing (and that's not generally expected where we live).
What is cheaper is PS art, music, PE, and cool field trips. I had to minimize that when we were homeschooling because if we took karate ($135/month) then piano was too expensive ($55/m). If were taking music, then art was too expensive. Covering these topics with individual classes is much more expensive.
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I don't know. I kind of like weird. Weird is interesting.
It's not like I have to live with them or anything. Why not enjoy a little weird sometimes? Why do we all have to be the same?
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Our kids enjoy:
Dixit (older kids, for the younger its hard to think abstractly)
Pandemic
Memoir '44 (boys love the little tanks and men)
Chateau Rocquefort
Zooloretto
Afredo's Food Fight
Bang!
Stone Age
Chinatown
Tumblin' Dice
Bohnanza
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I think buttermilk was originally the milk left over from making butter. Butter was more readily made from milk which had sat for a period of time (and during that time it developed a certain kind of bacteria). Usually it was lower in fat, the fat having glommed together for the butter and removed.
Modern buttermilk is cultured milk. A bacterial starter is added to the milk and it's kept at a certain temperature (slightly warm)...much like yogurt.
I do this myself. I buy a quart of buttermilk and as it gets low I add more milk, shake it up, and set it out near the stove. In 24 hours I have more buttermilk and I refrigerate it.
I'm from the US.
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A teenager? Again??
You can't pay me to do that again...even with time travel.
2/3 of Wisconsin ps 8th graders can't read proficiently
in General Education Discussion Board
Posted
I think part of the problem here is that we are interpreting 'Proficient' differently then the NAEP assessment is.
This link should help. http://nces.ed.gov/nationsreportcard/reading/achieve.asp
So should these links (although it refers to the 4th grade, not the 8th grade test). http://nces.ed.gov/nationsreportcard/itemmaps/?subj=Reading&year=2009
http://nces.ed.gov/nationsreportcard/reading/whatmeasure.asp
From reading the site I gather Basic is considered your 'average' student learning concepts at their age group and filling in gaps in their understanding. Proficient is the top students, and Advanced are students that are beyond their grade level.
For instance, a Basic 4th grader could read a story, recall and answer questions, compare characters. A Proficient 4th grader should recognize main ideas not explicitly stated, recognize character traits using multiple segments across the text, and be able to support their opinions on their evaluations in writing.
Comparing figures from 1993 and 2009, there have not been great changes in scoring for the state of Wisconsin (I won't vouch for other states). Science and Math are up a few points in average score. Reading is down a few points. http://nces.ed.gov/nationsreportcard/states/
I think a reasonable question for this thread is...are people actually reading the base documents here or are they just finding reasons which satisfy previously held beliefs? It's nice to vent, certainly enough schools give us reason to, but if we expect education to be rigorous we need to show rigor in our own research and discussions.
Perhaps a definition of literacy would be helpful here, since by definition I would consider both the Basic and Proficient 4th graders literate. That would certainly help frame the debate.