| Note to self: Why polygamy is good |
[Dec. 4th, 2006|12:11 am] |
Polygamy has a variety of benefits, it ensures that children will not be orphans, and mothers will not be widows, it can help a society that has more of one gender than another, it helps to mix up the gene pool, and there are religious reasons for it. It can also be helfpul in situations of infertility. Most people engage in serial monogamy as it is.
Sandra L. Larson, a MSN, RN found an intriguiging job in the Intensive Care Unit (ICU) in Southern Ohio. She describes her experience of caring for a child of a polygamist family. The child had more breast milk than other children since the sister-wives also contributed. This gave the baby more to drink, as well as immunity from a variety of illnesses. She discusses how the families were all very choesive and supportive of eachother as well as friendly. The women worked together so that they only had to worry about one thing, rather than cooking, and cleaning, and childcare, and working.
A few families engaged in inbreeding, which is not a typical polygamous thing. Sopme of these babies had congenital abnormalities, but were viewed as God's children, and had a purpose. They were not looked down upon or judged.
Infertility as ground for polygamy in Jewish law in Italy: Interactions among legal traditions at the time of the Renaissance
Commandment to be "fruitful and multiply" Fertility commandment is the first precept given in the Torah, directed initially to Adam and then Noah.
If a man take a wife and live with her for ten uyears during which time she does not bear a child, he may not abstain.
In the Middle Ages the fertility commandment was one of the principal reasons for polygamy due to high infertility and infant mortality rates. |
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| Movies I've seen (since everyone says I haven't seen any) |
[Jul. 2nd, 2006|12:50 pm] |
(x) Rocky Horror Picture Show
(x) Grease
(x) Pirates of the Caribbean
( ) Boondock Saints
( ) Fight Club
( ) Starsky and Hutch
( ) Neverending Story
( ) Blazing Saddles
(x) Airplane
Running Total: 4
(x) The Princess Bride
(.5) AnchorMan: The Legend of Ron Burgandy
( ) Napoleon Dynamite
( ) Labyrinth
( ) Saw
( ) Saw II
( ) White Noise
( ) White Oleander
(x) Anger Management
( ) 50 First Dates
(x) The Princess Diaries
(x) The Princess Diaries 2: Royal Engagement
Running Total: 8.5
(x) Scream
(x) Scream 2
( ) Scream 3
(x) Scary Movie
(x) Scary Movie 2
(x) Scary Movie 3
( ) Scary Movie 4
(x) American Pie
(x) American Pie 2
(x) American Wedding
( ) American Pie Band Camp
Running Total: 16.5
(x) Harry Potter
(x) Harry Potter 2
(x) Harry Potter 3
(x) Harry Potter 4
( ) Resident Evil 1
( ) Resident Evil 2
( ) The Wedding Singer
( ) Little Black Book
( ) The Village
( ) Lilo & Stitch.
Running Total: 20.5
(x) Finding Nemo
( ) Finding Neverland
( ) Signs
(x) The Grinch
( ) Texas Chainsaw Massacre (...the original)
( ) White Chicks
(x) Butterfly Effect
(x) 13 Going on 30
(x) I, Robot
( ) Robots
Running Total: 25.5
(x) Dodgeball: A True Underdog Story
( ) Universal Soldier
(x) Lemony Snicket: A Series Of Unfortunate Events
( ) Along Came Polly
( ) Deep Impact
( ) KingPin
( ) Never Been Kissed
(x) Meet The Parents
(x) Meet the Fockers
( ) Eight Crazy Nights
( ) Joe Dirt
( ) KING KONG
Running Total: 29.5
( ) A Cinderella Story
( ) The Terminal
( ) The Lizzie McGuire Movie
( ) Passport to Paris
(x) Dumb & Dumber
(.5) Dumber & Dumberer
( ) Final Destination
(x) Final Destination 2
( ) Final Destination 3
() Halloween
( ) The Ring
( ) The Ring 2
( ) Surviving X-MAS
(x) Flubber
running total: 33
( ) Harold & Kumar Go To White Castle
( ) Practical Magic
(x) Chicago
( ) Ghost Ship
( ) From Hell
( ) Hellboy
( ) Secret Window
( ) I Am Sam
( ) The Whole Nine Yards
Running Total: 34
( ) The Day After Tomorrow
( ) Child's Play
( ) Seed of Chucky
( ) Bride of Chucky
(x) Ten Things I Hate About You
( ) Just Married
(x) Gothika
(x) Nightmare on Elm Street
( ) Sixteen Candles
(x) Remember the Titans
( ) Coach Carter
( ) The Grudge
( ) The Mask
( ) Son Of The Mask
Running total: 38
( ) Bad Boys 2
( ) Joy Ride
( ) Lucky Number Slevin
( ) Ocean's Eleven
( ) Ocean's Twelve
( ) Identity
( ) Lone Star
( ) Bedazzled
( ) Predator I
( ) Predator II
( ) The Fog
( ) Ice Age
(x) Ice Age 2: The Meltdown
( ) Curious George
Running Total: 39
(x) Independence Day
( ) Cujo
( ) A Bronx Tale
( ) Darkness Falls
( ) Christine
(x) ET
( )Children of the Corn
( ) My Boss' Daughter
(x) Maid in Manhattan
( ) Frailty
( ) War of the Worlds
( ) Rush Hour
( ) Rush Hour 2
Running Total: 42
( ) Best Bet
(x) How to Lose a Guy in 10 Days
( ) She's All That
( ) Calendar Girls
( ) Sideways
( )Mars Attacks
( )Event Horizon
( ) Ever After
(x) Wizard of Oz
(.5) Forrest Gump
( ) Big Trouble in Little China
(x) The Terminator
(x) The Terminator 2
( ) The Terminator 3
Running Total: 46.5
(x) X-Men
(x) X2
(x) Spider-Man
( ) Spider-Man 2
( ) Sky High
( ) Jeepers Creepers
( ) Jeepers Creepers 2
( ) Catch Me If You Can
( ) The Others
( ) Freaky Friday
( ) Reign of fire
( ) The Skulls
( ) Cruel Intentions
( ) Cruel Intentions 2
( ) The Hot Chick
(x) Shrek
(x) Shrek 2
Running Total: 51.5
( ) Swimfan
( ) Miracle
(x) Old School
( ) The Notebook
( ) K-Pax
( ) Krippendorf's Tribe
( ) Lord of the Rings: The Fellowship of the Ring
( ) Lord of the Rings: The Two Towers
(x) Lord of the Rings: The Return of the King
( ) A Walk to Remember
( ) Ice Castles
( ) Boogeyman
(x)The 40-year-old-virgin
Running Total: 54.5 |
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| I found this really interesting, even though I doubt anyone else will |
[Mar. 6th, 2006|01:07 am] |
10 Things The Student with Autism Wishes You Knew
(...and it makes sense for other kids too!)
By Ellen Notbohm
Author's note: When my article Ten Things Every Child with Autism
Wishes You Knew was first published in November 2004, I could scarcely have
imagined the response. Reader after reader wrote to tell me that the piece
should be required reading for all social service workers, teachers and
relatives of children with autism. "Just what my daughter would say if she
could," said one mother. "How I wish I had read this five years ago. It
took my husband and I such a long time to 'learn' these things," said
another. As the responses mounted, I decided that the resonance was coming
from the fact that the piece spoke with a child's voice, a voice not heard
often enough. There is great need - and I hope, great willingness - to
understand the world as special needs children experience it. So the voice
of our child returns now to tell us what children with autism wish their
teachers knew.
1. Behavior is communication. All behavior occurs for a reason. It
tells you, even when my words can't, how I perceive what is happening around
me. Negative behavior interferes with my learning process. But merely
interrupting these behaviors is not enough; teach me to exchange these
behaviors with proper alternatives so that real learning can flow.
Start by believing this: I truly do want to learn to interact
appropriately. No child wants the negative feedback we get from "bad"
behavior. Negative behavior usually means I am overwhelmed by disordered
sensory systems, cannot communicate my wants or needs or don't understand
what is expected of me. Look beyond the behavior to find the source of my
resistance. Keep notes as to what happened immediately before the behavior:
people involved, time of day, activities, settings. Over time, a pattern
may emerge.
2. Never assume anything. Without factual backup, an assumption is
only a guess. I may not know or understand the rules. I may have heard the
instructions but not understood them. Maybe I knew it yesterday but can't
retrieve it today. Ask yourself:
Are you sure I really know how to do what is being asked of me? If I
suddenly need to run to the bathroom every time I'm asked to do a math
sheet, maybe I don't know how or fear my effort will not be good enough.
Stick with me through enough repetitions of the task to where I feel
competent. I may need more practice to master tasks than other kids.
Are you sure I actually know the rules? Do I understand the reason for
the rule (safety, economy, health)? Am I breaking the rule because there is
an underlying cause? Maybe I pinched a snack out of my lunch bag early
because I was worried about finishing my science project, didn't eat
breakfast and am now famished.
3. Look for sensory issues first. A lot of my resistant behaviors come
from sensory discomfort. One example is fluorescent lighting, which has
been shown over and over again to be a major problem for children like me.
The hum it produces is very disturbing to my hypersensitive hearing, and the
pulsing nature of the light can distort my visual perception, making objects
in the room appear to be in constant movement. An incandescent lamp on my
desk will reduce the flickering, as will the new, natural light tubes. Or
maybe I need to sit closer to you; I don't understand what you are saying
because there are too many noises "in between" - that lawnmower outside the
window, Jasmine whispering to Tanya, chairs scraping, pencil sharpener
grinding.
Ask the school occupational therapist for sensory-friendly ideas for
the classroom. It's actually good for all kids, not just me.
4. Provide me a break to allow for self-regulation before I need it. A
quiet, carpeted corner of the room with some pillows, books and headphones
allows me a place to go to re-group when I feel overwhelmed, but isn't so
far physically removed that I won't be able to rejoin the activity flow of
the classroom smoothly.
5. Tell me what you want me to do in the positive rather than the
imperative. "You left a mess by the sink!" is merely a statement of fact to
me. I'm not able to infer that what you really mean is "Please rinse out
your paint cup and put the paper towels in the trash." Don't make me guess
or have to figure out what I should do.
6. Keep your expectations reasonable. That all-school assembly with
hundreds of kids packed into bleachers and some guy droning on about the
candy sale is uncomfortable and meaningless to me. Maybe I'd be better off
helping the school secretary put together the newsletter.
7. Help me transition between activities. It takes me a little longer
to motor plan moving from one activity to the next. Give me a five-minute
warning and a two-minute warning before an activity changes - and build a
few extra minutes in on your end to compensate. A simple clock face or
timer on my desk gives me a visual cue as to the time of the next transition
and helps me handle it more independently.
8. Don't make a bad situation worse. I know that even though you are
a mature adult, you can sometimes make bad decisions in the heat of the
moment. I truly don't mean to melt down, show anger or otherwise disrupt
your classroom. You can help me get over it more quickly by not responding
with inflammatory behavior of your own. Beware of these responses that
prolong rather than resolve a crisis:
_ Raising pitch or volume of your voice. I hear the yelling and
shrieking, but not the words.
_ Mocking or mimicking me. Sarcasm, insults or name-calling will
not embarrass me out of the behavior.
_ Making unsubstantiated accusations
_ Invoking a double standard
_ Comparing me to a sibling or other student
_ Bringing up previous or unrelated events
_ Lumping me into a general category ("kids like you are all
the same")
9. Criticize gently. Be honest - how good are you at accepting
"constructive" criticism? The maturity and self-confidence to be able to do
that may be light years beyond my abilities right now. Should you never
correct me? Of course not. But do it kindly, so that I actually hear you.
Please! Never, ever try to impose discipline or correction when I am
angry, distraught, overstimulated, shut down, anxious or otherwise
emotionally unable to interact with you.
Again, remember that I will react as much, if not more, to the
qualities of your voice than to the actual words. I will hear the shouting
and the annoyance, but I will not understand the words and therefore will
not be able to figure out what I did wrong. Speak in low tones and lower
your body as well, so that you are communicating on my level rather than
towering over me.
Help me understand the inappropriate behavior in a supportive,
problem-solving way rather than punishing or scolding me. Help me pin down
the feelings that triggered the behavior. I may say I was angry but maybe I
was afraid, frustrated, sad or jealous. Probe beyond my first response.
Practice or role-play - show me-a better way to handle the situation
next time. A storyboard, photo essay or social story helps. Expect to
role-play lots over time. There are no one-time fixes. And when I do get it
right "next time," tell me right away. It helps me if you yourself are
modeling proper behavior for responding to criticism.
10. Offer real choices - and only real choices. Don't offer me a
choice or ask a "Do you want...?" question unless are willing to accept no
for an answer. "No" may be my honest answer to "Do you want to read out
loud now?" or "Would you like to share paints with William?" It's hard for
me to trust you when choices are not really choices at all.
You take for granted the amazing number of choices you have on a daily
basis. You constantly choose one option over others knowing that both having
choices and being able to choose provides you control over your life and
future. For me, choices are much more limited, which is why it can be harder
to feel confident about myself. Providing me with frequent choices helps me
become more actively engaged in everyday life.
Whenever possible, offer a choice within a 'have-to'. Rather than
saying: "Write your name and the date on the top of the page," say: "Would
you like to write your name first, or would you like to write the date
first?" or "Which would you like to write first, letters or numbers?"
Follow by showing me: "See how Jason is writing his name on his paper?"
Giving me choices helps me learn appropriate behavior, but I also need
to understand that there will be times when you can't. When this happens, I
won't get as frustrated if I understand why:
"I can't give you a choice in this situation because it is dangerous.
You might get hurt."
"I can't give you that choice because it would be bad for Danny" (have
negative effect on another child).
"I give you lots of choices but this time it needs to be an adult
choice."
The last word: believe. That car guy Henry Ford said, "Whether you
think you can or whether you think you can't, you are usually right."
Believe that you can make a difference for me. It requires accommodation
and adaptation, but autism is an open-ended disability. There are no
inherent upper limits on achievement. I can sense far more than I can
communicate, and the number one thing I can sense is whether or not you
think I "can do it." Expect more and you will get more. Encourage me to be
everything I can be, so that I can stay the course long after I've left your
classroom.
Ellen Notbohm is author of the new book Ten Things Every Child with
Autism Wishes You Knew, winner of iParenting Media's Greatest Products of
2005 Award, and co-author of 1001 Great Ideas for Teaching and Raising
Children with Autism Spectrum Disorders, winner of Learning Magazine's 2006
Teacher's Choice Award. She can be reached at ellen@thirdvariation.com |
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| (no subject) |
[Feb. 18th, 2006|02:35 pm] |
Cleaning my room today I found my list of what courses I need for my AAs again...
for the AA in elementary education; which is what I want, I need 22 credits (not including the 5 I am presently taking). I am thinking that this means if I took 4 credits in the winter (concepts of math 2), six credits during the fall, and like 3 each summer semester, that would only leave one more class to go, somewhere in there. I would probably group two easy ones together, tho I'm not sure what they would be.
Then there's the AA in early childhood education....
I need a literature core course (possibly children's literature) 3 credits
I need a fine arts core course (probably the one I need for early elementary) 3 credits
I need Speech 105 (which surprise surprise I also need for early elementary) 3 credits
I need a humanities elective (possibly photography appreciation) 3 credits
Which equals 12 credits, six of them I don't need for the other AA; so do I want to add those other six in with the other ones or what? *hmmmm*
I can only get into my next program in the fall, so I need to have everything done before then (probably fall 07) |
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| Quote from a book I'm reading |
[Jan. 15th, 2006|09:17 pm] |
This line just stood out when I was reading tonight:
"beneath her cousin's spellbinding beauty and magnetic effervescence, there lay an insecure little girl, who often made the wrong decisions for the right reasons." (you can of course ignore the her cousin's part) i dunno; i just liked it.
And if anyone's wondering its from I'll Be Watching You by Andrea Kane |
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| (no subject) |
[Jan. 3rd, 2006|12:35 am] |
Siddhartha Gautama
You two would probably really get along!
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Founder of Buddhism
"All wrong-doing arises because of mind. If mind is transformed can wrong-doing remain?"
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My test tracked 4 variables How you compared to other people your age and gender: | You scored higher than 91% on Intuitive | | You scored higher than 33% on Structured | | You scored higher than 72% on Mildness | | You scored higher than 8% on Traditional |
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Advanced
You scored 85% Beginner, 78% Intermediate, 80% Advanced, and 53% Expert!
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You have an extremely good understanding of beginner, intermediate, and
advanced level commonly confused English words, getting at least 75% of
each of these three levels' questions correct. This is an exceptional score. Remember, these are commonly confused English words, which means most people don't use them properly. You got an extremely respectable score.
Thank you so much for taking my test. I hope you enjoyed it!
For the complete Answer Key, visit my blog: http://shortredhead78.blogspot.com/.
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My test tracked 4 variables How you compared to other people your age and gender: | You scored higher than 12% on Beginner | | You scored higher than 3% on Intermediate | | You scored higher than 7% on Advanced | | You scored higher than 3% on Expert |
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You scored 18 penis knowledge!
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1) The average human penis is: about 5 3/4 inches
2) The Journal of Magnetic Resonance published a paper about a method
of determining which light wavelengths are absorbed and emitted by a
specific substance which is known as PENIS (Proton Enhanced Nuclear
Induction Spectroscopy)
It is true
3) There is a museum devoted specifically to the penis. Its penis
display includes over 150 stuffed and mounted specimens from about 48
different mammals. Where is it located?
The icelandic phallogical museum
4) In penis to body size ratio, the animal with the largest penis
compared to its body size is:
A barnacle can have an erect penis of up to 20 times its own body
length
5) The fastest intercourse on record is 3 seconds, for which animal is
this common? (Talk about wham bam thank you ma’am.)
Its the Chimpanzee
6) On average it takes this much blood to cause an erection in a human
penis:
It only takes about 2 tablespoons
7) The Kinsey Institute recorded the smallest penis as:
Only 1 ¾ inches, does that make you feel better about yours.
8) The penis of a pig is shaped like a corkscrew, when he orgasms the
average length of his orgasm is:
30 minutes, wouldnt you like to be a pig?
9) A lion can copulate up to 50 times in a single day. The reason
female cats howl is because the penis of a male cat:
Is barbed at the end. Ouch!
10) A dolphin has about 6 minutes in which to finish his business with
the female, because of this:
His penis is always erect and simply retracts into his body cavity when
not in use.
11) Procreation is a competitive sport. Who’s penis has a scoop shaped
end that removes the semen of rival’s from a female.
Dragonflies are extremely competitive. |
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My test tracked 1 variable How you compared to other people your age and gender: | You scored higher than 5% on knowledge |
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| The newest strange reoccuring dream |
[Dec. 23rd, 2005|10:56 am] |
So I've had another strange, reoccuring, dream. For some reason I'm in an apartment buiilding, and begin babysitting for a set of five year old triplets, one girl and two boys. One time when I go over to babysit its just the boys, and I comment about the sister and the mom explains that she's MIA...she dissapeared about a week and a half ago. Around half an hour later, the two boys go MIA too.
Then magically I'm working with the triplets I usually work with (a girl and two boys). On a Tuesday I'm over doing therapy and have both of the boys in the basement, the girl is upstaris with her mom. I bring the boys up for snack, and the girl isn't there. I ask the mother what happened, and we search and search, and can't find her....she's MIA. And surprise, surprise, about two weeks later, the boys dissapear too.
So a while later I remember about the other triplets that I babysit for, and that the same thing happened and tell her. So we begin trying to find common places, and this and that; of course figuring that it's someone that's like molested them or raped them or something, all the kids appear to have left willingly, and the cops say its often a family member, so we look around that angle. For some reason we found that they have the same housekeeper, and at the apartment we began slowly stalking them, (It made sense in my dreams; however hiding on different levels of stairs with no one getting suspicious doesn't make quite as much sense here).
So I saw the housekeeper and she went in a trapdoor; I snuck in behind her without her knowing. Inside this trap door was a paradise; grass, sky, great weather, a volleyball net, etc, etc--much like Florida as I begin explaining it....but the kids are all playing there, and it turns out that the housekeeper was lonely, and taking good care of the kids, etc.
and that's about when it restarts with the boys being missing and us freaking out about where the six kids are
that happens about four times
then i wake up and need to pee :-p |
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