Did you know…?
…that just eight years ago, California voters overwhelmingly passed Proposition 22, by 61.4% of the vote, to keep marriage only between a man and a woman.
So why do we now need to amend the state constitution?
Prop 22 added a regular statute to the California Family Code (not the state constitution) to keep marriage between a man and a woman and prevent the state Legislature from redefining marriage without a vote of the people. Since then however, politicians and judges have chipped away at Prop 22 and ignored the will of the voters.
For example:
• In 2004, San Francisco Mayor Gavin Newsom thumbed his nose at California voters by issuing marriage licenses to thousands of homosexual couples in open defiance of Proposition 22. Ultimately, the courts declared those so-called “marriages” to be invalid, but left the door open to a future constitutional challenge against traditional marriage.
• Additionally, the courts have undermined Proposition 22 and marriage by upholding an act of the Legislature that gave homosexual “domestic partners” the full legal status of married spouses. A San Francisco judge ruled that Proposition 22, a regular statute, violates the California Constitution and ordered the licensing of same-sex “marriages.” That decision is currently being appealed before the California Supreme Court.
• The Legislature is again considering legislation to allow licensing of homosexual “marriage.”
An amendment to the California Constitution, which requires a vote of the people, is the only way to stop the politicians, and especially the courts, from re-defining marriage against the will of the majority of Californians.
http://www.protectmarriage.com/index.php
Wednesday, March 5, 2008
California Oranges
Thanks Bethany for the information on getting fresh California citrus!The three seasons to choose from:
$65 for Late Valencia/Grapefruit Season (September through November 2006)
$65 for Navel Orange season (mid-January through mid-April 2007)
$65 for Summer Valencia Oranges/Grapefruit Season (late May through end of August 2007)- OR$185 annual membership (all three seasons listed above)
Take Charge!—By belonging to IOC you can join with others in taking concrete action now to save grove and get a grove conservancy started.
Your "Share of the Crop"—IOC Citrus Supporters get a free share of the Inland Empire orange harvest! You'll get up to two five-pound bags each week of the world's best tasting oranges, absolutely fresh, for the run of the season- usually 14 weeks (this works out to approx. $0.46/lb.). As with a vintage wine, you'll be able to taste oranges from different farms; you'll be able to see how the oranges' taste matures through the length of the season.
Oranges to the Needful—Thanks to you, IOC contributes thousands of bags of oranges to the community's needy, community charities, and community events. IOC also sponsors Citrus Heritage events with area elementary schools to teach the next generation.
Orange Fun—IOC is hoping to arrange some special fun for its Citrus Supporters this year: A "U-Pick" day for Citrus Supporters to bring their families and try their hand at picking their own oranges. A "Grove Walk", where Citrus Supporter families can come stroll amidst a blossoming grove, smell the fragrance, and meet the next year's crop!
Tuesday, March 4, 2008
Classical Conversations Conference Notes, part 1
This was a local homeschool convention that I attended part of. This was my favorite lecture at the event- it made me think of President Thomas S. Monson- he is such an amazing speaker/ writer. He has such an amazing memory- of personal experiences, great literature, poetry. It makes me wonder what his education- at home and school- was like. I also think if Sister Hinckley, another great communicator and someone who understood people. She also was very well read- much done on her own as an adult when she had to drop out of college to help support her father and his family.
Classical Conversations Convention
Andrew Pudewa http://www.excellenceinwriting.com/
Classical Conversations http://www.classicalconversations.com/
2-28-08 Andrew Pudewa: Nurturing Competent Communicators
You can't get something out of your brain that is not in there! (In reference to writing/speaking- you can't write/speak something using words you don't have IN you mind)
What are the main sources of "input" in our children's lives:
1. Media! Media in its various forms (I would add culture) are one of the greatest influences of English going into our children's brains. Most newspapers are written at a fourth grade level.
2. Peers: Children who spend time with other children + or – 2 years from their own age have better vocabulary, syntax (learn from older, teach younger). Worst situation is to always have them always with children the same age. Less learning opportunities and opportunities to teach.
3. "Busy" Adults: We are all busy- we teach our children by the way we speak. (think of how your kids imitate what you say!)
4. Books: Usually the best source for reliably correct English patterns. We MUST keep reading aloud to our children. Most parents stop reading aloud when children learn to read themselves, but ironically that is when they need it the most. They need to hear books to get sophisticated and reliably correct information, language, and sentance structure.
Reading "whole" books to the whole family:
- Good writers have been read to a lot through childhood. They have those patterns in their minds.
- Choose books you enjoy. Your children can feel your passion/fun and it's contagious. They will know if you don't enjoy it.
-Family reading time is NOT optional. All family must be in the room, no electronics (texting, email, etc.). If you have children who have a hard time sitting still and listening, give them something to do- like legos, knitting, etc. so their hands are busy.
-The "Golden Age" of literature is 1840- 1940. America was at its highest literacy rate. People with only a few years of education could read/write better than high school seniors today. (I came across this trying to check the literacy fact: http://www.audiblox2000.com/learning_disabilities/illiteracy.htm.) Earlier books are fine to read, but the syntax is different. After 1940 literature was split into adult (which was spiced up) and children's (dumbed down). But, during this golden time period books were written for the general public. Books were becoming more readily available. Families (without electricity) would read together. There are lots of great books before and after this "golden age", but recommends you choose most for family read-alouds from this period.
-Kids need about 3 hours a day of reading aloud. Supplement with audiobooks (in the car, around the house, ipods). Make use of the technology around you. Reading is not an academic subject, but a rather a brain function. It comes at different times with each individual. Someone is not necessarily smarter if the read earlier- like learning to walk. You do it when all developmental abilities are capable.
Memorization:-Very important- grows the brain. Precise memorized patterns help learning. Kids who do better on the SAT tend to have a background in music (instrument or choral) or drama. They have experience with memorizing patterns.
-Memorized language patterns build templates for speaking/ writing.
-Story of Andrew learning Japanese "Suzuki" style. (referring to Dr. Shinichi Suzuki: http://www.amazon.com/Nurtured-Love-Classic-Approach-Education/dp/0874875846/ref=sr_1_2?ie=UTF8&s=books&qid=1204669239&sr=1-2). He went to Japan to train to be a Suzuki violin teacher, taught by Dr. Suzuki. He really wanted to learn Japanese during his three years there so immersed himself in the culture. Feeling frustrated he decided he need to learn "Suzuki" style- which is a lot of memorization. To learn Suzuki violin you learn a piece by memory, then when you learn another piece you repeat what you have learned first. He listened to a tape of "Jack and the Beanstalk" everyday, memorizing the first line, then second- repeating the first- first. And so on until he had the whole story memorized. The sentences in the story gave him syntax for him to use as a template for communicating in Japanese.
-Andrew previously taught a preschool class and had them memorize poetry. He began with one poem, repeated 3 times a day until it was memorized. Then added a new one, repeating the first one first.
-Memorizing linguistic poems create patterns for communicating.
Classical Conversations Convention
Andrew Pudewa http://www.excellenceinwriting.com/
Classical Conversations http://www.classicalconversations.com/
2-28-08 Andrew Pudewa: Nurturing Competent Communicators
You can't get something out of your brain that is not in there! (In reference to writing/speaking- you can't write/speak something using words you don't have IN you mind)
What are the main sources of "input" in our children's lives:
1. Media! Media in its various forms (I would add culture) are one of the greatest influences of English going into our children's brains. Most newspapers are written at a fourth grade level.
2. Peers: Children who spend time with other children + or – 2 years from their own age have better vocabulary, syntax (learn from older, teach younger). Worst situation is to always have them always with children the same age. Less learning opportunities and opportunities to teach.
3. "Busy" Adults: We are all busy- we teach our children by the way we speak. (think of how your kids imitate what you say!)
4. Books: Usually the best source for reliably correct English patterns. We MUST keep reading aloud to our children. Most parents stop reading aloud when children learn to read themselves, but ironically that is when they need it the most. They need to hear books to get sophisticated and reliably correct information, language, and sentance structure.
Reading "whole" books to the whole family:
- Good writers have been read to a lot through childhood. They have those patterns in their minds.
- Choose books you enjoy. Your children can feel your passion/fun and it's contagious. They will know if you don't enjoy it.
-Family reading time is NOT optional. All family must be in the room, no electronics (texting, email, etc.). If you have children who have a hard time sitting still and listening, give them something to do- like legos, knitting, etc. so their hands are busy.
-The "Golden Age" of literature is 1840- 1940. America was at its highest literacy rate. People with only a few years of education could read/write better than high school seniors today. (I came across this trying to check the literacy fact: http://www.audiblox2000.com/learning_disabilities/illiteracy.htm.) Earlier books are fine to read, but the syntax is different. After 1940 literature was split into adult (which was spiced up) and children's (dumbed down). But, during this golden time period books were written for the general public. Books were becoming more readily available. Families (without electricity) would read together. There are lots of great books before and after this "golden age", but recommends you choose most for family read-alouds from this period.
-Kids need about 3 hours a day of reading aloud. Supplement with audiobooks (in the car, around the house, ipods). Make use of the technology around you. Reading is not an academic subject, but a rather a brain function. It comes at different times with each individual. Someone is not necessarily smarter if the read earlier- like learning to walk. You do it when all developmental abilities are capable.
Memorization:-Very important- grows the brain. Precise memorized patterns help learning. Kids who do better on the SAT tend to have a background in music (instrument or choral) or drama. They have experience with memorizing patterns.
-Memorized language patterns build templates for speaking/ writing.
-Story of Andrew learning Japanese "Suzuki" style. (referring to Dr. Shinichi Suzuki: http://www.amazon.com/Nurtured-Love-Classic-Approach-Education/dp/0874875846/ref=sr_1_2?ie=UTF8&s=books&qid=1204669239&sr=1-2). He went to Japan to train to be a Suzuki violin teacher, taught by Dr. Suzuki. He really wanted to learn Japanese during his three years there so immersed himself in the culture. Feeling frustrated he decided he need to learn "Suzuki" style- which is a lot of memorization. To learn Suzuki violin you learn a piece by memory, then when you learn another piece you repeat what you have learned first. He listened to a tape of "Jack and the Beanstalk" everyday, memorizing the first line, then second- repeating the first- first. And so on until he had the whole story memorized. The sentences in the story gave him syntax for him to use as a template for communicating in Japanese.
-Andrew previously taught a preschool class and had them memorize poetry. He began with one poem, repeated 3 times a day until it was memorized. Then added a new one, repeating the first one first.
-Memorizing linguistic poems create patterns for communicating.
Jim Trelease "The Read Aloud Handbook"
Jim Trelease, author of the "The Read Aloud Handbook", spoke in southern CA at the conclusion of his final circuit of lecturing before retirement. Here are my notes, but you can get much more information from his website: http://www.trelease-on-reading.com/ and even more from reading his book: http://www.amazon.com/Read-Aloud-Handbook-Sixth/dp/0143037390/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1204674596&sr=8-1
But you don't have to take MY word for it...
1/30/08
*Children spend 900 hours in school a year… and 7,800 hours out of school. Schools should not be held responsible for all learning. Home is where learning starts.
*In the 70's collage attendance was 43% female, 57% male- now reversed.
*Reading is an acquired skill. The more experience we have with it, the better we get. Read to your children, especially when they can read themselves. Read to teens while they do dinner dishes.
*We only choose to do things we like. Reading needs to give more pleasure than pain for children to choose it.
*Listening vocabulary (what we gain from listening) pours over to our speaking, reading, and writing vocabularies. We can say or write a word that we've never heard. Example: Man in audience asked if he spoke Chinese. He said no. Why not? He doesn't hear Chinese regularly- wouldn't know the words he never hears.
*"Meaningful Differences in the Everyday Experiences of Young American children: by Betty Hart and Todd Risley http://www.amazon.com/Meaningful-Differences-Everyday-Experience-American/dp/1557661979 Read to children from birth so they regularly hear spoken word- vocabulary grows.
*Three B's for a good reading environment at home:B- Books (have a good variety in the home)B- Bedlamp (What kid doesn't want to go to bed? Let them stay up to read for a set amount of time)B- Baskets- keep books all over the house, in places kids are sitting (bathroom, kitchen table)
*Story of Ben Carson- http://www.usdreams.com/Carson.html
*TV- can be good- like medicine, TV needs to have access limited and dosageElementary children get 1460 hrs of screen time/year.Finland has highest literacy rate, yet children are not allowed to be taught to read until they are seven years old, and then only half day school. Finland uses closed captioned TV to watch US television shows. The children learn to read fast so they can know what is going on in the shows. We can also used cc on our TV's for everyday watching and the words will become more familiar to children watching.
*Book updates- some books not in the anthology-
The Luck of the Loch Ness Monster: A Tale of a Picky Eater
A Day's Work by Eve Bunting (Jim: "There is no shortage of smarter people. The real shortage is in better people")
Henry's Freedom Box by Kadir Nelson
The Water Horse by Dick King Smith
The SOS File-Deltora Quest by Emily Rodda (for children too young for Harry Potter)
Invention fo Hugo Cabaret by Brian Selznick
Thomas in Danger
Tucket's Travels by Gary Paulsen
Where the Sidewalk Ends (classic poetry for kids)
But you don't have to take MY word for it...
1/30/08
*Children spend 900 hours in school a year… and 7,800 hours out of school. Schools should not be held responsible for all learning. Home is where learning starts.
*In the 70's collage attendance was 43% female, 57% male- now reversed.
*Reading is an acquired skill. The more experience we have with it, the better we get. Read to your children, especially when they can read themselves. Read to teens while they do dinner dishes.
*We only choose to do things we like. Reading needs to give more pleasure than pain for children to choose it.
*Listening vocabulary (what we gain from listening) pours over to our speaking, reading, and writing vocabularies. We can say or write a word that we've never heard. Example: Man in audience asked if he spoke Chinese. He said no. Why not? He doesn't hear Chinese regularly- wouldn't know the words he never hears.
*"Meaningful Differences in the Everyday Experiences of Young American children: by Betty Hart and Todd Risley http://www.amazon.com/Meaningful-Differences-Everyday-Experience-American/dp/1557661979 Read to children from birth so they regularly hear spoken word- vocabulary grows.
*Three B's for a good reading environment at home:B- Books (have a good variety in the home)B- Bedlamp (What kid doesn't want to go to bed? Let them stay up to read for a set amount of time)B- Baskets- keep books all over the house, in places kids are sitting (bathroom, kitchen table)
*Story of Ben Carson- http://www.usdreams.com/Carson.html
*TV- can be good- like medicine, TV needs to have access limited and dosageElementary children get 1460 hrs of screen time/year.Finland has highest literacy rate, yet children are not allowed to be taught to read until they are seven years old, and then only half day school. Finland uses closed captioned TV to watch US television shows. The children learn to read fast so they can know what is going on in the shows. We can also used cc on our TV's for everyday watching and the words will become more familiar to children watching.
*Book updates- some books not in the anthology-
The Luck of the Loch Ness Monster: A Tale of a Picky Eater
A Day's Work by Eve Bunting (Jim: "There is no shortage of smarter people. The real shortage is in better people")
Henry's Freedom Box by Kadir Nelson
The Water Horse by Dick King Smith
The SOS File-Deltora Quest by Emily Rodda (for children too young for Harry Potter)
Invention fo Hugo Cabaret by Brian Selznick
Thomas in Danger
Tucket's Travels by Gary Paulsen
Where the Sidewalk Ends (classic poetry for kids)
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