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Teaching Graphic Novels
Readers can't seem to get enough graphic novels, and luckily, the number of superb graphic novels appears to be multiplying exponentially every year. This is good news for teachers, since there are about a hundred reasons to use graphic novels in the classroom; one big reason being that graphic novels are frequently highly relatable, which increases student learning comprehension and engagement.
The relatability of many the most successful graphic novels can be at least partially attributed to two aspects: a processed, personalized perspective and individualized artistry tailored to the content. This combination, complemented by a well-told story, generates a level of reader engagement that allows for a seamless layering of cultural and historical contextualization. In this way, new cultural and historical knowledge can be easily and often lastingly absorbed. Events and concepts that are typically difficult to teach become believable and real when told through the eyes of an empathetic narrator, and students may find themselves connecting to moments and figures in the past and present that could otherwise appear dry or remote.
This makes graphic novels a terrific tool for struggling readers and special-needs students, many of whom experience difficulty settling into a book, and benefit from more dynamic resources and creative learning exercises. For English-language learners, the graphic novel can be an invaluable resource, as it includes its own visual aids, which are a necessary component to language comprehension and retention. Additionally, the content of graphic novels is typically more relatable than the average book to an English-language learner, since graphic novels hail from all over the world, and often include a great deal of cultural contextualization. Graphic novels are also assets in the AP classroom. Check out this informative article by AP teacher Lisa Cohen, entitled "But This Book Has Pictures! The Case for Graphic Novels in an AP Classroom."
Graphic novels generally have the potential to advance literacy and reading comprehension, and often contain distinct examples of event sequencing, metaphors, symbolism, and style. Many graphic novels can also serve as springboards for students' creative projects.
Included below are a list of some graphic novels at the TC Library, as well as books on how to teach graphic novels, and online resources.
For more information, take a look at Karen Green's extremely thorough and expansive research guide on graphic novels here. This guide introduces graphic novels, explains how to search for graphic novels and scholarly literature about graphic novels in CLIO, and provides links to graphic novel publishers, journals, collections, exhibits, conferences, stores, and organizations.
TC EDUCAT Catalog Books
Graphic novels:
Abouet, Marguerite. Aya. PN6747.A36 A93 2013
Based upon Marguerite Abouet's youth in Yopougon (aka Yop City) on the Ivory Coast, and complemented with Clément Oubrerie's electric artwork, Aya offers a slice-of-life peek into African culture, complete with recipes, glossaries, and wardrobe instructions. From Abouet: "That's what I wanted to show in Aya: an Africa without the . . . war and famine, an Africa that endures despite everything because, as we say back home, life goes on."
B., David. Epileptic. PN6747 .B2213 2005
A resonant autobiography and family history, Epileptic documents the author's outward and internalized experiences of his brother's intractable illness. Illustrated with striking black-and-white images.
Brown, Jeffrey. Darth Vader and Son. PN6727.B7575 D37 2012
This delightful reimagining of Star Wars posits Darth Vader as a loving, exasperated father caring for his son, Luke.
Guibert, Emmanuel. The Photographer. Oversize, CURR. PN6747.G85 P4913 2009
In 1986, Afghanistan was torn apart by a war with the Soviet Union. This graphic novel and photo-journal follows one reporter's journey through Afghanistan, traveling with Doctors Without Borders. Didier Lefevre's photography and Guibert's illustrations provide alternatively symbolic and stark accompaniment to the story.
Satrapi, Marjane. Persepolis. PN6747.S245 P4713 2003
This book carries the reader through the childhood, adolescence, and early adulthood of a girl who grows up in the midst of the Iranian Revolution. Satrapi's narration and accompanying illustrations are evocative, intricate, humorous, somehow both brutally real and heavily symbolic.
Spiegelman, Art. Maus. D810.J4 S643 1986-1991 (volumes 1 and 2)
The first graphic novel to win a Pulitzer Prize, Maus is based on a series of interviews that Spiegelman conducted with his father about his experiences as a Holocaust survivor. The entire book is a symbolic tour de force, documenting one harrowing and deeply personal tale of the events leading up to Wold War II and the Holocaust, as well as a complicated relationship between father and son.
Tan, Shaun. The Arrival. On Reserve. PZ7.7.T36 Ar 2007
A wordless graphic novel depicting a universal story of immigration. Shaun Tan has said he wanted his book to build a kind of empathy in readers: "In Australia, people don't stop to imagine what it's like for some of these refugees. They just see them as a problem once they're here, without thinking about the bigger picture. I don't expect the book to change anybody's opinion about things, but if it at least makes them pause to think, I'll feel as if I've succeeded in something."
Yang, Gene Luen. American Born Chinese. On Reserve. PN6727.Y36 A84 2006
This book is more than the retelling of an Chinese-American childhood; it is also a fable for every kid who feels like an outsider. Filtered through cultural icons and pointed stereotypes, this is a dynamic, clear, and expressive tale about growing up different, with the ultimate message of self-acceptance.
Books about teaching graphic novels:
Bronzo, William G. Wham! : teaching with graphic novels across the curriculum. LB1044.9.C59 B76 2014
Dong, Lan (ed.). Teaching comics and graphic narratives: essays on theory, strategy and practice. Oversize LB1044.9.C59 T43 2012
Dooley, Michael and Steven Heller (eds.). The education of a comics artist : visual narrative in cartoons, graphic novels, and beyond. NC1320 .E29 2005
Frey, Nancy and Douglas Fisher (eds.). Teaching visual literacy : using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. LB1068 .T43 2008
Jaffe, Meryl and Katie Monnin. Using content-area graphic texts for learning : a guide for middle-level educators. Oversize LB1632 .J34 2013
Monnin, Katie. Teaching graphic novels : practical strategies for the secondary ELA classroom. Oversize LB1631 .M588 2010
Monnin, Katie. Teaching early reader comics and graphic novels. Oversize PN6790.U6 M66 2011
Online Resources:
ALA. Great Graphic Novels 2014. http://www.ala.org/yalsa/great-graphic-novels-2014. Accessed 3/18/14. This list published by the ALA's Young Adult Library Services Association (YALSA) includes 78 titles of Graphic Novels from 2014, for students between the ages of 12-18.
Diamond Bookshelf. http://www.diamondbookshelf.com/Home/1/1/20/162?articleID=37627. Accessed 3/21/14. Dr. Katie Moonnin (see Books About Teaching Graphic Novels above) reviews a selection of graphic novels and demonstrates how each can be used in classroom settings, including suggested tasks and questions.
Finley, Todd. Common Core in Action: 10 Visual Literacy Strategies. http://www.edutopia.org/blog/ccia-10-visual-literacy-strategies-todd-finley. Accessed 3/18/14. This article outlines how to get students to start developing visual literacy skills. Includes strategies and worksheets that could be useful for the introduction to a graphic novel unit.
Green, Karen. Columbia Research Guides: Graphic Novels. http://library.columbia.edu/subject-guides/graphic_novels.htmlhttp://library.columbia.edu/subject-guides/graphic_novels.html. Accessed 4/1/14.
Scholastic. Using Graphic Novels with Children and Teens. http://www.scholastic.com/graphix/Scholastic_BoneDiscussion.pdf. Accessed 3/18/14. A portable document outlining the benefits of using graphic novels in the classroom, suggestions for graphic novels based on age and reading levels, and a vast selection of online resources.
Storyboard Creator. http://www.storyboardthat.com/welcome/classic. Accessed 3/18/14. A program allowing students to create their own comics.
…And now, my own personal anecdote:
A little over six years ago, I was a Special Education teacher in Bay Ridge with the NYC Teaching Fellows. At the end of my first term, I was asked to design a reading list and curriculum for a tenth-grade Literacy & Literature class, consisting of nine students who I hadn't met yet, who had a range of learning disabilities and emotional/behavioral disorders that I was scrambling to become familiar with. Luckily, I had previous curriculums and reading lists to work from, as well as the curriculum for the students' World History class. This literature class would partially serve as a companion class to World History, and I'd need to coordinate our book selections with the historical content that was being taught that month.
During the winter break, I shut myself into the school's book room for three hours and pulled together a tentative reading list. Most of them were classics: George Orwell's Animal Farm for the Russian Revolution, Elie Wiesel's Night for the Holocaust (he made a great impression on my class, by the way! The students wrote him letters about their experiences with the book, and he wrote back a thoughtful and kind letter, mentioning each student by name)– but after the second World War, I drew a blank. I knew the students would be studying the Islamic Revolution, but the previous Literature curriculums skipped that time and region. Coincidentally, I had just read a book about the 1979 Revolution. And that's how I ended up teaching a graphic novel: Persepolis by Marjane Satrapi.
In 2008, there were no graphic novels in the school book room. When I suggested the book to my Assistant Principal and lent her my own copy, she was skeptical, voicing doubts about the book's historical veracity, as well as its potential to challenge the students in the areas of basic and complex reading comprehension. But a few days later, she returned the book to me and gave me the thumbs up, as well as her guarantee that I'd have ten copies of the book in my classroom by February.
During our Persepolis unit, I saw incredible things happen in the classroom. All of the students, most of whom had stopped reading halfway through Animal Farm, and had groaned through the first few chapters of Night (before getting sucked in), were puzzled but clearly excited when I passed out the copies of Persepolis. And, unless my memory fails me, every single one of the students began flipping through the pages as soon as the book was in their hands. From day one, these students truly appeared to enjoy the book, and some even became mildly obsessed. One of my students, A., was a tall, gangly boy with a bubbly laugh, who'd doodle all over his class assignments. A. didn't read the books and he didn't do the classwork or homework, but he could assemble a compelling argument at the drop of a hat, and was extremely insightful into character motivations, just based on the little bit of information that I'd provide within a question posed during class. But I couldn't figure out how to encourage him to apply those strengths to his schoolwork, when he skipped one out of every two or three classes. When he came to class, he'd almost always arrive late, escorted by the school's officer. And then, about ten-fifteen minutes into the class, the same thing would happen: he'd put his head down on the desk, and nothing I could do would make him lift it back up until the bell rang. I created special assignments for him to do during class, but he didn't like being singled out. I'd had meetings with his mother and social worker to no effect. It was a small, somewhat experimental class, and I could work out a number of individualized solutions in the form of alternative assignments to help my students to pass it, but I couldn't figure out how I would be able to pass A.
But with the introduction of Persepolis, A. became enraptured by the story of an Iranian girl in the 1980s an 90s, and was doing not only the classwork and homework, but extra credit. A. became the first student to arrive to my class, and he was there for every class. He read a quarter of the book the night that the first chapter was assigned, and ordered the sequel to the book on Amazon the week after that. So anyway, I've seen it happen! Graphic novels can be invaluable tools in the classroom.


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Keep tabs on the 41st Brigade as it heads to Iraq.
Thousands of Oregon Army National Guard soldiers are spending a final weekend at home before entering federal service for Iraq. After two months of lockdown final training in Georgia, they fly directly to staging in Kuwait.
The departure of 2,600 soldiers, three times as many as have deployed before, punches holes in an astonishing range of places. Among those leaving with the 41st Infantry Brigade Combat Team are the Prineville police chief, a West Linn banker and a stay-at-home mom.
Their mission is perilous, despite reports of a safer Iraq.
Most of the troops will protect contractors supplying U.S. forces in Iraq. They'll travel up to three days at a time on routes where roadside bombs have already claimed 1,826 American lives, according to icasualties.org. They'll also serve during President Barack Obama's drawdown of troops, the impact of which is far from certain.
And up to a quarter may be peeled off to other Army commanders -- exactly the opposite of what Oregon leaders wanted, which was to reunite the "mighty 41st."
"This is a fighting brigade being deployed for security," Gov. Ted Kulongoski told troops at the first of four mobilization ceremonies Saturday. Being separated for duty, "does not separate you in spirit and purpose. This is one brigade."
Two years ago, while nearly 800 soldiers of the 41st were in Afghanistan, the state's top military officer took the unusual step of flying to Washington, D.C., to make his case.
Maj. Gen. Raymond Rees was looking for a mission for the 41st in response to what he calls "this business of piecemealing an organization." Since Sept. 11, Oregon's Guard units have been dispatched in irregular and nearly constant spurts. Battalions were chopped up and placed under other commands. (Rees' own son serving in the Guard is in Iraq in just such a scenario.)
Separated from officers who know them, soldiers become "transient tourists" Oregon Guard officers say, overlooked for awards and unable to address problems. The gaps range from Oregon headquarters not receiving reports on fatal attacks, to soldiers serving without basic equipment. One man served months without a change of socks until his mother begged the Oregon Military Department to send him some.
"He didn't have socks because he didn't belong to that unit, and they didn't take care of him like they owned him," said Brig. Gen. Mike Caldwell, deputy director of the state Military Department.
Rees said the upcoming mission to Iraq fits the 41st's versatility and keeps Oregon units together. He said guarding convoys, small bases and escorting visiting VIPs wouldn't have been the troops' first choice. But it also wasn't the last: guarding detainees in Iraqi prisons.
And, Rees said, taking this mission is expected to keep the 41st from deploying again until 2014. Under a new Army schedule, Guard units get five years between deployments.
The Oregon Guard is as prepared for war as it has ever been. Half of the 41st has served in Iraq or Afghanistan. Hokanson, a West Point graduate like Rees, is a rising star who built the Guard's Black Hawk rescue program and served in Afghanistan. The 41st's entire noncommissioned officer corps is deep in combat experience. Unlike earlier deployment, this infantry will use Humvees and other equipment already in Iraq, drawing almost none from the state. And a blanket of support has unfolded for families left behind, including a new Portland food bank, a support group for kids and a program by the Junior League that records soldiers reading their child's favorite book.
"The one thing I've learned about Oregon is that you may have people who are anti-war, but I have yet to meet one person who is anti-warrior," said Sgt. 1st Class Phillip Maas, who runs the Guard's job program for returning soldiers. "They're all about taking care of the troops and the families left behind."
Among the most active supporters: U.S. Rep. Kurt Schrader, 5th District Democrat. Last fall, he signed a petition urging the governor to keep the Oregon Guard home. Since then, he has worked on bills to help the soldiers and last month flew to training at Camp Roberts, Calif., to cheer them on.
"I've become more and more aware of what they've done and come to respect that," Schrader said. Today, he said, he would not sign a such a petition. "I am very concerned about the effect on morale. They don't want to be over there any more than I do."
Imagine herding a family of 2,600 to the airport for an early flight and you'll get an idea of what preparing 40 percent of the state's Guard and senior leaders for war is like.
Just filling seats has been tough.
"There were some anxious moments, that we were not going to make it," Rees said. "These are human beings, and there are medical issues, personnel issues, and you have to go one by one. It feels like you need the wisdom of Solomon, balancing the needs of the organization. We try to be as fair to as many people as we can."
The state Guard is at capacity with 6,500 soldiers. But nearly 800 eastern Oregon soldiers are untouchable because they are part of an Idaho brigade scheduled to deploy to either Iraq or Afghanistan next year. Repeated deployments have meant more soldiers have family, medical and mental health issues. At least 30 soldiers were medically disqualified for this deployment, Hokanson said. The Guard has backfilled with volunteers from across the state, Idaho and California.
Many soldiers were tapped after face-to-face meetings with top staff. And 405 soldiers had their exit date extended because it falls during the deployment or the 90 days before and after, a practice called stop loss. Stop loss will end for all National Guard troops Sept. 1 under the new administration.
Sgt. Maas, of the jobs program, understands the pressure better than most. The newlywed's wife, Spc. Amber Maas, was performing as a DJ at a wedding in Boise in March when she got a call that she would not be staying at the rear as planned. Nine days later, the mother and stepmother of boys, ages 3, 12 and 14, was at Camp Roberts training for Iraq.
The couple, who married Feb. 27 at a University of Tennessee-themed affair (they kissed to the UT marching band's "Rocky Top") will spend their first year apart. Amber Maas is in Iraq with the 41st while her husband will be in West Salem potty training their toddler.
That, they say, is what they signed up for.
"I joined after 9/11, I knew what I was getting myself into," said Amber Maas, 33. "It's my turn to go, and I just want to do the best job I can."
She's proud of taking part. "I'm grateful for my family, but I'm also grateful to be serving my country and doing something that I truly believe matters. Not everyone gets that opportunity."
Still unknown is what she will face.
Just two months ago, Michael O'Hanlon, senior fellow at the Brookings Institution, found Iraq far safer for a U.S. soldier than Afghanistan. He likened the situation to Russia, South Africa or Nigeria, places you would never choose to vacation, but where society still more or less functions despite sporadic violence.
"I would rather be a U.S. soldier in Iraq than a counterdrug official in Mexico these days," he said last week. The hard part, he added, is whether Obama's drawdown of U.S. troops will make Iraq more dangerous. "And the answer is I don't know."
That uncertainty is bone chilling for wives, mothers and fathers such as Todd Barnhart of Southeast Portland. The Air Force veteran is in the unusual position of lobbying the Legislature to keep the Guard home from Iraq while his own son is headed there.
Barnhart wants state leaders to make a statement about the Iraq war, however symbolic, that the National Guard must be called only under legitimate circumstances.
But he is also proud of his two sons who, in the family tradition, serve -- one in the Coast Guard and the other in the deploying 41st. On Monday, he'll attend his son Alex Newman-Barnhart's mobilization with the 41st in Eugene before turning back to Salem to talk to legislators.
"It's a split feeling," Barnhart said. "I'm proud of him and he's really doing something he believes in and excels at. But I'm personally freaked out about him going. It seems such a crapshoot who gets hurt and who doesn't and whether they get hurt or not, it all takes a toll.
"This is going to be a hard year to live through."
-- Julie Sullivan; email@example.com


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"I'm making good progress with this completing all stages, getting all green stars and stage stamps lark."
"Oh hey, I haven't finished this stage yet. I'll do that, polish off these last stars and then can play something else!"
"... What's the worst that the game can throw at me now?"
The answer is remixed versions of previous stages with the difficulty upped. The map is so massive that I can't see everything from the small area I currently have access to.
Keep smiling, Shiggy. Keep smiling, because when I'm done with this I'm coming for your Green Stars.
(Of course, by that point he'll tag in Sakurai and I'll have a double threat of Mario Kart 8 and Super Smash Bros for Wii U to deal with.)


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As 14 of our Oscar Experts predicted, "Whiplash" won Best Sound Mixing on Sunday night. It was one of the most hotly contested races of the evening, as four of the five contenders had support among our predictors.
Music-based films such as "Whiplash" have done well in this category recently, with "Chicago" (2002), "Ray" (2004), "Dreamgirls" (2006), and "Les Miserables" (2012) all prevailing this century.
For sound mixing champs Craig Mann, Ben Wilkins, and Thomas Curley, they were the 8/13 favorites with 14 Experts backing them: Thelma Adams (ZEALnyC), Matt Atchity (Rotten Tomatoes), Kyle Buchanan (Vulture), Thom Geier, Pete Hammond (Deadline), Michael Hogan (Vanity Fair), Scott Mantz (Access Hollywood), Mary Milliken (Reuters), Tom O'Neil (Gold Derby), Kevin Polowy (Yahoo), Claudia Puig (USA Today), Nicole Sperling (Entertainment Weekly), Peter Travers (Rolling Stone), and Jeffrey Wells (Hollywood Elsewhere).
This film was also predicted by six of our seven Editors, 17 of our Top 24 Users, and 56% of our overall Users.
"American Sniper" was in second place with 7/2 odds and the support of nine Experts: Scott Feinberg (Hollywood Reporter), Tariq Khan (Fox News), Steve Pond (The Wrap), Jenelle Riley (Variety), Christopher Rosen (Huffington Post), Paul Sheehan (Gold Derby), Sasha Stone (Awards Daily), Glenn Whipp (L.A. Times), and Susan Wloszczyna (RogerEbert.com).
"Interstellar" had the third best odds at 12/1 with two Experts predicting it to prevail: Mike Cidoni (Associated Press) and Michael Musto (Out.com).
"Birdman," which won top honors from the Cinema Audio Society, had 12/1 odds with the votes of four Experts: Edward Douglas (Coming Soon), Dave Karger (Fandango), Keith Simanton (IMDB) and Anne Thompson (Thompson on Hollywood).
The Angelina Jolie war film "Unbroken" was in fifth place with 100/1 odds.


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Everyone who has sailed away from academia towards the uncharted waters of the non-academic world struggles with the fallout of their decision. Anyone who says otherwise is lying. We're struggling with the loss of an idea about who we are in the world and what we're going to do now that we've had to change course and jettison serious dreams.
Many people (self included) struggle with the idea of never teaching again. I knew people in my graduate cohort who didn't care about fancy postmodern theories or the right way to format footnotes. They earned PhDs to become teachers. We liked, and in some cases, loved our classes. We liked helping students see the world in new ways. We even (sort of) enjoyed revising the syllabus and planning lectures. (For the record, nobody in their right mind loves grading.)
Lately, I've been thinking about how academia isn't the only place on the planet where we can teach. In fact, it is entirely possible that there are people in the world who need our teaching even more than college students (who aren't doing the reading anyways).
Is non-academic teaching just like academic teaching?
The answer (like so much humanities research) is more complicated than we previously thought: yes and no.
No, teaching people outside of the boundaries of the university is not going to be exactly like teaching paying students who need to take your class to graduate. No, you're probably not going to be able to spend sixteen weeks with the same students and gently guiding them through carefully chosen readings designed to stimulate discussion and teach critical thinking skills. No, you probably can't make non-academic teaching your primary job. No, there's no possible tenure light at the end of the non-academic teaching tunnel.
On the plus side, teaching outside of academia involves little to no grading. Huzzah!
(To be clear, I ain't bashing anyone who has a university teaching job. Those are good and necessary too. I just want to suggest that teaching can still be part of our lives as ex-academics, though in a different way.)
Teaching people in non-academic setting requires different goals and methods to teach different types of students.
Here's an example:
I recently taught gender theory to a bunch of volunteer victim advocates. These were not college students. These were people who were interested in learning how to provide better support and services to transgender victims. There was no syllabus or readings. We started with the differences between biological sex and gender. We discussed gender identity and gender expression and how people can perform gender roles. We talked about heteronormativity and how it defines (in tandem with whiteness, maleness, ableism, etc.) much of what we consider as the default human experience. We talked about combating microagressions with microinclusivity. At the end, I tried to tie the theory stuff to practical suggestions about how to work with transgender people who have been victims of violent crime.
Many of the volunteers hadn't had a gender theory class before. We talked through confusions. People asked thoughtful questions. Some people shared personal experiences. At the end, I realized that we'd all had a collective learning experience and now had a new paradigm through which to approach issues of transgender people. For me, this was a new kind of teaching experience.
Most people who have been on the academic job market have written a (dreadful) teaching statement (self included). The teaching statement shows academic search committees how we see teaching and view ourselves as teachers. Looking back, my teaching statements read as pandering to the whims of the academic job market and as seriously lacking in imagination.
What's powerful about teaching is having knowledge (and the skills to convey it) to help other people look at the world in a new way. I no longer think teaching is defined by a university, syllabi, reading, exams, or grades. These things might help facilitate teaching, but they don't define it.
Many years ago, I read a book called The Teenage Liberation Handbook. I was in the process of dropping out of high school and a teacher recommended it to me. The author proposed that learners could use the entire world as their classroom. Everyone could potentially be a teacher. What if we, as educators, took the same approach? What if we thought about teaching in new ways? What if the entire world was your classroom and everyone in the world could potentially be your student?
Some places that PhD people might teach include:
Local speaker series
Their non-academic jobs
Civic events
Historical societies
Private tutoring
A blog
We're really only limited by our imaginations.
Non academic teaching wouldn't involve carefully prepared syllabi, but it might have some goals. It wouldn't have grades; it would be focused on learning as the ultimate outcome. It wouldn't have student evaluations. It would use more than books and reading to teach students about how to think about the world around them. It wouldn't happen in the classroom. It would happen everywhere. Students and teachers would be learning from each other.
We might have an even greater impact on other people and the world by teaching outside of the university.
Those who can, teach the world.


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Two hours each day for 3 consecutive days.
Our programs are an exciting way for skiers and riders of all ages to enjoy the winter. Each program includes:
Please see individual program descriptions for specific details.
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Russian relieved me last week by leading while I happily sweeped for a change. We did a relaxed ride of about 28 km, avoiding the more technical and less flat hills.
Advance notice to old-timers: The old-timer reunion ride will be on May 8. New riders are as always more than welcome to join.
Please indicate before Thursday 14h00 that you are coming so that we can know that there will be enough people for a safe ride. If you send me a message at 17h00, it is too late as I might have cancelled the ride already. You can also send a text (SMS) or a WhatsApp message to 0736891370 and I will report the number of takers on Thursday afternoons.
D&D program for May 2014:
May 1: Intro Ride 20-25 km – newbies very welcome!
May 8: Old-timer reunion 25 – 30km
May 15 Mild-to-wild 30 km
May 22: Rock-'n-Roll 30 km
May 29 Xtra ride 30 km
Where: Irene Village shopping mall.
We meet in the North-west corner of the parking lot close to Spur.
When: Every Thursday night,
Starts 18h45 for 19h00
Website : www.darkndirty.co.za
No Charge,
Everyone Welcome, ride at own risk.
Bring: Helmets, lights, ride snax & juice, your buddies
and some ching for beers & pizza after the ride.
SOCIAL riding group with SAFETY a Key Factor.
No-One gets left behind,


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Sweet. This is something that could really work for a whole lot of us. And it came from the Harper Gov't (*shakes head*).
Here's the deal (and why I'm posting it as blowing all other Freebies out of the water today):
Each of us (of legal age) can save up to $5000 per year, and whatever money we make on it is tax free. You could put it in a savings account (yawn, but if you must, at least choose Citizens' Bank's Ultimate Savings account) but you could also buy stocks or mutual funds. (and I've doubled my money plenty of times within a couple years. If I did it, so can your average bear).
But the beauty is this. If you need it – say for an emergency, or traveling, or renovating the house – you can take it out hassle free, you don't get dinged with tax, and then the room from the money you took out is freed up to replenish when you can.
So for the 40% of Canadians who have withdrawn from their RRSPs (on average, 3 times) this could be a great alternative. Save your RRSPs for Retirement. Use this TFSA as a place to save up, and use as needed.
Personally, I'm over the moon on this one. Begrudging respect to the conservatives on this one.
Shoot straight with me: think this incentive will encourage you to save more aggressively? Why/why not?
(ps: this all assumes the house doesn't fall on March 5th.
pps: merci a jean-pierre pour le photo. et pardon ma francaise.)


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Below is a circular from the Department of Foreign Affairs sent to Filipinos who are currently waiting for their passports.
DFA Consular Office Issues Advisory on Passport Applications
Written by Public Information Service Unit
Wednesday, 04 May 2011 13:19
04 May 2011 - The Department of Foreign Affairs-Office of Consular Affairs (DFA-OCA) wishes to inform the public that measures have been put in place to address the delay in the processing and releasing of passports which are caused by the recent unprecedented increase in passport applications and other technical concerns.
The DFA will extend up to one year the validity of the current expiring passports of applicants who have urgent travel. The extension will be free of charge while the applicants are waiting for the release of their new electronic passports (ePassports).
Overseas Filipino workers (OFWs) and applicants who need their passports on emergency circumstances (e.g., medical concerns, death in the immediate family) are advised to go to the Passport Director's Office, for assistance. The Passport Director's Office is located at the ground floor of the DFA-OCA at the Aseana Business Park along Macapagal Avenue.
Also, the DFA-OCA has extended its work hours, and opened its services on Saturdays. Passport processing services is now available until 8:00 p.m. on weekdays and from 8:00 a.m. to 5:00 pm on Saturdays.
The DFA advises the public to file for their passport applications at least 12 weeks before their intended date of travel. The DFA is exerting all efforts and is committed to resolve the delays at the soonest possible
time, and requests the public's patience and understanding, particularly those who applied at its Regional Consular Offices (RCOs).
For additional information, the public may call the DFA-OCA at telephone nos. (02) 737-1000 and (02) 556-0000, send an email to email@example.com or visit the Department's website at www.dfa.gov.ph


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Mighty Mississippi Way out in the Mississippi valley Just among the plains so grand, Flows the flooded Mississippi River Destroying the works of man. With her waters at the highest That all man has ever known, She came sweeping through the valley And destroying land and homes. There were children clinging in the treetops Who had spent those sleepless nights, And without a bit of shelter Or even a spark of light. With their prayers going up to their Father For the break of day to come, That they might see some rescue party Who would provide for them a home. There were some of them on the housetops With no way to give an alarm, There were mothers wading in the water With their babies in their arms. Let us all get right with our Maker As He doth make all things well, And be ready to meet in judgment When we bid this earth farewell. Recorded by The New Lost City Ramblers; originally from Ernest Stoneman


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Earlier this month, Apple introduced two new iPads, the iPad Air 2 and the iPad mini 3. Along with the new iPads, Apple released the latest version of Mac OS X called Yosemite. One of the touted features of Yosemite and the new iOS 8 is a feature called Continuity. From the Apple website:
Now you can start writing an email on your iPhone and pick up where you left off when you sit down at your Mac. Or browse the web on your Mac and continue from the same link on your iPad. It all happens automatically when your devices are signed in to the same iCloud account. Use Handoff with favorite apps like Mail, Safari, Pages, Numbers, Keynote, Maps, Messages, Reminders, Calendar, and Contacts. And developers can build Handoff into their apps now, too.
I was excited to try this feature out. I have a new iMac, an ancient 2007 macbook pro, an iPad 3 and an iPhone 5s. I'm constantly switching between devices so features like Continuity and Handoff are perfect for a user like me.
In the fine print on Apple's website, it reads, "Continuity features are available on iPhone 5 or later, iPad (4th generation), iPad Air, iPad mini, iPad mini with Retina display, and iPod touch (5th generation)". Bummer. While my iPhone 5s can take advantage of Continuity, my iPad 3 just missed the cut. As I further examined the list, I noticed the iPad mini is included in this group. Why?
The 3rd generation iPad was the first iPad to feature a Retina Display when it was announced on March 7, 2012. I was the owner of an original iPad and iPad 2 and I was eager to upgrade to a retina screen especially after using an iPhone 4S for a few months. Even though it was thicker and heavier than the iPad 2, the retina screen more than made up for it.
The iPad mini was introduced on October 23, 2012 and featured an all new smaller 7.9″ display with a dual core A5 chip. Apple, surprisingly, also upgraded the 7 month old iPad 3 to the iPad 4th generation which featured a further upgraded graphics chip and replaced the 30 pin connector with a Lightning port.
When you compare the specs of the iPad 3 and the iPad mini, you'll notice that they both have the same generation A5 chips. The only thing that differs is that the iPad 3 has an A5X chip with double the graphics performance of the A5 chip to drive the Retina Display. Yet, the iPad 3 was excluded from the Continuity party.
The iPad mini, which has the same technology as the iPad 2 that was introduced in 2011, supports Continuity. The only reason why the iPad mini supports Continuity is because Apple still sells it as a new product. Many would argue that Apple should not even be selling this product but they will until, presumably, fall 2015. The iPad mini is in every way an inferior product to the iPad 3. It has a slower graphics chip and it does not have a Retina Display. It's really unfortunate that Apple doesn't include the iPad 3 when it comes to Continuity when a model that everyone wishes would go away gets invited to the party.


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In the workplace, cake on a napkin is the implication that comfort should not be wholly comfortable, nor should it be entirely without that necessary bit of unceremoniousity which leisure requires before it too quickly resembles work.
Any bit of effort employed in the service of leisure, especially when occurring either off the clock or in a blocked out fragment that would otherwise be spent working, is a reminder that there is always work to be done, even if it is only as simple as cleaning a plate in the sink when one is finished eating. Leisure is a game of significations in which polite reciprocation allows brief moments of anxious engagement with the very lack of work traced by the anticipation of the moment it picks up again. Cake on a napkin is the ostentatious sign of the gift of time in none too certain terms, but whose security is gaurunteed by a semi-formal unity of ceremony to be determined by the subservient agent.


text: View My Goals Explore Hospitalizations ExploreGoal TrackingTool ExamineProcess CreateImprovement Engage Monitor &Sustain CelebrateSuccess Explore Goal Deciding what you want to change and communicating that intention is the first step of the quality improvement cycle. This page provides a general description of the goal and its benefits to share with your team. Long-term care residents are often transferred to hospitals when they have an acute change in their clinical condition. Many such changes in condition can be managed safely without transfer, avoiding the trauma and risks associated with hospitalization. In order to achieve this goal, staff must be prepared and have the necessary resources available. Working on this goal will assist staff to safely care for residents on-site using evidence-based and expert recommended tools and practices to reduce rates of hospitalization without compromising residents' well-being or wishes. How Does Reducing Hospitalizations Benefit Residents? Residents receive timely care from staff members who know the resident and who are able to respond to the resident's individual preferences and needs. Residents remain in a familiar environment with their personal possessions and maintain their routines as much as possible. Residents avoid an uncomfortable, often traumatic, trip to the hospital, and potentially long delays in the hospital's emergency room. Residents avoid adverse events that can occur due to miscommunication between the hospital and the provider. Residents avoid adverse effects that can occur due to a change in their medication regimen. Residents avoid acquiring a hospital-related complication. Residents are not confused by changes in utilization review or reimbursement procedures. Show More How Does Reducing Hospitalizations Benefit Long-term Care Staff? Staff are more skilled and confident in care delivery and better able to identify changes in condition and learn evidence-based care practices. Staff are able to maintain connection with the resident that is often lost once a hospital transfer is made. Staff are able to provide continuous support to the resident and family members. Staff are able to practice at a level for which they are trained and licensed. Staff members are more satisfied and thus more likely to stay. Show More How Does Reducing Hospitalizations Benefit Long-term Care Providers? Communities better maintain census as a result of increased referrals from hospitals due to better resident outcomes. Providers have better customer satisfaction and improved community image. Providers save time and money because work associated with hospitalizations and readmissions are eliminated. Providers will meet the national Partnership for Patients efforts and Quality Assurance Performance Improvement (QAPI) requirements by reducing transfers to the hospital. Providers will prepare for payment reform and partnering with hospitals, home health agencies and others in accountable care organizations and other similar initiatives. Show More Step 2 – Tracking Tool > Tracking Tool The Campaign Tracking Tools allow you to document your work, monitor outcomes and the processes related to your outcomes. To achieve a data-driven quality improvement project, collect data for several months to establish a solid baseline and set a target for your improvement; then continue collecting data -- charts within the workbooks and trend graphs on the website provide you and your team with the feedback you need to determine if the changes you are making are being fully implemented and if they are having the expected impact on your outcomes. Keep your workbook up-to-date on a daily or weekly basis and look at data often to support a rapid cycle quality improvement project. Download the data tracking tool and collect data for a month or so to determine your starting point. Questions? Contact the NNHQI Campaign Help Desk: firstname.lastname@example.com. Before you start, read our Tip Sheet on Testing Change & Starting Small (PDF). Bridging to complete your 2018 workbook begins Jan 31, 2019. Get the Instructions - ALL NEW: Finishing your 2018 workbook is as easy as 1-2-3! (PDF) This Excel tool calculates rates for 30-day and 90-day Readmissions, Hospital Admissions, Transfers to Emergency Only, and Transfers Resulting in Observation Stay. It also has features that allow you to track patterns and processes affecting your hospital transfers. SafelyReduceHospitalizationsTrackingTool_v6.1_04-17-19.xlsm Video Instructions: Download & Save the 2019 Hospitalizations Tracking Tool (3:14 min) Automatic Copy: Import 2018 Drop Down Lists into 2019 Workbook (6:50 min) Look Inside! Flip through these slides to see the kinds of charts and graphs the Safely Reduce Hospitalizations Tracking Tool will produce for you. Look_Inside-HospitalizationsTrackingTool.pdf Key points for getting started with your Hospitalizations Tracking Tool. Hospitalizations_Key_Points_for_Getting_Started.pdf Illustrated instructions for using the Hospitalizations Tracking Tool. SafelyReduceHospitalizationsINSTRUCTIONS_12-15-16.pdf Illustrated instructions for transferring data from your Tracking Tool (Excel workbook) to the Campaign website. This step takes just a few minutes, and provides you with real-time trend graphs displaying your progress over time. These are the graphs that allow you to monitor the effect of the changes you are making during your quality improvement project. Graphs are customizable and downloadable and are perfect for sharing with your QI Team, staff, and community. SubmittingDataInstructions_11-29-16.pdf Troubleshooting Common Issues with the Hospitalizations Tracking Tool Hospitalizations_Troubleshooting_Guide.pdf Overview of the tracking tool and how the reports can support your quality improvement project (60 minutes). Safely Reduce Hospitalization: Using Data to Inform the Quality Improvement Project_6-25-13 Slides from the Safely Reduce Hospitalization: Using Data To Inform The Quality Improvement Project Webinar View the slides Step into using the Hospitalizations Tracking Tool. The first in this series of three practica focuses on the basic mechanics of the tool and entering only required fields for outcome calculations and to identify 30-day readmissions and those at risk of becoming 30-day readmissions. Getting Started with the Hospitalizations Goal: #1 The Basics (6-27-13) Slides from Practicum #1. The final slides include homework instructions and support. View the slides Aggregate data on processes and patterns in our hospital transfers can help us identify opportunities to make system-level changes. In this session, we'll talk about the QA and PI that make up QAPI and how to use the Hospitalization Tracking Tool to aggregate key elements from the INTERACT QI Review Tool. Getting Started with the Hospitalizations Goal: #2 Examining Our Processes (7-18-13) Slides from Practicum #2. Slides include resources and homework. View the slides Prioritizing AND starting with manageable bites are both important quality improvement principles. INTERACT is an entire program that includes many excellent tools to help standardize processes associated with changes in condition and optimize communications – but where to start? Data from the Tracking Tool helps us start small, but start smart. Getting Started with the Hospitalizations Goal: #3 Biting The Elephant (8-1-13) [Video starts at approximately 3 minutes into the audio recording] Slides from Practicum #3. Slides include resources and homework. View the slides Step 3 – Examine Process > Examine Process This set of probing questions will help you evaluate your current processes and provide guidance for ways to make improvements. What patterns do we see in our hospitalization rates? Is there a particular day that has a high frequency of hospitalizations? What time of day are most of our admissions from the hospital occurring? What time of day are most of our discharges to the hospital occurring? What day of the week are most of our admissions from the hospital occurring? What day of the week are most of our discharges to the hospital occurring? Show More Which groups are most affected? What proportion of our transfers has dementia? Is there a pattern of clinical causes for transfer to the hospital? Of the individuals that were admitted to the hospital, How many of them died? How soon after the transfer did they die? Is this primarily a problem of: Readmissions to the hospital, Primary hospitalizations, or Both? Are most of the decisions for hospital admission made by the Medical Director, a covering physician, or by the individual's physician? Is there a particular practitioner that is requesting that his or her patients get admitted to the hospital? Are residents calling 911 because they are worried about their condition? Are we experiencing a spike caused by something like the flu or epidemic diarrhea that is currently going on in our nursing home? How many of our admissions are taking an antipsychotic or psychoactive drug? Has there been an increase in falls with injury? Has the number of other incidents changed? Show More Processes and Resources to Consider Which groups are most affected? Do we track and analyze admission and transfer data? What is the volume of admissions we get from each hospital? How many residents are transferred back? Do we routinely analyze the causes of all hospital/emergency room transfers? What are nurses and CNAs saying about these hospitalizations? E.g., Do they agree that a resident should have been transferred? Do we get all the information we need from the hospital at admission? What specific data does the hospital have on tracking our readmissions? Do the admissions from the hospital challenge our capacity to care for them? What happens to residents when they are transferred to the hospital? Are they admitted? Are they placed in observation status? Are they seen in the emergency room only and returned to the nursing home? Show More What is the role of person-centered care and decision-making? Do we have a process in place to assess care preferences and begin care planning prior to the admission? Are we routinely and periodically reviewing resident and family wishes regarding hospitalizations? Are we routinely working with residents and families on their: Goals for care? Advance care planning? How well do our direct caregivers know their residents? Show More What roles do various staff play in decision-making? How involved is the Medical Director with individual transfer decisions? What is nursing's role when a hospitalization is deemed necessary? Is nursing involved in decision-making? Show More Are we communicating effectively? Do we use a structured communication tool? How do we share information: Among ourselves (between nursing home staff members)? Between our staff and our physicians? Between our nursing home and the hospital? Between our nursing home and diagnostic services? Between staff and resident/family? Show More What other process improvements should we consider? Do we look at the list of medications at the time the resident is admitted to the nursing home? Do we routinely do medication reconciliation? Are we using the "Stop and Watch" INTERACT III tool or another process to ensure we capture small changes in condition early? Can we get diagnostic testing done easily and in a timely way? Do we have after-hours physician consultation? How effective are our current arrangements for after-hours access to physicians? What access to medications is typically needed to manage acute changes in condition – such as narcotics and antibiotics? Do we have on-site oxygen? Is the acuity level of the residents higher than we are able to manage? If so, why? Are we staffed to be able to care for residents who are experiencing an acute change in condition? Does the hospital we are transferring to have a special service that we are not able to provide? Would it be possible for us to add some services that would reduce our need to send residents to the hospital to get them, such as, IV's, X-rays? Who have we engaged in process improvement? Who else needs to be engaged to support success? Show More Download Probing Questions Step 4 – Create Improvement > Create Improvement The Science of Change The Circle of Success is a quality improvement framework and a guide to finding the resources you need on the website. Quality Improvement Methods are evidence-based approaches for creating systemic change. This collection includes quick-start instructions, templates, and mini-videos. Recognition INTERACT Stop and Watch Early Warning Tool INTERACT Stop and Watch, designed for use by all staff and family members provides a way recognize early warning signs of changes in resident condition that need clinical follow-up. INTERACT Care Paths and Change in Condition File Cards INTERACT Care Paths and Change in Condition File Cards assist nurses in making judgments about changes in resident condition and what issues need immediate and non-immediate intervention by the physician. AMDA's Clinical Practice Guideline for Acute Change in Condition Clinical Practice Guideline developed by AMDA that discusses Acute Change of Condition in the Long Term Care Setting and provides tips on assessment and monitoring. Communication INTERACT Acute Care Transfer Document Checklist INTERACT Acute Care Document Checklist identifies and organizes the information that needs to be sent to the hospital when a hospital transfer is needed. Pioneer Network Shift Huddle Tip Sheet Pioneer Network Shift Huddle Tip Sheet describes how to set-up and conduct Shift Huddles to communicate change in condition information across shifts. CHATS - Communicating Health Assessment by Telephone | CHATs Progress Note CHATs – Communicating Health Assessment by Telephone are tools consisting of 16 common problems found in long term care settings. Tools are used by clinical staff in reporting change in condition. Research study of implementation of CHATs in LTC Facility Detailed description of Duke University and Durham VA Extended Care & Rehabilitation Center project improving nurse/physician communications using CHATs. Advanced Care Planning INTERACT Advanced Care Planning Tools INTERACT tools to help manage residents at or near end-of-life. Tools include: Advance Care Planning Communication Guide; Identifying Residents Who May be Appropriate for Hospice or Palliative/Comfort Care Orders; Comfort Care Order Set; Deciding About Going to the Hospital. Process LTC Professional Leadership Council Care Delivery Process (2008) LTC Professional Leadership Council describes the universally acknowledge method to identify and address complex issues to enable individualized care plans and interventions. Care Transitions AMDA's Clinical Practice Guideline for Transitions of Care in the Long Term Care Continuum Clinical Practice Guideline developed by AMDA that addresses Transitions of Care in the Long Term Care settings. Discusses planned and unplanned transfers. Project RED (Re-Engineered Discharge) Training Program Project Red – Re-Engineered Discharge is a patient-centered intervention and standardized approach to discharge planning to improve self-care and reduce preventable readmissions. The training developed for hospitals can be adapted for LTC use. Project Boost Project Boost offers resources and tools to improve care during transfers to the community. Tools focus on identifying high-risk individuals and improving information flow. Developed for hospitals, but can be adapted for LTC use. Step 5 – Engage > Engage Engaging stakeholders creates a robust and successful quality improvement project. Use these fact sheets to start the conversation and encourage everyone to be involved. A story board is a wonderful, visual way to engage your community in the project, keep everyone in the know about new changes that are being tested, and share your challenges and successes along the way. Story Board Guide Storyboard guide from QAPI Use this guide to create a compelling poster to keep your community engaged in your project, monitor your progress, and celebrate your success. Print outcome trend graphs from your Campaign account to document your change! Hospitalizations Fact Sheets Leadership Fact Sheet Staff Fact Sheet For Consumers: Health-Related Services Hospitalization Costs Consumers Fact Sheet Step 6 – Monitor & Sustain > Monitor & Sustain Tool bar Enter My DataSubmit your data to ensure your improvements are working. View My ProgressView your progress with trend graphs. Set Goal TargetsSet goal targets for your data. Once you make a change or an improvement, it's important that you continue to collect and submit your data to ensure your improvements are working. Illustrated instructions for transferring data. Illustrated instructions for transferring data from your Tracking Tool (Excel workbook) to the Campaign website. This step takes just a few minutes, and provides you with real-time trend graphs displaying your progress over time. These are the graphs that allow you to monitor the effect of the changes you are making during your quality improvement project. Graphs are customizable and downloadable and are perfect for sharing with your QI Team, staff, and community. Storyboard guide from QAPI Use this guide to create a compelling poster to keep your community engaged in your project, monitor your progress, and celebrate your success. Print outcome trend graphs from your Campaign account to document your change! CMS QAPI Website QAPI is a data-driven, proactive approach to improving the quality of life, care, and services in nursing homes. The activities of QAPI involve members at all levels of the organization to: identify opportunities for improvement; address gaps in systems or processes; develop and implement an improvement or corrective plan; and continuously monitor effectiveness of interventions. The Domestic Lean Goddess - PDSA Video This fun 6-minute video shows the Plan-Do-Study-Act (PDSA) cycle, a common quality improvement method, applied to an every day situation: getting the kids to school on time. Applying the four steps of the PDSA cycle pinpoints the root cause and allows effective action to take place. Tip Sheet on Testing Change & Starting Small Testing change, the essence of a PDSA cycle, is likened to perfecting a recipe before preparing it for guests. You may try it several times in advance for a smaller group, adjusting it each time in response to feedback. This tip sheet includes ideas for how to start small with your QI project and data collection. Step 7 – Celebrate Success > Celebrate Success Too often we let accomplishments pass by without notice because we are already moving on to the next step. But, it's important to take a moment to celebrate accomplishments, big and small. A celebration program can create a spirit of community in your nursing home. Use visible awards such as certificates, plaques and other tangible rewards that can be proudly displayed. Try giving a spontaneous award from time to time to acknowledge people who are going the extra mile. Success Stories Do you have a story about a successful performance improvement project? Tell us about it! We provide an online form with specific prompts to guide you. Get started by reading other stories of success. Storyboard guide from QAPI Use this guide to create a compelling poster to keep your community engaged in your project, monitor your progress, and celebrate your success. Print outcome trend graphs from your Campaign account to document your change! More resources on their way. Please check back soon. Back to Goals > Please Note: Documents in Portable Document Format (PDF) require Adobe Acrobat Reader to view, download Adobe Acrobat Reader. Recordings in WebEx Recording Format (WRF) require WebEx WRF Player to play back, download WebEx WRF Player.


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Saturday, November 30
By Maria Glushkovetska and Anatoliy Huralskyy of Kiev, Ukraine
God is calling for a prophetic community to emerge, drawn from the nations of the world, that is characterized by uncommon devotion to the compassion and peace of God revealed in Jesus Christ. Through divine grace and wisdom, this faith community has been given abundant gifts, resources, and opportunities to equip it to become such a people. Chief among these is the power of community in Christ expressed locally in distinctive fashions while upholding a unity of vision, foundational beliefs, and mission throughout the world.
—Doctrine and Covenants 163:11a
The Kiev-Borispol Congregation used to meet in the home of one or our members. Over the years we grew in numbers so often there was not enough room for everyone. What a good problem to have.
Now, thanks to your contributions to the Mission Initiative Experience Congregations in Mission, we rent an apartment for our services and meetings. We have enough room for everyone to come together for worship and youth programs.
Our weekly programs include Bible study, singing, crafts and English lessons. Many new people attend our activities. We are very thankful that this is now possible here in Kiev, the capital city of Ukraine. We commit to sharing the good news with as many as we can. Thank you for responding generously so we might continue to grow.
Prayer for Peace
Generous God, go ahead—give our congregations problems. We'd like some over-crowded parking lots, please. We'll have too many people for the chairs in our worships and classes. We'll be so full of joy, there's not enough time to share them all. We'll have too many services and projects to fit in the bulletin, too much giftedness to use in our congregations. Go ahead, God, we can take it. With your help, we'll figure it out. With your help, we'll share Christ's peace from the peace overflowing in our hearts.
Spiritual Practice: Praying for Leadership of the Church
An important spiritual practice for disciples is praying for members of the body of Christ, particularly those who carry leadership responsibilities. Ask God to guide your awareness to persons who lead the community of faith at congregational, mission center, and World Church levels. See or sense these persons and ask for insight into any particular physical, emotional, or spiritual needs they may have. Pray for God's outpouring of grace on each servant leader who comes to mind.
Peace Covenant
Today, God, I will assess my blessings. Because there are so many if I have time, I will count them all.


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Happy 22nd to my favorite sister!!12:05 PM
Yesterday was Danielle's birthday! And since I'm a super awesome sister I didn't send her a card or anything. (I meant to. I'm going to. But Madi insisted on picking out a card and then she put it down somewhere in the store and I haven't had the chance to get another one... cool I know.)
Anyway, I thought, since I dropped the ball on the card, I would at least share some fun pictures and stories about my favorite little sister.
Christmas long ago while Danielle was still living at home and I came to visit
Baby Madison!
Spring Break in Utah! !e made matching dresses because we are cool like that (it's okay cause we never actually saw each other so we didn't wear them at the same time :)
Danielle started college at BYU! I came out to help her move in!
Danielle came to TX to meet baby Jaxon before moving to Hawaii for the summer (lucky girl!)
5K run it Texas!
Danielle's wedding!
Hawaii trip, that's Chris with Danielle, I was huge pregnant, not cute
Ice skating with the kids last Christmas
And now I will share some funny stories for you:
- When we were little we used to play "Weirdos" which was probably the most ridiculous game ever. It involved singing weird songs and doing formations!
- One day when we were really young we were playing legos and our brother and I were trying to tell Danielle that she wasn't really doing it right. Danielle got mad and we told her,"We're just giving you constructive criticism." (I'm sure we weren't really being that constructive.) Danielle promptly said, "I'll give you some constructive criticism," and smacked us. It's been a family joke ever since.
- Poor Danielle spent hours and hours being my doll. We played princess all the time, which pretty much meant I got to dress her up and do her hair, which she hated! BUT now she's glad I have mad hair-braiding skillz!
- Once when I was 13 and Danielle was almost 7 we got lost at the statue of liberty while on vacation. Danielle started freaking out because she really thought our parents were going to leave us there!
There ya go! A little peek into Danielle's past! Happy birthday lady! You're awesome!


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Telephone List Cleaning
Unlike postal mailings, telephone campaigns must meet stringent legal requirements. All data must be run through the latest version of TPS (Telephone Preference Service) which is updated every 28 days. This now extends to companies through the CTPS (Corporate Telephone Preference Service) and the FPS (Fax Preference Service).
To avoid non-compliance with the law in this area you will need to screen your data prior to usage. It is your responsibility as the marketer to ensure this occurs, even if you have rented or leased the numbers from a third party, as the screening has a lifespan of only 28 days. Here are some brief details about each of the Preference Services:-
What is TPS?
The Telephone Preference Service (TPS) is a central opt out register whereby individuals can register their wish not to receive unsolicited sales and marketing telephone calls. It is a legal requirement that companies do not make such calls to numbers registered on the TPS.
The original legislation was introduced in May 1999. It has subsequently been updated and now the relevant legislation is the Privacy and Electronic (EC Directive) Regulations 2003
(Source: Telephone Preference Service)
What is Corporate TPS?
The Corporate Telephone Preference Service (CTPS) is the central opt out register whereby corporate subscribers (see definition below) can register their wish not to receive unsolicited sales and marketing telephone calls to either all their organisation's telephone numbers, or to certain numbers. It is a legal requirement that companies do not make such calls to numbers registered on the CTPS.
It takes 28 days for the registration to become fully effective.
(Source: Telephone Preference Service)
What is the Fax Preference Service?
Under Government legislation introduced on 1 May 1999 it is unlawful to send an individual an unsolicited sales and marketing fax without prior permission. Businesses have the opportunity to register fax numbers on which they do not wish to receive direct marketing faxes.
(Source: Telephone Preference Service)
Over and above running your file through the latest version of the Preference Services, we can also process the data through BTOSIS. This file is the only centrally administered database of telephone numbers in the UK. Our licensed partners will take your file and run it against the official list of telephone numbers to ensure that they are up-to-date and correct. This file is updated with an average of 50,000 changes daily.
Call 0870 760 6472 to talk to a representative about your mailing requirements, email us or use the contact us link to send us a brief.


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Shame is a new word to me. Oh, I've been experiencing it for years, but have only named it in the last few months. We've been getting acquainted as I realize what a constant companion it has been for much of my life. Brene Brown has made this word famous, of course, but I love what Aubrey Sampson, fellow Redbud, does with it in Overcomer. Her book comes out today and I couldn't be more happy to have her share with us here. Stay tuned for my personal shame journey on Friday. ****************************************
Too many women have allowed shame to condemn and confine them for far too long. If you're ready to break free, regardless of the shame experience that is holding you back, Aubrey Sampson--a pastor's wife and an advocate for at risk women—invites you, like her, to be an overcomer. Sampson courageously shares her own history with shame, ranging from sexual assault to everyday imperfections and laughable mistakes. But it doesn't end there.
Sampson identifies seven major lies of shame, such as, "I cannot experience freedom from shame," "My past is unsalvageable," and "Shame is experienced only in traumatic situations."
Written with a strong biblical theology and a humorous authenticity, Overcomer equips readers with the spiritual understanding to overcome shame.
Through her personal experiences and true-life stories shared by women of all ages, Sampson deals directly with the shame that comes from the humbling moments in life, as well as from the tragic—sexual abuse, eating disorders, addiction, abandonment, and more. Then she empowers women to transform their life's story into ministry, creating ripple effects of hope and healing that can change the world.
Written for any woman whose self-worth has been stolen, Overcomer gives you the courage to kick down the walls of shame and embrace freedom and a future in Christ.
Shame encompasses such a wide range of emotions it can be difficult to define. Perhaps the simplest way to understand it is to think back on a moment when you experienced it. You may have felt embarrassment, discomfort, or self-consciousness (I was a middle schooler with pink and purple braces and bangs up to the clouds, so yeah, I know self-consciousness!). Shame can also express itself in much weightier emotions, such as when we feel humiliated, inadequate, injured, or abused. Another difficulty with shame is that so many of us live under the weight of it without realizing it because we've been conditioned by culture and life experience to accept that feeling as normal. Shame is simply always there; it's that familiar yet profound feeling that we don't measure up.
Add to all of that, the pressure in our Christian culture to operate above reproach all the time, we can feel ashamed when we make even the tiniest of mistakes. We may even believe that if we aren't shaming ourselves, we're in danger of becoming prideful. So we beat ourselves up as the "better," more Christlike option. It's a vicious cycle. At its core, an identity of shame is the belief that, in whole or in part, I am not enough.
Throughout Overcomer, I share my own history of "not-enoughness," along with stories from others who've overcome shame in their lives— ranging from situations of abuse to struggles with body image and eating, to everyday laughable imperfections.
The ultimate message of Overcomer is this: in spite of the overwhelming nature of shame, there is good news. The promise of Scripture is that when we look to Jesus, our shame is transformed into sparkling, beaming joy (Psalm 34:5). There may be moments in life when we feel condemned, but when our identity is centered in Christ, we can discard the dark covering of shame and rise in radiance.
Aubrey Sampson is passionate about empowering women of all ages to experience freedom from shame. An author, speaker, church planter, and member of the Redbud Writers Guild, Aubrey lives and ministers in the Chicagoland area with her husband, Kevin and three young sons. Connect with Aubrey at www.aubreysampson.com and @aubsamp.
Overcomer: Breaking Down the Walls of Shame and Rebuilding your Soul, www.aubreysampson.com, is available TODAY on Amazon, Barnes and Noble, Christian Books and will be available wherever books are sold.


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Beautiful handmade wraparound vase in a rich honey coloured background colour with a denim blue base and a flower patterned upper section in pinks, pale blue and greens.
Measurements: 7cm diameter, 12cm high.
Flower vase completely waterproof - glazed inside and out including base.
Can also be used safely as pencil storage on your desk, or utensil holder in your kitchen.
It is made by hand and glazed by hand in my Norfolk studio, from earthenware clay. The wet clay piece is left to dry out for a few days, before firing for the first time. I then take it out of my kiln and glaze the piece before firing it again to finish.
This is a handmade piece and has a rustic, worn feel to it. It does not have the look and feel of a 'perfect' factory produced vase. It is so much nicer than that!
I accept payment via PayPal and direct credit card. Most major credit cards can be used on PayPal and you do not need to have a PayPal account to do so. I ship overseas to some places. Message me if you need a shipping quote. Any overcharge on shipping costs will be refunded, if it is more than £1.50.
Sometimes my items are shipped by Royal Mail and sometimes by courier, depending on what is most appropriate for the individual parcel, and I do try to re-use boxes and packaging to cut down on waste.
In-stock items will usually be sent off within 2 days.
If they are not in-stock I'll gladly make them to order for you - please see individual shipping times or contact me for further advice. If you order more than one item and part of your order is made to order, I will ship all items together when ready.
I currently ship in UK and some smaller items overseas. For a shipment of a larger item outside the UK, please ask me for a shipping quote. Any orders sent outside the UK may be liable for import duties, taxes and handling charges, which you as a buyer, would be liable for. Any overcharge on shipping costs will be refunded to you, if it is over £1.50.
I want you to love your pottery, so if you are unhappy with your purchases for any reason, I will give a refund if required, (minus your shipping fees), once the item has been returned to me, unused and in saleable condition. Return postage will be paid by you. Returns must be made within 7 days of receipt of goods after contact has been made with me.
Very rarely, an item may break in transit - obviously a full refund or replacement will be arranged in that case.
On receipt of your order, if you have any problems, please contact me.
I gift wrap all orders in coloured tissue paper, string, gift tags, ceramic gift tags, etc. Larger orders sometimes include a few freebies (beads, buttons, etc) if I have a surplus.


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Hi, Angela here! When I first created my line of Savor Beauty products, I was shocked to learn that 1 in 5 cosmetic products contains toxic substances and carcinogens.
Education is empowerment, and the more you know, the better choices you can make for your beauty-full health.
Here's the list of ingredients that contain formaldehyde: diazolidinyl urea, imidazolidinyl urea, DMDM hydantoin, quaternium-15, 2-bromo-2-nitropropane-1,3-diol, sodium hydroxylmethylglycinate
Look at your list of ingredients in your beauty products and make sure none of these toxins are listed!
Like, share and subscribe to our YouTube Channel for more quick, easy, and fun solutions so you can savor every minute of your life!


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Our School
At Town School, We provide a safe and caring place for your child to develop into a good citizen.
We do this by giving them support, by teaching respect and providing the very best learning experience, to enable them to become lifelong learners.
Town Junior School was originally sited in Sutton Town Centre and reportedly known as Town County Junior School. Built in 1825, the beautiful old school buildings are now occupied by the Baptist Church.
In 1981 we moved to our present modern building sharing the campus with Plantsbrook Comprehensive School and Holland House Infant and Nursery School. We still have many artefacts from the 'old school' which are placed around the school and used by the children in their local study work.
We are a two form entry school and have places foe 240 children aged between 7 and 11 years old.


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|Sighting Report
|Occurred : 6/8/2002 01:58 (Entered as : 6/8/02 01:58)
Reported: 6/9/2002 11:56:22 AM 11:56
Posted: 3/11/2003
Location: Gilroy, CA
Shape: Triangle
Duration:20 SEC
AT 1:48 AM THREE FUZZY SOFT WHITE LIGHTS WITH TRANSPARENT CENTERS IN A TRIANGLE FORMATION WERE TRAVELING EAST TO WEST AT A SPEED OF ABOUT 600mph AND INCREASING TO ABOVE MACH WITH AN ALTITUDE OF ABOUT 150' AND CLIMBING TO AROUND 2000 FEET. GILROY IS SITUATED IN A SMALL VALLEY WITH THE MOUNTAINS TO THE EAST RAISING TO AN ALTITUDE OF ABOUT 3000' AND THE MOUNTAINS TO THE WEST RAISING TO AN ALTITUDE OF ABOUT 1200 FEET. THOUGH THE OBJECT SEEMED TO MAINTAIN THE SAME ALTITUDE, I KNOW IT WAS NOT AT AN ALTITUDE OF 1200' OR GREATER WHEN IT FIRST CAME INTO VEIW, THEREFOR THE OBJECT WOULD HAVE HAD TO BE ASCENDING SLIGHTLY TO CLEAR THE 1200 FOOT MOUNTAINS 8 MILES TO THE WEST OF MY LOCATION THAT IS 223' FEET ABOVE SEA LEVEL. THE LIGHTS WERE SPACED ABOUT 15 FEET APART FROM EACH OTHER AND HELD A FIXED FORMATION WHILE HAVING NO VISIBLE STRUCTURE BETWEEN THEM. I AM NOT SHURE WEATHER OR NOT THE OBJECT WAS TRANSPARENT OR WAS ABLE TO MIMMIC ITS BACKGROUND IN ORDER TO BLEND IN BUT, IT WAS NOT DARKER THAN THE CLEAR DARK SKY WITH A SLIGHT GLOW IN THE LOWER ALTITUDES FROM CITY LIGHTS. IT IS QUITE POSSIBLE THAT THE THREE LIGHTS WERE NOT CONNECTED AT ALL. THE OBJECT SEEMED TO REFLECT A VERY SMALL AMOUNT OF LIGHT WHEN IT WAS ABOVE THE MAIN PART OF THE CITY AS THE THREE LIGHTS BECAME MORE DISTINGUISHABLE FROM EACH OTHER AS THEY REACHED THE DARKER EDGES OF THE CITY BUT, THIS COULD HAVE BEEN DUE TO THE REDUCTION IN THE DISTANCE BETWEEN THE OBJECT AND MYSELF AS IT PASSED DIRECTLY OVERHEAD. THE WHOLE THING SEEMED TO HAVE A SOFT WARM OFF WHITE FUZZY GLOW TO IT I WOULD COMPARE THE BRIGHTNESS AND LOOK OF THE LIGHTS TO THREE BARN OWLS FLYING THROUGH THE DARK SKY. THE PERSON I WAS WITH THAT WITNESSED WHAT I SAW CLAIMS THAT WHEN I TURNED AND RAN TO GO GET MY VIDEO CAMERA LOCATED IN MY HOUSE THE OBJECT CHANGED FROM A STEADY LIGHT TO A PULSING JUMPING LIGHT AS IT SLIGHTLY ACCELERATED. THE WHITNESS SAID THAT IT DID NOT MOVE IN A STEADY CONTINUOUS MOTION BUT IN A LEAPING JUMPING WAY LIKE IF YOU WERE SKIPPING FRAMES. WITNESS SAID THAT THE SWOOSH! ING, RUS HING AIR SOUND THE OBJECT MADE WAS ALSO INTERUPTED AS IT MADE THESE LEAPS. I DO NOT RECALL ANY SOUND EXCEPT FOR THE AIR RUSHING PAST MY EARS AS I MOVED AT SPEED THAT PUSHED THE SOULS OF MY SHOES TO THEIR BREAKING POINT. I REGRET MAKING THE DECISION TO GO GET MY CAMERA. I SACRIFICED OBSERVING THIS OBJECT MAKE THESE JUMPS AND SOUNDS FOR A CHANCE TO BE ABLE TO SHOW COUNTLESS OTHERS THIS EVENT. I TRULY FEEL THAT THIS OBJECT SAW ME RUN AND DECIDED TO DO THE SAME. I GUARANTEE THAT EVERY TIME I STEP OUTSIDE IM GOING TO BE THINKING ABOUT CRAZY TRIANGLES FLYN OVERHEAD. DAMNIT!
((NUFORC Note: Witness elects to remain totally anonymous. We would very much like to speak with him/her, as well as with the other witness to the event. We also would welcome a written report from the second witness, since different witnesses to the same event remember different aspects of it. PD))


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Wednesday 11 July 2018, 12:30pm - 1:00pm
Online Webinar
Join RESA for our lunch time webinar to hear about hiring intention trends and upcoming opportunities in the mining and resources sector in South Australia.
An overview of RESA's job vacancy data collection will be provided with analysis of the Q4 2017-18 results.
RESA's job vacancy data collection provides:• Job vacancy trends for SA tracked monthly• Job vacancies by job classification• Job vacancies by regionThis South Australian specific data collection provides valuable insight, building upon established industry knowledge. We look forward to sharing our findings and growing awareness of the current state of the mining and resources sector in South Australia.The 20 minute presentation will be followed by 10 minutes of question time.Who should attend?Policy and Business Leaders from:• Mining and Resources• METS• Government• Councils• Industry associations• Universities• RTOs
Register now


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One of the ladies of one of my favorite crochet Facebook groups, Scout, posted a gorgeous picture of her latest project and I immediately fell in love with her bunny ragdoll. I immediately purchased the pattern, from a la Sascha, for $3.99 and started my own pink and green bunny… Not that I am a fan of that color combination but because I know a little girl who is …
As you know I am not the cleverest crocheteuse and I often encounter challenges. This pattern triggered some frustrations but the pattern-owner Sascha was super responsive and helpful. So with a few emails back and forth from The Netherlands and the kind and dedicated help – via Messenger – from Scout from Scotland for the first row of the body, I realized my first ragdoll. I cannot thank those two ladies enough. Scout even got her husband to hold the camera while she was showing me the how-to on a short video … as clearly I got it soooo wrong too many times that she had no other choice!
Here is a wonderful video from Sascha. This video won't help but it's very nicely filmed… Bravo to Sascha!
Sascha did hers with DK weight yarn Stone Washed from Scheepjes in grey (230m) and white (130m) | hook 3mm | safety eyes 15mm and a nose of 15mm.
Scout used the Scheepjes DK Stone Washed (the XL would make a huge rabbit of 66 cm from tip to toe) with a 4 mm hook | 21 mm eyes and a 18 mm nose.
I worked with what I had: DK Special by Stylecraft in Candy Floss #1130 and Spring Green #1316 with a 4.5 mm hook. I found 18-mm eyes [2 per bag] and noses [6 per bag] at Joann Fabrics [they didn't have any at Michaels].
I made her a little necklace in single crochet to hide my no-so-nice head stitches and a tricolor flower.
Interested in a ragdoll cat? A bear?


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Grief and Loss
Children Grief and Loss
Unfortunately at times children go through very difficult times. The experience of loss is difficult to navigate with children. Our child therapists are all equipped to provide trauma and grief therapy.
Difficulties children may face:
- Loss of a Friend
- Moving
- Parental Separation and Divorce
- Trauma
- Transitions
- Abuse(s)
- Changing Schools
- Illness of a Loved One
- Illness of the Child
- Loss of a Loved One
Helping your child understand and manage their feelings is difficult under normal circumstances. During times of grief children can benefit from the support of one of our Child Psychologists. 780-449-1196


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Support our inaugural fundraising campaign!
Jean MacDonald
Today, we launched a crowdfunding campaign via Indiegogo, a Kickstarter-like platform that caters to non-profit organizations. Our goal is to raise $50,000 to fund our 2013 summer camps and the next twelve months of expenses as we build a national non-profit organization.
You can check out our video, in which we talk about the App Camp program and our goals for the future. You'll see we have assembled an interesting geeky collection of perks for contributors, such as:
- iPhone wallpaper, designed by the App Campers
- the Clever Girl mixtape, curated by nerd favorite musical duo, The Doubleclicks
- iOS Programming: The Big Nerd Ranch Guide
- a specially-commissioned artwork, featuring Ada Lovelace (she wrote the first computer program in 1843)
We would love to have your support! The key to the success of a crowdfunding campaign is early momentum. The more donors we have (even if the donations are small), the more attention our campaign will get. And the best way to help is to spread the word.
We know that we are on the right track. Based on the incredible response we've gotten to our inaugural summer sessions, it's clear that there are lots of girls who want to learn more about making software. Our goal this summer is to refine the App Camp curriculum. Once summer is over, we'll focus on expanding the program and building an organization that can host App Camps all over the country.
[ App Camp For Girls on Indiegogo ]


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Legally Black: Bob the Drag Queen
by Jason LeRoy (@ExcessFaggage)
We all know the official prizes of winning RuPaul's Drag Race: money, makeup, maybe some titties from BoobsForQueens.com. But one unofficial prize that's been enjoyed by Drag Race and All-Stars winners Sharon Needles, Chad Michaels, Jinkx Monsoon, Bianca Del Rio, and Alaska Thunderfuck has been your very own movie-parody stage show written and directed by midnight movie maven Peaches Christ. And now, it's Season 8 champ Bob the Drag Queen's turn for this elite rite of passage.
Bob and Peaches will costar in two performance of an all-new parody of turn-of-the-millennium comedy classic Legally Blonde at the Castro Theatre on March 18, with performances at 3 and 8 p.m. The stage show, titled "Legally Black," will be performed live at each show preceding a screening of the original film. Tickets and VIP packages are available (and going fast) at PeachesChrist.com. Below, we chat with Bob the Drag Queen on the morning of this year's Oscar nominations to talk about the show, living in Viola Davis's shadow, and which Rugrats character she identifies with most.
How are you, Bob? This is a great day. This is the day the Lord has made and I feel really excited to be a part of it. That's the short answer.
Is that because you got your Supporting Actress Oscar nomination for Fences this morning? You see? Exactly. You know what's going on.
Thanks for taking the time to speak to me, I'm assuming you've been bombarded with well wishes. Any time something big happens in Viola Davis's life, everyone calls and congratulates me. Literally every time: when she got her star on the Hollywood Walk of Fame, when she got her Emmy, when she gets an Oscar nomination. If she gets a discount on yogurt, I get a call. If she gets a good parking spot someone's like, "Congrats on that parking spot, Bob!"
Her nomination was part of a record number of acting nods for people of color. What are your thoughts on this development in the #OscarsSoWhite saga? Part of me wonders if it's how the Academy really feels or if it's just a response to not wanting to seem racist. So it's a victory in my mind, but also a side-eye. Like when the American Ballet Theatre made Misty Copeland their first black principal ballerina. Everyone was like, "Oh my god, the first black principal ballerina, can you believe it?" And I was like, "No I can't believe it, but mostly I'm shocked that it took until 2015 for them to have a black principal ballerina." They'd been around for 75 years! No one ever mentions how many Februaries they blew through without choosing a black principal ballerina, you know what I mean?
I do. Moving on to Legally Black, how did you first get connected with Peaches Christ? I knew of Peaches Christ's work as a fan; I mean, I'm a drag queen and she's one of the most famous drag queens in the world. She did a production of her show Return to Grey Gardens with Jinkx Monsoon in New York City and cast me in the Jackie Onassis role. The character was named Jackie Molasses; maybe because she's slow, I don't know. So that was the first time that we worked together, and then I worked with her at a Drag Queens of Comedy show, and we were both on a comedy queens panel at DragCon. So we're both really hilarious ladies!
How did Legally Blonde become the movie you chose to parody together? Well, I wanted to do Sister Act because I'm a huge Whoopi Goldberg fan, but Miss Latrice Royale stole it. And then I wanted to do The Color Burple, which would be like The Color Purple but starring me. But Peaches called me and said, "I have a crazy idea to do a movie where the lead character isn't played by a black actor. What about Legally Blonde?" She wanted to call it Legally Bob but I said, "No, we have to call it Legally Black." She said, "That's a lot." And I was like, "Well Peaches, I'm a lot."
So if anyone has a problem with the name… The name was my idea. But if any heat goes down, just tell them Peaches Christ is a racist and I do not condone it.
Legally Blonde is one of the whitest movies ever made. How will the story be tweaked for you? It's a white movie, but it's also made to be white. It didn't, like, stumble upon its whiteness. It's not one of those oblivious movies where you you're like, "Wow, this is a really fucking white movie." It was made to be as white as possible, which lends itself to comedy. And where there's comedy, I'll be there, just call my name. I believe that's a direct Diana Ross quote.
What can fans expect from the show? If it's Peaches you can expect it to be really well done, and if it's me you can expect it to be hilarious!
You're still in the midst of touring the world as the Season 8 Drag Race winner. Did you hesitate to take on a scripted stage show in the middle of all that? How will you find the time? I'm an actor; I went to school for theater, so it won't feel odd to me. I used to do plays while studying for midterms, so maybe it'll just feel like that. Or maybe I'll be completely overwhelmed and won't know any of my lines and will become the Mariah Carey of stage shows. I don't fucking know! Now you made me nervous, asshole!
I'm sorry! You can just walk around the stage saying, "Look, I'm trying to be a good sport here," the way she did. Exactly! "Well, I was number one at some point!"
Then just blame Peaches, call her a racist, and get outta there. Boom. See, that's what makes me a winner. I have a backup plan already. If it all goes to shit, I'll just be like, "There's this racist bitch named Peaches Christ who forced me to work! You could call it slavery…" [Laughs.]
Speaking of your acting background, it was great seeing you on High Maintenance. Can we expect more screen acting from you? I shot a movie called Cherry Pop! which is on the film festival circuit right now. I love acting, it was my first love; I stumbled into standup comedy and drag, to be quite honest with you. It doesn't feel foreign or weird to me to book acting jobs. It feels like I'm going back to my roots. And even though I still do standup comedy, there's a lot of acting in there as well.
Where are you right now? Are you on the road? Where am I? Look behind you, girl! No, I'm actually back home in New York City gluing a wig down because I have a photo shoot to promote Legally Black later today.
So you just got back from the road. Did you have shows the night of the inauguration and the Women's March? Yes. Not to brag, but I was in Cincinnati for the Women's March, and I think I was in Chicago on the day of the inauguration.
What was it like performing those nights and feeling the energy in the crowds? Not to be humorous, but people of color have always known what it feels like to be disenfranchised in America. I think this is the first time that white people have had to know what it feels like to possibly be disenfranchised by your president on a large level. White folks are freaking out, like, "Can you believe this is our president?" And black folks are like "Oh, this is the first time you've had a president who was openly against, like, most of the country." But for us it's not that weird, it's pretty much the status quo.
I certainly wish he was not the president, but I can't really say that I hope he fails. Because if Donald Trump fails, then we fail. This is not a game of pool, you know? I hope he does a good job. But if he doesn't, he won't be the first president to do a bad job. Won't be the last president to do a bad job, either. Even having a Democratic president doesn't always work out for people of color.
Indeed it doesn't. What's been the most surprising thing about being out on the road since winning? I don't know that anything has been that surprising, but the best thing has been meeting moms. I love meeting moms! I was performing in gay bars for a long time and not many moms were coming to see me, but moms really gravitate toward me now. When me, Kim, and Naomi walk into a club together, you can always see who the fans are for. Like, you see a young twinky skinny boy with eyebrows drawn so big that they connect in the back of his head — that's a Naomi fan. If it's a thick, shy, nerdy girl, that's gonna be a Kim fan. And if it's a mom with her daughter, the daughter's a Naomi fan and the mom is my fan. The daughter's like, "NAOMI CAN I GET A PICTURE," while her mom is saying to me, "I just love your message, you really teach my kids how to be confident!"
Boyfriends, too. Boyfriends, husbands, and moms really get a kick out of Bob the Drag Queen for some reason. Maybe it's because I'm nonthreatening; I don't seem scary or hard to talk to. Although out of the three of us, I probably am the scariest and hardest to talk to, actually. They're both really nice, and Naomi is so small that you can just push her all around. And I'm not a bitch, but I'll be like, "EVERYONE LISTEN TO ME!" [Laughs.] If we were the cast of Rugrats, they're like Phil and Lil. Well actually, Kim is such a Chuckie. So Kim is Chuckie, Naomi is both Phil and Lil, and I'm Angelica. I just stand there screaming, "You stupid babies!"
Sounds like the perfect mix. Anything else you'd like to say before we wrap up? Well, I'm excited for the show, but more important than anything: our country is in a really interesting political climate right now. So, I just want to remind anyone who's reading this interview…I just want to remind you that "Purse First" is available on iTunes for $1.29. [Cackles wildly.] More than anyone else I crack myself up and that is the most important thing, girl. I will always make me laugh.
Bob The Drag Queen in LEGALLY BLACK
Saturday, March 18th | 3pm & 8pm, 2017
"Don't judge a queen by her wig color!"
and many, many more of your SF-drag favorites…
Don't miss the World Premiere of Peaches Christ Productions' latest movie send-up, taken from the hysterical and over-the-top comedy film LEGALLY BLONDE starring Reese Witherspoon, Selma Blair, Jennifer Coolidge, Luke Wilson, and Raquel Welch! The live show will precede a screening of the 2001 film LEGALLY BLONDE.


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Children of immigrants seek math, science
A U.S. researcher has determined children of immigrants are more likely to pursue math and science as pathways to upward mobility.
The study by Vivian Tseng, a program officer with New York's William Grant Foundation, found children of immigrants are more likely to pursue math and science in college than are students from the same ethnic groups whose families have been in the United States for generations.
Additionally, the study found the pursuit of math and science is not isolated to one immigrant group, but exists for children of Latino, Afro-Caribbean and European immigrants.
"For child development researchers, this growth in immigration raises important questions about how children of immigrants are faring in school and work and how the challenges and opportunities of immigration influence how they fare," she said.
Tseng surveyed nearly 800 college students between the ages of 18 and 25 about their aspirations. She also collected data on their majors from the large, urban university they attended.
Students from immigrant families and children of immigrants were defined as those with at least one immigrant parent.
The study appears in the September/October issue of the journal Child Development.
Copyright 2006 by United Press International