The Sound of Squirrels

There is a small family of red squirrels currently living in my shop. The little babies do not show very much fear in my presence so I've been able to get decently close. However they are more than willing to yell at me if I want to go into the shed itself. They are really adorable! I am so grateful to be able to hear the sound of squirrels chittering again. When Minion used to be able to get out of the house more often he would try to kill any squirrel he could find. For a few years I couldn't hear much chittering at all. I'm so grateful the ecosystem was able to bounce back a little bit!

Inspiration From A Wall

There is an amazing Cuban restaurant in Bangor that the ex introduced me too a little bit ago. They make great food and are really good about allergies so that people with allergies can eat there- it does help that most Cuban food doesn't use gluten or nuts. The best thing about the restaurant besides the food is their wall. You are encouraged to write on their wall with your thoughts or artistic pictures and I love waiting for my food and reading the submissions. Today two specific items drew my attention. I'm sure no one is shocked that one of the items I liked was a cat....

However, this one really hit me in the feels...

How many of us have felt ourselves 'grow' away from family or others? I suspect all of us... and what about family who have passed on? I saw this and thought of my grandparents and how they are no longer around to spend time with. I miss them so much right now... it feels a bit like a physical wound that will not heal and continues to fester over time. I think of old friends who I have loved and over time we have grown apart. For some, I haven't seen them since I moved to Maine. For others, they have walked away from the relationship due to circumstances in their own lives. As I read the words I found my heart filled with emotion and my eyes filled with tears. I wonder about the person who wrote these words on the wall and what was in their heart as they shared this small piece of their soul. Lots of thoughts today...

Notes from "Walking the Bible"

I recently finished a DVD/ book set titled "Walking the Bible: A Journey by Land Through the Five Books of Moses." Taking a spiritual journey along side someone else's journey can be challenging yet it can have advantages as well. Many of us have our journeys alongside spouses and friends, children and acquaintances. Lately, my journey has been walked alone with books or acquaintance conversations and this set was really interesting because the addition of the DVD and its images helped create a more thought provoking environment for learning. The paragraphs below are notes from the book and video series. These passages really stuck with me and I have enjoyed chewing on the words more than once in the last month. Even though this was Bruce Feiler's journey, his words have changed my journey a bit as any good thoughtful religious text can. I'm happy to share the quoted paragraphs below. Please feel free to share your thoughts as well.



"Does it really matter?" "What do you mean does it matter- Oh course it matters! That’s not why we came here. We came to see the traditional place." Maybe Arbur was right- finding the ark may not be so important. What’s important was that people who told the story of Noah understood the landscape they were talking about. And the story was still alive in this place. The people who live here are still connected to it.

But now that I am here I am beginning to realize that science can’t answer all of those questions. Even if I did find a piece of Noah’s ark and even if I could prove it was 5000 years old and even if I found a piece of wood that said ‘Noah built me,’ I’m still not going to prove that God ordered Noah to build it. OK, so I get that, but still its hard to let go of that comfort of science. If I give up that, what am I looking for?

For my whole life I felt connected to the place where I was born. I was this traveler I would go out and then I would bounce back home. I was like a bungee cord. Now for the first time I felt that cord catch in another place. It’s as if I found a home I didn’t even know what I was looking for. And when I went back to the Bible I realized that the Hebrew word for Adam is ha-adam or earth. “From dust you are,” God says to Adam, “to dust you shall return.” The Bible seems to be saying with these very words that we come from these places ,were made from these places, and we carry these places along with us.

For the first time since we started, I felt a sense of contentment and peace. It wasn’t just what I was learning about the history of the Bible. The landscape itself was beginning to give me answers… answers to some internal longing I hadn’t even identified. Some journeys we choose I realize. Some journeys choose us.


What would I do in this situation? Would you do it? Would you kill for God? I don’t know. For me Abraham is unique … very special. It was an beginning for me to try and find an answer of that specific question which forced me to examine my own relationship with God. When I first started this journey on the roots of the bible, the stories and images seemed so vague in my mind. They no longer seem distant to me. They are no longer distant; by visiting these places I feel like I have entered the bible itself.

Stories are universal and have the remarkable ability thousands of years after they were first written down to become personal for each of us. My geographic adventure was turning into a very different kind of journey.

Analysis of the Article : “Neurodiversity: The Future of Special Education”

This post is an analysis of an education article titled “Neurodiversity: The Future of Special Education”. You can find a link to the original article here. The following is a thoughtful response that I wrote for a small audience and I thought I would share it here.

Special Education is a topic that is near and dear to my heart as I know several individuals and families that depend on its services to educate their children. While laws require that schools offer and fund these services to students, how they are offered and performed can vary greatly in schools; even schools in the same district can have widely varied programs available. Some schools may even choose to flout the laws requiring special education and parents are forced to start lawsuits to achieve any services as all. One thing that seems consistent in schools over the country is how special education and those students who need it are viewed: students with disabilities are seen as having problems and weaknesses and those who need special education are not as intelligent or as able as ‘normal’ students. These viewpoints with their emphasis on disability, dysfunction, and other negative connotations that go hand in hand with them can cause resignation and a negative outlook in students and families for their future prospects. Thomas Armstrong brings a fresh perspective on special education and how the perspectives and viewpoints of teachers and schools can and should change to facilitate better learning, the development of programs that support a ‘whole person’ growth, and to develop positive perspectives and momentum both in scholarship and individual growth.

In his article titled “Neurodiversity: The Future of Special Education”, Armstrong states that the ways special education programs are currently developed and understood by its practitioners needs to change in several key ways. He suggests that schools and educators recognize the neurodiversity of students as a positive trait to be honored and respected just as with other human diversity traits such as race, gender identity, religion, etc. While current programs for exceptional education tends to emphasize a student’s deficits and strengths, he believes that a new approach should be developed that emphasizes the students’ strengths (such as what currently happens for gifted or talented students.) Some formal assessments to help determine a students’ strengths are the VIA Character Strengths, Virtues, Dunn and Dunn Learning Style Assessments, and the Baron-Welsh Art Scale. Informal assessments that are currently available for educators to utilize for additional information on learning strengths is the Neurodiversity Strengths Checklist, “strength chats” as devised by Epstein (2008), and motivational interviewing. This emphasis on positive talents should then be used to build on the students’ strengths and minimize their weakest areas by utilizing workarounds to help students manage both academic and nonacademic challenges without allowing their disability to hinder them. According to Armstrong, this approach is very different than current special education services where students are taught how to live with their disability instead of working to overcome it.

Another key component of Armstrong’s suggested neurodiversity acceptance is that all students in classrooms need to be taught about the intrinsic worth of human variation and neurological diversity. By educating all students on how the human brain works, how environment shapes brain structure and function, and that all students have a capacity for learning, the expectations of everyone involved in the special education system would change. Some research studies suggest that when teachers expect positive outcomes from their students, academic results usually improve. Also, inclusion would be more effective as learning diversified students would be viewed more as assets in the classroom rather than a difficulty or burden. As a side benefit, if students are taught to respect and embrace neurodiversity, students who learn or act differently are more likely be accepted by their peer groups and less likely to be marginalized or bullied. If implemented, the author’s recommendations have a significant potential to change the way special education is understood and provided to students as well as positive implications for both individual and community development.

This article has several strengths. The author discussed traditional methods of special education and compares and contrasts these methods with his recommendations. He includes research that supports his conclusions and also addresses some of the challenges that would need to be overcome to implement them. He suggests assessments that are currently available to educators to help determine student strengths so that they can be used to facilitate a learner in knowledge attainment. He states that educators who start to utilize these methods will have positive feelings for the children they teach who have learning weaknesses and that these positive feelings will translate into strength manipulation to help students recognize and work to overcome the learning areas in which they are weak. Armstrong’s work can be used for students that have been shunted into special education to help create IEPs that truly look at the student as a whole person and not just a list of ‘things to check off.’

One weakness that the article has is the author’s use of polarity language. He uses language to discuss his thesis and special education in ways that is inherently divisive. His recommendations are littered with language that radiates positivity: growth mindset, nuance, creating, thrive, transformation, assets, etc. However, the language used to describe the current system is very different: deficit, disorder, dysfunction, negative connotations, insular, remediation, burdens, etc. I do not disagree necessarily with his word choices as they do allow him to discuss his research with readers and work to motivate educators into implementing his stated program. However, I worry that the language used may turn off some of the very people that are needed to implement the changes suggested. Another weakness is that the author doesn’t address funding needs to implement his changes. Armstrong acknowledges that both educators and parents may fear the process of funding special education for children if disabilities are viewed more positively- it is the use of terms such as disability and dysfunction that make that funding currently available. If his recommendations are put into normal usage, would the funding dry up? I think that it is quite understandable to worry about this aspect as, even with protections for funding that are required by law, these regulations are still held in contempt by some schools and school districts. Armstrong suggests a way to protect current funding under the system by continuing to use the traditional methods of determining disability and dysfunction that will open the door to special education services. Educators would then try to discard the ‘disability mindset’ after initial diagnosis and use the recommendations stated above to motivate and teach their students. However, Armstrong does not suggest how to get the funding to utilize his recommendations in the classroom. He recognizes the financial problems that are conceivable if special education funding becomes restricted, but he doesn’t offer any ideas as to how to use that funding for development of similar programing in schools. At one point in the article, Armstrong gives suggestions for educators to utilize his research; schools in specified districts working together to integrate his research, promoting school wide ‘fairs’ for students on neurodiversity, and hiring a neurodiversity coordinator to help monitor the changes put into place. Where is the funding for these extra services going to be found? Will it take away services that are already in place for students? Will funding for a coordination for a school district make funding dry up for special education teachers in different schools in the district? It is really hard to know and the author has not addressed that at all.

As stated above, I would really like to understand how this research can be funded and put into common usage. As a mother of a child with a few learning disorders, I see a potential benefit for using Armstrong’s research for changing the way that school deal with and teach individuals with disabilities. As neurotypical students also have many different ways of learning, it seems correct to believe that all students may need some help for success in the classroom. As such, it seems reasonable that educators who recognize the differences between a “disability paradigm” and a “diversity paradigm” would be able to quickly modify the ways that they provide services to their students. I would like to have a better understanding of how best to help ‘change perspectives’, both in educators and parents to see a more positive yet realistic outcome for their children. I would also like to know exactly how accessible the student strengths assessments are to educators and whether there are fees or other hurdles to ease of use. As the most clear cut assessment mentioned- the Neurodiversity Strengths checklist- was developed by the author, I would want to understand what financial benefits he might enjoy from this product. (This could also be seen as another weakness in the article as it might be more of a sales pitch depending on what benefits the author stands to gain.) Also, Armstrong mentioned some ways of modifying lessons to help students with learning differences achieve better results from their students. However, every modification he mentioned suggests to me that the students he is thinking of would have two specific traits; at least normal intelligence as defined by current special education assessments and their education would be provided by a decently funded educational system. I would be curious to see what modifications that he would recommended for individuals of less than normal intelligence scores (forms of mental retardation) or for individuals who attend schools with significant funding issues that can’t afford to purchase specialized software, virtual reality applications, etc. I could not tell if Armstrong had studied the ramifications of working with students who display significant physical, mental, or learning challenges when developing his views and conducting his research as this information was not mentioned. I would really like to know how his theories work and can be used across the whole spectrum of students and not just a majority.

I can see several ways that Armstrong’s research can be used in practical settings in schools. For schools districts and educators that are able to see their students from the perspective of student strengths over weakness, teaching and inclusion could become more specific for each student- even in larger classes. Currently, inclusion of special education students in mainstream classrooms can make teachers feel overwhelmed and they can view these students as a distraction or encumbrance to themselves and the others students. Any perspective that helps teachers to see the good in the children they teach and give them a desire to help all students perform at their best regardless of ability is an essential part of true classroom inclusion. As Armstrong mentioned in this article, when teachers view particular students negatively, other students may develop the same attitude towards those students. This can lead to bullying, ostracizing, and other negative consequences towards special education students which can create an unsafe school situation for all participants.

One way that this research can be applied is to provide a more specific emphasis in equality in the school environment. By helping students to learn with the strengths that they have, it should create an environment that doesn’t stratify as easily among financial and perceived intellectual lines. I suspect there will always be some form of social class functionality in a school- there will always be a student who is always last to be picked for team sports for example- but helping to minimize those aspects in classrooms by creating more equal opportunities for learning should be very helpful for helping students to prepare for their future. Teachers who are able to take the time to understand both the weaknesses and strengths of the children that they teach can take that knowledge into the mainstream classroom to create an inclusive learning environment that holds realistic and high standards for all student participants. These actions as performed by teachers conform to the recommended guidelines in the InTASC Model Core Teaching Standards; specifically, Standard #2 titled Learning Differences.

I also think that teachers that encourage students to utilize learning by tapping into their strengths are teachers that affected students will work harder to achieve for. At the beginning of this class, almost all learners mentioned a specific teacher that made a difference in their lives and all of those teachers had one thing in common. That commonality was that each student felt the teacher’s sincere desire and support for the student’s educational growth . When each of us feel cared for and developed a strong bond with that teacher, we worked harder and achieved more because our success was no longer just for us, but also to cement the relationship that had been previously created between teacher and pupil. Not all teachers feel inspired or have any desire to develop that kind of deep relationship with their students, but all anecdotal evidence provided in class suggests that teachers who create positive circles of communications and a unique relationship with each student do create significant knowledge growth and more positive outlooks for these students. I suspect that teachers who are willing and desire to create these tight bonds with students will also desire to provide the student what they need to succeed. If so, that extra time or service will not feel so strongly like a burden to be endured, but a challenge to overcome; a slight difference in viewpoint, but one ripe with better outcomes.

I found myself very interested in Amstrong’s research and I am happy that my library search brought it to light. I thought the article well written and provided many opportunities for thought and opportunities for more research. I can think of several ways that this information could be utilized in a classroom and I hope that these particular recommendations are incorporated into the traditional special education programs that are currently functioning in schools locally and across the country. I would be interested in seeing how these techniques work in the typical classroom and within the resources currently available to rural schools. I look forward to more research to suggest whether this program is optimal for most students.

Any thoughts on both the articles and it's topic? An experience that you wish to share? I'm eager to hear if anyone has first hand experiences with this program and it's implementation....

To Copy an Artist- My Take on Kenneth Callahan's "Crow"

A few years ago now- I can't believe its been so long- I went up to Washington to visit with a friend. One of the things I really wanted to do was explore a museum- I haven't gone to one in ages and I also needed to pick a piece of artwork to try and imitate or copy. I looked at so many pieces that I loved and took lots of pictures, but I finally settled on a specific piece by Kenneth Callahan. The piece was a simple picture of a crow, but I will admit it captivated me. The first image is my reproduction of his work - not bad, but clearly not as good.

Here is a photo of the original artwork created by Kenneth Callahan hanging up in the Tacoma Art Museum

Mina Snuggles

I rarely sleep on the couch for many reasons. It is fairly uncomfortable, I tend to feel cold, and as the couch is a major cat stampeding ground I can find myself waking up feeling like a soft mountain being pummeled by the rush of feet and purring... the sound of the pounding of the feet echoing in my ears for minutes afterwards mainly because the stamping tends to continue. The full extent of the stampede tends to start in the kitchen then up the counter onto the stove, then the kitchen table, then the island... then down to the floor and onto the couch, then down the couch and onto the television and a leap to the top of the treadmill with a last drop to the plant table... and then back to the kitchen to start the circuit again. As you can imagine, that kind of behavior is not conducive to sleep. Actually, it is not conducive to doing homework either when you are trying to type as Salem leaps up onto the table leading the others running right over my keyboard. Sometimes their toes rip off keys and my colorful language after some of these episodes is loud and contains lots of sighs and stomping.

But last night I had friends over and, as I had loaned them my bed, the couch had my name on it. And as I settled in, Mina jumped up and squashed herself in between me and the back of the couch. She is a funny cat. She is very hesitant and reticent during the day- many of my good friends who come over often have rarely caught even a glimpse of her. But as soon as the sun is low enough in the sky that dusk has settled she allows herself to wander within eyesight and fairly close to me. And when it is dark and only vampires are up and moving, Mina is at her ease and ready to cuddle, play and purr. She doesn't like to hang out on the bed much though as there are already a few cats stretched out on it every evening. So it felt wonderful to have her come up and squeeze herself in such a small space and quite touching that she would reach out a paw if I started to move or adjust myself to communicate that keeping me close was her fondest wish. That was wonderful and it was with a light heart that I was able to try and fall asleep again after every stampede... for she would reach over and push me down reminding me that my job was to sleep and hold her. A small gift last night. :)

A Conversation that I never Thought I Would Have.....

Sometimes my son can make me laugh so hard. Boo is such an amazing person with such a creative mind! This conversation is definitely one I never expected to have.....

Me - 'Please stop- we need to be polite.'

Boo - 'Sigh...'

Me - 'Do you know what polite means?'

Boo - 'No touching other people's bums.'

I can't argue with that... ;)

Today...

Things are going pretty well for me right now. I am so much to be grateful for and I love having the last few days of some rest with family. Bug is so tall and I enjoy spending my weekends with him laughing, cooking and just enjoying him grow. I'm looking forward... hoping for a much better year than the last for me and for so many others. Let's see what's in store for all of us. :)

"Love At Home"- A Song in Pictures :)

Today is sunny and, while not warm, it is so beautiful. The cats are looking longingly out the windows and sleeping in the beams of sun that are streaming through the windows. So for fun, and because so many of my posts have been so serious lately- analysis and school work and I thought some of my readers might like something a bit more restful on this Sabbath day, here are the lyrics to 'Love at Home'... as symbolized by my pets. :)

There is beauty all around,
When there’s love at home;
There is joy in every sound,
When there’s love at home.
Peace and plenty here abide,
Smiling fair on every side;
Time doth softly, sweetly glide,
When there’s love at home.

Refrain
Love at home, love at home;
Time doth softly, sweetly glide,
When there’s love at home.

Kindly heaven smiles above,
When there’s love at home;
All the earth is fill’d with love,
When there’s love at home.
Sweeter sings the brooklet by,
Brighter beams the azure sky;
O, there’s One who smiles on high
When there’s love at home.

Jesus, make me wholly Thine,
Then there’s love at home;
May Thy sacrifice be mine,
Then there’s love at home.
Safely from all harm I’ll rest,
With no sinful care distress’d,
Thro’ Thy tender mercy blessed,
When there’s love at home.

A Snuggly Friend...

Someone is too cute.....

A Peaceful Evening

Bear is so snuggly tonight... I love lap kitties!

The International Committee of the Red Cross and Neutrality

One thing that I looked at this semester was the ICRC (International Committee of the Red Cross)and the idea and guide they follow of neutrality. I found myself thinking about neutrality and truly being impartial and whether it is possible. After researching this for a few days, I have decided that the International Committee of the Red Cross but remain neutral… and can’t actually do so… and are not seen as neutral in areas where it counts… and therefore should either reclaim its neutrality or ‘let it go’. Some people will not agree with the statements that I made previously so I would like to take this opportunity to explain what my thoughts are on this subject.

The ICRC was ‘started’ in 1876 as a loose organization work towards helping people in need- whether from natural disasters, wars, etc…Part of the original creed was to be neutral and to give help that was not dependent on political, religious or ideological acts or purposes. To provide humanitarian help while remaining neutral allows the Red Cross to be able to get into places more safely then they could otherwise and they can help anyone and not have to worry about who is guilty or who is innocent or whether the war is just or not. That is a great and wonderful mission. With that kind of reputation and example and being able to see how the Red Cross can get into prisons that no one else can get into and war fields and towns under assault and create ‘safe areas’ and help anyone. I guess the problem I see is that I do not feel like as an organization it can ever be fully neutral nor be seen as such.

Any organization, even a non- profit has goals and needs money and volunteers/ employees to accomplish them. So this organization depends on donations and as it is a large organization…. It requires a lot! The 2010 budget for the ICRC is thought to be around 1156 million Swiss francs which comes from voluntary donations from individuals or organizations during annual appeals or emergency appeals for specific situations. However, most of that money doesn’t come from individual donors- over three fourths of their budget comes from governments or states including the US and Canada. It’s not that far a stretch to recognize that these large donors can restrict some ways that their funds are used according to their own political, religious or ideological visions. There is evidence that this happens as US aid is not able to be used to perform abortions no matter the circumstances the woman is in or her life and other countries have placed those same restrictions as well. (As recently as 2013, the United Kingdom removed this restriction from their funding. It is estimated that around 16% of their donations are tightly limited in how and where the funds can be used. So understanding that aid has ‘strings’ to it is a recognition that the organization can only be as neutral as its donations allow it to be. Also, recognizing that the aid is being paid for with donations from countries that are actively encouraging foreign intervention in your country or even actively engaged in war… well, how can that really be seen as neutral? We also need to recognize that this organization is run by human beings who will come with their own biases, prejudices and may not always recognize them. Lastly, the ICRC is and has always been run by people in Switzerland. I am not saying that is a problem, but it doesn’t suggest true international participation or understanding if the hierarchy is also chosen and kept in one country. In fact, it suggests a bias because the country itself gains from the reputation of the organization and the money that pours in helping its economy, its citizens etc… Another example is that ICRC has created a corporate ‘arm’ (Corporate Support Group) which was developed and consists of businessmen and companies both in Switzerland and foreign states to promote economic well-being around the world and to give the organization private sector support. They do restrict members to individuals or organizations that are of “good ethical standing and membership {and} will therefore be restricted to a limited circle of companies whose activities are compatible with the ICRC’s principles and mandate.” It is not difficult for people to look at this arm of the organization and see that it has a bias. Yes, the ICRC wants members that are ethical and in ‘good standing’… however, the public sector always has a bias and that view will not always be swallowed up into best practices. Profit, the business's needs and mission, all those will potential influence where their donations they give are spent and how. Hence, even in neutrality, it is difficult to find a way to be impartial.

I guess I do not see that the International Committee of the Red Cross is still perceived as ‘neutral’ as it is trying to say it is. There is evidence that other groups do not see them as neutral or impartial that can be seen when we look at physical attacks on their buildings such as the attack on the ICRC headquarters in Bagdad in 2003 and the attack on their headquarters in Panjshir Valley, Afghanistan in 2013. There are complaints by other NGO’s that have most of the same goals and the Red Cross doesn’t actively work well with them. It suggests that all of these groups including the Red Cross are more worried about their group and its wants/ needs than the people they are serving. Some writers suggest that aid groups actually help further war, make it more likely for violence to happen, and keep it going longer than actually countering and stopping it. That seems counter-intuitive at best, and hypocritical and anti-humanitarian at worst.

So I go back to my original thoughts. I think the organization should remain neutral by reclaiming their neutrality or they need to let it go and be like a lot of the NGO’s that they do not believe are neutral. I think that opening up the hierarchy to people from other countries, amputating their corporate arm and making it totally separate and unrelated, being willing and working towards a most positive relationship with other groups and not accepting funds for their ‘neutral’ agency that have restrictions on them. In fact, I bet that funds might be less likely to be restricted by some countries if the information got out that the funds were only offered with strings attached... as people would then know and be more motivated to work on changing that. Those are my thoughts…

pictures from: http://en.wikipedia.org/wiki/International_Committee_of_the_Red_Cross, http://archive.constantcontact.com/fs013/1102236947549/archive/1102881847169.html, http://www.theguardian.com/world/2013/may/29/red-cross-afghanistan-suicide-bombers

Journey Forth #6 : The Accidental Relationship between Gluten and Casein

When I was first diagnosed with celiac disease and started to research the disorder but also the foods that were available, I ran across many people who started pushing me towards a gluten free-casein free diet not only for myself but for Bug as well- we both have the disease and I think he can thank my genes for that ;) I was skeptical and I am still a bit questioning about some theories behind the diet. This particular diet is recommended for many people with celiac disease and other food allergies and it has become one of the diets of choice for individuals with autism and other developmental disorders and is sometimes recommended for people with mental health disorders such as schizophrenia. So I'll cover the basics of both. (Can I stress that I am wading into territory that is not firmly entrenched in science or statistics yet.)

The basics of this diet are that the individual not only avoids gluten but also all foods that contain the dairy protein. Some need to do this due to a true allergy and some people report that they have reactions that are similar to gluten intolerance when consuming the dairy protein. This protein can be found in butter, cheese, cream and milk, as well as yogurt and countless other products including chocolate, lunch meat or other prepared meat products and other non-dairy products. Symptoms of a true milk allergy are very similar to gluten intolerance as well as wheat allergy and celiac disease so trying to separate out the allergies and sensitivities can be pretty rough and time consuming. The most common symptoms may include; multiple skin reactions, anaphylaxis, multiple digestive complaints (including diarrhea, vomiting, and pain), multiple reactions in the lungs (coughing, sneezing, shortness of breath or wheezing), migraines, irritability, hyperactivity and other personality changes, insomnia, fatigue, depression and anxiety... to start the list. ;) If the challenge of eliminating gluten from the diet seems to be formidable, adding the need for casein removal can make the challenge seem like a herculean task.

There are a few reasons put forward for the similarities in symptoms and the immune reactions in the body between ingestion of gluten and casein. All three have been and are currently under study by researchers.

Casein is one of the most common food allergies and some studies suggest that as much as thirty percent of the general population have elevated amounts of the antibodies in their blood.

Casein has a similar molecular structure to gluten and they both create similar metabolic byproducts from their breakdown and digestion.

The enzyme that is needed to digest dairy is found in the brush borders and the tips of the villi in the small intestine... which is the first area that is damaged in gluten consumption for those individuals who are susceptible. With the necessary enzymes being in low numbers or decimated, the digestive process fails until healing and enzyme re-population has commenced... in some cases, a year after a gluten exposure.

For many parents of children with mental health disorders or developmental delays such as autism, this diet is not seen as a “diet” per se, but as a necessity and way of life. The changes in both behavior as well as mentation have been pretty well documented in self reporting and other unofficial forums. From personal experience, I feel a lot more in 'control' of my mind when I haven't had gluten- celiac aside. These experiences as well as watching and learning from friends and parents who have navigated these particular waters, I have found a great deal of confirmation in my mind that there is a great deal of positive evidence for recommendation of this particular diet for people with specific diagnoses or conditions. So even as I stress that the scientific evidence isn't there yet, I feel like I would be remiss if I hadn’t taken the time to discuss it. Whether the problems are due to the body's confusion of the proteins, lack or appropriate digestive enzymes or even another allergy... the problems are very real and need to be dealt with by individual sufferers on a daily basis.

What are your thoughts? Do you personally have experiences with this diet and individuals who use it? Please share if you are willing to...! :)

2014 Poetry Corner # 9 - "Love" (a haiku)

To find and keep love
takes effort, patience and more
yet nourishes souls

Bedtime for Mina and Bear

Time for bed... Goodnight from Mina and Bear! :)

An Unexpected Smile ... :)

So, another thing that I have totally been able to enjoy this winter came to me through a fluke and through the generosity (or laziness, I'm not sure which) of the previous tenant in my cabin. When he left, he didn't take quite a few pieces of furniture with him including a couch and a large barbeque grill – he also left a bobcat head skin too. :/ The couch was removed in pieces with the help of some good friends and placed in my front yard for future removal and I left the barbeque grill sitting outside right next to my porch. I have been concentrating more about getting moved in and settled than I have been worrying about my lawn or outdoor aesthetics.

One thing I have learned from living in the woods over the last decade is that nature doesn’t waste and many animals can adapt to our presence in their space and environment. And so a few weeks after I moved in, I opened the top lid of the barbeque grill to find not only what was left of the bobcat head, but what at first glance looked like the head itself had exploded outward. For the first few seconds, it looked like a brain that had curdled and in the taunt pressure of a sealed container that finally gives up under the insistence of the need for relief... white and cream and fluff and wet. After two quick blinks, I realized that what I was actually seeing was cotton stuffing from the couch I had so callously thrown into the front yard. That cotton batting along with the cat pelt had been shaped into an oval like ball... a warm and snug home. And as I watched, I discovered the occupants.

Within a few seconds, two mice peaked out of their nest (the eye holes in the pelt were their doors. :O ) and after a brief thought, I quickly walked away after shutting the lid. As it was getting cold, I didn’t want the mice to feel like they had to move and find a new place to live. I felt like I had been given an expected gift... one that I knew was there, but I couldn’t focus on too much... a quiet joy that I could hold close to my heart. Over the last month I have checked on them about once a week and have even made them a few small meals. It has been really fun! It's such a blessing to see: two small animals trying to survive in the world and being chased out of the house on the eve of winter. They quickly made plans and decide on a safe new place. And over a few days, they work- each one moving from the grill to the couch and ripping pieces of its stuffing into chunks and then hauling them back to the grill... having to climb up wood walls but also leap to the chimney to actually get back into the grill. Over time, they still seem comfortable and I know longer see the gruesome image that I originally saw when I opened the lid. Bug likes to look in on his visits and the mice look healthy and in good cheer. Sometimes its the small, unexpected things that not only give us a smile, but keep it on our face. And these two small creatures are doing that for me. I see their survival as a talisman against the cold and the darkness that comes this time of year. So, smile. For the Father even watches over the mice in his fields... so he watches over us!

Sexual Assault and Rape : The Differences Between Perception and Culture

I was challenged to look at both the ideas of rape and sexual assault and what the differences between these two horrible acts might be. At the time, I felt like there can be many differences that would also depend on the environment and mentality of the perpetrator. So here are my thoughts on the issue after my research this week.

Sexual assault can be generally defined as unwanted or inappropriate contact towards anther person that is seen or regarded as sexual in nature. Rape is a form of sexual assault in which a person forcibly or without permission penetrates the victim's body with anything; whether its parts of their body, other objects whether small or large, etc.... and it is still considered rape if the penetration is without consent to any opening of the body...even those that are not necessarily considered sexual orifices. So a person can be sexually assaulted, but not raped in some cases (physically, that is)... but a person who has been raped has also been sexually assaulted. With few exceptions, sexual assault and rape are usually crimes against women and tend to be based on power and dominance instead of love or perceived sexual needs. These behaviors are acts of violence, not acts of equality or caring. While these definitions are easy to understand, they do not also tend to convey the emotional or mental violence that is also inflicted when the physical crime is perpetrated. For many, just the act of reporting the crime or talking about it causes them to feel the 'act' again even though they are safe in the present time. Other challenges that come with the sexual assault/ rape for the victim is dealing with the emotions from the perpetrator that are expressed.

When thought about in these terms and also understanding the general patriarchy of most societies in the world, we can easily see how sexual assault and rape can be used not only to hurt one person but as weapon to cause harm to many people and even a community or society at large. In war, the raping of women is an act that not only causes harm to the victim, but is also an act of revenge and defiance against her husband, her 'protector, her community... and even of her culture and race. While there is much disagreement and debate about Thomas Jefferson and Sally Hemings, his black slave / mistress and whether she could or could not consent in their sexual relationship, few will argue that Mr. Jefferson was in a position of power over her and her family which could limit how much she really was able to consent to their relationship. And few would be willing to disagree with the idea that Mrs. Hemings was picked because she was black and the relationship most likely wouldn't have happened at all if she had been a purely white female. Other ways that rape is used against a culture/race is to attempt to change it genetically- if many of the men are killed and the women are raped or forced into longer term relationships with their assailants, the children born of such unions are usually

considered members of the dominant group and not part of the culture of the child's mother. It is easy to see looking at the past history of many groups of people how this tactic has been successfully used to not only change, but also decimate communities and cultures. (And on an amusing and side note.... isn't it interesting about the use of pure-blood and mud-blood in the Harry Potter books to denote positive or negative connotations... and these were on consensual births! Something to think about in relation to how each of us looks at those of mixed race heritage or bi-racial couples. :) Finally, one of the best ways to defeat your enemy isn't just to kill them, but to truly win you must also demoralize them and mentally defeat them.... to convince them that they are worthless or have lost something that can not be reattained. And that is what makes rape so effective a weapon in so many instances.

There is another way to look at sexual assault and rape and that is through the lens of the culture, society and the people living in it. The definitions I have given for the most part belong to the culture I live in: a first world country. There are some ways these definitions change when we look at the way other societies perceive women as well as girls and even marriage. In some cultures, girls are married at very young ages and that is not only culturally acceptable but encouraged and facilitated by the child's parents. In this country, we have made it very challenging for any female under eighteen to get married – even if they want to! In some areas of the world, girls are married between the ages of 10-12 on average... and sometimes as young as eight! These girls have not chosen this marriage and it is usually facilitated by the girls parents to a man at usually at least a decade older than the young girl. (In September, an article came out about the death of an eight year old girl named Rawan who had died due to internal bleeding caused by the consummation of her marriage to her much older husband. This marriage took place in Yemen). To myself and I suspect for many people I know, this act would be considered rape- whether the young lady had died or not. In this culture, the relationship was acceptable and not considered rape... or could be described as 'tolerable rape' (a rape that is culturally acceptable and sanctioned.) In my culture sitting alone with a man on a park bench is acceptable and even encouraged to get to know each other... in others, that can be considered sexual compromising and the young lady is 'ruined'. It really does have a lot to do with the society in which you live.

What are your thoughts on any of the issues that I brought up in this post? Do you have differing views on how culture defines sexual assault?

The Face of Fear

Something terrible happened today... and as the day goes on, it feels more awful. I am not a large person. I am quite thin, not terribly tall... adjectives used to describe me tend to be synonymous with small, or scrawny. I tend to think of myself as a small person... rather insignificant in this world and I tend to think of myself as in some ways non existent in the lives and the world around me. If I think of myself at all and my affects on others, I tend to think of myself in either positive or neutral terms. I know that I make mistakes and I know that in many ways I am not a strong or a wonderful person, but I know that I try and I truly want to love everyone... even those whom have caused me the greatest harm. I am not strong enough to not feel the pain they have caused or to pretend that it hasn't happened... especially when my life has been so drastically altered. I do not feel like I really recognize my life anymore. I am not sure that I even recognize myself. I wish for much, but all who see and feel these hard times in their lives wish for something else. But it is not for me to decide. All I can decide is what to do with the time that I have been given. And what happened today was awful.

It doesn't sound like much. It doesn't actually really sound awful. But when I was out today a woman saw me. And her response was fear. Even in a public place, she feared me and my reaction to her presence. After a few minutes, she gathered enough courage to scuttle like a bug across the parking lot to the store... her discomfort and fear evident in her movements and posture. I have been told that I am vindictive and that my anger is terrible. I have also been told that this person feels she has done nothing wrong and has had no part of my current pain. She has severed her relationship with me and appears to have been successful in taking everything of value that I possess... So why does she fear me? I do not believe I am vindictive. I have accepted so much more pain in an attempt to spare her family and to spare others from the choices that were made. I feel like I have suffered so much more in an attempt to protect and to give homage and respect to our past relationship. But I think I am truly saddened and humbled to see this. I take no pleasure... only pain and grief that no matter how positive my actions, one of Heavenly Father's children feels so much fear. I don't think I have anything left to give and what I have given hasn't been accepted or worked really.

I just feel so tired of the struggle. It is starting to feel too hard and too long... but I am grateful. I think that I am starting to see light in the journey forward. May God bless us all... that his children feel less fear. For faith cannot live in fear. There is too much fear in this world. I pray that someday I will not hear of someone in fear of me. Even though I think the fear is not justified, I pray that it diminishes and is conquered. I know of nothing else at this point that can rid all of us of this horrible fear. Maybe as a new year comes, fear can diminish as well. I pray for this to come to pass. I do not want another day like today.

How Well Do You Know Yourself?

In one of my classes, we were given this quiz from the book "True North". It was a really interesting quiz and the rules are that you take the quiz yourself... and then give a few copies to trusted friends or family and ask them to rate you. (Remember, you can't get angry at them if they don't answer the way you want to! This is to help you grow :) I have put the quiz here so that you may try it!


Rate yourself from 1 to 10 – with 10 being very, 5 being moderately and 1 being barely

How self confident are you?

How aware are you of your moods and emotions?

How effective are you in regulating your moods to minimize their impact on other people?

When confronted with situations that are displeasing to you, how well do you take the time to think clearly about them before responding or reacting?

When you receive critical feedback from others, how well are you able to take in the feedback and respond in a constructive manner without acting defensively?

How well do you understand the emotional makeup of others and their needs?

How sensitive are you in relating to other's needs and helping them?

How skillful are you in building lasting relationships?

How well do you network with others and create networks of people with common interests?

How effective are you in leading teams?

Do others follow your lead voluntarily?

How persuasive are you in convincing others of your mutual interests?

How do your answers compare to the answers from your family/friends? Is there something that you would change about yourself? What are your thoughts?

Advice for Preparing and Collecting Interviews for Genealogy/ Family History

I read an article recently on history that I wanted to review for a larger audience. I thought that it was really important information to have available for someone searching for it. So here is a good summary.

The article that I am reviewing was written by Linda Shopes. One of the first things she discusses is the fact that the terms 'family history' and 'genealogy' are not always interchangeable even though they are used interchangeably in most societies. The term genealogy is defined as the 'reconstruction of a person's lineage through use of written records'. Family history, however, has a much more inclusive definition and can include genealogy- but also oral history, pictures, historical significance, etc... And there are many benefits to the use of oral history in the work of the 'family historian'. These can include, but are not limited to:

1. The discoveries in this work can enhance the historian's sense of identity and can help them gain perspective on their own life and give the historian's life more context and meaning.

2. The family members who participate in the interview process may find preparing for the interview and the interview themselves rewarding. Recalling life experiences and sharing them with others who show true interest can be not only rewarding, but give a sense of accomplishment and giving to the interviewee.

3. Gathering these records can be an impetus for developing and deepening family relationships for the historian as well as other family members... and the records themselves can help open relationships and appreciation for other family members that other members may know little about.

Another benefit that can be found by the general historical community is that if the family historian prepares these records and does the research to place the individuals in their historical contexts, not only are they more interesting, but they can provide information for the general historian about times and situations of which there may be very little or only misleading information available to study.

So it is important to carefully prepare for doing oral interviews. It is important to have the basic data for the family members that you are going to discuss and talk to. Then you should take that basic info and do some research on the historical and social times in the life of that person. Some places to begin for looking for family information are: the family bible, misc family papers such as tax forms, material objects, and also public documents such as -birth, marriage, census, wills, etc... One reason for doing the research ahead of time is to save time in the interview and spend the time on getting answers and recollections that you do not know or to get more information that you can only get in the interview process. By having some information you might be able to help stimulate recollections and its the next step to understanding individual lives in their relationships and social circumstances. It will also help make the historical setting and involvement more clear.

It is also very important to make sure you have a precise focus... and the focus that you choose can cover three specific areas. The first is the impact of major historical events and trends during the person's life. The second is technical developments and how they have changed the world around the person and that individual's life. The last is the various relationships of various aspects of social life- work, religion, community, family, class status, structure and dynamics of their life. This can also include family stories, traditions, customs, and beliefs.

You should also start with the family members that you feel most comfortable with and are willing to be interviewed... and as these interviews are successful, you are very likely to get more positive responses from more reticent family members- although older family members should be put at the top of the interview list for obvious reasons.

So when preparing for your interview, think about how to encourage extensive and thoughtful recall. Explore possible topics for the interviewee before the interview. You should encourage a mood of expansiveness and ask open ended questions. If necessary, you can ask follow up questions to bring the interviewee back to the discussed topic and always guide and encourage, but do not intrude and do not comment positively or negatively- try to be impartial. Each topic should be explored as completely as possible before moving on to another topic. You as the interviewer should be in a relaxed body posture, develop a good rapport with your subject, use nods and smiles and use clarifications and examples can be used after the question has been answered. Make sure that pauses are not interrupted by more questions; make sure the question is fully answered. Interviews should be in comfortable, informal settings with no background noise and the interviews should be slowly ended- not abruptly closes. A few closing questions with small talk for a few minutes and thanks is the recommended ending. And no interview should last more than a maximum of two hours- the interview will become more tiring and not productive.

You can also use a group to record oral history. A family group can be very enjoyable and valuable to the participants involved as well as the historian. It can provide more information as individual group members provoke responses and trigger memories in other members. A group interview can also highlight patterns of interaction among members and highlight the similarities and differences between the members.

In conclusion, Ms. Shopes had some words of caution. It is important to understand that some family members will be uncomfortable talking about personal things and will have little enthusiasm for your interview. Some will be unwilling to talk about personal things and will refuse outright. Others may have difficulty getting past the feelings of past embarrassment, pain such as deaths, etc... that they will have difficulty expressing or feel that they cannot do so. And some others will use this interview to try and sway the interviewer to 'their' side of a family quarrel or may only present the 'good' side of the information. The author reminds us - “Oral testimony, like any other historical source, needs to be evaluated both for its factual accuracy and for what it reveals about the attitudes and values of the interviewee.”

After the interview, it is important that the historian uses a good form of organization that allows for easy access of the information to others. Careful filing of pertinent information under the individual's name as well as good transcriptions are key. It is also an idea to make the transcripts available to other family members... and if possible to your local historical society or library for other researcher to use in their research efforts. The author does however advise that any family history that leaves the 'hands' of the family should be kept in a way that permission must be granted to use or view the information.

I enjoyed writing this summary and I hope it is helpful to someone searching for information about preparing family history. :)