My Name is Pride, I Am a Cheater: By Beth Moore

My Name is Pride,

I am a Cheater

I cheat you on your God given destiny....because

you demand your own way.

I cheat you of contentment...because you

"deserve better than this."

I cheat you of knowledge...because you already

know it all.

I cheat you of holiness...because you refuse to

admit when your wrong.

I cheat you of vision...because you would rather look

in the mirror than out the window.

I cheat you of genuine friendship...because

nobody is going to know the real you.

I cheat you of love...because real romance

demands sacrifice.

I cheat you of greatness in heaven...because you

refuse to wash another's feet on earth.

I cheat you of God's glory...because I convince

you to seek your own.

My name is Pride, I am a cheater.

You like me because you think I'm always looking

out for you. Untrue.

I'm looking to make a fool of you,

God has so much for you, I admit, but don't worry...

If you stick with me

You'll never know.

Geography terms

Geography Terms to keep track of

Altitude—

Archipelago—

Arm—

Atoll—

Bank—

Basin—

Bay—

Bayou—

Beach

Bog

Branch

Breakers

Brink

Brook

Butte

Canal

Canyon

Cap

Cave

Cavern

Channel

Chasm

Cinder cone

Cliff

Coast

Continent

Continental shelf

Country

Cove

Crag

Crater

Creek

Cultivated land

Current

Dale

Dam

Dell

Delta

Desert

Dike

Divide

Downstream

Drainage basin

Dune

Earth

Elevation

Estuary

Fall line (fault line?)

Field

Fyord

Foothill

Ford

Forest

Glacier

Glen

Gorge

Grove

Gulch

Gulf

Harbor

Headland

Hill

Horizon

Iceberg

Inlet

Irrigated land

Island

Isthmus

Junction

Keys

Knob

Knoll

Lagoon

Lake

Land

Latitude

Ledge

Left bank

Levee

Locks

Longitude

Marsh

Meadow

Mesa

Mine

Moor

Mountain

Mountain chain

Mountain range

Mouth

Natural resources

Oasis

Ocean

Pass

Pasture

Peak

Peninsula

Piedmont

Pier

Plain

Plateau

Point

Pond

Pool

Prairie

Precipice

Rapids

Reef

Reservoir

Ridge

Right bank

River

River source

River mouth

Sandbar

Savannah

Sea

Sea level

Sea port

Shoal

Shore

Shoreline

Slope

Snowline

Soil

Sound

Spit

Steppe

Strait

Stream

Summit

Swamp

Tableland

Terrace

Tide

Timber

Timber line

Topography

Tributary

Tundra

Tunnel

Upstream

Vale

Valley

Vegetation

Volcano

Waterfall

Watershed

Waves

Wharf

Whirlpool

Woods

RESTORE MY VISION--eye exercises and food suggestions

RESTORE MY VISION

Tuesday, January 20, 2015

9:17 PM

• Meds that affect vision--practically everything but nothing we use. However, pupil dilation meds affect your eyes badly.
• Vitamins--High dosages of A create pressure on eyes
• Issues with eyeglasses pg 54-59
• Explanation of lasik and eye surgeries: 59-64
• Bates method of natural eyesight correction 65-
• Based on eye relaxation techniques--pg 70 review of this
• Central fixation: on one word with all else going blurry, then on one letter...move down the line to other letters and spaces
• Shifting: while blinking a lot shift eyes rapidly between close and far objects
• Sunning: close eyes and point toward sun, then shift away and open eyes for several seconds; helps deal with light sensitivity.
• Relaxation: close eye until total blackness, no gray or yellow

• Other: breathing in slow deep breaths--eyes closed, sit on floor, breath in through nose slowly and out through mouth pushing on lungs to get air out. Rest and repeat for 3 min. Open eyes slowly and let them adjust but don't focus on any one thing.
• Pray and ask for vision. Be positive (not into self help statements)
• Palming: in an area where you can have dim light that can be increased gradually, cover eyes gently with hands while resting elbows on table. Pray and let yourself relax...for 20-30 seconds, open eyes slowly for 5 seconds and gradually brighten lights. Do this at least once a day or when your eyes are strained.
• Figure 8's:  lie down with knees bent. Focus about 15 feet in front of you and let eyes draw 8's one way, then another.  Focus on relaxing jaw. Blink often and breathe slowly.
• Scanning:  practice letting eyes roam the room without fixing on any one thing...sit/stand/lie.   Train a new habit and make it permanent to scan and not fix eyes on any one thing.
• Blinking:  practice blinking every 4 seconds for 2-3 minutes...every hour.  Check and have someone count when you aren't paying attention. The goal is 10-15x per minute. If not, continue working till your retrain the habit.
• DON't blink more than once every three seconds or it's detrimental.
• Figure 8--infinity symbol on wall 10 feet away. (or imagine). Trace it slowly, not speeding up in the middle for one minute at a time reversing the way you go for a total of 6 min.
• Switching focus:  have an object (or finger) at arms length and one 10-20 feet away. Breath slowly and fully and focus on one object for 5 seconds and transfer to the other for 5 seconds. Do this for 3 minutes several times a day.
• Tracing: choose a 3 d object (stool) and trace it continually, not jerking eyes.  Can transfer to several different objects. Blink often, breathe.
• Peripheral vision: sit 5 feet from a blank wall, up straight. Breath and slowly let your eyes (without body/head movement) look over your left shoulder. Hold for 10 sec (build by 5 sec later). Then close eyes and return them to the center slowly. Repeat on other side.   3 x for each side 2-3 x daily.
• Vertical vision: same as above using your upper lip and eyebrows as anchors.
• Tracking: hold both hands out in front of you with index fingers up. Move right finger halfway to you, then move it to the side slowly while focusing on it (can see the other finger) and hold 5 sec, then bring it back and repeat with left hand...do 3-5 reps on each side 2 x day.
• Soaking:  lie down and place a cloths as warm as you want folded across your eyes. Gently press it so it contacts your whole eyelid. Wait 2-3 min and remove, slowly open eyes. Repeat with cool cloth.--good after straining exercises along w/ palming or at end of day.
• Quick focus breaks: use often with better blinking:  when straining, focus on another object a distance away for 5-10 seconds...not light sources.
• Eye massage:  DON'T RUB EYES THAT ARE STRAINED.  Sit 5-10 feet away from blank wall, dim light.  Tilt head back 45 degrees and close eyes. Using index and middle finger of each hand, not pressing down, move in a circular motion not dragging but putting fingers in place for 2-3 seconds and moving around for 2-3 min. Open eyes slowly
• Distinguishing at a distance: two objects --one big, onesmall and infront--at end of long hall, same/similar color and eye level.  Walk down hall until you can distinguish between the two objects and trace the smaller one/in front for 30 seconds. Look away, step back and repeat until you can't make out smaller object. Mark beginning and ending marks on the floor. See if you can step back further each time you do it.
• Pg 98 14 Day plan do 4 exercises 15 min each (throughout day)--habits

FOOD for vision pg 99

Vit A, C and E

Brussel Sprouts

§ Dried Apricots

§ Grapefruit

§ Green Beans

§ Green Leafy Vegetables (Spinach, lettuce, kale etc.)

§ Green Peas

§ Kiwis

§ Oranges

§ Peppers

§ Carrots (Raw)

§ Tomatoes

dairy products (milk, yoghurt, and butter), eggs, seeds and nuts.

There are two types of antioxidants, known as carotenoids (called Lutein, pronounced Loo-teen) and Zeaxanthin (pronounced zay-aa-za-thin).

Bilberries

§ Green, Leafy Vegetables (lettuce, spinach, kale, broccoli)

§ Mangoes

§ Yellow Peppers

Zonly

Broccoli

§ Spinach

§ Tangerines

§ Oranges

§ Eggs

§ Lettuce (not iceberg lettuce)

§ Corn

Vit a

Sweet Potatoes

§ Carrots

§ Dark, Leafy Green Vegetables

§ Squash

§ Romaine Lettuce

§ Dried Apricots

§ Cantaloupe Melons

§ Sweet Red Peppers

§ Tuna Fish

§ Mangoes

Vit c

Broccoli

§ Brussels Sprouts

§ Guava

§ Kohlrabi

§ Mango

§ Papaya

§ Pineapple

§ Raspberries

§ Red Bell Peppers

§ Strawberries

Vit E

Almonds

§ Cottonseed Oil

§ Fortified Cereals

§ Hazelnuts

§ Papaya

§ Peanut Butter

§ Sunflower Oil

Sunflower Seed Kernels

§ Wheat Germ Oil

§ Wheat Germ

Zinc

Almonds

§ Black-Eyed Peas

§ Brown Rice

§ Chicken

§ Garbanzo Beans

§ Ground Beef

§ Milk

§ Sunflower Seeds

§ Tofu

§ Wheat Germ

Beta carotene

Apricots

§ Beet Greens

§ Cantaloupe Melon

§ Carrots

§ Collard Greens

§ Kale

§ Papaya

§ Red Bell Pepper

§ Romaine Lettuce

§ Spinach

§ Sweet Potatoes

§ Turnip Greens

§ Winter Squash

Vision issues:

Halos,

Blurred Vision (myopia)

Orbital pain

Myopia

Astigmatism

p

New Kid by Friday

New Kid by Friday

Sunday, January 04, 2015

4:23 PM

Kevin Leman

Attitudes, behavior and consequences in 5 days--not really but for strong willed kids, a good set of strategies.

Monday: attention please!

Power struggles: don't, you lose

Say it once, turn your back, walk away (otherwise you imply they are stupid)

Tues: Disarm the Dude with the Tude

Attitude towards self speaks through behavior

Who do you butt heads with--most like you

So, change your attitude first

What do I expect? I tell them don't ___, before they go, I communicate expectation to fail.

a. why is he doing this?

b. what do I feel about this situation?

c. mountain or molehill?

Every child makes mistakes and will embarrass you.

Correct the behavior and move on!

CHARACTER IS EVERYTHING:  foundation of attitude and behavior

a. let reality be the teacher...don't rescue

b. Respond don't react--no emotion

Say: tell me more

c. B doesn't happen until A is complete: don't announce this, let them figure it out.

WEDNESDAY: Mean Teacher is a good one.

Calm, consistent, do what you say= respect from kids

Long view:  start with the end in mind

Kids need attention, but need relationship too.

If disapproval is continual, kids rebel

Need to have authoritarian parenting.

Connection--acceptance, stay respectful, your on their team

Don’t ask questions, dialogue and conversef

THURSDAY:  Damage their Psyche?

Expectations clear--no wiggle room

Expect the best --and get it.

Otherwise--you're saying, 'you're stupid, and I have to help you."

SAY IT ONCE CONSISTENTLY--not mommy deaf, rules don't change with hormones.

Doing things your children should do is disrespectful of them.

Self esteem vs. self control--self esteem makes a hedonistic little sucker

Know when you need to draw the line and give a push.

An unhappy child is a healthy child--ready to change

Ex--want a toy--get it for them vs buying it themselves.

Another ABC

Acceptance:  (unconditional, real praise

Belonging: to peers, to family (they vote, listen, support)

Competence: empowers, responsibility (set parameters and stand back)

Praise is not good:  links self worth to what he does.

Encourage the ACTION.

FRIDAY: The Doctor is in the House

Summing UP

Reread this often

No warnings, threats or explanations--action and follow through

Have their own way--extremely powerful

Keep tension on the line

Behavior--gets attention, consistently

10 Be consistent in MY behavior

9 always follow through

8 respond don't react--close your mouth and think

7 count to 10 (what did I do, what should I do, pray)

6 never threaten

5 never get angry--back to square 1

4 don't give warnings--listen once and do it

3 ask 'who's problem is this?'--work toward independence.

2. Don't think misbehavior will go away

1 Happy Face ON

Financial Peace UN (for kids)

Financial Peace UN (for kids)

Thursday, December 19, 2013

9:07 PM

This is a kit with a short book to be read to kids with an example story of a boy who is using the system.

He gets a commission each week and saves 10%, shares 10% and spends the rest.

He is not allowed "advances" b/c that promotes indebtedness...spending before you have the money.

The saving/giving amounts are minimums. Kids can do more.

They use envelopes for each different category and have a special coin purse to take their money to the store with. 

They also have a chart for chores...we would still do ours on the computer with our chore chart.

They have a chart where a child can decide to buy something larger and then will keep a picture of his goal in order to be able to save his money.

My thoughts:  We're been using this system, just with points instead of money b/c then the kids can buy extras like computer time or such.

The downside is that the kids aren't actually handling money. The upside is that kids aren't actually handling money so the "fail" is pretty low.  However the kids are ready for more.

I also think that the time between payments might need to increase (see Mary Hunt) so that they have to use more self control like they would in between pay checks.

Finally, I am going to have reconsider what is going to be expected personally and family-wise for work the kids do. After all, they get to live free in a house with all their needs, and a lot of their wants met...and that's worth a lot so they  can help.

We haven't done very well will having the kids keep track of their money/points on paper...that needs to change now that they are all old enough to read and do the math associated with money.

Brandon Royal Little Red Writing Book

Brandon Royal Little Red Writing Book

Saturday, January 25, 2014

5:00 PM

Structure:

1. Top-Down Approach (most important first)

Expository: summarizes/explains (put the conclusion first)

2. Break Things Down

Lead sentence (like topic) but summarizes the whole essay not just a P

3 is a magic number (2-4 OK)

3. Use Transitions

Signals: continue, contrast, conclusion, illustrations

4. 6 writing structions:

 categorical, comparative, evaluative, chronological, sequential, causal

5. Keep Like things Together

6. Support what you say:  specific, concrete examples   exercise

7. Personalize your examples: not generic, details: quotes (esp famous) exercise

8. Keep it Simple: exercise

9. Cut Down Long Sentences:  clearer to reader,

10. Eliminate Needless Words:

Redundancy  is not good.

Occasionally use qualifiers, but don't overuse.

Don't say "I believe or in my opinion"

Exercise

11. Gain Active Power

Need to use active voice most of the time (exercise)

12. Favor Verbs, Not Nouns

Nominalization: Don't turn verbs or AJ into nouns

Exercise

13. Use parallel forms

Exercise

Elliptical expressions: with verbs and prep. OK to take out second v/pr if it's the same as the first.

Exercise

14. Capitalize on Sentence Variety

Vary openers;

Subject, phrase, clause, article, verb, adverb, adjective, gerand(ing), infinitive, correlative conj,

Exercise

15.  Choose an Appropriate Tone

Positive and personal

Formal vs informal (pronouns/not, contractions/not, longer/shorter,

Exercise

16. Keep your writing gender neutral (PC)

17. Capitalize on Layout/Design: SPACE increases readability

18.  Employ Readability Tools: make key words/phrases stand out

           bold, italic, dashes, bullets,numbers, shading

19.  Use Heading and Headlines to divide and summarize

20.  Go Back and Rework

a. write it

b. edit it

c. 24 hours later, edit sections

It's finished when you're satisfied you don't need to change anything.

Appendix: summary  of the 20 principles above.

SCM: Language Subjects

Video 4 CM  Learning w/ Language

Saturday, January 10, 2015

3:33 PM

CM subjects that get living ideas with language

Communicating w/ others

Writing, spelling, grammar, other language

Writing:

Composition

• not have specific composition lesson until high school
•  accomplished by oral and written narrations
• "Between attention and expression lies a whole world of thought." CM bio
• You attend to what someone is telling you. You express what you're thinking to that person. In between a lot a thought...narration
• Encouraged narration to be the composition.  95% a mental process.
• Narration practices this process. We can think faster than we can write.
• Sometimes writing slows the process...CM didn't want that to impede process.
• As they learn to narrate oral composition and can start writing.
• Tip: I get lots orally, but when switching to written...got less. How to transition: have child start narrating orally as usual and dictate that to you.  When she's starting to wind down...you stop and she finishes.   Helpful b/c we know what we'll say and don't have a blank page. Stop sooner and sooner and soon, writing the whole thing.
• Researching composition:
•  4 types of compositions:  narrative, expository, descriptive and persuasive
• CM got all 4 types by wording the narration questions.
• 1-3  tell the story (narrative)--all CM's questions said that.
• 4-6  added expository:  explain how ___ works, How/why--dialetic
• 7-9  descriptive:  adds to narrative. Can draw a diagram and then describe
• 10-12 persuasive:  write letters to editor, state opinion and support it.

• Olders did get a lesson to improve writing 1-2 points at a time.  To strengthen their own style.  Not all sound the same...tutoring.  Correct the one they have done. Hold responsible until they master, then work on next point.
• Don't tweak until very sure/confident.
• Didn't give a formula so that all the writing looked the same.
• They had lots of style examples from their literature.

• May string things together...eventually they'll figure it out.

• Typing rather than handwriting...changes narration for kids.

• Goal of narration:  deal with material, not handwriting practice.
• Sometimes record oral narrations or mom takes dictation to show kids what they are doing. Or record and let them type their own from that.
• If we wait too long, lose some.  Digital recorders helpful when can't do hear it..don't use every time.

Handwriting

• Teach little ones with large muscles..if interested in this, make it on a big white board, sandbox, pan of rice,

• Have them compare it to the model. See where it's not right and make it right.

• Look carefully at what they have done.
• Large muscles before small ones.
• Upper case before lower case.
• Goal when they are ready to put pencil to paper: 
• 1 perfect letter. 
• If give whole page...not quite as careful.--not instilling inattention, sloppy work.
• As into more writing...nudge that to 4 letters.
• Then write words: the idea carriers.
• Write the words they are learning to read. Don't make them dependent on each other.
• Read w/out writing:  tiles.
• OR write without reading--letters only.
• Copywork: not until they can read it.   It's drawing b/c she doesn't know what they mean.

• ALWAYS toward perfection or BEST EFFORT.

• Always good ideas:  mottos, verses,

• As handwriting doesn't need every day practice.: BOOK OF MOTTOs, blank journal. Cull quotes from literature in their best handwriting. One for each day of the year.

Spelling: 

Beginning reading: can you make the word: recreate it--1st step

Copywork: short 5 minutes (10 for olders)

Give passage to copy: pay close attention to how they are spelled b/c when you're done, I'm going to ask you to spell one of them. Pick easy ones.

Habit: look at words as we're writing and reading.

Not lists and tests.

Naturally progress to transcription:  copying a letter at a time, then they start to work at a word at a time, then phrases etc.   Back and forth less often as they progress.

Efficient with our work: precursor to prepared dictation.

Look at whole passage and then write the whole passage as I dictate to you.

Always in context: always spelled ahead of time.

English grammar:

Many people thought CM used living books to teach grammar.

CM said: don't do that. 

Children will be slow to receive this first lesson in abstract knowledge.   Not cut and dry. 

CM postponed parts of speech till 10 years old. Need to be developmentally ready to learn. They learn it quickly then.

It's difficult and uncongenial. They like concrete.  Can't dream parts of speech.  Any grown up twaddle attempting to make it easier...offends them.

Very straight forward when ready: 

Used a little page.  A few examples. Do likewise.

Living ideas came in: in practicing these parts of speech. 

Poem: CM went through and italicized words and the exam at end of term was to analyze, parse each word:  tell what part and how used.

Foreign languages: 

Students in CM schools graduated with 4 languages: read and narrate in those languages.

WE build on something before;

Started w/ French: make sense for English kids...we don't have to.

Stick with the methods b/c they are effective.

Always orally (not showing how words spelled--get confused).

About 4th grade: German and Latin orally and French words written/reading.

Not every day: alternate a language each day.

7th grade: Start read/writing latin/german...they started hearing speaking Italian  just layered them in.

The way taught;

A Geon series approach:  simple sentences about an every day occurrence.

Learn that series in English first,

then break it down to verbs, with actions,

then learn verbs in new language and then whole sentence.

Always doing actions with series and build on it.

Use same verbs but change a word or two.

Need languages they'll hear. Need Latin...helps with vocabulary.

Most college entrance: 2 years of a language--till fluent in it.

Reason for learning language:  kids would be able to communicate with people of other cultures, know their cultures, and be an ambassador...all about relationships….Thus fluency

Great resource for spanish:  class call laliclass  1-2 skype with the speaker and practice.  All scree