tag:blogger.com,1999:blog-90776065558540483782024-02-06T20:14:59.888-08:00Teaching My Children About The Universe"How can it be a large career to tell other people's children about the Rule of Three, and a small career to tell one's own children about the universe? How can it be broad to be the same thing to everyone, and narrow to be everything to someone?" - G. K. ChestertonJaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.comBlogger198125tag:blogger.com,1999:blog-9077606555854048378.post-63799903437196189482019-08-17T19:51:00.001-07:002019-08-17T19:51:54.834-07:00Managing 5 Homeschool Students<div dir="ltr" style="text-align: left;" trbidi="on">
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Monday was our first day of school for the 2019-20 school
year. Although I did relaxed preschool with E5 last year, this is my first year
officially homeschooling all 5 children, and you may be tempted to ask, “How do
you do it?” Here’s a general overview of the flow of a “typical” school day.
<br />
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My alarm rings at 6am. However, children (boys, in
particular) are required to be inaudible and invisible until 7am, because I
need that hour. If I don’t start out the day in Bible reading and prayer, I am
apt to lose focus on who and whose I am. I go for a run on Monday and Thursday
mornings, returning home around 7:30, and on other days I read or work on various
projects. (My current project is coming up with songs for all the memory verses
our <a href="https://www.communitybiblestudy.org/">Community Bible Study</a> class will be learning this year). </div>
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<br /></div>
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I try to serve breakfast at 8am. By this time everyone is
usually awake, and if they aren’t, there are plenty of volunteers available to
poke the sleepyheads. When it comes to meal planning, being boring is a key
strategy: each day has its own breakfast so predictably that if I ever serve
eggs fried instead of scrambled on Wednesday, protests erupt. While we eat, we
listen to a 6-minute “<a href="https://www.classicsforkids.com/more/podcast.html">Classics for Kids</a>” music podcast. I haul out the books
for Circle Time once I’ve finished eating. </div>
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<br /></div>
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<a href="https://blog.sonlight.com/sonlight-morning-time.html">Circle Time</a> serves the same purpose for the children that
my early morning quiet time serves for me. I have consolidated the Bible,
prayer, and poetry sections of all 3 <a href="https://www.sonlight.com/">Sonlight</a> programs we use into a reasonable
selection with broad appeal. In general, when we’ve finished reading, we sing a
different hymn each week, though it slipped my mind this week.</div>
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<br /></div>
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After Circle Time, it’s time for jurisdictions. One of
the huge challenges of homeschooling is that your home is your classroom and
the students never leave. No paid janitor, either. Each child has a daily
jurisdiction: kitchen, living room/hallway, children’s bathroom, bedroom, and
outside. Some are easier than others – you can count on groans from the child
whose turn it is to help in the kitchen each day! I have checklists for each
area inside sheet protectors handed out at the end of Circle Time, which
everyone except E5 is able to complete independently, so I divide my time
between redirecting E5 and helping whoever is cleaning the kitchen. When the house
is reasonably tidy, I am able to think a lot better.</div>
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Without checklists, I don’t know how I would manage. Once
each child has completed the jurisdiction checklist, it’s time for the school
assignment checklist. I have divided up all the tasks each child needs to do
each day into “dependent” and “independent” (or mostly so) categories. Children
work from their “independent” category while I am busy elsewhere. For my part, I
have my own checklist and work my way up from youngest to oldest. E5 has no
“independent” category – being in kindergarten, he needs my undivided attention
as he learns to print, read, do basic arithmetic, and practice his instruments.
(He hasn’t decided between piano and violin yet, so he alternates days
practicing). Once E5 is done, H7 has generally exhausted the few tasks for
which he is independent (cursive handwriting practice, print copywork, violin
practice) and is ready for me to work with him on math, reading, and spelling.
Meanwhile, B9 is reading, preparing his dictation assignment, practicing piano,
and sometimes starting on his math. I tend to bounce back and forth between B9
and H7’s math assignments. Given how advanced B9 is, it can be a bit of mental
whiplash between explaining patterns on a 100 chart for H7 and deriving fractional
exponents for B9, but it works pretty well. </div>
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At some point, either both E5 and H7 or B9 finish all
their tasks except listening to me read to them, so we settle down on the futon
and enjoy our Sonlight books. E5 and H7 are sharing<a href="https://www.sonlight.com/ACKR5"> Core</a> and <a href="https://www.sonlight.com/AS5.html">Science A</a> this
year. B9 is using <a href="https://www.sonlight.com/DCD5">Core</a> and <a href="https://www.sonlight.com/DS5.html">Science D</a> on a 4-day schedule, with Holling Clancy
Holling’s beautifully illustrated <a href="http://www.bfbooks.com/Holling-C-Holling-Collection_2">classics</a> as a bouncing off point for writing
assignments and further enrichment in geography, history, and science for the 5<sup>th</sup>
day. Sonlight is everyone’s favorite part of the school day, including mine.
That finishes up all 3 younger boys’ school work for the day.</div>
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<br /></div>
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Around lunch time, P15 and E13 are winding up their
independent work. They are sharing Sonlight <a href="https://www.sonlight.com/120-MD">American History 120</a> and <a href="https://www.sonlight.com/130-MD">American Historical Literature 130</a>. On
Monday I had them take turns reading the books, and after some bitter
complaints about the logistics, they came up with an ideal solution: they go
into P15’s room and take turns reading aloud to each other. The basic history
spine is aimed at approximately a middle school reading level and the
literature and history supplements tend to be high school to adult level, so
E13 reads the history spine to P15 and she reads the other books to him. </div>
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<br /></div>
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E13 is using an online math program this year, <a href="https://www.ctcmath.com/">CTC Math</a>,
so he doesn’t require my input except for a few minutes at a time when he’s
stuck on a problem. He and I have had so much conflict over math, I’m relieved
to have an impersonal, neutral program to take my place at the receiving end of most of
the angst. His current program is called “Algebra I” and B9’s program is called
“<a href="https://artofproblemsolving.com/store/item/prealgebra">Prealgebra</a>”, which is a blessing – even though B9’s program is covering more
complicated material, E13’s lifelong math inferiority complex is no longer
being stoked by the labels on his math class. </div>
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<br /></div>
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After lunch, we all watch <a href="https://www.cnn.com/cnn10">CNN 10</a>, a ten-minute daily news
program aimed at students. This is another component that the children ask for
and refuse to miss – if we do skip a day, we always make it up. Then it’s on to
Sonlight reading and discussion for the older 2. Last year, when ordering <a href="https://www.sonlight.com/HC5">Core H</a>, I saw in the catalog the words, “And for the final Sonlight Read-Aloud in
all our programs…” and started crying. Then I turned my brain on, washed my
face, and decided to pull out some books from each high school program to read
aloud to my teens. No one can make me quit reading aloud to them! I love it too
much! So, I read their poetry and Bible/apologetics books to them after CNN 10 (except
the ones we do during Circle Time), and then we discuss their answers to the
questions about the history and literature reading they do without me. </div>
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Two years of trying to use <a href="https://www.novarescienceandmath.com/">Novare</a> science with E13 made
him say, “I hate science,” which is absurd. I love Novare because it’s
fascinating and well done and I wish it had been available when I was in middle
and high school. It works well for P15, who specifically asked for it this year – E13's problem is it’s hard and requires math and writing. I finally
realized I needed to try something different with him, so I purchased <i><a href="https://www.amazon.com/What-If-Scientific-Hypothetical-Questions/dp/0544272994/ref=sr_1_2?keywords=what+if&qid=1566095680&s=gateway&sr=8-2">What If?</a> </i>by
Randall Munroe (author of the <a href="https://xkcd.com/">xkcd</a> comic strip) instead of a formal science
program for E13. The subtitle is <i>Serious Scientific Answers to Absurd
Hypothetical Questions</i> – questions like, “What if I took a swim in a spent
nuclear fuel pool?” or “Could you build a jetpack using downward-firing machine
guns?” Okay, young man, just try to hate science when I read you this book. To
supplement, I subscribed to <a href="https://curiositystream.com/">Curiosity Stream</a>, a super inexpensive documentary streaming service. This week, we read “What would happen if the
Earth and all terrestrial objects suddenly stopped spinning, but the atmosphere
retained its velocity?” and then watched a documentary series on wind, water,
and heat and how they affect weather. </div>
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<br /></div>
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Once we’re done with reading, the school day is almost
over. I spend 30 minutes giving P15 her <a href="https://www.mheducation.com/prek-12/program/core-plus-mathematics-course-22008/MKTSP-QRE04M01.html?page=1&sortby=title&order=asc&bu=seg">Core-Plus</a> math lesson, 10-15 more
minutes working on spelling with E13 (I suspect him of being mildly dyslexic; in
any case his spelling needs extra attention), and then I discuss E13’s writing
assignment and P15’s writing, chemistry, and Arabic assignments with them to
make sure everything has made sense. (I don’t know how long my Arabic will be
equal to the task of helping P15 clarify any points of confusion, but I’ll
cross that wadi when I come to it). </div>
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<br /></div>
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So far, we’ve finished the school day around 3pm each
day. And there is no homework – all school was homework anyway – so the
children are free to pursue their own interests. Soon we’ll be starting up more
extracurriculars. P15 and E13 will be joining a <a href="https://www.ncfca.org/">speech & debate club</a> on
Monday afternoons, I’ll be spending Tuesday mornings at leader/teacher training
for Community Bible Study which starts in September, and in a few weeks the
<a href="https://www.honolulu.gov/parks/program/programs-classes.html">Honolulu Parks & Rec</a> free archery program will begin. I’m also looking into
doing a <a href="http://mmsets.org/images/docs/2019_20_probsolve.pdf">problem-solving</a> math club with our homeschool group and the small
private school my church runs, though there are still logistics that need to be
worked out. At this point I feel relaxed and confident about how I’m teaching
all 5 children, and Lord willing that will continue even as our schedules fill
up a bit.</div>
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<br /></div>
<div class="MsoNoSpacing">
If you homeschool multiple children, what sorts of
logistical decisions have you made to streamline your teaching?</div>
</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-13364310559484825912019-08-07T12:30:00.001-07:002019-08-07T12:31:40.858-07:00First Year of Homeschooling High School<div dir="ltr" style="text-align: left;" trbidi="on">
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A year ago, I was inordinately intimidated by the idea of
homeschooling high school. I’m a lot more relaxed now that we’ve successfully
completed P15’s 9<sup>th</sup> grade year. (Note: P has just turned 15, she was
14 during her 9<sup>th</sup> grade year). It actually wasn’t all that different
from what we had done up to this point: the main difference was that I did more
recordkeeping.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In Hawaii, a lot of people who have homeschooled their
children for many years stop when high school starts. The public school system
here won’t accept work done at home as being at a high school level, so if
your homeschooled 11<sup>th</sup> grader decides she wants to start attending
public school, she has to enter as a 9<sup>th</sup> grader. Our local Waianae
Coast homeschool group is small, and P15 is the oldest child who regularly
attends events (which are few and far between). I have one local close friend
who homeschools her high schooler, but she lives over 45 minutes away and I
only see her once a month or so. Contemplating high school, I felt very much on
my own.</div>
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<br /></div>
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I attended the CHOH (Christian Homeschoolers of Hawaii)
conference in March 2018, and dog-eared every page in the program containing
the words “high school”. My biggest concerns were how to assign grades, how to
create a transcript, and how to ensure P15 would look attractive to whatever
college she might choose to attend. For me, the most helpful event at the
conference was a panel discussion with moms who either were currently
homeschooling high schoolers or had already graduated one or more students.
Because our homeschool style doesn’t look much like my public school
experience, I was feeling at a loss how to assign grades to subjects like
history and literature. One of the moms on the panel had also used <a href="https://www.sonlight.com/">Sonlight</a>,
the literature-based curriculum we’ve used since preschool for history, Bible,
and English literature. She explained how she started the school year with a
booklist and assigned a certain number of books to be read in order to earn an
A, B, etc. Completion of map and timeline assignments, intelligent discussion
of the comprehension questions, and a few papers each made up a portion of the
history grade. The papers could do double duty for English credit, with reading
and discussion of literature counting for a portion as well. This sounded
doable! </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Armed with a plan for how I would take the work I knew P15
would do and translate it into a single number on a fancy piece of paper, I was
ready to plan out the subjects she would study. P15 is in love with history,
and she studied two Sonlight history programs: the second year of <a href="https://www.sonlight.com/HC5">World History</a>
(having completed the first year in 8<sup>th</sup> grade) and <a href="https://www.sonlight.com/200-00">History of the Christian Church</a>. Literature came along with World History: over 30
works which she read on her own as well as hearing me read some of them aloud
to both her and E13. This was actually the first school year since she learned
to read where P15 didn’t read all the literature before the beginning of the
school year, because she spent the summer between 8<sup>th</sup> and 9<sup>th</sup>
grade working with <a href="https://www.cefhawaii.com/">Child Evangelism Fellowship</a> and didn’t have much free time.
But that’s okay, she finished them well before they were scheduled… For
math we’ve been using <a href="https://www.mheducation.com/prek-12/program/core-plus-mathematics-20152015/MKTSP-QRE07M0.html">Core-Plus Mathematics</a>, which is teacher-intensive but
uses a discovery based approach to introduce topics in algebra, geometry,
statistics, and discrete math through a three-year course that replaces the traditional
Algebra I – Geometry – Algebra II sequence. We completed Course 1 in 8<sup>th</sup>
grade, and I optimistically hoped to complete all of Course 2 in 9<sup>th</sup>.
For science we used <a href="https://www.novarescienceandmath.com/product/introductory-physics-2nd-edition/">Novare Introductory Physics</a>, an algebra-based program that
was more rigorous than the conceptual physics I got in high school. (I kept
thinking how much easier Caltech would have been for me if I’d had this kind of
preparation!) Novare recommends a physics-first approach, since physics is
foundational to understanding chemistry, and chemistry is foundational to
understanding biology. For Bible, there were 9 books about apologetics and Christian
faith and practice included in the 2 history programs from Sonlight, which
alone would have been enough for me to assign her a year of credit, but we also
studied the book of Acts with <a href="https://www.communitybiblestudy.org/">Community Bible Study</a>. I added in a light
(year-long, but semester credit) study of logical fallacies using <a href="https://www.amazon.com/Amazing-Ransoms-Bestiary-Adorable-Fallacies/dp/1591281873"><i>TheAmazing Dr. Ransom’s Bestiary of Adorable Fallacies</i></a>, which personifies each
fallacy as a mystical creature, like the Ad Hominem as a raccoon-like beast
which sneakily sprays armpit scent on its opponent, making the bystanders think
the opponent was the source of the stench. P15 had also started studying Greek
in 8<sup>th</sup> grade, so I planned to continue with that for a language
credit. Well, it's good to have a plan, anyway!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As is always the case, my plans didn’t all work out exactly
as I intended. The main reason was the wonderful blessing of a lot of travel. Our
family spent 2 weeks of September on Kauai with Ari’s parents, and another 2
weeks of April on the Big Island, also with Ari’s parents. One can’t complain
about a free vacation on another island – it is certainly worth skipping or
doubling up on some school in order to make it happen. Even with this, we may
have been able to come nearer finishing the math book than we did, except for
another once-in-a-lifetime travel opportunity exclusive to P15. Ari’s parents,
who have been blessed financially, wanted to travel to Israel on a tour with
their church. It was designed for couples, and they wanted to bring Ari’s grandmother,
who is in her nineties and was widowed 5 years ago, so they asked if we could
spare P15 to make up the couple with Grandma. P15 ended up spending a week and
a half with her grandparents in Texas before the tour. Having partially overcome the 12-hour time difference between Hawaii and Israel, she then flew to Israel with her grandparents and great-Grandma,
spending a week before the tour getting over jet lag and doing their own
exploring. They then spent another week on tour, with a few days afterward to spend time
with my brother, sister-in-law, and nieces who live in Tel Aviv. So an entire
month in February/March was taken up with this marvelous opportunity. P15 found
herself much more motivated to study modern Hebrew than ancient Greek given her upcoming travel, so she used the magical world of free language apps
to learn the alphabet and some common words and phrases. This came in handy
when she was entertaining her 3-year-old cousin who attends Hebrew nursery
school: little S announced an animal in Hebrew, and P15 was able to act it out
with her. I decided this was worth at least a semester’s foreign language
credit. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Even with all that travel, we actually finished all the subjects
I intended except math and church history. We did 6 of the 8 units in the math book,
and 27 of the 36 weeks of church history, bringing us up to the early 20<sup>th</sup>
century. P15 plans to read the remainder of the books in the church history
program on her own time because she is interested, and Sonlight is dense enough
I felt no qualms about giving her a year’s credit for church history even
though it was incomplete. As for math, we’ll just start the new school year in Unit 7 of Core-Plus
Course 2, and work diligently. Since she covered a fair bit of algebra and geometry
in 8<sup>th</sup> grade, I again felt justified in giving her a year’s math
credit. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It was an intense year, and I am planning a lighter load for
10<sup>th</sup> grade. Math will be Core-Plus, finishing Course 2 and doing as
much of Course 3 as we can manage (I’ll skip some of the discrete math). For science
she’ll study Novare <a href="https://www.novarescienceandmath.com/product/general-chemistry-2nd-edition/">Chemistry</a>, because completing the unit on logarithms in Core-Plus
Course 2 leaves her mathematically prepared to understand pH. For history and
literature, she and E13 will study <a href="https://www.sonlight.com/100-00">US History and US Historical Literature</a> from
Sonlight. Bible is again covered by Sonlight, and we will be studying Romans in
Community Bible Study. For foreign language, P15 wants to learn Arabic (which will
be a little easier for her than if she hadn't studied Hebrew, as they are both Semitic languages).
She has been learning the alphabet, and our library offers free Mango language
courses online. Of course, my plan might not bear close resemblance to what happens, but I'll assign credit for whatever actually gets done.</div>
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<br /></div>
<div class="MsoNormal">
On the whole, homeschooling high school has not been a
significant uptick in difficulty. The actual course work is harder, but as P15
becomes more independent, the demands on me are not greater in teaching her
than in teaching the younger ones. They’re just different in style – more discussion
and record keeping, less direct instruction. If you’re considering
homeschooling high school, take courage: you can do this!</div>
</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-20639765792475498112019-07-18T19:57:00.000-07:002019-07-18T19:57:46.263-07:00Fire<div dir="ltr" style="text-align: left;" trbidi="on">
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
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<br />
<div class="MsoNormal">
The Big Island of Hawaii is much more fiery than Oahu. This
past April, Ari’s parents flew us there for a joint vacation with them. The last
time I had been on the Big Island was to celebrate P15’s twelfth birthday. At
that time, the Kilauea caldera was releasing volcanic fumes, with a crater full
of lava that made the sky glow at night and sent chills down my spine – that lava
lake hadn’t been there 13 years earlier when I visited with my graduating
Caltech Geological and Planetary Sciences class.</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK9hVJrAj-69NOuLekyxrOniJWTtD56gW_1ZKCPILPr2QO_iNQio15RSUVQxgPLcx2FrKwqJw3l63w7M35fAruKTzqQ9QosesRPzAdO5U17EfEEZQaZP5HGmyPCUBE0kQPtup23ULafagb/s1600/DSC_0086.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1064" data-original-width="1600" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK9hVJrAj-69NOuLekyxrOniJWTtD56gW_1ZKCPILPr2QO_iNQio15RSUVQxgPLcx2FrKwqJw3l63w7M35fAruKTzqQ9QosesRPzAdO5U17EfEEZQaZP5HGmyPCUBE0kQPtup23ULafagb/s640/DSC_0086.JPG" width="640" /></a></div>
<div style="text-align: center;">
(Kilauea caldera, July 2016)</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
In the almost 3 years
that had passed since P turned 12, a massive volcanic eruption further caved in
the caldera in addition to filling in some of the most beautiful reef
snorkeling I have seen in my life with brand-new rock. I trembled with awe as
we watched the “What Changed” video at the visitor’s center, and my jaw hung
open as I stared at the difference in the caldera.<br />
<br />
<br />
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</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUqW8U2JLk2RZEym5_eYhMJOgKbieu-Cer96-eNc6qWOzQ2ccDny6Hn86Em3nVmq4sCWoQmWd48om-LnKM42TpZL7muPp5WBIy46ZbLDkdccqhOIeyupkDu9B3POsEfaxYc8aPiJAIu-Rh/s1600/DSC_0111.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1064" data-original-width="1600" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUqW8U2JLk2RZEym5_eYhMJOgKbieu-Cer96-eNc6qWOzQ2ccDny6Hn86Em3nVmq4sCWoQmWd48om-LnKM42TpZL7muPp5WBIy46ZbLDkdccqhOIeyupkDu9B3POsEfaxYc8aPiJAIu-Rh/s640/DSC_0111.JPG" width="640" /></a></div>
<div style="text-align: center;">
(Kilauea caldera, April 2019)</div>
<br />
<div class="MsoNormal">
The bulk of our vacation was a wealth of beautiful,
interesting experiences. Ari’s parents watched the children while the 2 of us
spent 6 days on our own, boating, hiking, and relaxing, and we had some
delightful adventures all together as well. On the afternoon before the day we
were to leave, we received a reminder that this was a geologically active
island in the form of a 5.3 magnitude earthquake that rocked the house for
several seconds. It did no obvious damage, and I had experienced a similar
earthquake when I was a student at Caltech, so I didn’t think much more about
it. We spent the evening enjoying the luxuries of our rental house.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The rental house was certainly luxurious! It was far larger
than our own house, with a swimming pool, a garage with ping pong table, and a stunning
view of the ocean. We saw occasional whale spouts and phenomenal sunsets that
included my first unequivocal view of the fabled “<a href="https://en.wikipedia.org/wiki/Green_flash">green flash</a>.” We sat outside
on the porch for dinner, enjoying creature comforts like battery operated salt
and pepper grinders that illuminated our food as they ground spice onto it. After
dinner that last night we gathered on the many couches to watch a movie on the
colossal flat screen, and then went to bed with plans to do our packing in the
morning.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Morning came much sooner than expected in the form of a
piercing series of shrieks from the smoke detector around 3 a.m. Instantly, I
jerked awake – ever since experiencing a hotel fire 3 days before my 14<sup>th</sup>
birthday, I have taken those things seriously. A single whiff confirmed that
this was no nuisance alarm, and I started shouting “FIRE!” repeatedly as I
collected my glasses and opened the flashlight function on my phone. I started trying
to hunt down the source of the smoke while continuing to yell, and found a
black column gushing from the vent in the bathroom floor across the hall from
our room. P15 (still 14 then) entered the hall and I told her to get out of the
house, then I woke and gathered the boys and escorted them into the driveway.
By this time the other adults in the house were awake and outside as well, so
we had a complete head count (which I repeated a few times, to be certain!) We
agreed that since I was already using my phone, I would call 911.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
While we were waiting for the fire department to arrive, we
moved the children down to the end of the driveway to be farther from the
noxious fumes coming from the house. Ari offered to go back into the house to
rescue my violin, but I didn’t want him to risk his lungs and ordered him not
to. (I love my violin, which has been in the family since shortly after World
War II, but I love Ari more – my experience of smoke inhalation tells me it isn’t
worth the risk!) The tropical night air was comfortably cool, and I kept the
children calm with speculations of what the firemen might do and what their
trucks might look like. Once they did arrive, the children watched with
interest as men and women in protective gear went up and down the driveway and
attached the hose to the fire hydrant on the curb, used an enormous wrench to
open the hydrant, and disappeared to the house to direct the water that now
filled the previously flat hose. Once they were done, I took the children and
sat in the minivan so they could try to get a bit more sleep. By this time a
small amount of light was starting to turn the sky from black to dark blue.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As soon as it was light enough to see, the adults left the
children with strict orders to stay outside while we brought all our
possessions, now reeking of smoke, into the driveway to pack them. The firemen
had confirmed that the house was still structurally sound but had to officially
recommend that we stay outside due to the lingering chemicals from the fire. The
house was a dingy grey hue, and picking up the shampoo from the bathtub
revealed a white shadow beneath it that allowed me to grasp just how coated
everything was with smoke residue. The floor of our bedroom was barely cool
enough to walk on with bare feet, and my violin case was warmer than I liked
when I lifted it (it wound up being more out of tune than it’s been since we moved
to Hawaii’s complete lack of temperature variations, but otherwise fine). All
our possessions were intact, though smoky, with the exception of a pair of
boxers that was too near the floor vent in our bedroom. By the time
we had moved our possessions out of the house, all our feet were soot black.</div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeXquLvAD6bPE9hf6M6xdZ5IOGvGRXOAvOukHOACx0syqHgicVCxNGu0J7N3iW9pp6ZAiwZrM9Xb0schFnWTmJETNiv-FCEibj8uCtLmlyyoPE0XjEXUxX5V2fg0YMrBiltPP_emzmSBcy/s1600/0414190628.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeXquLvAD6bPE9hf6M6xdZ5IOGvGRXOAvOukHOACx0syqHgicVCxNGu0J7N3iW9pp6ZAiwZrM9Xb0schFnWTmJETNiv-FCEibj8uCtLmlyyoPE0XjEXUxX5V2fg0YMrBiltPP_emzmSBcy/s400/0414190628.jpg" width="300" /></a></div>
<div class="MsoNormal" style="text-align: center;">
(The only total loss among our possessions)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Finally, with the practical side taken care of, I heard the
men’s perspective on the fire. They, particularly my father-in-law, had been at
the house directing the firemen and women to the source of the fire and asking
questions. It turns out that among the features of this fancy rental house were
not only a rooftop solar installation, but a rack of lithium-ion batteries in
the crawl space under the house to store the excess energy. The assembly was several batteries
thick and high and several feet long, all crowded together.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There is a LOT of energy in a lithium-ion battery.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There is a reason the post office asks you not to mail lithium-ion
batteries except under certain restricted circumstances. Compartments inside these
batteries can break down and cause a short circuit, making them spontaneously
ignite, releasing all their energy. And if an entirely okay lithium-ion battery
is sitting next to a burning one, guess what might happen to all its little
internal compartments? The word “meltdown” seems appropriate. And what
might make these little compartments break down? Being subjected to sudden
forces might do it. Like being shifted around in a box in the mail. Or like in
a 5.3 magnitude earthquake. It only takes one faulty battery in the rack to
start a chain reaction, and all of a sudden, at 3 in the morning, you’re gathering
up your children while yelling, “FIRE!”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In fact, the fire in the crawl space had caught the
structural beams. The one directly under our bed, which had been a sturdy 4 x
6, was burned through with only nails remaining. Although the bedroom floor was
still okay to walk on, if we had waited another 5 or 10 minutes to call 911 it might
have caved in. <span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We returned to Oahu that afternoon, still smelling smoky. I
spent the next week washing every stitch of clothing we had taken on vacation with
a cup each of baking soda and vinegar, which did a decent job of removing the
scent. And these days, when I am awakened in the middle of the night (for example, by a
robot call from the mainland programmed by someone who didn’t account for the
existence of the 50<sup>th</sup> state with its 6-hour time difference from the
East Coast), it takes a little while for my heart rate to go down and for me to
return to sleep. The owners of the fancy rental house have it worse, since smoke
pervaded everything and they’ll have an immensely expensive and time-consuming
repair job to do, including restoring the structural integrity of the crawl
space. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There is much to be thankful for in the timing of the fire.
If it had happened any earlier, we would have needed to find another place to
sleep and to deal with the mountains of laundry. If it had happened a
day later, when no one else was scheduled to stay in the house, it could well
have burned to the ground before anyone called the fire department. We all got
out quickly enough to avoid inhaling many toxic fumes and none of us suffered
lingering physical effects, not even my father-in-law who went back in to search
for his keys once everyone else was out. Almost all our possessions were relatively
easy to return to their previous condition. After such a sumptuous vacation rental,
our own home might have seemed unattractive, but it was a comforting haven –
where it was easy to breathe – which was a relief after working in the noxious house
after the fire. And, after all, we achieved one of those time-honored vacation
goals: family memories!</div>
</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com2tag:blogger.com,1999:blog-9077606555854048378.post-90430160772254296792019-07-08T18:50:00.000-07:002019-07-08T18:53:00.898-07:00Why I Homeschool #1: Stability<div dir="ltr" style="text-align: left;" trbidi="on">
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
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<div class="MsoNormal">
I first started thinking about homeschooling for my future
children while I was adjusting to my ninth school, during the third half of my 8<sup>th</sup> grade year. Lest you think my ability to grasp fractions is not
consistent with what you would expect of a Caltech graduate, let me elaborate.
</div>
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<br /></div>
<div class="MsoNormal">
If you attend school in the northern hemisphere, your school
year begins in late summer, during the months of August or September, and ends
in late spring, in May or June. If you attend school in the southern
hemisphere, your school year begins in late summer, in late January or February,
and ends in early summer, in time for a long Christmas break, so you can enjoy
the traditional Christmas Day braai (barbecue, only more delicious) and pool
party. There is no way of timing an international move between hemispheres in
order to seamlessly transition from the end of one school year to the beginning
of another. I ran afoul of this hemisphere transition three times. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I started formal schooling in Pretoria, South Africa. I
attended Hatfield Primary for about 3 months until the end of the first term. We
knew that before our upcoming move to Dallas we would spend some transitional
time with my grandparents in Durban, so my parents sent me ahead to live with
them and start second term in Durban in the hopes of easing the transition. It
might have worked better if I hadn’t picked up head lice at my birthday farewell
party the day before I left for Durban, and had to spend the entire first week
out of school. I don’t remember if we stayed in Durban long enough to finish
that term, but it didn’t matter when we arrived in Dallas – I had recently turned
6, and the fact that I was an early fluent reader whose other passion was math
wasn’t enough for them to place me in second grade instead of at the beginning
of first grade. I was on my third school, and (because universal kindergarten
hadn’t caught on as thoroughly in 1986) many of my classmates had never
attended school before. </div>
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<br /></div>
<div class="MsoNormal">
2 schools later (having switched once because of moving to a
new school district and once because of being admitted to a Talented and Gifted
program), I finished fifth grade and we moved from Dallas back to South Africa.
This time, when we switched hemispheres, the fact that I had been in a gifted
program and had won several city-wide math contests and the school spelling bee
was enough to advance me to the middle of sixth grade. We lived with my
grandparents in Durban while my parents attempted to find jobs in Pretoria
(school #6), and then moved to Pretoria once they succeeded (school #7). </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The transition from school #5 to school #6 was probably the
most shocking for me. The gifted program in Dallas had been a good fit
academically, and although I was bullied, I had a best friend I loved. My
teacher really cared about me as a person, buying me a gold-colored tiger pin “for
good luck” before the Dallas-wide spelling bee and writing thoughtful responses
to my journal entries. Segue to school #6: on the first day of school, when the
teacher entered the room, the students all rose en masse and chanted in unison,
“Good-mor-ning-Mis-ter-Shep-herd.” They remained standing until he told them to
sit, which everyone did simultaneously. I honestly wondered if I was on the
same planet as I had been a month before. On the second or third day of school
was a spelling test. I knew that there would be an extra U in words like colour
and neighbour, but didn’t know how many other variations there were until the
test returned with TWO words marked wrong which I knew I had spelled correctly.
I don’t believe this had ever happened to me before. Jewellery. Manoeuvre. Who
knew? <span style="mso-spacerun: yes;"> </span>In math, there was the unique
beast known as the milliard – Americans recognize it as a billion, but the
number South Africans refer to as billion is known in America as a trillion.
And answering questions, particularly if you were new and the questions were
hard, was a social faux pas, at least if you had been placed in the B class
instead of the A class. (I’m not quite sure what the school officials were
thinking there). My sense of alienation was profound. I didn’t replicate the
mistake of knowing it all too soon in school #7, but making friends was still
hard. Fortunately, the differences in math were merely cosmetic and it remained
the constant friend it had always been. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
School #8 marked the first time in my life I switched
schools at the same time as everyone else, transitioning from the end of primary
school in Standard 5 (7<sup>th</sup> grade) to the beginning of high school in
Standard 6 (8<sup>th</sup> grade). This may be why I made 4 decent friends. However,
I lost respect for most of my teachers, whose relationship with students was a
stark contrast to my experience in Dallas. From calling us “mensies” (little
people) to publicly (falsely) accusing me of theft as I climbed onto the bus
after school, teachers at that school showed they were not to be trusted. The
woman who taught my beloved math had less understanding of the subject than I
did, and the geography teacher insisted that our solar system was on the
left-hand side of the galaxy (see? In the picture?) and wouldn’t listen to my explanation
to the contrary. That explanation was “backchat” – an unacceptable expression
of disrespect. 8<sup>th</sup> grade in South Africa finished and I was entirely
disgusted with it, quite happy to escape to a place where most people wrote
from right to left because it wouldn’t mean more of the same. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My 9<sup>th</sup> school, thank God, was the last – I stayed there
4 and a half years. It was the American Community School of Amman, which meant
a return to the American system and way of relating to teachers, though very
few of them actually broke through my barriers of distrust. When I heard I was
being placed in the middle of 8<sup>th</sup> grade, I tried to argue – I FINISHED
8<sup>th</sup> grade, for crying out loud! Will that year just not die? – but this
way I would be the same age as the other kids, which seems to make the grown
ups happy. Time to figure out what the new rules are. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I immediately made a best friend, a year younger than me, in
French class. She had been the only girl in the class before my arrival, so it
was almost inevitable that we’d hit it off. Katie was an army brat and I
believe she had never lived more than 3 years in one place. I had spent 5 years
in Dallas, so I was curious about whether her school tally might exceed even
mine. It didn’t – she’d only attended 5, if I recall correctly – but that was
because she’d been homeschooled for some of her school career. I remember feeling
that the very idea was a revelation. Even if I grew up to move around the way
my parents had, if I homeschooled, any kids I had wouldn’t have to deal with
all those jarring transitions. </div>
<div class="MsoNormal">
There are many more reasons I decided to start, and more
reasons I continue, homeschooling my children, which I hope to address in
future posts. But at its root I think stability is my biggest “why”, the reason
I can’t conceive of any temptation, any life situation, that would make me willing to put
any of my children in a brick and mortar school. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This has panned out pretty well. We haven’t moved as much as
my parents did, but P14 would be in her 5<sup>th</sup> school by now and E13 in
his 4<sup>th</sup> if we hadn’t been homeschooling. We have used Sonlight Curriculum
for history, Bible, and literature every single year since P14 was 3, and
although we’ve used other curricula for other subjects, my teaching philosophy
and ways of interacting with my children haven’t fundamentally changed. I certainly
haven’t switched up spelling rules and math terminology on them! Since they
study the same books, my children have a lot in common, not sharing my
experience of only really relating to my 2 years younger brother once I hit
high school and we started having had the same teachers and classes. All my observations
tell me that my children are happier than I was, and I am thankful for the
stability homeschooling has offered them.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Do you homeschool your children? What is your biggest "why"? Let me know in the comments! </div>
</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com1tag:blogger.com,1999:blog-9077606555854048378.post-72198554365304214322019-06-26T11:04:00.000-07:002019-06-26T11:05:12.702-07:00Who Controls the Weather?<div dir="ltr" style="text-align: left;" trbidi="on">
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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mso-para-margin-left:0in;
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mso-pagination:widow-orphan;
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<br />
<div class="MsoNormal">
Sometimes, I pray, and don’t see obvious results for a long
time. But then, some days are like yesterday.</div>
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First, I have to say that 3 John 1:4 is absolutely true. I
have no greater joy than to hear that my children are walking in the truth. E13
was baptized at the end of May, and he and his sister immediately put their
faith into practice by attending CYIA. Christian Youth in Action is a 2-week
camp held by Child Evangelism Fellowship on Moloka’i, training Christian teens
in how to share the good news about Jesus with children. The first week was
intensive training, followed by a week of leading 5-day clubs in several
locations on Moloka’i and explaining our common human problem and God’s
solution through Jesus. </div>
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Back on Oahu, last week P14 and E13 participated in a club
closer to Honolulu. Since we live almost an hour away (more when there’s traffic),
I dropped them off each day and then usually hung around a nearby park or
library for a few hours with the 3 younger boys until they were done. We prayed
that 20 children would come to the 5-day club, and at least once there were
indeed that many children. I was also praying for this week’s 5-day club, which
I am hosting.</div>
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Hosting a 5-day club is not complicated. You need to secure
a location, which in our case was the park down the road – I just phoned and
checked that they were okay with me setting up a shade tent and attracting children
to it. You also need to provide snacks, and do some advertising. I taped up
flyers all over the neighborhood and sent an announcement to our online Nextdoor
neighborhood group. </div>
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On Monday, I woke up and saw rain. It was drizzly and humid
most of the morning, so we prayed, and God provided clear skies and bright
sunshine during the club. Other than my 3 little boys, there were 3 children
from another family that we know fairly well. I mentioned that the weather was
an answer to prayer, and some of the children suggested that I ought to have
prayed that it wouldn’t be so hot! </div>
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<br /></div>
<div class="MsoNormal">
Monday night was stormy. In fact, we heard thunder, which
has happened about 4 times total in the 4 years we’ve lived here. It was
pouring buckets when I woke up yesterday morning, and the ground was soaked.
Our ladies’ Bible study group (CBS) meets on Tuesday mornings at the beach for
prayer, but the meeting was cancelled due to rain and thunder, so I texted
everyone asking them to pray for a few dry hours in the afternoon. Then, since
we would be missing our prayer meeting, the children and I had a little prayer
meeting of our own in our living room. We prayed about the rain, and I specifically
requested that it stop and not start up again until after 4:30. One of the
children added a request that it wouldn’t be too hot, either. And we asked for
more than 6 children to come.</div>
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<br /></div>
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It rained on and off throughout the morning, but by early
afternoon the rain seemed to be tapering off, with occasional drizzle. By the
time we started setting up the tent at 2:15, the sky was starting to clear. This
time, though there were patches of blue sky, we set up under a shady tree and
it wasn’t quite as hot. Everyone was much more comfortable. And another family
I hadn’t met before arrived, saying they’d seen the posters around the neighborhood,
so although one of the other kids was missing, our total ended up at 7 children, 8 if you count one who showed up briefly and left. (7 is more than 6. I need to pray more boldly.)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As club was starting to wind down, I noticed that the clouds
were gathering. At 4:30, we started packing up, and by the time we were taking down the tent at 4:35, it started
drizzling. You’d think the King of the Universe had been
listening to our pleas for practical mercy so we could share his glory!
Throughout the afternoon, the rain intensified, until by 6:30 it was coming
down so hard that our back yard flooded. This has never happened before. All 5
kids went out and waded around in it. </div>
<div class="MsoNormal">
So what are the odds that, on a day that started and ended
with torrential rain, we would get dry weather at precisely the time and place
we needed it? It isn’t a question of odds – it’s a question of who
is really in charge. </div>
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<br /></div>
<div class="MsoNormal">
Okay, Lord, since you’re in charge and you want children
(and people who used to be children) to hear about you, I’m adding to my
request. Please give us dry weather for 5-day club the rest of this week, and
bring 30 children to club by Friday! </div>
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<div style="text-align: center;">
E13's baptism. Having the Pacific Ocean just down the road from church is convenient!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCvDyyFCfnEyuDM3uvLu54Ra-tGqTnZXzFQ3DJvjnuWlw3NKBUUF-E33WHq5Yk-i_KeBhIVtDk05f78G3GkcYz40syZD-XHqndOVwvaZbGIxdS_beiK7-eJZW_w_pViZw5a2CtLFPT_BxD/s1600/0601191103_Burst01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCvDyyFCfnEyuDM3uvLu54Ra-tGqTnZXzFQ3DJvjnuWlw3NKBUUF-E33WHq5Yk-i_KeBhIVtDk05f78G3GkcYz40syZD-XHqndOVwvaZbGIxdS_beiK7-eJZW_w_pViZw5a2CtLFPT_BxD/s640/0601191103_Burst01.jpg" width="640" /></a></div>
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<div style="text-align: center;">
E13 (in orange shirt) climbing onto the plane to Moloka'i. P14 went in a different aircraft.</div>
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5-day club on Tuesday. See how dry the ground is! E13 is enthusiastically teaching the motions to the song while P14 and a friend hold up the words. </div>
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JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com3tag:blogger.com,1999:blog-9077606555854048378.post-77751173340226491272019-06-22T18:15:00.000-07:002019-06-22T18:15:46.202-07:00Blog Reboot<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="anonemail">
</div>
<div style="margin: 0px 0px 10.66px;">
<span style="font-family: Calibri;">What do whaling, lightning conductors, and family moves
between Norway and South Africa have in common? </span></div>
<div class="anonemail">
</div>
<div style="margin: 0px 0px 10.66px;">
<span style="font-family: Calibri;">I have neglected this blog for a few years, but I now have a
specific goal in mind and plan to post more regularly. As far as I know, the
best way to improve one’s skills in any area is to spend time practicing those
skills. In this case, the skill in question is writing. I have done little
writing in the past few years, but it is absolutely necessary if I am to achieve
the goal that explains the question with which I opened this post. I want to
write a book about my great-grandfather.</span></div>
<div class="anonemail">
</div>
<div style="margin: 0px 0px 10.66px;">
<span style="font-family: Calibri;">For those of you who have ever asked me where I am from, I
may have given the super-truncated story (Everywhere. How about you?) or the
brief story (Well, my dad is South African, my mom’s Norwegian, and I grew up
all over the world). However, if you have appeared truly interested, I may have
given the long version, which begins with my mom’s maternal grandfather.</span></div>
<div class="anonemail">
</div>
<div style="margin: 0px 0px 10.66px;">
<span style="font-family: Calibri;">My great-grandfather was a sailor. In fact, he
worked as a whaler for much of his life. He sailed tall ships and even became a
captain. On one occasion (though the family members I have asked aren’t in
consensus about exactly when), he was shipwrecked and, for insurance purposes,
wasn’t allowed to rescue anything of value from the ship, but he hid his
sextant under his jacket when they left the ship because it was a good one. At
some point he heard that in Durban, South Africa, sailors with experience on
tall ships were in demand to brave the heights and install lightning conductors
on buildings. He moved his family to South Africa, and my grandmother grew up
there. </span></div>
<div class="anonemail">
</div>
<div style="margin: 0px 0px 10.66px;">
<span style="font-family: Calibri;">Now, when she was old enough, my grandmother wanted to spend
some time in Norway, where she had been born. While she was there, she met my
grandfather. They married and moved to South Africa (where my mom was born),
but I guess my grandfather missed snow and people who spoke Norwegian, so they
moved back to Norway when my mom was 4. Mom grew up in Norway. However – how’s
this for symmetry? – when she was old enough, my mom wanted to spend some time
in South Africa, where she had been born. While she was there, she met my dad.
They married and had me, but by that point Dad had joined South Africa’s
Department of Foreign Affairs. As a result, in between stints in South Africa,
I grew up in exotic locales like Tel Aviv, Israel, Amman, Jordan, and Dallas,
Texas. </span></div>
<div class="anonemail">
</div>
<div style="margin: 0px 0px 10.66px;">
<span style="font-family: Calibri;">The “where are you from” question has always made me a
little uncomfortable, because of course there is no simple explanation. A
flippant response I heard another person offer to that question may be my most
satisfactory answer: “I’m from my parents.” And they, of course, are from my
grandparents and great-grandparents. This is the inherent interest in
genealogical research. But my great-grandfather was such a fascinating
character that I want to focus on him. He’s also the one who started my
family’s wandering habits, so I’m curious about what drove him. Right now,
while my mom and many of her older cousins are still available to question, is
a better time than, say, 5-10 years from now when my homeschooling tasks may be
less demanding but there may be fewer people remaining who knew him.</span></div>
<div class="anonemail">
</div>
<div style="margin: 0px 0px 10.66px;">
<span style="font-family: Calibri;">So, I am re-booting this blog. My intention is to post once
a week on a variety of topics. Some will involve homeschooling, some will
involve my research on topics pertaining to my great-grandfather’s biography,
some may contain musings on social or political issues. By writing on a regular
basis, though, I hope to hone my skills and to keep on track with this project.
Constructive comments on my writing style or content are welcome.</span></div>
</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com2tag:blogger.com,1999:blog-9077606555854048378.post-52613599987320900172017-10-28T16:21:00.000-07:002017-10-28T16:21:31.882-07:00Praying Consistently<div dir="ltr" style="text-align: left;" trbidi="on">
For years, I struggled to pray with any consistency. I knew I ought to, and felt guilty, and tried various approaches, none of which stuck. I wanted to pray for certain people, such as missionaries and government officials, and I'd start, do it for a few days, but then forget. Before I was married, I made a big list of everyone I wanted to pray for, and went through the whole thing every morning - for about 2 weeks, when going through the same list in the same order became so boring and time-consuming I just couldn't get through it. After getting married, life encroached and my prayer life really slipped. I particularly wanted to pray for my husband and all my children daily, but I'd get sidetracked (repeatedly) and forget who I'd been praying for before the distraction occurred. I found it easy to commit to daily Bible reading, but prayer tended not to happen, or at least not much. But now, I finally have a system that, while not perfect, has helped me achieve more consistency in prayer than I've had at other times in my life, and I want to share it in the spirit of possibly helping others be more consistent in prayer, too.<br />
<br />
The first part of my system consists of a set of 6 bracelets. I got the idea from a magazine article I read (by a mom with more children than I have!) and it's my "bare minimum" daily prayer goal: pray for my husband and 5 children daily. I have a bracelet for each person, with names spelled out in alphabet beads. I used white alphabet beads and blue and purple glass beads, which match pretty much everything I wear, so I can wear the bracelets daily. In the morning when I get up, I put all the bracelets on my left wrist. Then, even if it's a crazy busy day, I can pray for one person at a time as I do other tasks. When I've prayed for someone, I move the bracelet with their name on it to my right wrist. Sometimes the little ones will keep me on task, as E3 demands that I read the names on each bracelet (serving as a reminder of who is still on my left wrist). <br />
<br />
The second part of my system involves a set of note cards. I started making them after buying and trying to use the book <em>The Busy Mom's Guide to Prayer,</em> by Lisa Whelchel (available from <a href="https://www.amazon.com/Busy-Moms-Guide-Prayer-Motherhood/dp/1451641826/ref=sr_1_1?ie=UTF8&qid=1509230663&sr=8-1&keywords=the+busy+moms+guide+to+prayer">Amazon</a>). The book guides you through 20 days of prayer in each of six categories: Praise, Self, Husband, Children, Personal Influences, and Reaching Beyond. A different aspect of each category was featured each day (for example, in the Husband category, different days might have you praying for his priorities, role as husband, role as father, or work). Something particularly helpful about the layout was that for each day's prayer in each category, a Bible verse was quoted, so that you could be sure you were praying out of the truth of God's word. However, note that I said "trying to use". There were items - particularly in the "Personal Influences" and "Reaching Beyond" sections - that really didn't apply to me (such as associate pastor, which our church doesn't have, or coworkers, which homeschool moms kind of don't have by definition), and things that I really wanted to be reminded to pray for more than once every 20 days (such as missionaries and friends). I also simply couldn't make myself pray the scripted "Praying the Word" prayer that followed each Scripture reference - a conversation with God in which my part is already written down for me is not appealing! So I took the basic idea and adapted it to my needs. I took a set of 4x6 note cards and cut them in half (resulting in cards that are a comfortable size to hold in my palm), with some of the halves having a part that sticks up higher than average so I can write a category name on it. I included some of the book's categories (Praise, Self, and Husband), and added some of my own, including a separate category for each child, and expanding "Personal Influences" and "Reaching Beyond" into categories including Missions, Ministries (Christian activity within the USA), Persecuted Church, Extended Family, Local Friends, Other Friends, Leaders, and Thanksgiving. On the basic cards, I wrote out verses that serve as a launching point for prayer. As I do my personal Bible study, sometimes a verse stands out to me and I think, "I should pray that for myself, or for Ari or one of the kids," so I copy it onto a note card and add it to the deck. I have verses for Praise, Self, Husband, and each of the kids, and then just names of specific people or organizations in the rest of the categories. As I receive updates from people, I can jot down specific prayer requests on their cards. Even with all those categories, if I spend a minute or two on each one it only takes about 30 minutes, which easily fits into the time I spend running 3 mornings a week. As I pray inspired by each Scripture reference, I move the card to the back of its category (or, in the case of the children, to the back of the next child's category), so my prayers are different each day and I don't get bored. It makes the prayer more of a conversation, as I'm hearing God's voice through his word and responding in prayer. Over the course of a few weeks I'm praying for everyone and everything I want to, I'm praying based on the Bible, and I'm staying on task. I'm still hoping to move more toward "praying without ceasing" - but at least I'm no longer "ceasing without praying"! <br />
<br />
What's neat is that, by being more consistent in prayer, I can see specific answers to specific requests I've made recently. Ari and I had been concerned about one of our children having a constant sense of grievance - nothing was ever good enough for him. As I prayed for that child daily, I asked God to work a sense of gratitude in his heart. A little over a week ago, he came up to me, and said, "There are big happinesses that happen every year, like Christmas and my birthday, and little happinesses that happen every day, like yummy food, and tiny happinesses that happen every second, like having a shadow." It was so encouraging to see his attitude change as a direct result of God's work in his heart!<br />
<br />
What have you found helpful in seeking to be constant in prayer? Let me know in the comments!</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com1tag:blogger.com,1999:blog-9077606555854048378.post-77242741527581260412017-10-07T17:35:00.000-07:002017-10-07T17:35:28.443-07:00First 5K<div dir="ltr" style="text-align: left;" trbidi="on">
This morning, E11 and I ran our first 5K. Ever since he started, a few months ago, running the equivalent of a 5K every morning, he's been wanting to run in an official race. But I was reluctant to get up before the crack of dawn to go to something an hour's drive away in Honolulu, at least for his first race ever. Then I saw that the Waianae Coast Comprehensive Health Center was holding a 5K starting at the Waianae Mall, just a 10 minute drive from our house, and that it was a run/walk, not just a race. <br />
<br />
Since getting a smart phone back in May, I've discovered a number of useful apps, one of which is a run/walk timer. I like the <em>idea</em> of running, but I have a special-needs left knee. (That's what happens if your car hits a tree at freeway speed and God is super-gracious to you and you don't die, and your husband and unborn baby are perfectly fine, but pieces of your kneecap are visible through the gaping hole in your knee). Almost 14 years after our car wreck, I still have metal in my knee and occasional pain after long walks, so I really didn't think I could run non-stop for any significant distance, let alone over 3 miles. I've tried running a few times since the accident, but always ended up stopping for one reason or another (pregnancy, usually, but the knee pain was annoying too). However, I stumbled upon this site, <a href="http://www.jeffgalloway.com/training/run-walk/">http://www.jeffgalloway.com/training/run-walk/</a> and thought it might be worth a try. When E11 started his daily long runs, I started adding very easy runs to my walks a few times a week. I started with 10 seconds of running for every 50 seconds of walking, and at that pace I had no knee pain at all. Then I increased the run times and decreased the walk times by 5 seconds each every week or two, which was a gradual enough increase that I am still not experiencing pain when I run, and I'm doing 30 seconds of running and 30 seconds of walking. So when I saw the WCCHC 5K run/walk, I decided to go for it: I didn't expect to place, but with lots of walkers I certainly wouldn't come in last, and was curious as to how well I could do.<br />
<br />
E11, of course, was hoping to perform well. He said that if he could be in the top 10 in his age group (12 and under), he'd start working toward a 10K. The race course was to a certain point and back again, so as I was run/walking toward the turnaround point I started to see the fastest people on their way back. I kept a mental tally of how many of them looked younger than teenagers, and the third boy in that category was mine! So I knew, probably before he did, that he was likely to get a medal. The course was hilly, starting out with a downhill (which meant an uphill toward the very end), but it wasn't as steep as the street I've been run/walking up and down on days I run, so I didn't feel completely spent at the end. I felt the "runner's high" during my walk breaks, and even toward the end I was eager to run again after each walk break. I ran 3 miles last Saturday and it took me 37 minutes, but with the less-steep hills I completed the 5K in only 31:25. E11 had been waiting for me long enough that he was no longer out of breath, and when the times for the first 50 finishers were posted I looked only at his results: 24:51, fifteenth overall, 1 second faster than the fastest female racer, and 3rd in his age group. I didn't realize I had finished in the top 50 overall until they posted the next page of results and I saw the 51st finisher had been slower than me. I actually came in 45th overall and 6th among women 20-64 years old (and the 15th female to finish - there are some fast teen girls out there). So without even expecting to, I met E11's criterion for deciding to start working toward a 10K. And you know what? This was so much fun, I think I'm going to do it! <br />
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Here's the young man, in the blue shark shirt and blue shorts. The envelope contained his prize: two $5 gift certificates to the farmer's market just behind me. While I looked for fresh produce for this week's meals, he bypassed the technicolor popcorn and lilikoi haupia (passionfruit dessert) and went straight for a coconut and a dragonfruit. </div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-85617269860586465042017-09-30T17:45:00.000-07:002017-09-30T17:45:31.999-07:00Return from our Vacation<div dir="ltr" style="text-align: left;" trbidi="on">
We're back from our vacation! One of the best parts of living in Hawaii is that, once you get home, your surroundings whisper, "I'm really still on vacation." Ocean, palm trees, mountains... it's good to be back.<br />
<br />
We had a fantastic time in Texas. We spent most of it at Ari's parents' place in Fredericksburg. They have a large property with a swimming pool, lake, large pavilion, and even a chapel. The children went swimming and fishing every day, while I enjoyed playing the piano in the chapel and helping B7 assemble 400- or 1000-piece puzzles. We saw more wildlife this time than we have before: in addition to deer and fish, which are usual, there was a tarantula in the courtyard, and in the swimming pool two dead scorpions and a dead rat one day, and a live frog and live grass snake another day. Friends from Ari's grad school days who live in Houston were able to come and spend part of a weekend with us, and all the children hit it off while the grownups enjoyed catching up. Then, Ari and I spent 6 days off by ourselves while the children stayed with their grandparents. We stayed in a bed and breakfast in San Marcos for 3 nights, exploring museums (without anyone to stop us from reading every caption) and riding in a glass-bottomed boat. Then we spent 3 nights in a cabin near Lost Maples State Park (named for maple trees that wandered into Texas during the last Ice Age and got left behind when the cold receded, adapting over the years to the conditions in one particular microclimate and giving Texans an opportunity to see fall colors). The hiking was great, and Ari enjoyed spending an hour or more taking pictures of turkey vultures so close you could see details on their wing feathers. We read Dorothy Sayers mysteries aloud to each other in the evenings as well as editing Ari's new book and even doing some recreational calculus!<br />
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Since we traveled back on Monday, and our logistics involved a 4-hour wait at the airport while Ari took the bus home to get our car, I packed many of our school things. We sat outside in the bright sunshine, trying to convince our bodies that it was still supposed to be daytime, and finished much of our school reading and other work. E11 left his reader, <em>Mara, Daughter of the Nile</em>, either at the airport in Texas or on the plane, and H5 left the first volume of <em>I Can Read It</em> at his grandparents' house, but we got through pretty much an entire school day except for math on Monday.<br />
<br />
In addition to school, we had extra activities every day the rest of the week, too: we all attended Community Bible Study on Tuesday morning, I gave violin lessons on Wednesday morning and Thursday afternoon, P13, E11, and B7 went to archery on Wednesday afternoon, and we did math club on Friday morning. What with getting our household up and running again (unpacking, groceries, catching up on laundry), school went on pretty late every day. Part of it is just that children have a hard time adjusting to "school mode" when they've so enjoyed "vacation mode". Little E3 came into the kitchen a few nights ago, looked me in the eye, and ordered, "Take me to the airport." I explained that even going to the airport wouldn't get us back to Oma and Opa's house, because we hadn't bought plane tickets. The next morning, while I was preparing breakfast, he commanded, "Mommy, buy plane tickets." We plan on flying back at Christmas for a big family reunion, but it's hard for a 3-year-old to understand the concept of 3 months!</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-68501145854426388102017-09-02T16:29:00.003-07:002017-09-02T16:29:52.198-07:00N Minus 2 Is Easier Than N<div dir="ltr" style="text-align: left;" trbidi="on">
It will probably come as no surprise that homeschooling 2 children plus a preschooler is easier and less work than homeschooling 4 children plus a preschooler. Despite doing a full school schedule with B7 and H5, I've felt like I'm on vacation this week. I suppose I'm reaping the "<em>It Could Always Be Worse</em>" effect (see <a href="https://www.sonlight.com/BA18.html">https://www.sonlight.com/BA18.html</a>) - if you keep adding difficulties, removing a few of them makes the remainder seem inconsequential. I remember when P13 and E11 were in 2nd grade and kindergarten - I didn't feel nearly this relaxed! <br />
<br />
Adding in our Sonlight reading is always fun - it's our favorite part of school. I'm reading History/Bible/Literature B (<a href="https://www.sonlight.com/BC1R5.html">https://www.sonlight.com/BC1R5.html</a>) to B7, with H5 listening in, and this week we started <em>Charlotte's Web</em> and <em>The Usborne Book of Peoples of the World. </em>It always makes me happy when both boys clamor for another chapter! We've also enjoyed the internet links that come with <em>The Usborne World of Animals</em>, exploring bird calls and enjoying videos of baby animals. And after watching the science video, the boys ran off to experiment with how effectively various magnets could still pull through various materials (notebooks, the table, etc.). <br />
<br />
I pulled out the <em>I Can Read It</em> series for H5, because he seemed to feel the <em>Reading Lesson</em> was getting a bit tedious. This series is really perfect for him. It starts out right at his level ("Nat the cat sat on Pat the rat. Nat is a bad cat!") but <em>looks</em> like a "big kid book": the pictures take up half the page or less, and there are several sentences per page; the stories are divided into chapters, and each book is 90 pages long. He was so excited to be able to read from the first book that, for the past two nights, he has asked to take a flashlight to bed with him so he can continue reading after lights out. <br />
<br />
B7, after we watched <em>The Tale of Despereaux</em> on DVD over the weekend, checked out the book from the library and has read it twice through. Once H5 tired of doing his own after-bedtime reading last night, we heard voices from their room: B7 was reading <em>Despereaux</em> to H5 by flashlight. It's really neat to see B7 taking care of his little brothers like this - finding himself temporarily in the position of being the oldest shows up facets of his character I hadn't noticed before.<br />
<br />
Yesterday (Friday) was really fun. I'm still doing math club for our homeschool group every 2 weeks, and lately we've been making our way through <em>Camp Logic</em> (<a href="http://naturalmath.com/camplogic/">http://naturalmath.com/camplogic/</a>). But with P13 and E11 out of town, I decided to review some of the ideas we've explored in the past at the intersection of math and art, inspired by the artwork of B7's I posted last week. We had more people attend than ever before - 8 different families in addition to us - and most of the children were really engaged, drawing and coloring mystic roses. I challenged them to use as few colors as possible, and one girl managed it with just 2. Others used as many colors as possible, which yielded a different, interesting artistic effect. Something that I love about math club is that because we have it at a local park, when the lesson is over the kids all go off and play, leaving the adults to chat. It's actually become a de facto homeschool support group, where we share what works and what doesn't, and remind each other that there are actually a lot of us who do this crazy thing called homeschooling. And we do it in many different ways, and all our kids seem to be turning out pretty well so far. <br />
<br />
The letters and texts we've received from P13 and E11 show that they're also learning a lot and having a great time. They started in LA, and among other things have seen Death Valley, Bryce Canyon, and the Grand Canyon. P13 sent a letter describing E11 climbing down to a big rock and yelling to his grandfather, "Opa, I think this is iron silicate! It's odd on such a pale rock." Thank you, Oma and Opa, for taking over homeschooling the older 2 for a few weeks - we're all gaining from it.</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-42555754412626039372017-08-26T17:16:00.000-07:002017-08-26T17:16:16.512-07:00Fourth Week of School<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Calibri;">Right now, P13 and E11 are on an airplane somewhere over the
Pacific, on their way to meet Ari’s parents at LAX. I’m really excited for
them, but I’m going to miss them a lot! It’ll be interesting to see how the
dynamics of life in general and school in particular change without the two
oldest children around. I plan to do full school with B7 and H5 next week
(adding in Sonlight history and read-alouds). <o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">This past week, I added writing to our daily school lineup.
H5 jumped in with enthusiasm, dispatching a letter to his cousins on Monday and
updating his journal with illustrated stories like, “The ripped book is
magical. Flip to a page becomes real.” (I wrote the words on the board, and he
copied (most of) them). He has been working through the Handwriting Without
Tears kindergarten-level workbook, and is writing quite neatly. I also added
reading lessons for H5; this week focused on words using the long /i/ sound.
Daily practice yields excellent results, and he is able to read sentences like,
“This is mine.” It’s fun to see the satisfaction in his face as he deciphers
each word.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">B7 has been working on cursive handwriting. He is careful
and precise, but doesn’t enjoy it! He can now write his name in cursive, as
well as all the vowels and the letter B. He updated his journal, adding a
second sentence with reluctance after I told him I expected a 2<sup><span style="font-size: x-small;">nd</span></sup>
grader to write at least two. He’d far rather read a chapter book like <i>Holes</i>
than write words on a page. Artistic expression is another story – he asked me
to position 10 points evenly around a circle, and carefully connected the
points in a mystic rose</span><span style="font-family: Calibri;">.
He colored each small section, leading to a remarkable work
of mathematical art. (I think he may have seen E11 start working on a similar project with 13 points, which he planned to complete on the plane)</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrrTZ6ETw10y0HtsK83nx5cJ9zAORcfziqVaal9oVM-FWmjpGlRnjlcJ6dJ6GMw3sfl99Uu5jZN-uXBh8KhfEWcxqiLF2Lhx82NV1adf_DNXRYzB8Du6HctY7AqKVcVzm7Y-ftOQ013WPf/s1600/Scan_20170826.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1164" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrrTZ6ETw10y0HtsK83nx5cJ9zAORcfziqVaal9oVM-FWmjpGlRnjlcJ6dJ6GMw3sfl99Uu5jZN-uXBh8KhfEWcxqiLF2Lhx82NV1adf_DNXRYzB8Du6HctY7AqKVcVzm7Y-ftOQ013WPf/s320/Scan_20170826.jpg" width="232" /></a></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">E11 continued to happily produce large volumes of written
material in response to science questions (though he objected to the fact that
one of the assignments was a quiz). I don’t proofread or correct his journal
entries, so he happily writes quantities there, and he sent a letter to his
cousin, and updated his blog (which I DID proofread). He is happier to correct
assignments if they have been typed in on the computer, so we have a deal where
I look at his Word document and <b>bold</b> any mistakes I find. He tries to
correct them without me telling him what they were, which is like a game and thus easier to stomach. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">P13 watched the first DVD of Andrew Pudewa’s Student Writing
Intensive B, detailing how to take notes on a passage or article and use them
to re-create a written document, and practiced a little. She also sent a letter, updated her journal
regularly, and updated her blog. While they are on the mainland with their
grandparents, the only school-like assignment I have asked them to complete is
a daily journal detailing their activities. Since they will be experiencing
geological sites all the way from California to Texas, the educational
potential in this assignment is rich. Of course, I also look forward to reading what they've done.</span></div>
</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-37620994438794439532017-08-19T21:03:00.002-07:002017-08-19T21:03:28.420-07:00Third Week of School<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Another week of school is over, and we’re settling into a
routine. Of course, after just another week, P13 and E11 will be flying to the
mainland to spend a month with their grandparents, and the rest of us will join
them in early September, so our routines will take a hit – but at least we’ll
have a general idea of the pattern we need to return to.<o:p></o:p></span></div>
<span style="font-family: Calibri;">We added in science and current events this week, and
everyone enjoyed them. One thing that always helps is that I am excited about
both, and I like to think my enthusiasm rubs off on my children.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">P13 and E11 are studying Earth Science this year using a
textbook from Novare. This is the best science program I’ve used, and we’ve
tried many. I described some of my reasons for choosing Novare in my “update on
our experiment” post. Having used it for a full week now, I can add a few more
loves. Firstly, to use E11’s words, it “doesn’t underestimate [his] powers”.
The science is in no way dumbed down; the chief difference between this book
and my college geology textbooks is that it explains fewer, more basic topics
with greater clarity – but with the same level of respect for the reader’s
intelligence. The spiritual content isn’t overbearing, but is introduced
conversationally, in much the same style as the asides I would always insert
when we were using secular programs, and with a genuine sense of wonder at the
glory and beauty of God’s creation. The end-of-section questions don’t require
mere regurgitation of the facts, instead calling for reasoning based on a deep
understanding of the concepts. (For example, after the section on lunar phases,
the children needed to determine what phases an observer on the moon would see
on Earth during each lunar phase). On Friday, we covered the section on
eclipses, a timely lesson given that we plan to wake up early on Monday morning
and take a home-built viewer somewhere with an eastern horizon to try to see
the sun rising partially eclipsed. <o:p></o:p></span></div>
<span style="font-family: Calibri;">As I had hoped, the fascinating content is inspiring both
P13 and E11 to write excellent responses to the end-of-section questions.
Frequently, when a single sentence would suffice, E11 (my reluctant writer) is
writing entire paragraphs in explanation. His spelling and mechanics are
atrocious, and I have struggled with how to correct him without
discouraging him. After watching some more teacher training from the Institute
for Excellence in Writing, I am resolving to choose one writing concept to
focus on at a time (capitalizing each sentence, spelling new vocabulary
correctly, creating a “frequently misspelled words” list and proofreading based
on that) and not badger him about things we haven’t yet focused on. He doesn’t
always handle correction well, but I know if I expect more of him, he will be
able to produce it. The only end-of-section question that really upset E11 this
week was the one asking him to calculate Earth’s orbital speed, given the
orbital radius. The tantrum he threw! “There shouldn’t be any MATH in SCIENCE!”
I laughed and laughed. I’m laughing again now. Oh, child, the sooner you lose
that misconception, the happier you’ll be! Fear not, gentle reader, he
calculated the orbital speed (after an hour of moaning).<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Because I already had it lying around, I’m using Sonlight
Science B for B7’s science. Because it covers animals, magnetism, and light,
areas he hasn’t yet become obsessed with, a presentation aimed at children his
age isn’t hopelessly too easy for him. It also doesn’t take me more than 15
minutes a day (except on days we do experiments), which means it gets done! H5
occasionally listens in, so I consider it to fulfill his science requirement,
as well. I’d like to add in some more advanced chemistry content for B7, which
didn’t happen this week but hopefully will in future weeks.<o:p></o:p></span></div>
<span style="font-family: Calibri;">This is the first year we are including a discussion of
current events as a formal part of our studies. I considered a variety of news
sources, and finally settled on CNN 10. It is a 10-minute show, available
online, covering selected world and US events 5 days a week. Because it is
aimed at students, it does a good job of providing necessary historical and
geographical background without assuming the level of awareness of an informed
adult. For my own edification and in order to add more background and
commentary, I have been listening to World Radio, which gives a Christian
perspective on world and US events, with frequent in-depth analysis from
various commentators. After the children have watched the daily CNN 10 show,
either P13 or E11 describes one of the news items to the whole family at
dinnertime, which often launches an animated discussion with further analysis.
For example, E11 discussed the cholera epidemic in Yemen resulting from the
current civil war, which launched a discussion of water-borne disease. <o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Next week I plan on adding in writing. I’ll have P13 go
through Student Intensive B from the Institute for Excellence in Writing, and
give her assignments based on what she’s reading in other subjects. All 4 of my
school-aged children will be writing letters and journal entries weekly, and
I’ll have H5 and B7 work on handwriting daily while E11 and P13 do weekly blog
entries. I’m also going to resume H5’s reading lessons. Right now, he is able
to sound out CVC words and has read the first dozen or so of Sonlight’s
kindergarten readers. I’ve been using the appropriately titled <i style="mso-bidi-font-style: normal;">The Reading Lesson</i>, which claims to get
a child to a 2<sup><span style="font-size: x-small;">nd</span></sup> grade reading level by the end of the book. I’ve
used it with all the older children, and we’ve never finished it: the child
always takes off and begins reading fluently before we reach the end, so I have
high hopes for H5 as well.</span></div>
</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-4013015900778896192017-08-12T18:19:00.003-07:002017-08-12T18:19:52.221-07:00Second Week of School<div dir="ltr" style="text-align: left;" trbidi="on">
Another week of school is over. In addition to circle time and math, we added exercise, required musical instrument practice, and Greek lessons for P13.<br />
<br />
One of the results of our experiment last February was that P13 tried several languages and settled on learning Koine (Biblical Greek). I've wanted to learn Koine myself, so we're working together. We've been using <em>Elementary Greek</em> by Christine Gatchell. It's laid out to be used by people (like me) with no prior Greek knowledge. Each lesson consists of a memory verse (or portion of a verse), five vocabulary words, and a grammatical concept. We had completed about 10 lessons by the end of last year, and did occasional review over the summer, but it slipped off our list of priorities for the last month or so. However, neither P13 nor I had completely forgotten all the vocabulary or grammar forms, and after a few days' worth of diligent review at the beginning of each day, we're back up to speed. The pace is fairly slow, designed for children as young as third grade, so now that we've reviewed the material, we may start doing 2 lessons per week.<br />
<br />
Over the summer, I did not <em>require</em> my children to practice their musical instruments on a daily basis. Instead, I presented them with goals: a certain piece (or pieces) to be thoroughly learned, and rewarded with a trip to McDonalds for ice cream. When we go, everyone gets an ice cream cone, and the child being rewarded gets two. The result was that E11 made significant progress in violin over the summer, H5 occasionally took out his violin but not regularly, B7 avoided the piano entirely, and P13, uncomplaining child that she is, never mentioned to me that I had forgotten to set her a goal, so just played piano and recorder for the fun of it. H5 earned one ice cream treat, and E11 earned 2 or 3. Now that we've started school again, I'm asking H5 and B7 to spend 10 minutes a day practicing, and E11 and P13 to spend 15 - and all 4 of them have goals to work toward. E11 spends more than his required 15 minutes, playing through all his repertoire and learning a new piece. P13 practices willingly but not enthusiastically, precisely until the timer beeps, and I can hear improvement. H5 requires my constant attention and encouragement during practice time, but is also improving. B7 has his own ideas of how to practice. His goal for the next reward is to learn the next 2 pieces in the book. I asked him to learn the first one hands separately, paying particular attention to the pattern in the left hand. If I don't swoop in and stop him every day, he will play the first two bars of the piece hands together, find the third bar difficult, go on to the second piece, play the first two bars hands together, find the third bar difficult, and go back to the first one. He complains that playing hands separately is "too easy". When I actually coerce him into doing it, he makes many mistakes, proving my point. He is impatient, wanting to hear the piece the way it will sound when he has finished learning it, and thus is unwilling to put in the time to learn it. I think that having to slow down and do something that doesn't come easily to him is good for his soul, which is why I will continue to require him to practice!<br />
<br />
For exercise, I realized that I needed to set a good example. It's one of those things that easily moves down the priority list until we go hiking as a family and I realize, puffing to keep up, that I'm not as fit as I could be. I have the T-Tapp 15-minute workout DVD, so a few weeks ago I did "boot camp" (doing the workout every day for a week), and now I'm doing it 3 days a week. I wanted to add some aerobic exercise, and struggled to think of when to fit it in. Finally I realized that in the morning, while the oatmeal is cooking, I can go for a walk while I pray instead of sitting in my room trying to get E3 and H5 to stop barging in and asking for things. Usually Ari is still eating his breakfast at that time, and if he's gone, P13 and E11 are able to take care of the little guys' needs. It wasn't my example that inspired E11, though. 2 1/2 weeks ago at church camp, one of the speakers compared the Christian life to a marathon, and asked if anyone in the congregation thought they'd like to run one. The enthusiasm of E11's response was impressive, and convinced us to try to find a race for him to compete in (maybe shorter than 26.2 miles, to begin with). Every day this week, he has run almost 4 miles. He requested an alarm clock so he can wake up at 6am, run before the heat of the day, and make it back for breakfast by 8:15 or 8:30. Nobody else's choice for exercise is quite as impressive. P13 has a ballet lesson DVD and some aerobic exercises of her own devising, and the little guys like to walk to the playground and run around there. Archery will be starting up in September, so P13, E11, and B7 will participate in that. <br />
<br />
Math continues in much the same way as it did last week. The <em>Life of Fred</em> math book E11 is using has a section called "The Bridge" after every 4-5 chapters, consisting of a 10-item quiz of which 9 must be answered correctly before going on to the next chapter. E11 hates these, because the problems lack the fun narrative of the chapters, and because too many careless errors can mean he'll have to do the next one as well. There are 5 different quizzes in each "Bridge" section, and he has thus far completed the first 3 with up to 80% accuracy (and thus, more than 80% tears). I'm hoping he rocks the next one on Monday. H5 has been working to understand place value, and enjoys playing the "Trading Up" game. This game requires base ten blocks (unit cubes, ten-sticks, and a hundred-flat), a 6-sided die, and a whiteboard and marker. H5 rolls the die, takes that number of unit cubes, and, if appropriate, trades up 10 unit cubes for a ten-stick. The game ends when he trades 10 ten-sticks for the hundred-flat. Each turn, we write the number of tens and ones on the whiteboard, and H5 reads the number. He finds it endlessly entertaining (that makes one of us), and is starting to grasp the concept pretty well.<br />
<br />
The last couple of days, I tried starting Circle Time as soon as I finished my own breakfast (as opposed to waiting for every slowpoke to join the Clean Plate Club). This has more than one benefit. Firstly, we get started sooner, and people have less time to disperse (and to create a need to be rounded up). Secondly, since E3 is the slowest poke, starting before he's done eating automatically gives him something to do quietly while I read. E3 has seemed somewhat emotionally needy this week, so I may try finishing Circle Time by reading a story just for him.<br />
<br />
Next week, I plan to add in science and current events. Check back here to see how it goes!</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-67754097759972162962017-08-05T19:22:00.001-07:002017-08-05T19:22:12.727-07:00First Week of School<div dir="ltr" style="text-align: left;" trbidi="on">
This past week was our first week of school. We started with only two subjects: math and circle time. As circle time is a new feature for us, I'll describe it first. After we have cleared the breakfast table, I gather everyone to read the Bible, some devotional books and missionary stories, work on a memory passage, read some poems, and sing a song. On Monday, I received serious push-back from E11. I believe he had expected we would do circle time outside or sitting on the futon, and when I refused to move it from the kitchen table because I wanted people to be able to draw during the readings, he threw a fit. However, he then proceeded to draw a tree during the reading, continuing to add details throughout the week, and he seems to be enjoying it now. Allowing the children to draw while they listen is a successful strategy, allowing even E3 to stay at the table and pay some attention much of the time. (He still needs frequent reminders to return to the kitchen). During our poetry reading, I have P13, E11, and B7 read some of the poems. They all need to work on reading slowly, loudly, and clearly, but already I see some improvement. Having all the children together to discuss the devotional book is helpful because, although it is technically part of B7's curriculum, H5 often chimes in with a question or comment, and P13 and E11 are able to summarize and explain in ways that are easier for B7 and H5 to grasp. A real advantage to doing circle time is that, when it has ended, everyone knows that school has started and I am less tempted to do "just one more" housekeeping task (which can turn into "just 5 more") before getting started.<br />
<br />
Immediately after circle time on Monday, I gave P13 her first lesson from Core Plus Mathematics. We investigated the physics of bungee jumping by connecting rubber bands and attaching varying numbers of nickels (5-gram weights) to the end before dropping them from the top of a yardstick. It took a bit of trial and error to find a way to effectively attach the nickels to the end of the rubber band chain and to measure the maximum stretch, but P13 devised a cone out of paper towels which she tied on to the chain with another rubber band, and I moved my hand incrementally down the yardstick until I didn't feel the point of the cone touch it when dropped. Our plotted data showed an approximately linear relationship, with the length of the rubber band - nickel cone assembly growing by about 7/8" with each additional nickel. E11 found himself drawn into the investigation despite himself, and making mathematical observations. Later in the week, he was similarly drawn into our investigation of a game of chance in which a fundraiser pays out $4 if a die shows a 4, but receives $1 if the die shows any other number. Unfortunately, this investigation was much harder to conduct with only one student, because the randomness of the results after only a few trials far overcame the general expected linear trend if you were only to look at the fundraiser's profits after every 50 trials. Had we had another 5 students or so, everyone could have played the game 50 times, and we would probably have gotten better results without spending a prohibitively long time rolling dice. However, P13's mathematical insight allowed her to predict what should have happened if we had been able to conduct hundreds of trials: on average, every 6 rolls will lose the fundraiser $4 and gain it $5, for a net gain of $1 every 6 rolls. P13 seems to be enjoying this program and it certainly forces her to think and express herself clearly. And if it can draw in my reluctant 11-year-old, that says something for it!<br />
<br />
Speaking of E11, I gave him a lesson from Life of Fred: Fractions on Monday after P13 was done with the bungee jump simulation. He is over halfway through the book and theoretically knows how to add, subtract, and multiply fractions and mixed numbers. We read the chapter (part of a continuing story) and he worked on the problems in the "Your Turn to Play" section. Unfortunately, he seemed to have forgotten absolutely everything over the week or two since he last did math. He was trying to find common denominators before multiplying, and to add the denominators when doing addition, among other painful errors. Worse, when I tried to ask questions to understand his reasoning, he stormed off, refusing to answer. When he was ready to try again, and I tried to explain the concept using a simpler problem, he shrieked that I was wasting his time. When I tried using 2 different methods to explain the concept using the problem that was actually causing him difficulty, he again moaned that I was not making sense (without taking time off from moaning to hear any of my words, or to tell me what part of my explanation confused him). Some days, he is REALLY hard to teach. Because he had such trouble with the first problem set, I decided to give him a similar problem set every day until he mastered it, instead of proceeding to the next chapter. He was furious, because the chapters contain quirky and amusing stories, and plain problem sets don't. On Tuesday, he got the egregious result that 1/3 - 1/12 = 3/0. (He remembered to find like denominators - and then subtracted them!) With much difficulty, I got him to listen to explanations (involving pizza, or squirrels) of what was going on in each problem. On Wednesday, he got all 5 problems (covering the same concepts as Tuesday) right on the first try, with a much better attitude. It's the same pattern as over the summer! On Thursday, we went on to the next chapter (more of the story! Yay!) and he retained what he had learned over the previous days - and the same thing happened on Friday. I really need to remember (over the screaming) that just because he seems to have completely forgotten a concept doesn't mean he'll have as hard a time re-learning and retaining it as he did the first time. <br />
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B7 has been steadily working through the Art of Problem Solving Pre-Algebra book. This week, we were working on finding the least common multiple. B7 has epic mental math ability, but he writes like a 7-year-old, so if I ask him to write down his complete solutions, his brain gets to the correct result many minutes before his brain has time to tell his hand to write down the steps, which is frustrating for him. So I have a deal with him: he has to write down all the steps for the first problem we work, and then he only has to tell me verbally and I will write them for him on subsequent problems. At the rate we are going through the book, it will probably take 2 or 3 years to complete, but that's okay - we can wait until he's 10 before starting algebra! On days when I am too busy or overwhelmed to spend 30 minutes working on math with him, I can ask him to work on Alcumus, a math game on the Art of Problem Solving website (<a href="https://artofproblemsolving.com/alcumus">https://artofproblemsolving.com/alcumus</a>), which allows him to review concepts he has learned in the past and forces him to write down his own answers.<br />
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H5 is a lot of fun to teach, because he is so enthusiastic about everything. I'm not using a single, formal curriculum with him, though I'm using Miquon as a general outline for where to go next. I have ideas of concepts he'll need pretty soon, and present them using games and manipulatives. We have been using the Right Start place value cards to practice counting to 100, and playing Coin War using cards with pictures of coins I made when P13 was in kindergarten. He also enjoys using Khan Academy's "Early Math" exercises. <br />
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I'm glad I decided to start school slowly, as it allows me to work out kinks in each subject and see ahead of time what might cause problems. In previous years, when we've started full steam with all subjects on the first day of school, I've felt more overwhelmed at the end of the first week, with fewer ideas of what specific things need to change. My plan for next week is to add in music practice and lessons, P13's Koine (New Testament Greek) lessons, and some kind of physical activity for everyone. The following week we'll add science and current events (for P13 and E11), the next week writing, and when we get back from our September trip to the mainland, be ready to go full steam with all our subjects. I plan to continue making weekly updates, so check back to see how we're doing.</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-88769259161782676952017-07-29T18:04:00.000-07:002017-07-29T18:04:32.173-07:00Update on Our Experiment<div dir="ltr" style="text-align: left;" trbidi="on">
Back in February, I tried an experiment in which I abandoned our formal homeschool curriculum and merely required that my children do something (of their own choice) in subjects like math, reading, writing, history, science, etc., on a regular basis. The experiment lasted a little longer than a month, because we all enjoyed it and everyone was clearly learning.<br />
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The only thing my children (and I!) really missed from our previous pattern of school was all the reading aloud contained in our Sonlight programs: Core F with Science G for P13 and E11 (Eastern Hemisphere; Geology, Physics [and Origins - we ditched that portion of the course, but it's a story for another day]), and Core and Science A for B7 (World Cultures; Biology, Botany, and Physics). One day, I mentioned that I missed it, and everyone else unanimously agreed, so we started it up again. That covered literature, history/geography, and science, and I let them keep doing their own thing for reading, writing, and math. P is also learning Koine Greek, which she plans to continue next year.<br />
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<u>Reading</u>: P13 continued to read as though drinking from a firehose, E11 read various library books of interest at his preferred slow pace, and B7 pursued books about astronomy/planetary science and chemistry. B7's interest in chemistry came about as a result of our experiment: E11 had wanted to learn more about chemistry in order to understand mineralogy better, so I ordered the high school chemistry course from The Great Courses. He was interested in the subject matter, but the math was well beyond him. I worked hard to try to help him understand it, and I think if he'd had a more positive attitude toward his ability to learn mathematical concepts he could have done it, but he was unwilling to put in the effort. However, during the time he was still working on the course, he encountered the Periodic Table. For enrichment and enjoyment, I found the Periodic Table Song on YouTube: <a href="https://www.youtube.com/watch?v=VgVQKCcfwnU&t=72s">https://www.youtube.com/watch?v=VgVQKCcfwnU&t=72s</a>. This immediately became so popular that we watched it multiple times a day and, as often happens with songs you hear all the time, we all soon had it mostly memorized. B7 started asking questions about the characteristics of various elements, and, not knowing many of the answers myself, we turned to the public library. After exhausting the children's section, we raided the adult section, and as a result B7 can now announce the half-lives of most of the radioactive elements, and when asked the answer to something like 8 x 7, will respond, "Barium." He would like a particle accelerator for Christmas. (We think a CRC handbook might be more appropriate and affordable). <br />
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<u>Writing</u>: Here's where P13 really shines - she writes all the time. But not only that, she decided to launch a neighborhood children's Bible club. She develops and writes up lesson plans each week, in addition to games, crafts, and a snack. During the school year she's had as many as 10 children attend her club, though it's been much quieter during the summer. So I have allowed her Bible club preparation to count as writing - if her message isn't clear, she gets instant feedback from her peers as they pay less attention to her lessons. She also corresponds regularly with friends back in New York and with relatives, as well as writing in creative and prayer journals. <br />
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E11 has a negative attitude toward any writing assignment that wasn't his idea. For this reason, I abandoned all the written work attached to Sonlight - not only the language arts assignments, but also the worksheets for science and the Eastern Hemisphere Notebook. He had to write something, so I allowed him to continue working on his pirate adventure novel and letters to relatives during the school year, but as far as I know he did almost no writing over the summer. <br />
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B7 doesn't quite share E11's attitude, but writing is not something he prefers. He finished his handwriting workbook and started learning cursive before the end of the school year, but because I wasn't giving specific assignments (do this entire page), he would copy a single letter and inform me, "I've done my writing for the day." He does label rocket parts on drawings he makes, and his handwriting is neat and careful - he'd just rather spend a couple hours reading about radioactive elements.<br />
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<u>Math</u>: P13 is a compliant child, but math is not her true love. She pursued her math requirement by alternating between logic puzzles and Khan Academy's Algebra 1 course. If I didn't instruct her otherwise and check repeatedly, she wouldn't spend more than 15 minutes a day. I wasn't particularly happy with the instructional method, either: Sal Khan shows you how to perform an operation, but you don't get much insight into why it's important or interesting. We'll be doing something different next school year (keep reading for my plans).<br />
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E11 was happy in theory for his chemistry course to count as math, but as it required a certain amount of algebraic insight, it made him feel stupid. This is never a good feeling for anyone, particularly for someone whose 4-years-younger brother has better mathematical intuition than he does. I am convinced of the value of a growth mindset ("If I work hard, I can grow smarter") in math as with all subjects, but convincing someone else that this is a fruitful mindset can be tricky if that someone else begins screeching as soon as he hears me start to say anything of the sort. And, honestly, if he works hard but his heart isn't in it, he will not be likely to surpass B7, who loves mathematics more than almost anything. E11 can improve and has improved, but B7's achievements are a real hindrance to him. We tried letting E11 work on Khan Academy, but had a hard time finding the right level, where it would give him problems that didn't "underestimate his powers" but that he knew how to do. Eventually I turned to Life of Fred: Fractions, and that seems to work. E11 loves the quirkiness of the storyline and there are usually only a few end-of-chapter problems to work (because busywork is Not Popular). Every 4-5 chapters there is a "Bridge" containing problems on concepts from all previous chapters, and this has been E11's biggest frustration: you have to get at least 9 of the 10 Bridge problems correct on the first try, or else you try again with another Bridge (more work!). This means he feels under pressure, and being under pressure tends to set his brain to the OFF position. Over the summer, I required the children to do math one day a week, but E11's attitude toward the Bridges in particular was terrible. I decided that if there was a type of problem that made him screech, he simply had to do 3 problems of that type every day until it no longer made him screech. He followed a typical pattern of screeching over the course of an hour while doing his 3 problems the first day, screeching for 20 minutes the second day, and doing them in 5 minutes the 3rd day, complaining, "These are EASY! The problems in the book aren't like THIS!" And when he encountered the problems in the book, someone had secretly replaced them with easy ones. Funny how that works. It may be that the magic bullet for teaching E11 math will simply be a good pair of earplugs for me.<br />
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B7, as I mentioned in the original Experiment post, showed an interest in exponents. Having tasted the problems in P13's old Pre-Algebra book, he was hooked. We have continued working through the book. He dislikes writing, so I mostly act as his scribe and only occasionally require him to write solutions himself. (Part of it is that, at the level of Pre-Algebra, his handwriting isn't neat enough for him to line up problems properly. He far prefers doing long division in his head, and is quite able to do so accurately). We have also used the Alcumus program available on the Art of Problem Solving website. <br />
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H5, freed from the requirements of any formal schoolwork, has developed a great interest in learning on his own. He's worked with Khan Academy and Miquon Math, requested occasional reading lessons, and developed a passion for paper crafts. He asks for lots of spelling help and sends his grandparents letters (mostly listing the names of family members, finishing with the word LOVE). If there is a pile of paper scraps or a roll of tape in the middle of the floor, it is generally H5's fault. He is SUPER excited to start kindergarten next year, and occasionally I wake up to his voice saying, "Mommy, can I have a reading lesson and a writing lesson and play with Cuisenaire Rods and Khan Academy and drawing and painting today?" Um, let me wash my face and put on my glasses first...<br />
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I'm glad we conducted the experiment. By requiring certain subjects but not specifying how they were to be met, I learned more about each child's learning style. We found ways of teaching several of the subjects that worked better for each child than what we'd been using before. I've used the insight I gained in designing next year's academic program, maintaining a certain amount of flexibility and with what I hope will be less academic overload than we had before. <br />
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<u>Plans for next school year</u>: Sonlight was the one thing I knew we'd use. We'll be doing World History Part One (Sonlight History/Bible/Literature G) with P13 and E11, Intro to World History Part One (Sonlight History/Bible/Literature B) and Animals, Astronomy, and Physics (Sonlight Science B) with B7 (and H5 listening in), and Fiction, Fairy Tales, and Fun (Sonlight P3/4) with H5 and E3. That covers Bible, history, geography, literature, readers for P13 and E11, and science for B7. <br />
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Science for P13 and E11 will be Novare Earth Science (<a href="https://www.novarescienceandmath.com/product/earth-science-gods-world-our-home/">https://www.novarescienceandmath.com/product/earth-science-gods-world-our-home/</a>). I chose this for a number of reasons. Firstly, it's one of very few science programs that combine a Christian worldview with up-to-date science. (I am not capable of using most Christian programs that address age of the earth or evolution - I yell at the book and the kids wonder when I'll get around to teaching them again. This was why I abandoned the "Origins" part of Sonlight Science G). Secondly, Novare focuses on integration: not teaching science as an isolated subject, but across subject areas including math, history of science, theory of knowledge, and English language usage. In particular, because E11 is fascinated by Earth science, I hope he will be more willing to complete writing assignments as part of learning science. <br />
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In addition to their science-related writing assignments, I will ask the children to complete journal entries on a regular basis, and write letters to friends and relatives. P13 and E11 have private blogs (only grandparents, aunts and uncles have the passwords) which I will ask them to update regularly. B7 will be working through the cursive handwriting book he started last year (and I'll be clearer on how much is an acceptable amount to complete), and H5 will be working through the Handwriting Without Tears kindergarten book. In addition, I've ordered (but not yet received) the Teaching Writing: Structure & Style teacher course from the Institute for Excellence in Writing, along with the Student Writing Intensive for P13. Since she's already interested in writing, I want her to have more tools to further hone what she writes. <br />
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For math, I plan on using 4 different programs with my 4 different school children. E11 will continue with Life of Fred, and B7 will keep working through Art of Problem Solving Pre-Algebra and Alcumus. H5 will continue to use Miquon Math, various games, and supplement with Khan Academy. P13 is ready to learn Algebra, and because I was unhappy with Khan Academy's approach I didn't want it to be her primary program. I re-read "What's Math Got To Do With It?" by Jo Boaler, and was again attracted by her descriptions of interested high schoolers working together to solve interesting, challenging problems. I wondered where I could find a source of such interesting problems - the Art of Problem Solving books have them, but because P13 is not passionate about math, the level of challenge was not something she enjoyed. I wanted something like AoPS, but not quite as time consuming. Fortunately, Boaler's book had an appendix containing recommended math programs. I found the first edition of Core-Plus Mathematics Course 1, which integrates algebra, geometry, probability/statistics, and discrete math but isn't aimed just at gifted students, for just $6 used (and the 2 teacher's guides for $6 each, as well). I love the look of it; it has the sorts of problems Boaler described. The chief drawback is that it was designed for teaching groups of students in a school setting, so class discussion forms a large component of the instruction. I tried to find others in the homeschool community who would join us, but because we live 45 minutes to an hour away from Honolulu, the people who expressed interest decided against it. So it'll just be me and P13 trying to re-create class discussions... but I still feel it'll be far better for her than staring at Khan Academy for as little time as she can get away with. And, of course, I'm still doing my recreational math club every other week, and there's plenty of animated discussion there!<br />
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Physical Education has always been a weakness in our homeschool program, mainly because I don't care for round moving objects. I plan to allow the 3 oldest to continue in archery, and to take all of them to the playground regularly, but I don't know that they'll ever learn the formal rules of baseball or football. Of course, ignorance in those areas hasn't hindered my enjoyment of life! Physical skills are E11's forte, though, and I'm thinking of finding races of some sort for him. He's the sort of kid who would love to run a 5K or participate in a kids' triathlon, so although I don't have specific plans right now, I intend to find some events and sign him up for them. Ari goes running regularly and sometimes invites E11 to join him, and we go hiking as a family or kayaking or swimming on weekends, so we're not couch potatoes.<br />
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H5 believes that a major part of school ought to be art. I've purchased supplies (construction paper, colored pencils, glue, scissors, tape) and mainly plan to sit back and let the kids all have at it. P13 often checks out art instructional books from the library, and she invites her brothers into her room to work on projects together, so I feel that's enough for now. I'm sure it would be good to do some kind of art history, but I'm not in a hurry to add more things to our schedule.<br />
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Over the summer, as I mentioned in my previous post, E11 started taking violin lessons from me. He's picking it up quickly, and H5 is not doing too badly on his violin lessons either (though E11 has far surpassed him). B7 is learning piano in fits and starts, and P13 sometimes sits down and plays something or other on the piano. My motivational strategy for practicing instruments consists of a close partnership with McDonalds: I identify a piece or set of pieces that a child needs to learn, and when the child plays that music well, we all go and get soft-serve ice cream cones at McDonalds. The child who has met the musical goal gets 2 cones. Compared to paying for music lessons, teaching my own kids and paying for ice cream every few weeks comes out a lot less expensive!<br />
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Finally, just a few days ago, I read this article: <a href="https://www.sonlight.com/blog/sonlight-morning-time.html">https://www.sonlight.com/blog/sonlight-morning-time.html</a>. I'm going to give it a try - straight after breakfast, we'll do some Bible reading and memory verses, read some poems and missionary stories, and sing a song. I hope this will not only get us in a helpful mindset for doing school, but give a sense of cohesiveness as we're doing so many different things throughout the day. <br />
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And, although we aren't still doing the experiment I started in February, its benefits were such that if we ever start feeling overwhelmed and frustrated again, we can always ditch what we're doing and try the same thing again.<br />
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JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-396877739212602982017-07-22T15:50:00.001-07:002017-07-22T15:50:21.056-07:00Birthday Updates<div dir="ltr" style="text-align: left;" trbidi="on">
We're done with birthdays for the year, so it's time for me to repent of my blog silence over the past several months. I'll describe the cakes I made everyone and also what they're up to in general.<br />
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B7 is first in the lineup, having his birthday at the end of January. He requested an archery cake, featuring an archer shooting at a target. His birthday marked the important milestone of being old enough to join his siblings in archery class, and he was enthusiastic about it. As it turns out, he has the coordination and strength of a stereotypical geek, but he worked at his archery and improved noticeably, such that his arrow was frequently going as far as the target and even hitting it on occasion by the end of the semester (instead of consistently making it only 5-10 feet from the bow). <br />
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B7's current obsession is chemistry. When his brother E11 started studying chemistry with a view to understanding minerals better, we came upon the Periodic Table Song (<a href="https://www.youtube.com/watch?v=VgVQKCcfwnU">https://www.youtube.com/watch?v=VgVQKCcfwnU</a>). All the children enjoyed the song so much that we ended up viewing the video multiple times a day, until several of them had it mostly memorized. At this point, B7 began asking questions, and looking for library books. After exhausting the children's section, he moved on to books about the elements from the adult section, finding the heaviest (manmade, radioactive) elements particularly fascinating. At this point, he has the table well enough memorized that he uses the names of elements as proxies for the numbers from 1 to 118. (A trip through the multiplication flashcards begins: "B7, what is 8 x 5?" "Zirconium." "And 4 x 7?" "Nickel.")</div>
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H5's birthday comes 8 days after B7's, and he requested a komodo dragon cake. We had seen one at the Honolulu Zoo with my parents over Christmas, but I'm afraid my rendition didn't really do it justice. However, the birthday boy was quite pleased. </div>
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H5 continues in his relentless enthusiasm for life. He will be officially doing kindergarten in the coming school year, and several times has approached me this summer demanding lessons in reading, writing, and math NOW. He uses up paper at an alarming rate, sometimes dispatching missives to grandparents, but as often writing things like to-do lists: "Tidy your bed. Play outside." He can't read beyond simple CVC words, so I am frequently summoned for spelling assistance. He enjoys playing chess, both with himself and against opponents. Ari comments that, although he is still easy to beat, he is really trying to think through strategy in a way that B7 doesn't always do.</div>
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E11 wanted a pirate ship for his birthday in mid-March. He had a friend over, and they shot each other with Nerf guns (E11 received two as presents), ate cake, and then Ari took them night fishing. </div>
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Unlike B7, E11 excels in archery (and just about anything with a physical component to it). He actually placed first in the Parks & Rec island-wide archery competition among under-12 boys. This summer, he asked to take violin lessons, and has made rapid progress - again, there's a physical component, but he also has a good sense of rhythm and a good enough ear to correct badly out of tune notes without being told. He climbs everything everywhere, so if I ever hear myself asking, "Where's E11?" I am generally looking up. He isn't a total bookworm like his sister, but I do often find him reading - the <em>Harry Potter</em> series and, most recently, <em>Hatchet</em> by Gary Paulsen. </div>
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E3 watched all his brothers' birthdays and wondered repeatedly when it might be time for him to experience a similar event. As soon as he requested a lion cake, he began badgering me, every time he saw me enter the kitchen, to bake it, already. Every time he saw me sit down at the computer, I needed to look at pictures of lion cakes for inspiration. He had to wait all the way to the end of April. But the day finally arrived, and he was glad. (So was I). We took him to the Waikiki Aquarium, using birthday money from grandparents to buy an annual family membership. He was thrilled with the experience and talked about it for weeks afterward. </div>
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E3 is a delightful preschooler, interested in helping in the kitchen and hearing stories read aloud repeatedly. He likes playing outside and finding creepy-crawlies under rocks. He is gaining enough sophistication to be included in the older children's games of pretend. He is also completely out of diapers except at night, so we are looking forward to soon seeing the last of that very long stage. About a month ago I pulled out the Sonlight Preschool (age 3-4) curriculum for what we expect will be the very last time, and have read almost a quarter of it to him already. Of course, children's books bear multiple re-readings, so if we finish before Christmas, we have only to start it over again (and again, and again). What's been most fun with this is how much my older children have enjoyed seeing their early childhood favorites re-emerge. I love reading to them, but they also clearly love being read to. It makes me happy!</div>
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We have a teenager! P13 is a natural organizer, and planned an art-themed birthday party. She did all the inviting herself, and we ended up with 5 additional girls (as well as her brothers) playing blindfolded Pictionary, making sculptures with air-drying clay, and polishing off an entire artist's palette cake. The night after her actual birthday, Ari and I asked a friend to watch the boys while we took P13 by herself to Outback Steakhouse. It was truly delightful to sit and chat with her for a couple of hours without interruptions from the little guys. </div>
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P13 shows her organizational skills in other, more impressive ways, as well. In mid-February, she came up to me and said, "I'd like to start a children's Bible club at the local park. I'll develop the lessons based on <em>The Jesus Storybook Bible</em>, and come up with crafts, games, and snacks. I just need a canopy tent we can set up in the park. Here's one I found on Craigslist, and I have the money for it. Can you contact the people and drive me to Kaneohe to pick it up?" The Bible club has been a tremendous learning experience for her. Although it's been quiet during the summer, with only 1 or 2 people attending each week, during the school year she's had up to 9 or 10 kids. Some of them have been troublemakers, revving motor scooter engines next to her canopy tent to drown out her teaching, and stealing her equipment. But there have been some interesting results to this harassment, as well. On one occasion, as the ringleader of the bullies started riding his getaway bicycle with some of her things, his bike hit an obstacle and he tumbled over. One of the kids in the Bible club yelled after him, "That'll teach you to mess with God Girl!" Another time, she and E11 devised a scheme to make the troublemakers regret their thieving ways: she "accidentally" dropped a box of Altoids when they were coming toward her. But instead of containing powdery white breath mints, the box contained squares of white chalk she and E11 had prepared just for this purpose. When the bully grabbed the "Altoids" and shared them with his friends, they had an unpleasant surprise! It seemed to me an excellent example of being "wise as serpents and innocent as doves" (Matthew 10:16, <a href="https://www.biblegateway.com/passage/?search=Matthew+10:16&version=ESV">https://www.biblegateway.com/passage/?search=Matthew+10:16&version=ESV</a>). The troublemakers inspired us to allow P13 to achieve another milestone: her own phone. Now, if trouble shows up, she can credibly threaten to call the police, and they either disappear or decide they aren't going to be trouble after all. P13 having her own phone also makes it easier to let her (and E11, when he's with her) wander around the neighborhood more freely, and to leave her to supervise her brothers if I need to make a quick grocery run in the middle of the day. </div>
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JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com1tag:blogger.com,1999:blog-9077606555854048378.post-16915797995497129202017-02-09T00:01:00.001-08:002017-02-09T00:01:52.457-08:00An Experiment<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Calibri;">Have you ever walked down the sidewalk with a toddler,
holding his hand and trying to compel him to walk at a reasonable pace instead
of collecting every pebble he sees? And yet the same toddler, if he decides he
wants to run away from you, can be equally hard to stop. You may even wonder,
“If I didn’t force him to go at my pace, would his pace average out to
something reasonable? Might we get home just as quickly if all I do is keep him
out of the road instead of trying to control his speed? And he and I would both
be happier that way.” <o:p></o:p></span><br />
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<span style="font-family: Calibri;">That’s a picture of how I came to the conclusion that we
need to try something radically different in our homeschool. Particularly this
school year, with E10 and to a lesser extent B7, I have faced incredible resistance
to certain activities (Latin, spelling, or strength & endurance exercises
are some examples) while they want to race ahead in others (math, for B7, or
geology, for E10). I have also felt a bit as though our school schedule is like
one of those bucking bronco rides you see at amusement parks, which becomes
wilder and wilder until it throws you off. Our days have been packed with
schoolwork, but all of it has seemed so valuable that I couldn’t bear to pare
it down at all. And yet I have longed for space for my children to pursue their
own interests and passions, without having so many other things to do that, by
the time they’re through with their schoolwork, all they want to do is stare at
a screen. I realized that I have been guilty of teaching a curriculum instead
of teaching my children.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">So, the change. I wanted to throw off the scheduled box
checking to allow for exploration, but not to throw out all structure and just
allow the children to play computer games all day. Suddenly, on Tuesday
afternoon last week, I remembered seeing something that could work: the
record-keeping book from Notgrass (</span><a href="http://www.notgrass.com/recordbook_sample.html"><span style="color: #0563c1; font-family: Calibri;">http://www.notgrass.com/recordbook_sample.html</span></a><span style="font-family: Calibri;">).<span style="mso-spacerun: yes;"> I decided to try using this system during the month of February (which, as the shortest month, is an ideal time to try an experiment). </span>There are 11 categories of learning, and for the
time being I simply created an Excel file with space to record activities in 10
of them (the one I left out being “Relating to Others: Character and
Relationships” – with 5 children in the house, this happens daily without any
additional effort!). <span style="mso-spacerun: yes;"> </span>I have ordered the
actual record-keeping books, but who knows how long it’ll take for them to
appear in the middle of the Pacific? For now, I print out 3 copies of the file
each day, for B7, E10, and P12. Each child needs to do something from each
category each day, but exactly what and how is their choice. Some activities
can play double or triple duty: I have been reading B7 a history of Solar
System exploration, which covers science, history, and geography (mapping where
people like Ptolemy, Copernicus, and Kepler did their work). <o:p></o:p></span></div>
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<span style="font-family: Calibri;">So far, we are all a lot happier, having a great time, and
learning a lot. On the Tuesday evening when I announced the change, P12 was so
happy she was literally jumping up and down. We went to the library the next
day, and bought a dozen or more 50-cent discarded/donated books in addition to
checking out another dozen or so to follow the children’s interests. P12 has
been studying various Middle Eastern countries, learning Arabic with Rosetta
Stone, and is working on writing a report on Turkey. She has also written a
praise song which she intends to have her Community Bible Study class sing,
made a model of the Solar System out of tissue paper, and done some watercolor
painting. She’s currently exploring Khan Academy’s Algebra 1 course to fulfill
her math requirement. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">E10 has been reading about pirates and working on writing
his pirate adventure novel. He’s also taking advantage of some of the Teaching
Company’s Great Courses: “The Secrets of Mental Math” to meet his math requirement,
and “The Nature of Earth: An Introduction to Geology” because he’s certain he
wants to be a geologist. I found him a few mornings ago sitting with his
notebook taking notes to help him grasp the structure of Earth’s interior and
how plate tectonics functions. This is the child who shirks writing
assignments, doing the minimum possible – left to his own devices, he’s voluntarily
using writing as a tool to further his other goals. I’m in awe. Oh, and he
asked if he could get a course “like the geology one” about chemistry, because
he had a hard time understanding the chemistry in the lecture on mineral formation. And the high
school chemistry course from the Teaching Company is on sale right now! Once he
starts working through that, I expect it to stretch his math skills enough that
it can count for both science and math.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">B7 loves that I allow him to play on the playground instead
of requiring “strength and endurance exercises” like sit-ups and push-ups. His
arm strength is barely enough to bend a bow (he just turned 7, old enough to join
P12 and E10 in archery), but I perceive a pattern similar to that of his brother’s
attitude toward writing: when I specified what exercise he needed to do, B7
would do the minimum possible to allow me to call something a sit-up or push-up
and do as few reps as he could get away with, but he is quite happy increasing
his arm and abdominal strength through playing on the playground for an hour. He isn’t as
much of a bookworm as I’d like, though he’ll happily read Dr. Seuss’s more advanced
works (<i>Bartholomew and the Oobleck</i>, for example) to H5 and E2. I’m
letting him focus less on language arts so he can pursue his true passion,
math. So far, our mathematical adventures have included ellipses (as we came
across Kepler’s work in his book about Solar System history) and exponents. On
the way back from Community Bible Study yesterday, he asked from the back seat,
“What does ‘to the power of’ mean?” After a brief discussion of exponents, he
sat silently for a minute or two before asking, “So 2 to the power of 13 is
8192?” When we got home, I asked him if he felt that had been enough math for
the day or if he would like to do more with exponents. He enthusiastically
voted in favor of more math, and lacking a better idea, I hauled out P12’s Pre-Algebra
book and opened it to the chapter on exponents. Yesterday and today, he has
worked out problems such as, “How many perfect squares are between 1000 and
2000?” and “Why is (125*8)<sup><span style="font-size: x-small;">2</span></sup> equal to 125<sup><span style="font-size: x-small;">2</span></sup>*8<sup><span style="font-size: x-small;">2</span></sup>?”
I kept asking him, after thinking he must be exhausted at doing math designed
for people 5 years older than him, if he wanted to quit, but he wouldn’t stop
before the entire set of problems was solved. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">And the little guys? I had been doing school with H5 “to
help him feel included”, but somehow had allowed that to turn into pressuring
him into a daily reading lesson, writing activity, math game, violin practice,
and several other things. He’s not even old enough for kindergarten yet, so I
asked myself why I was pressuring him to do early academics and couldn’t come
up with a good reason. So for H5 and E2, school time is play time. If they ask
me to read books to them, I try to say yes unless I have a good reason, and I
involve them in household tasks. With so much learning going on around them,
they’re absorbing huge amounts without my needing to do anything. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">I’m really amazed at how much my children are learning on
their own initiative, and although I announced this experiment as being only
for the duration of February, it might well be the way we do things from now
on. I feel like I’ve let go of my toddler’s hand, and with only occasional
nudges to keep him out of the road, he is heading straight toward home,
giggling with joy.</span></div>
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JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com1tag:blogger.com,1999:blog-9077606555854048378.post-88114205448556331112016-08-20T20:31:00.000-07:002016-08-20T20:31:03.468-07:00P is 12 - A Volcanic Birthday<div dir="ltr" style="text-align: left;" trbidi="on">
There's nothing like keeping a secret for weeks, even months, and then revealing it to a person who is completely surprised. P12's birthday in mid-July was SO satisfying.<br />
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First, the cake. She wanted a volcano cake, and I had hoped to make it erupt using dry ice, but the only dry ice on Oahu turns out to be a 2-hour drive away (without traffic), which wasn't the best use of her birthday. So I "erupted" it using Jell-O.<br />
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I made two round cakes, stacked them on top of each other and cut them into the shape of a (steep) shield volcano. I cut out a caldera in the center. After icing the cake in brown, I made Jell-O using half the water called for. I put the cake in the fridge, and once the Jell-O was cool but not set, I spooned some of it into the caldera. I repeated the process every 5 minutes or so, resulting in a layered look to the "lava". Candles, of course, added to the "eruption" effect.<br />
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Next, presents. I know other people got her good gifts - there was a tessellations coloring book and some marvelous art supplies - but I was mainly waiting until she opened the gift from us. It didn't look fancy; it was just a few pieces of paper in an envelope.<br />
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She wasn't quite sure what it was all about, at first. "It says... Hilo? Someone is going to Hilo? Tomorrow?"</div>
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"Look at the names of the passengers," suggested Ari.</div>
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Realization slowly dawned...</div>
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"That's right. Just you and Mommy are going to leave Daddy and the boys behind and spend 5 days on the Big Island. You leave tomorrow morning, so let's work on packing!"</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgo1FrRxKV8zShJ1RBigjc-P_qRxlruOii7psjLAi87XgTOoux00_rSt8MuVfHQaYQ6rFgYmAdaGJP9X573iG78FxjZbfOz0LM7Weai6T_tx3jAr4iinX5HQ5Qkiri6FXZq5adpqUUoRtRT/s1600/DSC_0050.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgo1FrRxKV8zShJ1RBigjc-P_qRxlruOii7psjLAi87XgTOoux00_rSt8MuVfHQaYQ6rFgYmAdaGJP9X573iG78FxjZbfOz0LM7Weai6T_tx3jAr4iinX5HQ5Qkiri6FXZq5adpqUUoRtRT/s640/DSC_0050.JPG" width="424" /></a></div>
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She and I had a marvelous time. We stayed with friends of friends, who were amazingly wonderful people and gave us great advice about what to see. And the volcano satisfied abundantly! P12 is a good hiker, so we were able to scramble all over and see all sorts of things that we wouldn't have been able to with the little guys in tow. I'll leave you with a sampling of photos.<br />
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On our first day, at Hawaii Volcanoes National Park. The crater with the main eruption is behind us. It's a pillar of cloud by day, and a pillar of fire by night:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo6gCG25TetFDlapEi9_5W7Qk04OcKrI1JWswliZ8SuNGYeKw4IfWS_u2g6HON6o5M1zI1e-9mCQUIbow4SkxE8_nBAkmqE2YYlzgDSdc_NhzeC6MiBVmxJOjYbpCLtqXPISv5ERoiVcGZ/s1600/DSC_0281.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo6gCG25TetFDlapEi9_5W7Qk04OcKrI1JWswliZ8SuNGYeKw4IfWS_u2g6HON6o5M1zI1e-9mCQUIbow4SkxE8_nBAkmqE2YYlzgDSdc_NhzeC6MiBVmxJOjYbpCLtqXPISv5ERoiVcGZ/s400/DSC_0281.JPG" width="400" /></a></div>
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The next day, we did some serious hiking.</div>
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We started out with the Thurston Lava Tube, then hiked all the way across Kilauea Iki caldera. The hill behind P12 was a fire fountain back in 1959, and the flat surface of the caldera was a lava lake. </div>
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Since a 4-mile hike in the morning only whetted the appetite of these two hard-core ladies, we decided we were still up for a 10-mile hike in the afternoon/evening, since it involved watching lava flow. <br />
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After a restful Sunday with our new friends, we drove around to the Hilo side of the island on Monday to see Pu'uhonua O Honaunau, also known as Place of Refuge. It's a place where the ancient Hawaiians were able to flee for safety if they had broken any of the kapu, or taboos. They had to swim or canoe in, likely with someone chasing them intending to kill them, but if they spent the night in the place of refuge, they were safe. I have heard the claim that many traditional cultures have elements that make it particularly easy for them to understand the good news about Jesus, and wondered if this might be such an element in Hawaiian culture: we have broken God's laws, and the natural consequence is spiritual as well as physical death, but if we run to Jesus, we will be saved.</div>
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In the afternoon, we drove to South Point and took turns being the southernmost person in the United States, and then hiked 3 miles round trip to a green sand beach. The sand isn't pure green, but there is a lot of olivine (a green mineral) in it, which gives it a greenish hue. The olivine erodes from the cliffs behind the beach.</div>
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On our last day, we spent the morning looking at lava trees (the structures left behind when a lava flow travels through a rainforest), and then went swimming in some gorgeous tide pools with more corals than I've seen anywhere in Oahu. </div>
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When we got back, the guys had managed fine without us, and we enjoyed being back with them - a good break helps you appreciate people more! I'm still amused that P12 asked for a volcano cake when she had no clue that the next day, she would get to see an erupting volcano.</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com2tag:blogger.com,1999:blog-9077606555854048378.post-68738523804200837582016-07-26T12:16:00.000-07:002016-07-26T12:16:16.348-07:00E2 (almost 3 months later...)<div dir="ltr" style="text-align: left;" trbidi="on">
It's been a few months... I guess I decided I had higher priorities than updating this blog. I really want to talk about P12's birthday, which was epic, but I realized I didn't post anything about poor little E2. So, here goes.<br />
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It's a bit hard to ask a small child what kind of cake he wants, since although he talks really well, he doesn't have enough concepts to communicate general areas of interest, but "butterfly" was one of his first words, and he always points with animation to pictures of butterflies. So this was the cake I made him: <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh61wHK9Bed2dhQljcJA2cn6jQUGDsuTfOwIG5fjRQQmbXSwcVIWujdTt9-93-s7qnArL8UoejLzR4V7izvkH-6ACW_V3pv0Zw4GoklOnIPtPlEbtrBHuzZeL8CqSJ6v8FGzhU2ofqcF_Bu/s1600/DSC_0303.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh61wHK9Bed2dhQljcJA2cn6jQUGDsuTfOwIG5fjRQQmbXSwcVIWujdTt9-93-s7qnArL8UoejLzR4V7izvkH-6ACW_V3pv0Zw4GoklOnIPtPlEbtrBHuzZeL8CqSJ6v8FGzhU2ofqcF_Bu/s320/DSC_0303.JPG" width="320" /></a></div>
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I was pretty pleased with how it turned out. I used the last of that natural food colour, and threw in a bit of turmeric for good measure. E2 was particularly excited about the banana. When I turned 2, I was also given a butterfly birthday cake with a banana body, and I am quoted as saying, "Have a bit a nana?" So I thought the banana might be a hit, and it was.</div>
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I tend to be apprehensive about more presents for small people, since I know just who will be putting them away, but there were some fun ones, particularly the duck.</div>
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I think that's about all, but of course 2-year-olds can come up with some amusing things to say, and on the evening of P12's birthday he made me laugh too hard to discipline him. He walked up to me, looked me in the eye, said, "Mommy, I'm sorry I bit you," and before I could say that he hadn't, he grabbed my arm and bit me. I guess order of operations doesn't come automatically.</div>
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JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com1tag:blogger.com,1999:blog-9077606555854048378.post-22625202754967735652016-04-24T00:47:00.000-07:002016-04-24T00:47:00.346-07:00E10's birthday<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Calibri;">I was going to post this back in March, but then I got sick.
It isn’t the next boy’s birthday yet, so I’m not behind!<o:p></o:p></span><br />
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<span style="font-family: Calibri;">My parents had arrived the day before E10’s birthday, and we
asked him which of the items on our must-see list he would like to do on his
birthday. He picked swimming with sea turtles – not a bad choice! It was spring
break, so the parking area and every other free parking area within half a mile
were packed, but we finally found a place that wasn’t too exorbitant and hiked
along the resorts and beaches until we got to the “hidden lagoon” (which isn’t
as hidden as it apparently used to be when it was named). It did not
disappoint: in addition to seeing sea turtles and a variety of pretty reef
fish, there was an endangered Hawaiian monk seal napping on the beach, surrounded
by caution tape which had been erected by a super informative volunteer. We
went to Pizza Hut for a late lunch, and then my parents bought E10 a bike at
Walmart while I went home and decorated his cake.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">After he had figured out how to ride (it didn’t take long),
it was time for the piñata. He and P11 had been planning this for months, and
in the week before his birthday they made the entire thing by themselves. It
was a great success!<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Everyone (except little E1) got a turn.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Once the candy had been scooped up and partially consumed,
it was time for him to open the rest of his presents. I really liked one with
paper models of Escher’s artwork to assemble in 3-D. He was particularly
excited by a new fishing reel.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">After dinner, it was time for cake. I was really thrilled
with his request this year: he had read a biography of the Wright Brothers in
school, thought they were amazing, and wanted a Wright Brothers Flyer cake.
This is the child who, 3 years ago, could not read two words together without
doing a somersault in between them – it’s wonderful to see how he’s matured! My
rendition of the Wright Flyer using white icing, pretzels, and chocolate icing
for the propellers, was not as aerodynamic as theirs, but it was more
delicious!<o:p></o:p></span></div>
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JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com1tag:blogger.com,1999:blog-9077606555854048378.post-37173234780969844072016-03-11T20:16:00.002-08:002016-03-11T20:16:54.936-08:00Natural born citizen?<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Calibri;">I don’t generally blog about politics. But I am completely
baffled on this one, and don’t really understand why it isn’t an enormous big
deal: Why is someone who was born in Canada running for president of the United
States?<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">As many of you know, I will never be president of the USA. I
was born in South Africa, to parents who were both South African citizens, and
only became a citizen of the USA 3 days before H4 was born. (They let me waddle
to special seating where I could think about whether my practice contractions
were likely to make the swearing-in ceremony even more memorable.) I certainly
don’t fulfill the U.S. Constitution’s requirement that the president be a “natural
born citizen” – clearly, for the first 32 years of my life, I was a natural
born citizen of South Africa, and now am no more than a citizen of the USA.<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">My brother’s “natural born”-ness as a citizen of South
Africa is a little more interesting. He is currently a South African citizen,
and is officially South African by birth, as opposed to South African by
descent. But my mom, talented woman that she is, managed to give birth <i style="mso-bidi-font-style: normal;">in Israel</i> to a son who was South African
by birth. How did she achieve such a far-reaching accomplishment? At the time
of my brother’s birth, my dad was serving in the South African Embassy in
Israel. The only reason for our family’s presence in Israel was my dad’s
service to the government of South Africa. This fact accounted for my brother’s
status. Had we been in Israel on business or vacation when he was born, he
would still have been South African, but by descent, not by birth.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Fast forward a generation, and let me take up the case of my
utterly adorable niece, baby S. My brother married a US citizen while working
on his Ph.D. in Toronto. My sister-in-law moved to Toronto after their
marriage, and together they discovered that when it rains, it pours. My brother
spent last fall celebrating his shiny new degree, welcoming baby S, and
preparing to move to Israel. They applied for S’s U.S. passport right away,
since it’s obviously easiest for Mom and Baby to travel on the same country’s
passport. But at this point, it isn’t immediately obvious what S’s long-term
citizenship will be. Here are 4 possible scenarios:<o:p></o:p></span></div>
<br />
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<span style="font-family: Calibri;">(1) They remain in Israel indefinitely. I suppose it could
happen – they’re really happy there, and though they aren’t planning to stay,
my brother’s current university might extend an offer he can’t refuse.
Certainly baby S would retain her US citizenship, but as an adult she might be
tempted to begin the arduous process of a non-Jewish person obtaining Israeli
citizenship. I don’t think this is likely, but it’s not completely impossible.
That way she’d end up with dual US and Israeli citizenship.<o:p></o:p></span></div>
<br />
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<span style="font-family: Calibri;">(2) This one is even less likely. But if a university in
South Africa were to offer my brother an amazing position at the same time as a
phenomenal design company in South Africa recruited my sister-in-law, they might
be convinced to move to South Africa. Baby S would then be entitled to South
African citizenship by descent, and could have dual South African and US
citizenship.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">(3) Here’s a more likely option than either of the previous
two: my brother or sister-in-law accepts a job in Canada. In that case, if baby
S grows up in Canada, I assume she would be eligible for Canadian citizenship
on the basis of her birth. Would that make her a natural born Canadian? I don’t
know, since neither parent is a Canadian. But in any case she could hold on to
dual US and Canadian citizenship, or even abandon the US citizenship and be
purely Canadian (if, say, Trump becomes president…).<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">(4) Another real possibility is that they move to the USA
after the year in Israel, and baby S grows up there. She retains her US citizenship
and never needs another. Once she reached adulthood, her citizenship would not
be in doubt – she would have no reason to obtain the citizenship of any other
nation.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Any of these 4 scenarios could happen – with varying degrees
of likelihood based on my brother and sister-in-law’s inclinations and extended
families’ locations. At this point, baby S’s ultimate citizenship status is in
doubt in a way that none of my children’s is (mine were all born in the USA,
two while both parents were citizens, and have lived here all their lives). Baby
S is a born citizen of the USA, but I don’t think it’s reasonable to describe
her as a natural born citizen when that level of doubt exists.<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">In case you missed it, the situation with presidential
candidate Ted Cruz is very similar to that of baby S in scenario 4. He was born
in Canada to a US citizen mother and non-US, non-Canadian father. They were not
in Canada on official US government business, but with the oil industry. He
returned to the USA as a child, grew up here, and once he reached adulthood his
undivided US citizenship was not in doubt. But his situation as a baby mirrored
that of baby S today. At that time, he was still in Canada, and could have
followed scenario 3. Or what if his family had moved to Cuba – or, say,
Venezuela, to follow the oil industry? Then he might have been more like baby S
in scenarios 1 or 2. When he was a baby, his future citizenship was not
clear-cut. This makes it hard for me to accept that he is a natural born
citizen. Citizen, yes, and born citizen, but natural?<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Can anyone help me understand why the Republican Party
leadership is so certain he can get away with this? The only theory I can come
up with is that most Americans have so little respect for Canada that they
genuinely forget that it is a foreign country.<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;"><span style="font-size: xx-small;">(In case you’re going to ask me, yes, I recognize that this post
has a “the dwarves are for the dwarves” flavor about it – I’ve used my Facebook
to argue that evangelicals shouldn’t support Trump, and here I’m attacking
Cruz. But I’m hoping for a brokered convention, and voted for Kasich in that
hope. It could happen – maybe Trump’s rage gives him a heart attack and Cruz’s
run is declared unconstitutional or at least makes the party nervous about
supporting him? Miracles do happen.)<o:p></o:p></span></span></div>
</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com9tag:blogger.com,1999:blog-9077606555854048378.post-88477261475491755152016-02-12T23:45:00.002-08:002016-02-12T23:45:45.353-08:00Neighbors<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Calibri;">As you probably know, I am not a football fan. Last Sunday
when I woke up, all I knew about the upcoming Super Bowl was that a team from
North Carolina was competing for the first time: my parents live in North
Carolina, and they had mentioned the fact. I figured that, for purposes of
conversing intelligently with people I might encounter, I ought to at least ask
Google the names of both teams, and which one won. <o:p></o:p></span><br />
<br />
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<span style="font-family: Calibri;">When we got home from church, it was easy to tell who one of
the teams was. Every Sunday afternoon for the past several weeks, there have
been roars of ecstasy intermittently erupting from the house across the street.
A truck flying a “Broncos” flag has been parked in front of our house for ages,
accumulating increasing amounts of bird dirt due to its positioning directly
under the lamppost, but I had not realized it belonged to the across-the-street
neighbors until I saw their décor. If the multiple Broncos flags flying from
their dwelling, and the larger flag with which the truck’s original flag had
been replaced, hadn’t tipped me off, I might have guessed they were Broncos
fans by the football shirts every member of the family was wearing, or the
Broncos chairs they were sitting in while they watched the large TV screen set
up under their carport. Then again, the sign stating “Parking for Broncos Fans
Only” might have served as a clue. I mused on what a study in contrast the two
sides of the street provided: we do not even own a television, and my feelings
toward ardent football fans range from amusement to bemusement. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">We decided to spend Sunday afternoon investigating a portion
of the windward side of the island. Shortly before we set off on our adventure,
several men ran into the street shouting, and jumped up repeatedly to bump
chests against each other. I was able to inform my mom, when I called her on
the way to our destination, that the Broncos had scored at least one touchdown.
She shares my passionate fascination with many non-football-related subjects: “Oh,
dear – if they win, my colleagues will be depressed tomorrow morning.” Ari and
I speculated on how our neighbors would respond when faced with either a win or
a loss for their team. Ari figured beer would be involved along with either
outcome, but fireworks would be included if the team won. I thought no more
about it, because the afternoon provided plenty of interest. We started by
exploring a coastline overgrown with mangroves, and moved on to a beach quite
near to a smaller island to which Ari, P11, and E9 attempted to swim. For one
of the first times since moving here, I wished I had brought a sweater to put
over my swimsuit. We arrived home to the delicious odor of the dinner I’d
placed in the crock pot before I left, and I started to wonder whether I ought
to Google the result of the day’s sporting event. As I sat down at the computer
and opened my web browser, I saw bright colors and heard and felt an explosion.
Google was unnecessary: clearly, the Broncos had won!<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">I’ve heard complaints from other neighbors about the
fireworks (they’ve been going off intermittently since Thanksgiving, to the
consternation of the local dogs). And I’ve been irritated a few times at the
neighbors in the cul-de-sac whose Friday night parties haven’t quieted down by 4am
Saturday (though apparently the police came and chatted with them before Ari
and I got around to figuring out how to build a sonic focuser to blast them
with the Ride of the Valkyries if they kept making a habit of it). But I have
to say, it’s really relaxing to live in a neighborhood where so many other
people make occasional loud noises. I enjoy the freedom I have to allow my boys
to be noisy, and the knowledge that, however weird we may be, we aren’t
bothering the people around us any more than the average family in the
neighborhood. We’re unusual in many ways, but I feel like we really fit in here
in ways we didn’t anywhere we’ve lived since E9 was a toddler.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">What sorts of interactions do you have with your neighbors?
Do you feel that the personality of your neighborhood fits you?<o:p></o:p></span></div>
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JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com1tag:blogger.com,1999:blog-9077606555854048378.post-54929296869442791432016-02-06T22:53:00.000-08:002016-02-06T22:53:43.787-08:00Robot cake (H is 4)<div dir="ltr" style="text-align: left;" trbidi="on">
As promised, I'm posting pictures of H4's robot cake. It was meant to be a pink robot cake, but I was using the all-natural food color I had bought at the health food store and the red color turned the icing brown. Not even reddish brown, mind you. It was supposed to be from beet juice, so I wonder if the package was just really old - it seems like fresh beet juice can't fail to redden whatever it touches. Next time, I'm buying the bad stuff, or using a beetroot. Fortunately, H4 was right there, and I immediately suggested adding cocoa powder to the icing to make it more brown. He likes chocolate (discerning lad), so the disappointment turned to joy fairly quickly. Apart from the failure to achieve the desired color, I'm pleased with the result. <br />
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So was he, which is always the goal. (But, as I said to a friend, if it looks like you tried and it contains sugar, it rarely disappoints). <br />
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Ari had been away from home since Tuesday morning - he had to observe remotely on Tuesday night and then travel to Mauna Loa to work on another telescope - but he got back around 6pm on H4's birthday. So he was able to be around while H4 opened presents, which means we have a few nice pictures of the festivities. <br />
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Ari's parents gave H4 a "crocodile dentist" game - you press down the croc's teeth until the mouth snaps shut on your fingers after a random number of teeth has been pressed.</div>
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Given B6's Lego obsession, it's not surprising H4 was pleased to be able to join the ranks of those able to play with "big kid Legos".</div>
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We gave him a flashlight which not only shines out the front, but can light up along the length of its body with a blue glow. He was thrilled. I'll have to haul out our "<a href="http://f4752.myubam.com/p/2885/shine-a-light-secrets-of-the-apple-tree">shine-a-light</a>" book sometime...</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0tag:blogger.com,1999:blog-9077606555854048378.post-81271723485021775652016-01-31T00:43:00.000-08:002016-01-31T00:43:40.920-08:00Plateosaurus Cake (B is 6!)<div dir="ltr" style="text-align: left;" trbidi="on">
As many of you reading this know, I have a tradition of baking my children birthday cakes following the theme of their choice. Sometimes these themes are easier to carry out than others! When I asked B what he wanted for his 6th birthday cake, he informed me that he wanted a Plateosaurus. I had never heard of the Plateosaurus before, not having memorized his Dinopedia the way he has, but he turned to the appropriate page and showed me what he hoped I could do for him:<br />
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He wanted just the head, with a leaf in its mouth, as shown in the picture. It actually turned out to be one of my more successful efforts. I baked a basic rectangular cake, and cut it out in the shape of the head using a paper stencil (so I could pencil in the shape before taking the knife to the cake):</div>
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I tried to get the 2 colors shown in the picture by coloring all the icing light brown with cocoa, and then adding blue to half of it, but it didn't work because I bought all-natural food color, which turned out not to affect the color of the icing strongly enough. It might have tinted pure white icing a light blue, but the effect of the cocoa completely overwhelmed it.<br />
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For the teeth, I had hoped to find yogurt raisins in the bulk section of the same health food store where I got the food color, but they were out of stock, so I used slivered almonds instead. And B insisted that both the eye and nostril should be made of raisins. The leaf was satisfyingly easy - I simply cut off a leaf from our cycad tree outside! Even if cycads weren't part of the Plateosaurus' diet, they were around in the time of the dinosaurs, so it felt quite authentic. Here's the finished product:<br />
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The young man was pleased with the result!</div>
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Next week, H will be 4, and he's requested a pink robot cake (yes, pink is still his favorite color). Tune back next week to see how that turns out!</div>
JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com1tag:blogger.com,1999:blog-9077606555854048378.post-23706548724192344122016-01-22T23:57:00.003-08:002016-01-22T23:57:35.914-08:00Starting up math club<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Calibri;">Math Club 1/15/16</span></div>
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<span style="font-family: Calibri;">A week ago I restarted an activity that my children and I
really enjoyed in New York: an enrichment math club. I had planned to hold the
club at a local park, but when I woke up that day it was wet and grey, so I
changed the venue to my house. Given an enthusiastic response when I posted it
on Facebook, I had been concerned that not everyone would fit, but as it turned
out only 2 families were able to come. This was actually a good number to begin
with – three 10-year-olds (including a set of twins) and one younger sibling,
as well as my own children. </span></div>
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<span style="font-family: Calibri;">My idea for today’s lesson was to approach binary in a way
that would be generally accessible, since I wasn’t sure how many younger
children would be involved, and then to move to a more formal introduction. I was
inspired by James Tanton’s “Exploding Dots” course (http://gdaymath.com/courses/exploding-dots/),
and started with a physical activity based on the 1 <– 2 machine. Here’s how
the activity went.</span></div>
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<span style="font-family: Calibri;">First, I placed a few sheets of paper on the floor in a line.
I pointed out that a sheet of paper is fairly small; only one person can
comfortably stand on it. So, if you ever have more than one person on a sheet
of paper, the two EXPLODE! Only one “survives” the explosion, and that person is
knocked to the next piece of paper in line. New people can only join the game
by standing on the first sheet of paper in the line. So, after the first person
joins the game, there is one person on the first piece of paper. Add in a
second person, and they EXPLODE, and one of the two is left standing on the
second piece, with the first piece empty. Add a third, and s/he can stand on
the first piece without a problem: a person is on each of the first two places.
Adding a fourth person is fun: the two on the first place EXPLODE, one joins
the person on the second place, they EXPLODE, and one goes and stands on the
third piece. If you’re familiar with binary, you can see where this is going;
if not, try it out yourself (or click through to the Exploding Dots link). Some
of the participants wanted to keep one person in the first place and explode
the second person into the next place. I wish I’d thought of letting them play
with that for a while – it would have been a base 1 system – but I just tried
to re-explain that only one person can stay in the game after the explosion.</span></div>
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<span style="font-family: Calibri;">After we’d added in 5 or so people, I got out the
whiteboard, and we started over again, writing down what happened if we dumped
on a whole bunch of people at once. Someone suggested trying to put 9 people on
the first sheet of paper, which required all 5 of mine and all 3 ten-year-olds,
plus myself (holding E1), but it didn’t work too well because several people
(all mine) wandered off before being exploded and were hard to find again (and
to keep track of). At this point we moved to using the whiteboard exclusively.</span></div>
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<span style="font-family: Calibri;">I drew 4 boxes, and we began making a chart, using what the
children didn’t yet recognize as standard binary notation: 1 is 1, 2 is 10 (a
person in the second place as a result of the 2 who exploded in the first
place), 3 is 11 (a person in each of the first 2 places), 4 is 100 (only one
person left on the 3</span><sup><span style="font-family: Calibri; font-size: x-small;">rd</span></sup><span style="font-family: Calibri;"> place, with the first 2 empty). I had them
take turns drawing each subsequent number of dots in the first place, carrying out
explosions and writing the resulting binary number in a somewhat organized chart.
We went up to eleven or so (1011 in binary). </span></div>
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<span style="font-family: Calibri;">At that point, I got out the main manipulative I had
prepared, a set of 5 cards containing 1, 2, 4, 8, and 16 dots respectively. I
let them look at the cards and say what they noticed. “They’re all even!”
“Except 1 isn’t.” “And 6 is missing.” “And 10.” Finally, “Oh, you have to
double them.” Once that idea was mentioned, everyone agreed: it was a sequence
of numbers you get by repeated doubling. Once they’d realized that, I asked
them to make numbers using the available cards: 7 (1+2+4), 13 (1+4+8), 21
(1+4+16). Is there only one way of making each of these numbers, or could you
find another way to do it? Well, all 4 children who were still engaged with the
activity did it the same way, and no one could think of another way. “Unless we
got into teams and had 2 of each card.” But with just one set of cards, we
agreed that there was only one way to make each number.</span></div>
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<span style="font-family: Calibri;">The next step was to ask if there was any connection between
the activity with the cards and the activity with the exploding dots. This
puzzled them for a little while, so I set up a set of dot cards in order beneath
one of the binary numbers we’d written on the board, with each card marking a
place. They were able to see that, for example, 1010 was the same as 8 + 0 + 2
+ 0. </span></div>
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<span style="font-family: Calibri;">Someone noticed that five in binary is 101, and ten is 1010.
“What’s twenty?” They found it was 10100, which was an interesting pattern. I
asked if anyone had any guesses about what forty might be, and there was
general agreement that it should be 101000. We had to add another place,
though, since our dot cards only went up to 16, but when we’d added the 32
place we noticed that 40 was indeed 32 + 8. I had thoughts at this point about
doing some addition (with carrying) and subtraction (with borrowing), but I
could tell that people had about reached the end of their interest with the
activity, so we wound up and everyone left.</span></div>
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<span style="font-family: Calibri;">Things that went well: Letting them say what they noticed
about the base 2 cards, noticing patterns of doubling and halving (5, 10, 20,
40 translates to 101, 1010, 10100, 101000), letting them hold the whiteboard
markers, asking children to explain their reasoning whether the answer was right or wrong (which helped me see how my explanations were going awry).</span></div>
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<span style="font-family: Calibri;">Things that didn’t go as well: Whiteboard markers running
out of ink (repeatedly), allowing some people to dominate the conversation and
failing to include others, not explaining the rules of the game carefully
enough for everyone to understand that one of the people in the explosion
disappears completely, drawing 4 boxes on the whiteboard before we needed all
of them (should have added boxes only as needed). </span></div>
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<span style="font-family: Calibri;">Plan for next time: I have no idea which of the same children
and which new ones – of which ages – will come, but, weather permitting, I’m
hoping to do it at the park. We’ll look at fractals – there’s a gorgeous,
enormous tree there, so tree fractals will flow naturally. I’ll try giving each
child a sheet protector with cardstock inside it, and a (new) whiteboard
marker, so they can each explore without one child dominating. I’m particularly
enamored with Sierpinski’s triangle and the Koch snowflake, so those will
certainly feature. I’ll plan to post again with how it goes.</span></div>
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JaneHhttp://www.blogger.com/profile/17759021802968652206noreply@blogger.com0