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|Wednesday, January 10th, 2007|
Quit going to the doctor all the time!
I am grateful for our excellent healthcare system. Really, I am. But it gets expensive and time consuming to have to go to the doctor all the time, and some things they just can't cure.
MonaVie is a health drink containing nineteen fruits, namely the acai berry, which has the highest amount of antioxidants in any food tested to date. Drinking 1-2 ounces of MonaVie twice a day produces amazing results. People report dropping cholesterol by 50 points in about two weeks or stopping insulin treatments altogether after extended use. Even if you don't have major health problems, MonaVie improves sleep and concentration and heck, just makes you feel good! Oh, and it's great for back pain and PMS.
I started a community called monaviejuice
just a few minutes ago. I already posted my personal testimony but over the next several days I will add more info. There isn't really an interest in MonaVie on livejournal as of yet but I'm hoping to change that soon.
In the meantime, visit these websites to learn more and contact me for information on how to get a bottle or to sign up to be a distributor (MonaVie has made some of its distributors millionaires!)
|Sunday, April 30th, 2006|
Repost this EVERYWHERE
Repost this to your friend lists, but reupload image, hotlinking will break it!!!!!
I'd like everyone to participate, as a social experiment. See how you feel after just ONE week, beginning this Wednesday.
Isn't there something wrong with the world when we wonder what's happening to fictional characters throughout the week? Isn't it wrong when a Sunday night cartoon on Fox is important in our life? Isn't it wrong when there are so many experiences to be had, but we just can't be bothered with real life because we're sitting zoned out in front of the tube? Isn't it wrong when we're away from our techno-universe and we begin to panic? The next generation won't even know the joy of building mud pies and creating cities of legos or playing telephone with a papercup and a string if we don't do something about it NOW. We let things slide, we procrastinate, we just sit there zombified in front of this little box, watching the little world within, while the real world and our real lives go ignored. TURN IT OFF FOR JUST ONE WEEK! And pass this on to your friends and definitely to your children! Get your coworkers and your classmates involved as well!!!
Go swimming, go camping, have lunch with an old friend or write a letter to your grandmother. Just LIVE and stop procrastinating, and remember the scent of flowers and what it's like to feel your toes in the summer lawn.
|Sunday, January 15th, 2006|
"STUPID IN AMERICA: HOW WE ARE CHEATING OUR KIDS" WITH JOHN STOSSEL AIRS ON "20/20," FRIDAY, JANUARY
"Are kids in the United States being cheated out of a quality education? American high school students fizzle in international comparisons, placing well behind countries, even poorer countries like Poland, the Czech Republic and South Korea. American kids do pretty well when they enter public school, but as time goes on, the worse they do. Why? School officials complain that they need more money, but as John Stossel reports, most of the countries that outperform us spend less per student than we do. There are many factors that contribute to failure in school, but according to some, foremost is the government's monopoly over the school system, which means that most parents don't get to choose where to send their children. In other countries, choice fosters competition, and competition improves performance. Stossel questions government officials, union leaders, parents and students. He also examines how the educational system can be improved upon and reports on innovative programs across the country. "Stupid In America: How We Are Cheating Our Kids" with John Stossel airs on FRIDAY, JANUARY 13 (10:00-11:00 p.m., ET) on the ABC Television Network.
So are American students stupid? "No, we're not stupid...but we just, we could do better," says one high school student. Another tells Stossel, "I think it has to be something with the school, 'cause I don't think we're stupider..."
Stossel questions how much success there can be under a government monopoly school system. Kevin Chavous, Former D.C. City Councilman and Education Reformer, tells Stossel the schools will never improve unless there is competition, "[with] all the well intended designs and programs du jours, unless there is some competition infused in the equation...., then...they know they have a captive monopoly that they can continue to dominate."
School officials complain they need more money, but do they really? American schools spend about $10,000 per student, totaling $250,000 plus for a class of 25. Where does that money go? Stossel asks South Carolina school official Dolores Wright, "How much money would be right?" Wright answers, "...Oooh. Millions. And it would really make it right...The more, the better."
Some say another stumbling block is that the public school system is a union dominated monopoly. In Stossel's hometown of New York City, a teacher who sent sexual e-mails to his 16 year old student was not fired because the union's rigid contract makes it very hard to fire any teacher, even dangerous ones. Only after six years of expensive litigation were they finally able to fire him. Joel Klein, Chancellor of New York City's schools, tells Stossel, "I mean we've had sex cases. Acknowledged sex cases... you can't fire him." The teachers union has so many protections written into the contract to make sure principals don't fire unfairly, or play favorites, that principals rarely even try to jump through all these hoops to try to fire a bad teacher.
Stossel shows how well students do in Belgium's free school choice system -- because the money is attached to the student, the principal has to please the parents. And that makes a world of difference. ABC News gave part of an international test to students in Belgium and students in New Jersey. The Belgian students did much better than the New Jersey students.
Stossel offers that American kids deserve the benefits of competition too, to give them access to schools that are as good as the other products and services we have in life. Yet the system does not allow parents and kids a choice - in most states children can only attend the public school for which they are zoned. Kids of the privileged can escape the bad school because they can afford to move to good school zones, or attend private schools. Stossel visits South Carolina, whose Governor wanted to change that but got voted down by other politicians and public educators."
|Wednesday, January 11th, 2006|
Media Requests for Freegans & Dumpster Divers!! (updated)
Freegan.info, a group and website promoting freeganism, has gotten a
ton of media requests lately from journalists all over the country
who want to find local freegans to interview.
Freeganism is a lifestyle based around adapting practical strategies
to minimize personal consumer impact, cut financial support for the
capitalist system that is destroying the earth and human and animal
lives, and create new methods for people to survive and thrive based
on sharing, mutual aid, social responsibility, and ecological
concern. Freegan practices include dumpster diving for food,
clothing, funiture, etc., squatting buildings, guerilla gardening,
train hopping, and more. If you aren't familiar with freeganism, you may be surprised how unique each Freegan is - to learn more
. Or for a quick
definition of freeganism, visit
We are still looking for people to talk to media about freeganism in
Bakersfield, CA1.5 hours NE of LA
Bay Area, CA
Canada (anwhere in the country)
Cedar Rapids, Iowa
Los Angeles, CA
New York, NY
New Hampshire (anywhere)
Rhode Island (anywhere)
Anywhere in the UK, especially
East Midlands, England
Anywhere in Australia
Please spread the word to anyone you think might be interested. If
you'd like to participate in a media story in any of the towns listed
below, call Adam at (201) 928-2831 or email firstname.lastname@example.org
|Sunday, December 11th, 2005|
hey, i thought this would apply to this community. not a lot of
mainstream population would consider themselves freegan. you should
check this out if you know or are freegan and don't mind media.
( freegan and mediaCollapse )
|Thursday, September 22nd, 2005|
|Friday, August 26th, 2005|
Time Magazine: Let's Have a Student Uprising
To improve our schools, put children incharge of their own learning
Book excerpt from Crash Course
"The thing that most distinguishes schools of the future from schools of today is the way a system is organized. Today's default system is so ingrained in our national psyche that most people are not even aware fo the group of almost religious assumptions upon which it is based. All of us went through the current design, most for twelve years, making it difficult ot imagine that a school experience could be particularly different. Here are some of the things that most of us treat as 'fixed' realities:
In school, children must be supervised by adults virtually all the time.
Ask yourself: During your schooling experience, what percentage of the time did you spend outside the supervision of an adult? If it was over 5% you went to a very unusual school. The assumption here is that children must be forced to learn, that left to their own devices they would never do it, that they would flee out of schools cheering, just as they do at the end of most school days. Is their fleeing result of some anti-education gene - or could it be, even just a little bit, that they are running from something they experience as ineffective and wasteful? Could it also be that under different circumstances, they would gladly stay?
The school day must be rigidly organized, generally chopped into 45-minute or one-hour blocks.
The idea that these blocks might be two hours was, some years ago, viewed as a grand breakthrough. Ask yourself: During your school experience, did you ever have large blocks of time that you organized yourself?
The smaller the number of children in a class, the better the educational results.
But ask yourself: On what basis do you believe this? Which would be better, a bad teacher with 15 kids or a good one with 30? You might have heard that Japan has educational results superior to ours. Did you know that class sizes in Japan are typically double those of the U.S.?
Adults must run all aspects of the school - and do the work within it.
Students are there to be 'served," goes the conventional thinking. Schools carry students on their backs; students don't carry schools.
What if all of the above 'truths' are incorrect - truths that we will someday regard as myths, artifacts of a forgotten era? What if we approached the organization of a school without any of these 'truths' as cornerstones? Where might simple logic and our own experiences take us instead? What would a school look like then? More important, how would that school perform, not just in the narrow sense of standardized test scores (though in those for sure), but also in the broader sense of developing well-rounded, highly skilled young adults? Let me give you what the new truths of school design might be. Let's focus on five:
1) Learning accomplished through individual effort, or through working in small teams, is 'stickier' (better retained) than that 'served up' in any group, no matter what size.
2) Learning can come in many forms, and the size of the learning group can vary greatly without any penalization of effect whatsoever.
3) Children are capable of tremendous focus and responsibility on their own, and they can be taught these traits earlier than you might think.
4) Variety also matters in learning. Too much of any one thing, like sitting reactively in a classroom for twelve years, has rapidly diminishing returns.
5) children can teach as well as learn. Has your child ever taught you anything? Has your older child ever taught one of your younger ones?
Working from these new potential 'truths,' let's imagine what a scool of the future might look like. Let's suppose that beginning in the first grade, children were expected to spend an hour a day learning on their own, not under direct supervision of a teacher (though perhaps watched over by one of their older peers). Or let's assume they were not in class for hour a day. Let's presume that by the third grade, the amount of time in which students were 'on their own' had increased to two hours per day. By sixth grade, let's assume only half of a student's time was spent in what we now think of as a classroom. finally, by high school, imagine what only one third of a student's time was in a traditional classroom setting. (If you think this is overly radical, consider that many college students are in class fewer than 15 hours a week. They are only a few months older than high school seniors. Did something magically occur to make them more capable of independence?)
What, you may ask, are these students doing? Sleeping at their desks? Playing video games on the school's computers? And if they are not with teachers, then where are they? Well, the answer is: They are learning, just not, at that very moment, with a teacher, just not in a class. More often than not, they will be reading! (Educators believe deeply that students should be reading, but how much of the school day do we actually allow them to do that? We say they should readin the evening, but realistically, after a long day at school and with other homework and important activvities, do we really believe they can or they will?) they also have to be working with small groups of other students. And they might be on ther computers, writing, researching, exploring, mining that almost endless, great new ethereal library, the Internet.
As for where they are: they are in their own cubbies, just as they will probably be years later in their entry-level jobs. This, by the way, doesn't mean that old schools have to be completely rehabbed. Just imagine that some existing classrooms are converted into rooms filled with 30 'learning spots.' New schools, though would have a completely new architectural design to accommodate the emergence of large-scale independent learning.
Many educators reading this are probably saying, perhaps in less kindly terms, 'This idea is hopelessly naive. Students cannot be entrusted with their own educations; they cannot be expected to manage their own time. Students don't understand the importance of education and, therefore, can't be expected to manage it.'
My response: Schools have failed to make students the masters of their own learning, and we have the results to show for it. We are still operating in a type of Charles Dickens-era mind-set, believing that these young, half-civilized things called children must be whipped into shape, if not by a stick, then by a never-ending schedule. Because it has been so long since we examined the real rational of our schools, perhaps schools themselves don't even understand why we are teaching as we do. How, then, can students be expected to get it? One of thhe first things that schools should teach is why education is important. If we do that well, students will embrace their own education. They will become the school's most important teachers: their own.
So how do we put this new independent model into operation? Whatare some of the mechanisms to bring it about? Here are some of the ingredients:
students must be taught to work on their own, beginnning in the early grades. This skill must be part of the curriculum. And this 'independence' should be celebrated by teachers early on - so that it becomes something younger students look forward to.
Second, the independent work should be completely linked to their time in class with teachers. Class should be like illumination and discussion that inspire further inquiry. Independent time should be reading, exploring, and gaining, depth on the classroom topics, as well as getting stumped and needing the teacher's help.
Third, new curriculum will be required, though, in a pinch, the old can be modified. One interesting way to think about new texts is to give students both the text and the teacheer's guide. If students are going to help teach themselves, then why not give them a teacher's resources? Another possibility is that schools adopt or adapth the curriculum now being used by home schooling organizations, the ultimate independent-learning entities.
Fourth, a ubiquitous, superbly functioning technological backbone will be required - that is, laptops and robust networks for all. Much of this independent work will be through the Internet. And one way teachers will monitor progress is through technology - students will be filing electronic assessments.
The fifth element is an important bridge for those who cannot leave behind the mooring that students must be supervised. Specifically, student 'prefects; or parent 'monitors' would be an important part of the new independent learning community. Think of them being 'on patrol,' no different than at crosswalks, to ensure that students have ready access to help and keep moving forward constructively.
Of all the radical proposals in my book, independent learning could have the greatest single effect. The reason: Whatr can be more important than schools graduating students who are capable of working on their own? Being literate is one thing. It is quite another to be self-motivated, self-organized, self-disciplined, self-confident. Though these traits can develop in the current, centuries-old, always-in-a-classroom design that we now deplot, logic and our own life experiences tell us that these characteristics will develop more quickly in an environment specifically designed to nurture them - an environment where independence is taught, expected and practiced. It might no be something that is directly measured on a state assessment, but any reader of this piece knows how important it is to success in life."
"FOUR OTHER BOLD PROPOSALS
1 Give teachers a big raise
Teachers in the U.S. earn, on average, $46,000 a year. We need to double or triple that. Teaching is a profession; it's just not treated that way in America
2 Build a West Point for Principals
We need enough principals to fill 13,500 posts a year. The Federal Government should jump-start the launch of five state-of-the-art universities to produce them
3 LET KIDS HELP RUN THE SCHOOL
They can do more than we think, and they learn from it. Give them school chores ranging from tutoring to fixing computers
4 Bankroll R&D for schools
Just as the U.S. pays for research on health and defense, it should support the search for innovative ideas in education"
|Thursday, April 7th, 2005|
So I'm curious...
...about the rest of you. Why are you on here? What is your peculiar way of "living outside the box"?
I guess I should start this off shouldn't I.
Well, for a year and a half now I have been striving to live an off-the-grid existence. In October of '03 I tore up my ID and SS card, and I haven't looked back. Since then I have been squatting, shoplifting, and dumpstering my way out of capitalist consumerist society and into a world where anything is possible. I have no financial status and, but for my fingerprints(which I should eventually find a creative way to be rid of), no identity. I have extracted myself from the system and am now a free agent, an anomaly mixing in with the crowd.
Okay, your turn. :)
this is just all kinds of cool - it's amazing. take a listen. i've never heard anyone talk about these things with such clarity and vision -- politics, paradigms, economy, communication. the future we are creating.http://www.itconversations.com/shows/detail243.html
|Thursday, March 10th, 2005|
global lack to global abundance
I recently read the TIME article excerpt of "THE END OF POVERTY" by Jeffrey D Sachs. The facts I'll take out are these: over 20,000 people die each day because they are poor, which becomes 8 million dead each year; around 3 billion of the human population is poor, with 1.1 billion in extreme poverty; people considered extremely poor by U.N. are on <$1 day income, while moderately poor is considered $1-$2 a day. In Sauri, a group of eight villages in Kenya, $30 for a bundle of 7 sticks for insufficient fuel is too expensive for many villagers. The U.S. will spend $500 billion this year on defense; only $16 billion will go to poverished areas. $16 billion equals to 0.15% of our national income, or $0.15 every $100.
The U.N. Millenium Project goal of cutting poverty in half by 2015 is underway. They have put into motion some innovations which will be well set by 2015 to rid extreme poverty in 2025. Here are the suggestions from the article:
fertilizers, cover crops and improved seeds, Sauri's farmers could triple their food yields
Grain could be protected in locally made storage bins using leaves from improved fallos species tephrosia (has insecticide properties).
Improving Basic Health
1 village doctor and nurse for the 5,000 residents would provide free anti-malarial bed nets, effective antimalarial medicines and treatments for HIV/AIDS opportunistic infections
Investing in Education
meals for all children at the primary school to improve child health therefore education quality
vocational training for modern farming, computer literacy, basic infrastructure maintenance and carpentry
power line or off-grid diesel generator could make electricity available for lights, a school computer, water pumps for safe water, milling grain, refigeration etc.
Providing Clean Water and Sanitation
enough water points and latrines for public safety throughs protected springs, rainwater harvesting and etc.
The irony is that the cost of these servies for Sauri's 5,000 residents would total $70 per person per year, or $350,000 for all of them."
"U.S. donating 0.7% national income
give IMF and World Bank support in helping all 182 countries
Promote sustainable development
Harness global science and technology
MAKE A PERSONAL COMMITMENT"
|Thursday, February 3rd, 2005|
alternatives, reform for education
Such as Sudbury Valley, Free, Democratic, or other Holistic schools? What about converting schools into unschooling facilities with teachers as mentors?
Having a national minimum standard would level the requirements, but it may limit learning freedom. (I wonder if accelerated learning methods, such as those written in books would help.)The system needs to undergo a transformation to make students more included/involved in a less structured system. Models such as Summerhill, Sudbury Valley, Free schools, Democratic schools, or even unschooling/natural learning/autodidactism. Looking at international education models can also provide insight. Schools should provide the necessary resources to help students blaze their own career paths, guiding them toward possibilities in their interests early on. Basics would be covered when needed. Classes would be multi-interdisciplinary, extending to life applications. An account of an American high school study abroad student at a Scandanavian system stated that the Scandanavian system was more free. There was almost no homework, no tests so students could focus on other important issues in life. Classes were interdisciplinary and discussions were led by both students and professors/teachers. Alternatives to higher education should be considered as well, since not everyone is made to fit the same mold.
I made pages on educational alternativeshttp://geocities.com/moonwindstarsky/unschoolinghttp://geocities.com/moonwindstarsky/unschoolingbookshttp://geocities.com/moonwindstarsky/programs
These pages are for anyone who maybe interested in learning about other alternatives outside the system, including no system.http://autodidactic.com
Autodidact Society for Self Taughthttp://ourcry.tripod.com
|Thursday, November 11th, 2004|
the Searchers : )
Some people do not have to search, for they find their niche early
in life, and the rest, they're seemingly contended and resigned. At
times I envy them but usually I do not understand them. I am one of
There are, I believe, millions of us. We are not unhappy, but
neither are we completely content. We continue to explore life,
hoping to uncover its ultimate secret. We continue to explore
ourselves hoping to understand. We like to walk along the beach, we
are drawn by the ocean, taken by its power and unceasing motion, its
mystery, unspeakable beauty. We like forests, mountains, deserts,
hidden rivers and lovely cities as well. Our sadness is as much part
of our lives as our laughter; to share our sadness with the ones we
love is perhaps as great a joy as we know, unless it is to share our
laughter. We searchers are ambitious only for life itself, and
anything beautiful it can show us. Most of all we want to love and
be loved, to live in a relationship that will not impede our
wanderings and prevent our search. We do not want to prove ourselves
to others or compete for love.
This passage is for wanderers, dreamers and lovers who dare to ask
of life everything which is good and beautiful.
Yes there are two paths you can go by, but in the long run
There's still time to change the road you're on....
|Monday, September 20th, 2004|
|Wednesday, August 4th, 2004|
|Sunday, July 11th, 2004|
Hello. I've been a member of this community for a few weeks but never really introduced myself. My name's Stephanie, I'm sixteen. I still go to public high school but I've been doing lots of reading and exploring on my own, learning through experiences and trial and error, going to small classes and speakings at the library. I'm really enjoying learning on my own this summer. I think I will finish my junior year; I'm excited about the sociology, environmental science, and genetics classes I'm taking, plus another year of Japanese. I'm also looking into an independant study program next year. Unless things go really well and I still have some afternoon free time it's possible I'll escape before senior year. Maybe I'll take a test for my high school diploma and take a year to explore on my own. Not sure about college yet, but I think I'll do something at a community college and study botany, agriculture, horticulture, or alternative medicine. I also love animals. Sorry if this reads like pointless self-induldgent babbling.
Anyway, I have a question. Does anyone know anything about gettin an apprenticeship, volunteer or co-op type job on an organic farm? Or any type of apprenticeship or volunteer work related to the things listed above. I'd like to work with plants. Any advice you could provide would be really appreciated. I think hands on work would benefit me much better than a classroom. Thanks :) Current Mood: curious
|Wednesday, June 2nd, 2004|
|Monday, March 29th, 2004|
Not Back To School Camp
Not Back to School Camphttp://www.nbtsc.org
I am posting to spread the word about Not Back To School Camp
It is a camp for unschoolers/homeschoolers from anywhere on this planet, if they speak English and are between the ages of 13 and 18. Those who go to school part time, are not yet a homeschooler but are about to become one or thinking about doing so, Or those graduated from homeschooling and now attend college or hold a job are completely welcome, too. There are three sessions:
*Session 1, August 30 - September 6, Oregon
*Session 2, September 9 - 16, Oregon
*Session 3, October 4 - 11, West Virginia
It is 80 - 100 unschoolers and staff. We swim; talk; sing; drum; dance; hike; stare at the sky; play volleyball and softball; take creative, emotional, and intellectual risks; encourage each other to do amazing things; have talent shows; constantly teach and learn from each other. It is a free and safe space. It is amazing and it is life changing.I apologize for this being widely cross posted, but the message needs to get out.
|Wednesday, January 28th, 2004|
Hopefully some of ya'll will have heard of Ishmael...
For fans of Daniel Quinn and Ishmael
in the Austin area. Seeking those with an ernest desire to save the world.
When: February 27th - 29th, 2004
Where: Casa De Luz
in Central Austin