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2017-06-04 10:30 am

Responding to terrible things

I am no longer going to respond to horrible events in the world by posting news about them. I figure other people are already doing plenty of that.

I am not going to retweet or reblog initial stories, or even stories once more information is available. I will read them but I won't repost.

I won't send out my prayers, best wishes, condolences, or any other expression of my goodwill over the internet, unless I actually know some people who are affected - and then I'll reach out to them, specifically.

Instead, I will act privately.

If there is a donation to be made, I'll make it. If I feel the cause needs more attention, I might post a link to the gofundme or similar campaign. If there is specific help that I can give, I'll give it.

I'm tired of feeding the social media frenzy to nobody's benefit.  It doesn't make me feel better, it doesn't make victims or their families feel better, and it is of no material use to anybody. 
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2017-05-06 05:21 pm
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Brag Number One of Grade One

The next few posts are explanations of all the stuff I've tried in my classroom this year that has worked, followed by or interspersed with things I need to do better next year.

Brag #1: Morning Meeting

If I had to pick one thing that made a huge difference to my kids' learning and sense of community in my classroom, it would be the consistent morning meeting. It has evolved over the course of the year, with a few things staying the same throughout.

Morning Meeting has a script, which I wrote out in my transcripts on Planboard and then slotted into every MM slot in my day plans automatically. I stopped using the script in October but it's useful to have for supply teachers, volunteers/student teachers, and for the principal to see day plans that look like I actually put time into them.

At the beginning of the year, we started by greeting each student by name and shaking hands. After the first head cold, that became shaking elbows. We sang a song to go with it. Then we read the Morning Message, which I write on the white board every day. The Morning Message follows a very clear format: Dear Students, Today is Monday, May 8th. It is a day 1. We have Drama in sixth period. What are our learning goals? I can write with a capital at the beginning of my sentence and a period at the end. I can use the making tens strategy to add. Our spelling words are: (the Morning Meeting helper writes these in.) Our journal entry is: I have a Youtube channel. I make videos about. . . Have a great day! Sincerely, Ms. S. (and any student teachers/volunteers in my room that day.)

Then we do the calendar, the number of days we've been at school so far, and Explain the Number. (150 is an even number. I know because I looked in the ones place and there's a zero there, and zeros are even. 150 has one group of one hundred, 5 groups of ten, and 0 ones.) We also do some counting on our fingers and by 2's, 5's, and 10's, up to the number of the day. Last, we pick a new Morning Meeting Helper for the next day, and if it's a Monday, we choose new people to do the other jobs, too.  These things have changed very little over the course of the year.

At different points in the year, I've added:

1) Measuring: we went through three weeks when we measured the Morning Meeting Helper every day, and put a piece of tape on the wall next to the tape ruler to show how tall they were. In June, we'll do this again to see how much we've grown since February.

2) Hundreds Chart: Once we started getting good at place value, I took most of the numbers out of my pocket hundreds chart and put them in a bag. The kids picked one number every day and had to figure out where it went, then explain why they put it there. If they made a mistake, we worked through it until they found the mistake and fixed it. Then we cheered for them because making a mistake and fixing it makes your brain grow! 

3) Singing the Days of the Week and the Months of the Year. I took this out just after Christmas, once I was sure all my kids knew it. 

4) To be added: I need to teach reading a clock, so I think I will add a bit of that to Morning Meeting for the next few weeks.

5) Sharing: Shortly after Christmas, I realized that I'd left Sharing (aka Show and Tell) out of the Morning Meeting. So we added it in and assigned each child a day. They're getting good at remembering which day is theirs, though the Monday people feel cheated a lot. 

I keep track of who has been Morning Meeting Helper recently, and we go through the entire class list before anyone gets picked again. 

So that's my Morning Meeting. It takes the better part of a period, but it's worth it for the number of concepts it teaches and reinforces.

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2017-04-16 04:29 pm
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Dandelion Jelly

 I'm not really celebrating Easter this year, so instead I celebrated spring by making my first batch of dandelion jelly. My recipe:

As written (elderberry jelly):
3 cups tea made from dandelion flowers (yellow parts only) and half a sliced vanilla bean
1 package powdered pectin
1/4 cup lemon juice
4.5 cups sugar
Yield: 4-5 cups

Follow package directions on the pectin for jellies.

What I actually did:
4 cups dandelion tea
1 1/3 packages powdered pectin
1/3 cup lemon juice
6 cups sugar
tiny bit of butter
Yield: 7 cups

Follow package directions on the pectin for jellies. I cooked the other half of the vanilla bean with the juice and pectin, but took it out before adding the sugar.

This recipe is based on the simple fact that my awesome tea steeper, in which I make the dandelion tea, makes four cups at a time, and I didn't want to waste it. It takes about two cups of flowers to get a good tea.

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2017-04-09 10:40 am

Moving.

This is now my primary journal. All my LJ stuff is moving here, after which the LJ account gets deleted.

It's sad, but not unexpected.  
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2017-03-10 07:01 pm

Seriously?

I have only one special-needs student at the moment. She's hard-of-hearing and ESL, but she's smart, too. I like her, but she's a challenge.

Well, her mother emailed me a couple of days ago over concerns that Y is stressed at school and being bullied. I sent her a very carefully-written email that the itinerant teacher for the hard-of-hearing students and the principal both said was very well-done. It carefully addressed each of the points and suggested a solution to each.

She completely misunderstood it. She thinks I'm not using the FM system at all. (The FM system is basically a radio that pipes my voice straight into the hearing aid, so she can hear me much better.) What I actually said was that we have been neglecting the use of the FM microphone. The FM system has two parts - one than hangs around someone's neck and has a little mic that clips onto a lapel or something, and one in the shape of a hand-held wireless mic. I've been using the main FM system that hangs around my neck, consistently, but the kids haven't been making good use of the microphone.

She thinks I don't consider the things that were said to Y to be bullying. What I actually said was that I had not heard them, and I didn't see anything that would indicate bullying.

She thinks I don't explain to Y using face-to-face communication and short sentences, as is in her IEP. I do - but the kids don't, because they're SIX YEARS OLD, and it's the communication with the kids that's the problem.

So she went off on me. I forwarded her email to the principal, Jane, and asked for her support. The principal sent her an email asking her to come in for a meeting after March Break. I was cc'ed on that, of course. Y's mom deliberately replied only to the principal and repeated everything she'd said to me, only without pulling even the few punches she'd pulled before. She obviously doesn't realize Jane read her prior email, and it didn't occur to her that Jane would make sure I saw her reply. (Jane replied to her email in the thread, added me back into it, and that had the effect of quoting the email the mom had deliberately NOT sent to me.)

So now I'm in the worst possible position for an INTP with an anxiety disorder: someone has badly misunderstood me, is super upset with me (and if she believes all that, she has a right to be - I'd be upset with a teacher who did the things she thinks I did) and I have to sit on the whole thing for eleven days while everyone stews about it. My anxiety is telling me to write an email to defend myself, my brain and my principal are telling me not to touch it, Y's mom is still apparently expecting an email from me in reply to the last one she thought I would see, and I'm a bit of a mess.

I thought this mom was smarter than this, honestly. She doesn't seem to realize that if she got an email from the principal instead of me, it means she shouldn't expect one from me. It also means the principal has read everything she sent me, because I shared it with her. I wouldn't have asked for the principal's support without doing that. So cutting me off that last email and trying to get Jane to believe I was horrible to her child is proof positive that she doesn't understand how this is working.

Happy March Break to me, I guess?
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2013-06-08 08:03 am
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Week in Review

It's been a really nice week overall. I've seen D seven days out of the last eight, at least briefly and several times for several hours or overnight. I'm starting to believe it.

My report cards are almost done. I have one more segment to do that I can finish Monday afternoon, and then I'm good. There was a brief kerfuffle yesterday when the principal brought to me a very official-looking letter, on letterhead and everything, and a copy of the report card information I'd given to the kindergarten teachers to put into their report cards. (Unlike the rest of the school where I do my subjects myself on students' report cards, I don't have virtual access to the kindergarten reports, so I have to write up my comments, give them to the kindergarten teachers, and they input them. This is a huge problem for the prep coverage teachers, because it means we don't know exactly what the program can do. Does it have a way to apply a single comment to a group of students? Does it change gendered pronouns like the other program does, automatically? Without knowing those things, I don't know if what I'm giving them is five minutes of cut-and-paste and clicking through, or an hour of individually cutting and pasting and changing pronouns for each student. I believed it to be the first when I gave it to them, which is why I gave it in that format.) The principal wanted me to do all the cutting and pasting for every student - easily three hours' work to do for everyone - so that the kindergarten teachers would be saved that effort. This was a total surprise to me, because the kindergarten teachers had been uniformly thrilled at what I'd given them.

I think what happened was that the newest, most overwhelmed kindergarten teacher took my work to show her as an example of what she wanted the gym teacher to do, and the principal misread her and thought that what I'd done wasn't up to par, either. So I spent forty-five minutes in tears starting to do everything that she'd asked me to do and trying to figure out how exactly to come up with an individual example of each student's work, until the teacher I'd developed the comments with came to me and asked why I was late to cover her prep. She told me that the problem wasn't with my stuff, it was with the gym teacher's stuff, and the principal just needed to make it across-the-board so it didn't look like he was being targeted. I'm not buying it; I think Laura misunderstood and believed that my comments didn't meet what they needed from me. She would have been totally within her rights to take the gym teacher to task for what amounted to incomplete report cards, without any reference to me. (And everything we said about the gym teacher was theoretically grievable under the union rules that caught me a few months ago, so I had to cut a few of those conversations short when they started to cross the line. That was So Much Fun.)

I have a letter half-drafted to her about supporting prep coverage teachers in the full-day kindergarten program, so that we can actually do what the program expects of us. For example, if she wants me to provide personal examples about each kid's explorations in music, she's going to have to provide three things: 1) in-servicing on creating an exploration-based music program that fits the kindergarten curriculum, 2) consistent access to an ECE who can do the recording during the times when I'm teaching and actually, you know, WORKING WITH THE KIDS, and 3) an iPad for the library to do that recording. When I'm without the recording technology, I use checklists to assess, and you don't get specific examples from checklists. Furthermore, if she wants me to actually know these kids and see when they're making progress, she's going to have to make sure I see them more than once a week for an hour. It's so easy to miss one class for a few weeks in a row in that situation, with the result that there is no continuity of routine or program in the library. (I missed one class for two out of three lessons in December and the entire month of January, for example.) I can teach and it will be valuable to the students, but I can't assess under that curriculum on that timetable.

Other than that, report cards have gone smoothly and I've basically stayed out of everyone's way for the last little while. I'm feeling very disconnected at school, but there's only 14 days left when I have to enter that building (the final PD day will see me at my new school, and I don't know where that is yet) and there's no point in trying to repair those connections with so little time left.

Meanwhile, things at the Menagerie are settling into place. C has been busy unpacking, so the place is starting to look lived-in. My room is looking pretty good, though I want some pretty cloth baskets to put on the shelves in the closet for my clothes; I don't need a dresser because the closet is more than big enough for the 1/5th of my wardrobe that I'm storing there, but I'd like everything hidden away a bit more. And I need a bathrobe. I also need to get Claire a new dresser, so I can take the white wardrobe thingy she's using now to the Menagerie. Actually, I should go over to Habitat and see if I can find something that would work for that. Dressers are a dime a dozen, right?

Teal deer version: I'm happy. Life is good. Frustrations at work are mostly because I'm doing a good job but the principal didn't see it. Summer is coming and it will be awesome.
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2013-05-28 09:46 pm

Sixty-six hours.

The moving date was moved up a bit, so they'll arrive during the day Friday. I have to work, and they have paperwork and such to do, so I will see D for the first time that day shortly after school ends on Friday afternoon. I've rearranged my school schedule so that I have prep at the end of the day. That means I can slip out a moment before the bell rings and run off to an undetermined "appointment."

Today was a hard day at school. The kids were horrible. When teaching kindergarten (the class I always have trouble with; there are a lot of kids in that group I simply can't get a handle on at all) I had to cancel Farmer in the Dell because a bunch of kids kept refusing to get into a circle and hold hands. And every class except one went much the same way. (The grade ones were awesome, and their teacher asked me to write up my research lesson plans so she can teach this unit next year.) It left me a bit on edge, though.

We have so many plans. There's so much living to do, so many experiences to be relished and cherished and lived, full throttle. Twenty weeks - it's seemed like decades, and it'll fade into insignificance shortly.
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2013-05-21 09:32 pm

Nine more days.

D and C were here last week for a brief visit. They got visas and health cards and social insurance numbers, and they saw the house, and I still got to spend two nights with D. It'll hold me until June 1st.
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2013-03-25 06:57 pm
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Last Rites

I wrote this for my friend, after a day she'd spent putting down one animal after another. It's behind a cut because it's about euthanasia.
Last Rites )
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2013-03-16 06:32 pm
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One phrase keeps coming up over and over again.

Soon. Not soon enough, but soon.
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2013-02-08 06:15 pm

Snow day. :)

I have done nothing that was of any use to anyone all day long. It was glorious. In fact, I'm still in my PJs and housecoat.

Now I'm contemplating what to do with the evening, since the birthday dinner for my mom has been rescheduled until tomorrow. I suspect it will involve chatting with [livejournal.com profile] shavastak.
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2012-08-18 01:28 pm

A critique, because this makes me angry.

I stumbled across this on my brother's facebook.

Let's see, where to begin?

Or, in simpler terms, a stable marriage is a clear route to a better life, but society has steadily chipped away at respect for that very institution.

Actually, the truth is exactly the opposite. When people are able to get out of marriages that aren't working, the strength of the ones that ARE is increased. How is it "respecting the institution of marriage" to force abused women to stay with their abusers, for example? On the other side of the coin, how is it disrespecting that institution to allow anyone who wants to, to enter into it?

So, educated women get married, pick more reliable partners, and enjoy much better outcomes. That would seem to contradict the feminist notion that men are largely unnecessary appendages, required as sperm-providers but otherwise expendable once that duty has been performed. It would also run counter to the view of family courts that fathers are largely unnecessary in upbringing children, other than to provide financial support.

First, the "feminist notion" he's talking about is not the bulk of feminists, and it's been oversimplified here. Certainly some women are better off without their sperm donors, because the sperm donors were beating them and the kids, or otherwise causing more problems than they solved. Why not discuss the fact that college-educated women have more access to privileged men, including the privilege that raised them to see being an involved husband and father as a good thing? As for the family courts, did the National Post miss the fact that in Ontario, joint custody is the default, precisely because fathers are seen as valuable and having rights to their children? This is a Canadian newspaper and should be aware of things like that.

I'm certainly not denying that two-parent (or three-parent, but I don't think the NP is ready to acknowledge families like mine, more's the pity) families generally manage better by their kids. That's a simple fact borne out by numerous statistics. What I'm denying is that this is a simple choice on anyone's part. The state of marriage as a middle-class institution is both an effect and a cause of privilege.

The pot shot at abortion at the end is priceless. The middle-class women who do not have babies out of wedlock had more access to abortion and contraceptives when they were younger than did the poor women who had babies. They didn't have fewer abortions - in fact they probably had more.

Pouring money into social programs is not meant to pull people out of poverty (though perhaps it should be, if we focused more on supporting people to work.) It's meant to close some of the gaps between rich and poor so that they can pull themselves the rest of the way. As usual, the NP has misrepresented the goals of social justice movements.
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2012-07-09 10:14 am

Okay, Merlyn, introduce me.

What's the LJ handle of my newest facebook friend? [livejournal.com profile] sassy_fae, you should be able to help me with this, too - we went to her house for Midsommar recently. :)
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2012-06-23 02:51 pm

I feel vindicated.

I've been saying for years that my metabolic issues were preventing me from losing weight. At the same time, internally, I was beating myself up for a lot of treats I ate, even when my diet was otherwise quite healthy.

Over the last two weeks, I've changed very little about my diet. I've cut out some of my sugar, but continued eating the occasional treat. I've been eating salads most day for lunch, but then I've been doing that pretty consistently since February.

I haven't actually checked a scale yet, but I tried on a dress I tried on at the beginning of June. Three weeks ago, I needed a 1X. Today, the X fit perfectly.

Now, it's not a fitted style and there's a lot of elastic, so I certainly haven't lost an entire dress size in most respects; but I've been noticing my summer wardrobe fitting loosely, in a couple of cases too loosely to be really comfortable. Nevertheless, it appears that with very slight diet changes and the metformin, I've lost a couple of inches of upper-belly/ribcage fat in the last couple of weeks.

I have not starved myself. I have not dieted strenuously. I've eaten much the way I was doing before. I haven't exercised hardly at all (too hot and I don't have my pool membership yet.) Yet the weight is coming off now that my insulin resistance is being medicated.

I'm finally going to replace my old scale and start using it on an infrequent basis.
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2012-05-31 07:07 am
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Carrément dans le rouge

That is, "Squarely in the red." It's the slogan for the student strikers (now morphing into a nationwide movement) protesting against the raising of tuition fees and the accumulation of debt that it will cause.

Last night across Canada and in a few international locations, protesters gathered to bang on pots and pans, as people are doing in the streets of Montreal and Quebec, and make noise to show their support. The spark that turned the student protest into a general one was the special law 78, which suspends a variety of civil liberties in Quebec. A couple of days ago, lawyers protested in Montreal, walking out of court wearing their robes to stand against the law. To the best of anyone's knowledge, that has never happened before.

I was down at Gore Park in Hamilton last night. I had enough time to fire off an email to my NDP contacts yesterday afternoon, and at least one person saw it and came who otherwise wouldn't have known it was happening. Other than that, I marched with the small teachers' contingent, complete with the union flags - the only ones in attendance. As I remarked to them, there was a bit of déjà vu and a bit of prophecy when we stopped on the lawn of the Board of Education building for speeches. We all know we'll be marching there next year again.

Since I was near the front of the march, my picture was taken dozens of times. I think I need to make sure I get my hands on a newspaper today.

The protest was entirely peaceful, at least up to the point where I headed home. No violence or threat of violence was in evidence.

A quick shout-out to the police in Hamilton: there were about four police on bicycles helping to marshall and direct traffic. They did an excellent job - they didn't get in our way, they didn't try to stop us, they just made sure everyone was safe and that there was no damage to property or passers-by. I believe in giving credit where credit is due.
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2012-05-19 06:20 am

Teaching kindergarten music

I'm sharing this lesson in part so that those of you on supply lists can load it onto your MP3 player, throw a set of speakers into your car, and teach kindergarten or grade one music at the drop of a hat. If you find yourself in a classroom with youtube access, you don't even need the MP3 player.

Learning goal: students will associate various elements of music (tempo, timbre, pitch, rhythm in particular) with various animals according to the animal's characteristics. They will move creatively to the music, pretending to be the animals in question.

(You can find expectations to match this in the full day kindergarten curriculum. I suspect you can probably find expectations in any kindergarten program. Bonus points if you can get video of the kids moving, to leave for their regular teacher so she can use the lesson for evaluative purposes.)

Materials: A variety of music tracks or video tracks referencing animals, and the technology to play them.

Set: Who can tell me about hippos? Are they big or little? Are they slow or fast? (This is almost certainly a misconception - hippos are actually very fast. I'd let that go for this lesson.) As you play the song "Mud, Mud, Glorious Mud," ask the students to tell you what it is about the song that reminds them of hippos.

Play the song once. Get a few answers to the question: there are low notes, the music goes fairly slow, lots of talk about mud. Play it again, and this time invite the students to move like hippos. If they're having trouble, get right in there and move ponderously around the carpet.

Then ask the students about bumblebees: how do bumblebees move? Would you imagine high notes or low notes for bumblebees? Quick notes or slow notes? Tell them the next song is about a bumblebee, and when they're done listening, you'd like them to be able to tell you why it sounds like a bumblebee. Then play "Flight of the Bumblebee." (I used a version recorded by Perlman on the violin; this piece has been recorded on everything from a piccolo flute to a tuba, so make sure you choose one to start with that is played on a violin, otherwise you'll confuse the heck out of the kids.) Watch for the kids who move like bumblebees, buzzing and flapping and darting or running in place. It's only a little more than a minute long, so let it go to the end.)

Get answers about why it sounds like a bumblebee. If you're in the regular classroom and have a place for such things, this is a good time to make an anchor chart with pictures and words: a hippo with the words "slow, low", and a bumblebee with the words "high, fast."

Lesson part two, probably during a second class period:

Remind the students of the previous work and the anchor chart. Tell them that this time, they're going to listen to the music without knowing what animal it's about. They get to move to the music and then guess what the animal might be. You can give them some examples: if the music is slow and low, they're going to move one way, and if the music is jumpy, they can jump, and if the music is calm and flowing, they can glide smoothly.

I used several pieces from the Carnival of the Animals, by Camille Saint-Saens. Some of the recordings had a poem about the animal at the beginning, so I set it up ahead of time to skip that part. I played the kangaroo first, and the kids quickly realized it was jumpy music with some calm parts. When asked what they thought it was, I got one kid who said it was a cat, because sometimes cats prowl and sometimes they jump on stuff; that's a level four answer. Another kid guessed a bunny, and another a kangaroo. After that I played the elephant one, which is played on double basses; they got that one quickly, too. Then I played the swan one, and they had more trouble with gliding movements; I got a lot of ballet twirls from the girls for that one, but the answers were about fish and birds, because it sounded like the animal was gliding calmly.

Wrap-up: Students can contribute to the anchor chart about elements of music, and talk about how music can represent movement in different ways. Since the point of the lesson is to explore movement rather than language, it's up to you how much you want them to talk about what they did or learned. It might be valuable to get them to draw their perception of one of the pieces of music, for an art/music connection; perhaps use the Aquarium from Carnival of the Animals for a drawing connection.

It was an awesomely fun lesson to teach and I got a lot of good information out of it.
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2012-04-14 12:44 pm

More signal boosting for Internet Privacy.

Originally posted by [livejournal.com profile] athelind at More signal boosting for Internet Privacy.
Originally posted by [livejournal.com profile] paka at More signal boosting for Internet Privacy.
Originally posted by [livejournal.com profile] lupagreenwolf at More signal boosting for Internet Privacy.
Originally posted by [livejournal.com profile] evieeros at More signal boosting for Internet Privacy.
Originally posted by [livejournal.com profile] keladry_lupin at More signal boosting for Internet Privacy.
Originally posted by [livejournal.com profile] why_me_why_not at More signal boosting for Internet Privacy.
Originally posted by [livejournal.com profile] apiphile at More signal boosting for Internet Privacy.
Originally posted by [livejournal.com profile] alizarin_nyc at More signal boosting for Internet Privacy.
Originally posted by [livejournal.com profile] dameruth at It Never Ends...
Originally posted by [livejournal.com profile] jjpor at It Never Ends...
Originally posted by [livejournal.com profile] abbyromanaat Signal Boost
Originally posted by [livejournal.com profile] clocketpatchat Signal Boost
Originally posted by [livejournal.com profile] calliopes_penat CISPA is the new SOPA
Originally posted by [personal profile] spikedluv at CISPA is the new SOPA
Originally posted by [personal profile] velvetwhip at CISPA is the new SOPA


Here's their next move: The Cyber Intelligence Sharing and Protection Act, or CISPA, would obliterate any semblance of online privacy in the United States.

And CISPA would provide a victory for content owners who were shell-shocked by the unprecedented outpouring of activism in opposition to SOPA and Internet censorship.

The House of Representatives is planning to take up CISPA later this month. Click here to ask your lawmakers to oppose it.

SOPA was pushed as a remedy to the supposed economic threat of online piracy -- but economic fear-mongering didn't quite do the trick.

So those concerned about copyright are engaging in sleight of hand, appending their legislation to a bill that most Americans will assume is about keeping them safe from bad guys.

This so-called cyber security bill aims to prevent theft of "government information" and "intellectual property" and could let ISPs block your access to websites -- or the whole Internet.

Don't let them push this back-door SOPA. Click here to demand that your lawmakers oppose CISPA.

CISPA also encourages companies to share information about you with the government and other corporations.

That data could then be used for just about anything -- from prosecuting crimes to ad placements.

And perhaps worst of all, CISPA supercedes all other online privacy protections.

Please click here to urge your lawmakers to oppose CISPA when it comes up for a vote this month.

Thanks for fighting for the Internet.

-Demand Progress


velvetpage: (Jack Layton)
2012-03-27 06:54 am

Boost the signal, please?

In the interests of countering all that "Mulcair will move the party to the centre!!!1!!eleventy" stuff that's all over the media, I wrote an open letter to Mr. Mulcair. I'd appreciate a signal boost, especially from those who often discuss Canadian politics. Thanks to [livejournal.com profile] thebitterguy for doing so on Twitter already.

In other news: I hope Mulcair doesn't shave his beard. I like the beard.
velvetpage: (Jack Layton)
2012-03-23 11:19 pm
Entry tags:

Convention!

It's been a very long day.
NDP Leadership Convention )
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2012-03-16 05:53 pm
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Anon communities

Three of my LJ friends are hurting at the moment because of idiocy in one of the anon communities (I don't even know which one, or if there is more than one.) I'm not very happy about that. They're all good people and good friends, and really, nobody deserves to be trash-talked by people who won't put their name to their hatefulness.

So, just to be perfectly clear: I have participated in anon communities once or twice, when linked there. I have never said anything to someone there that I wouldn't say to their face/on their journal later; most of the time I went there to defend someone who was being trashed. I haven't been there in years. I have no intention of going back. They bring out the worst internet behaviour and life is too short for that.

I'm not going through the bios of my friends list to make sure none of my LJ friends are on anon communities. I just hope that if any of you are participants over there, you're being excellent to each other, or at least not making things worse.