Counselors are teachers, too!
Here in our second guest post of the day, Shelley Krause talks about EduCon. Shelley is Co-Director of College Counseling at Rutgers Preparatory School. Follow her on Twitter @butwait.
My work with young people locates me in a place full of longing and possibility. I work as a college counselor, and my students often find that the idea of leaving one community for another is fraught with emotion. Some students yearn for a kind of belonging they have yet to experience, while others crave the relief of relative anonymity. But none of them wants to feel alone, I think.
I watch and listen as my students try to imagine themselves into their unknown futures. Sometimes, I edit their questions in my mind. They ask, "What college can I get into?" and I hear, "Do I want to go to college?" The classic "What do I want to be when I grow up?" becomes, "Who do I want to be?" or even, "Do I have to grow up?"
But this kind of imaginary cut and paste results only in my altered version of their story, when what they need is the space to create more fully realized version of theirs.
***
I am heading off to EduCon2.2 this weekend after having missed last year's gathering due to illness. Several members of my school community attended a Building Learning Communities conference and came back raving about it, but I'm not sure I've managed to lure any of them to EduCon2.2.
"Why do you want to go?" someone in my school community asked me with an air of puzzlement. I think they were trying to figure out where I fit into this picture. I am not a classroom teacher. I am not a school leader. My job title does not have the word "technology" in it.
Part of my excitement about EduCon stems from a desire to define myself in terms of what I am rather than what I am not. I say to my students, "You be you." I ask them, "When are the times you've felt most fully alive?" I feel as though in reaching out in search of community, I am listening to my own counsel. I am discovering that I am a member of a school community who also wants to be be an active member of multiple learning communities.
Even if I haven't met a single one of the hundreds of EduCon2.2 attendees prior to this weekend, the lure of that community of learners has been a powerful one for me. Chris Lehmann and the SLA community have worked so hard, not only to share their learning, but to then create a space in which others can share theirs.
***
So I'm heading down to Philadelphia on Friday, unsure of what to expect and excited by the prospect of happily exploring a space so full of energy and possibility. In actively following the threads of my interest, I am trying to model what reaching out to connect with one's tribe looks like. And this spring, when a junior I'm working with lets on that he's both excited and nervous about the prospect of college, I'm going to smile and say, "Can you say a little more about that?" Trying to open up a space.
Showing posts with label guest blogging. Show all posts
Showing posts with label guest blogging. Show all posts
Thursday, January 28, 2010
Guest Post: "I want to use technology as a method -- not has a cool activity."
Today we have two guest posts from folks in the TeachPaperless community! One of my absolute favorite things as a blogger is to be able to provide you all with the authentic voices of teachers making their own way through these digital times. I hope you enjoy reading these pieces as much as I enjoyed publishing them.
Heather Mason is a middle school teacher with 14 years experience in the Language Arts classroom but has only realized the power of technology in education recently. Follow her on Twitter @hrmason.
A confession before I start. The whole paperless thing kind of frightens me a bit. I was raised reading the comics on my dad’s lap, flipping through the pages of a journal and curling up with a paperback book. But one look at the papers stacked up mercilessly on my desk and I know there must be a better way.
When asked what I would want for technology if money was no object, my first thought wasn’t a new gadget or piece of hardware. They always seen to be outdated right after the PO is put in. Plus those tools often stay in the classroom.
As a writing teacher, I know that when kids write for me they are concerned with how many paragraphs do they need to get a good grade. But when they write for others, the grade no longer matters. They want to know how to make their writing good enough to pass peer inspection. Tech is no different. A tool that never leaves the classroom will only provide learning that stays in the classroom. I want something more.
In order to get more, though, we have to do a better job putting the tech into student hands, both at school and at home. Computers, and more specifically the internet, are now a ubiquitous part of our lives. The problem is they aren’t really a useful part of many students’ lives.
I know there is this myth of the digital native better able to communicate through electronic means that traditional ones. There is truth to that for some, but for many kids technology is only a new means to pass notes, and beyond their cell phone and MySpace/Facebook account, they have no experience in using technology to serve a purpose. Recently I told a few kids they could email me their presentations; only one knew how to add an attachment to an email. During parent conferences, many parents have confessed to getting rid of internet for safety concerns or monetary troubles. And recently I took a poll of my students and almost a quarter of them don’t text; some don’t even have cell phones. No new gadget in my classroom will overcome that.
I work in a system that supports technology, but doesn’t have the funding to fully realize its dream. There are two computer labs at my school: one for the business classroom, one in the media center, and one in its own room. I get to use one about once every two months or so, sometimes not even that much. That means that instead of making tech a key part of my class, it becomes a project… a unit that I have to plan specially for. And if we can’t finish in the two days I signed up for, well… students are out of luck unless they are already familiar with the tool we’re using and have access to a computer at home.
I’m not complaining, some schools don’t even have one lab. I have a doc cam and projector with cables strung across my floor like booby traps, but I know teachers who are still using the overhead out of necessity.
While I am happy with what I have, I want to use technology as a method -- not has a cool activity.
I want to teach students to manipulate many different forms of text. I want students to think of email and blogs as the main way to turn in papers, slide shows, photo essays, movies, whatever means of creating they choose, not as a thing for only the few special kids who happen to have internet and know how to use if effectively. I want to get them beyond passing notes. That’s where I see myself going over the next few years.
Meanwhile, I have a stack of papers to grade. Sigh.
Heather Mason is a middle school teacher with 14 years experience in the Language Arts classroom but has only realized the power of technology in education recently. Follow her on Twitter @hrmason.
A confession before I start. The whole paperless thing kind of frightens me a bit. I was raised reading the comics on my dad’s lap, flipping through the pages of a journal and curling up with a paperback book. But one look at the papers stacked up mercilessly on my desk and I know there must be a better way.
When asked what I would want for technology if money was no object, my first thought wasn’t a new gadget or piece of hardware. They always seen to be outdated right after the PO is put in. Plus those tools often stay in the classroom.
As a writing teacher, I know that when kids write for me they are concerned with how many paragraphs do they need to get a good grade. But when they write for others, the grade no longer matters. They want to know how to make their writing good enough to pass peer inspection. Tech is no different. A tool that never leaves the classroom will only provide learning that stays in the classroom. I want something more.
In order to get more, though, we have to do a better job putting the tech into student hands, both at school and at home. Computers, and more specifically the internet, are now a ubiquitous part of our lives. The problem is they aren’t really a useful part of many students’ lives.
I know there is this myth of the digital native better able to communicate through electronic means that traditional ones. There is truth to that for some, but for many kids technology is only a new means to pass notes, and beyond their cell phone and MySpace/Facebook account, they have no experience in using technology to serve a purpose. Recently I told a few kids they could email me their presentations; only one knew how to add an attachment to an email. During parent conferences, many parents have confessed to getting rid of internet for safety concerns or monetary troubles. And recently I took a poll of my students and almost a quarter of them don’t text; some don’t even have cell phones. No new gadget in my classroom will overcome that.
I work in a system that supports technology, but doesn’t have the funding to fully realize its dream. There are two computer labs at my school: one for the business classroom, one in the media center, and one in its own room. I get to use one about once every two months or so, sometimes not even that much. That means that instead of making tech a key part of my class, it becomes a project… a unit that I have to plan specially for. And if we can’t finish in the two days I signed up for, well… students are out of luck unless they are already familiar with the tool we’re using and have access to a computer at home.
I’m not complaining, some schools don’t even have one lab. I have a doc cam and projector with cables strung across my floor like booby traps, but I know teachers who are still using the overhead out of necessity.
While I am happy with what I have, I want to use technology as a method -- not has a cool activity.
I want to teach students to manipulate many different forms of text. I want students to think of email and blogs as the main way to turn in papers, slide shows, photo essays, movies, whatever means of creating they choose, not as a thing for only the few special kids who happen to have internet and know how to use if effectively. I want to get them beyond passing notes. That’s where I see myself going over the next few years.
Meanwhile, I have a stack of papers to grade. Sigh.
Wednesday, December 23, 2009
Guest Post on Bringing Tech to the AVID Classroom: AVID Is Awesome, But...
Here's the second in our series of Weds guest posts on TeachPaperless. Today's blogger is teacher Ben Knaus.
Ben is a middle school AVID (Advancement Via Individual Determination) elective teacher and coordinator at Cityview Performing Arts School in Minneapolis, Minnesota, USA. He is in his tenure (third) year of teaching, 2nd year with the AVID program, and 8th year working in a school (all at Cityview). Ben is also a devoted husband, father of two beautiful little ones, and a huge technology fan. In his spare time, he is an adjunct professor at Saint Mary's University-Twin Cities co-teaching (with @wwolfe105) the Technology in the Classroom course in the Master of Instruction program. Ben also blogs at LearnTeachTech.com and posts on Twitter as @learnteachtech.
What is AVID?
Basically, AVID takes students who wouldn't normally be thinking about college, who have parents who didn't go to college, or who need an extra push to get to college and gives them the skills they need to make to college. How many times did I write college? Four. Yes, four in one sentence. Did I mention there is a push in the AVID program to attend college?
Why is AVID Awesome?
AVID is awesome because students who don't know how to be highly effective students get the skills they need to be highly effective. In the AVID elective class, we learn questioning, note taking (Cornell Notes), discussion and debate, public speaking, organization, and study strategies. We also learn a lot about colleges and careers from field trips and guest speakers.
I love just about everything in AVID. One of my favorites is that we have tutors. We have four adults (2 college students, 1 retired teacher and 1 adult from the business world) who help twice a week. They guide students on questions from other classes and ensure that they are getting the necessary support. The students eventually take over the tutorials and run them with tutor assistance. It's an amazing process to watch and be part of.
The other amazing thing is that I get to work with the AVID students for up to three years. I'll have the 6th graders until they leave for high school. The program and the class structure build relationships, which is the key to being successful in any area and I preach this whenever someone will listen.
But... The Technology
There are 8 general standards in AVID that are broken down into 42 objectives. Here's standard 2, objective 6:
Out of 42 objectives to meet, only one deals with any sort of technology.
There is a serious lack of technology built into the program.
How many jobs have you had where you don't use some technology during your work day? How many college students do you know that don't word process, take notes on a computer, or research regularly on the Internet? How do you expect future college students to be successful if a college-prep course isn't requiring technology? (See how we use questioning in the AVID program?)
So, what's the solution? In my dream world, every AVID student would be given a netbook to use at school and at home. I would also request the City of Minneapolis to give AVID students access to Wireless Minneapolis. This proposal would give the students access to everything they need both inside and outside the classroom, 24 hours a day.
In the real world, AVID students need access to computers, at the very least, in the AVID classroom. No student, especially the typical AVID student, is prepared for college if they don't have the basic technology skills needed in the world outside of the school.
And since when is school not part of the real world? (Again with the questioning...)
That said, what am I doing now?
We use the Promethean board in the room for note taking and brain storming.
We use Activexpressions for short answer responses.
I have students use Wordle to brainstorm and reflect.
After the winter break, I'll have students start portfolios using eFolioMn and, hopefully, start some blogging.
Personally, I blog, Tweet, research, and RSS constantly to find new ideas, concepts, and strategies (both tech and non-tech) to bring into my classroom. That's done with two old eMacs, a teacher iMac, and my personal MacBook.
Finally, I've covered my back wall with whiteboards. We don't use chart paper for group work or other activities. The students just start writing on the wall.
How fun is that? (Sorry, had to sneak one last question in!)
Ben is a middle school AVID (Advancement Via Individual Determination) elective teacher and coordinator at Cityview Performing Arts School in Minneapolis, Minnesota, USA. He is in his tenure (third) year of teaching, 2nd year with the AVID program, and 8th year working in a school (all at Cityview). Ben is also a devoted husband, father of two beautiful little ones, and a huge technology fan. In his spare time, he is an adjunct professor at Saint Mary's University-Twin Cities co-teaching (with @wwolfe105) the Technology in the Classroom course in the Master of Instruction program. Ben also blogs at LearnTeachTech.com and posts on Twitter as @learnteachtech.
What is AVID?
"AVID is a fourth through twelfth grade system to prepare students in the academic middle for four-year college eligibility. It has a proven track record in bringing out the best in students, and in closing the achievement gap. AVID stands for Advancement Via Individual Determination." [Source: http://www.avidonline.org/info/?tabid=1&ID=549]
Basically, AVID takes students who wouldn't normally be thinking about college, who have parents who didn't go to college, or who need an extra push to get to college and gives them the skills they need to make to college. How many times did I write college? Four. Yes, four in one sentence. Did I mention there is a push in the AVID program to attend college?
Why is AVID Awesome?
AVID is awesome because students who don't know how to be highly effective students get the skills they need to be highly effective. In the AVID elective class, we learn questioning, note taking (Cornell Notes), discussion and debate, public speaking, organization, and study strategies. We also learn a lot about colleges and careers from field trips and guest speakers.
I love just about everything in AVID. One of my favorites is that we have tutors. We have four adults (2 college students, 1 retired teacher and 1 adult from the business world) who help twice a week. They guide students on questions from other classes and ensure that they are getting the necessary support. The students eventually take over the tutorials and run them with tutor assistance. It's an amazing process to watch and be part of.
The other amazing thing is that I get to work with the AVID students for up to three years. I'll have the 6th graders until they leave for high school. The program and the class structure build relationships, which is the key to being successful in any area and I preach this whenever someone will listen.
But... The Technology
There are 8 general standards in AVID that are broken down into 42 objectives. Here's standard 2, objective 6:
"2.6 Refine research skills, including the use of technology, for all academic classes."
[Source: AVID Standards, link not available]
Out of 42 objectives to meet, only one deals with any sort of technology.
There is a serious lack of technology built into the program.
How many jobs have you had where you don't use some technology during your work day? How many college students do you know that don't word process, take notes on a computer, or research regularly on the Internet? How do you expect future college students to be successful if a college-prep course isn't requiring technology? (See how we use questioning in the AVID program?)
So, what's the solution? In my dream world, every AVID student would be given a netbook to use at school and at home. I would also request the City of Minneapolis to give AVID students access to Wireless Minneapolis. This proposal would give the students access to everything they need both inside and outside the classroom, 24 hours a day.
In the real world, AVID students need access to computers, at the very least, in the AVID classroom. No student, especially the typical AVID student, is prepared for college if they don't have the basic technology skills needed in the world outside of the school.
And since when is school not part of the real world? (Again with the questioning...)
That said, what am I doing now?
We use the Promethean board in the room for note taking and brain storming.
We use Activexpressions for short answer responses.
I have students use Wordle to brainstorm and reflect.
After the winter break, I'll have students start portfolios using eFolioMn and, hopefully, start some blogging.
Personally, I blog, Tweet, research, and RSS constantly to find new ideas, concepts, and strategies (both tech and non-tech) to bring into my classroom. That's done with two old eMacs, a teacher iMac, and my personal MacBook.
Finally, I've covered my back wall with whiteboards. We don't use chart paper for group work or other activities. The students just start writing on the wall.
How fun is that? (Sorry, had to sneak one last question in!)
Wednesday, December 16, 2009
Free Thinking (as free as walking down a sidewalk)
Today starts the first of a series of Wednesday guest posts written by TeachPaperless readers.
And I'm happy to introduce Dan McGuire as the first guest blogger.
Before becoming a Minneapolis elementary school teacher, Dan tried his hand at poetry; he also spent about twenty years peddling lobster boats, packaging, computers, and telecom gear in regional, national, and international markets.
You can read more of Dan's thoughts about education on his blog; and you should follow him on Twitter: @sabier.
Free Thinking (as free as walking down a sidewalk)
A few years ago, when the city of Minneapolis was entertaining proposals for a new public wifi system, one of the vendors that submitted a proposal offered to give free wifi access to the Minneapolis Public Schools in return for letting the vendor mount their nodes on the school buildings that 80 years ago were scattered strategically all around town (too many of which are currently being sold off way too cheaply).
That possibility wasn't acted on; it was a dream that didn't come true.
But, it was and still is a very real possibility.
Broadband/wifi doesn't need to cost public schools a dime. It could and should be free.
Free text messaging is already a possibility that could become a reality if only we insisted that that's the way we wanted it to be. Providing text messaging costs the telecom carriers nothing, zero, nada. We're simply allowing them to charge us to use something that should be as free as walking down a sidewalk. I wrote a blog about this last summer.
Ira Socol , Will Richardson, and lots of other folks are talking about the day when schools decide to quit wrestling with the horse and instead decide to jump in the saddle start riding this bronco.
I mean: let kids use phones, or whatever, to communicate.
We already know how to manufacture enough of the devices, and the means of connecting doesn't need to cost anything. The biggest hurdle is deciding that we want to participate in the future instead of the past. It's about as hard as flipping a light switch and turning on the lights.
Once we make the decision, we'll need to do some more dreaming and questioning.
That's when it gets fun.
The future of networked and mobile environments is in the questions that teachers ask, and in our persistence in asking them and taking stabs at answering them and refining the answers and asking more questions.
Call it the Hypertext Socratic Method, or get seriously academic and go with Punya Mishra's TPACK. I personally like the 21st Century version of John Keats' Negative Capability theory: the ability of "Being in uncertainties, Mysteries, doubts without any irritable reaching after fact & reason."
John Dewey would be with me on that.
Because the future of education is not about things or even the way things are connected. As my friend from down under, Tomaz Lasic says, "This is not about computers, this is about people."
People and the questions they ask, I'll add.
I first ran into Tomaz when I had a question about how to do something with my Elementary Math, Science, and Writing Moodle site. I went to what has become for me a trusted source of knowledge: the Moodle Community Forums. Tomaz is a champion on the Moodle forums. He's been offering guidance and advice to students and teachers for years.
Tomaz's video on how to set up a Moodle database for students (Tomaz calls it the Moodle Swiss Army knife) was one of those "OMG, this is really cool" teacher moments. (Though I still don't get why someone would be that interested in water polo, but I guess living your life upside down on the bottom of the planet does things to you. And even though there's a fourteen hour difference in our clocks, his students were making similar comments about us when they got a glimpse of my students playing American football in the snow at recess this week.)
The future is not some new app, or even a new uber-theory cooked up by a guru followed by thousands of people on Twitter. The future is all of the new PLNs being created, FOR FREE, by teachers and learners all over the planet, on their own time. The future will look something like the kind of professional development being created by Nellie Deutsch and her friends at Integrating Technology.
They're doing it with class, passion, and grace: FOR FREE.
I passed up an invitation to spend an hour or so with some clicker vendors and a famous writer of books about education on Monday because, well, I don't like fighting for parking downtown at rush hour -- especially with 2" of fresh snow and temperatures hovering around 3 F.; that and I really wanted to go to my kid's basketball practice which I hadn't watched or helped out with for a couple of weeks.
As it turned out I didn't get to see much practice because I got drafted to make a delivery from the team to the food shelf and I had to shovel that two inches off my corner lot sidewalk. One way or the other, I learned more after basketball practice by spending time clicking on Twitter links from my PLN than I would have with the vendors and the writer.
(Now, if the someone had offered to chip in for a nice dinner and cover the parking and maybe toss in a little PD stipend, the decision would've been a little tougher; but basketball would still have won.)
Ultimately, I'd like to see education not be a market. When I moved to Minneapolis they gave me a library card FOR FREE. Well, my students and I need information access to wifi and texting, too; they're today's libraries.
Access is the sidewalk to the future. And it should be as free as walking down a sidewalk.
And I'm happy to introduce Dan McGuire as the first guest blogger.
Before becoming a Minneapolis elementary school teacher, Dan tried his hand at poetry; he also spent about twenty years peddling lobster boats, packaging, computers, and telecom gear in regional, national, and international markets.
You can read more of Dan's thoughts about education on his blog; and you should follow him on Twitter: @sabier.
Free Thinking (as free as walking down a sidewalk)
A few years ago, when the city of Minneapolis was entertaining proposals for a new public wifi system, one of the vendors that submitted a proposal offered to give free wifi access to the Minneapolis Public Schools in return for letting the vendor mount their nodes on the school buildings that 80 years ago were scattered strategically all around town (too many of which are currently being sold off way too cheaply).
That possibility wasn't acted on; it was a dream that didn't come true.
But, it was and still is a very real possibility.
Broadband/wifi doesn't need to cost public schools a dime. It could and should be free.
Free text messaging is already a possibility that could become a reality if only we insisted that that's the way we wanted it to be. Providing text messaging costs the telecom carriers nothing, zero, nada. We're simply allowing them to charge us to use something that should be as free as walking down a sidewalk. I wrote a blog about this last summer.
Ira Socol , Will Richardson, and lots of other folks are talking about the day when schools decide to quit wrestling with the horse and instead decide to jump in the saddle start riding this bronco.
I mean: let kids use phones, or whatever, to communicate.
We already know how to manufacture enough of the devices, and the means of connecting doesn't need to cost anything. The biggest hurdle is deciding that we want to participate in the future instead of the past. It's about as hard as flipping a light switch and turning on the lights.
Once we make the decision, we'll need to do some more dreaming and questioning.
That's when it gets fun.
The future of networked and mobile environments is in the questions that teachers ask, and in our persistence in asking them and taking stabs at answering them and refining the answers and asking more questions.
Call it the Hypertext Socratic Method, or get seriously academic and go with Punya Mishra's TPACK. I personally like the 21st Century version of John Keats' Negative Capability theory: the ability of "Being in uncertainties, Mysteries, doubts without any irritable reaching after fact & reason."
John Dewey would be with me on that.
Because the future of education is not about things or even the way things are connected. As my friend from down under, Tomaz Lasic says, "This is not about computers, this is about people."
People and the questions they ask, I'll add.
I first ran into Tomaz when I had a question about how to do something with my Elementary Math, Science, and Writing Moodle site. I went to what has become for me a trusted source of knowledge: the Moodle Community Forums. Tomaz is a champion on the Moodle forums. He's been offering guidance and advice to students and teachers for years.
Tomaz's video on how to set up a Moodle database for students (Tomaz calls it the Moodle Swiss Army knife) was one of those "OMG, this is really cool" teacher moments. (Though I still don't get why someone would be that interested in water polo, but I guess living your life upside down on the bottom of the planet does things to you. And even though there's a fourteen hour difference in our clocks, his students were making similar comments about us when they got a glimpse of my students playing American football in the snow at recess this week.)
The future is not some new app, or even a new uber-theory cooked up by a guru followed by thousands of people on Twitter. The future is all of the new PLNs being created, FOR FREE, by teachers and learners all over the planet, on their own time. The future will look something like the kind of professional development being created by Nellie Deutsch and her friends at Integrating Technology.
They're doing it with class, passion, and grace: FOR FREE.
I passed up an invitation to spend an hour or so with some clicker vendors and a famous writer of books about education on Monday because, well, I don't like fighting for parking downtown at rush hour -- especially with 2" of fresh snow and temperatures hovering around 3 F.; that and I really wanted to go to my kid's basketball practice which I hadn't watched or helped out with for a couple of weeks.
As it turned out I didn't get to see much practice because I got drafted to make a delivery from the team to the food shelf and I had to shovel that two inches off my corner lot sidewalk. One way or the other, I learned more after basketball practice by spending time clicking on Twitter links from my PLN than I would have with the vendors and the writer.
(Now, if the someone had offered to chip in for a nice dinner and cover the parking and maybe toss in a little PD stipend, the decision would've been a little tougher; but basketball would still have won.)
Ultimately, I'd like to see education not be a market. When I moved to Minneapolis they gave me a library card FOR FREE. Well, my students and I need information access to wifi and texting, too; they're today's libraries.
Access is the sidewalk to the future. And it should be as free as walking down a sidewalk.
Monday, December 7, 2009
Guests Blogging on TeachPaperless!
Friends,
Looking forward to a great series of guest posts coming soon on TeachPaperless!
Starting next week, I'm planning on publishing a guest post each Wednesday for several weeks; the guest bloggers are all members of this PLN.
They are: Shelley Krause, Heather Mason, Ben Knaus, Dan McGuire, and Andrew Carle.
And there may be more.
I love the idea that this blog can play a little role in facilitating both discussion and the type of culture we teachers want for both the benefit of our professional development as well as for our increase in ability as 21st century educators.
Thanks to the entire TeachPaperless PLN for your thoughts, criticisms, ideas, comments, refusal to accept easy answers, and especially for your fearless determination.
This blog would be nothing without each of you.
Fearless. Because we have to be.
-- Shelly
Looking forward to a great series of guest posts coming soon on TeachPaperless!
Starting next week, I'm planning on publishing a guest post each Wednesday for several weeks; the guest bloggers are all members of this PLN.
They are: Shelley Krause, Heather Mason, Ben Knaus, Dan McGuire, and Andrew Carle.
And there may be more.
I love the idea that this blog can play a little role in facilitating both discussion and the type of culture we teachers want for both the benefit of our professional development as well as for our increase in ability as 21st century educators.
Thanks to the entire TeachPaperless PLN for your thoughts, criticisms, ideas, comments, refusal to accept easy answers, and especially for your fearless determination.
This blog would be nothing without each of you.
Fearless. Because we have to be.
-- Shelly
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