MY WORK ... MY PASSION

• Certified Transpersonal Hypnotherapist ; Past experiences: Dream Analysis /10 Years Experience •Psychotherapist / Use of Gestalt, Jungian, Zen, Reality and Energy Therapies /10 Years Experience •EMDR • Men and Their Journey: the neuroscience of the male brain, and the implications in sexuality, education and relationship • Women: Their Transformation and Empowerment ATOD (Alcohol, Tobacco and Other Drugs) / 21 years experience •Ordained Interfaith Minister & Official Celebrant • Social Justice Advocate • Child and Human Rights Advocate • Spiritual Guide and Intuitive • Certified Reiki Practitioner • Mediation / Conflict Resolution • “Intentional Love” Parenting Strategy Groups • Parenting Workshops • Coaching for parents of Indigo, Crystal, and Rainbow Children • International Training: Israel & England • Critical Incident Stress Debriefing • Post-911 and Post-Katrina volunteer

MSW - UNC Chapel Hill

BSW - UNC Greensboro


With immense love I wish Happy Birthday to my three grandchildren!

May 22: Brannock

May 30: Brinkley

June 12: Brogan

All three have birthdays in the same 22 days of the year ....what a busy time for the family!

"An Unending Love"

This blog and video is devoted and dedicated to my precious daughter Jennifer, my grand daughters Brogan and Brinkley, and my grand son Brannock. They are hearts of my heart. Our connection through many lives..... is utterly infinite.




The Definition of Genius

"THRIVE"

https://youtu.be/Lr-RoQ24lLg

"ONLY LOVE PREVAILS" ...."I've loved you for a thousand years; I'll love you for a thousand more....."


As we are in the winter of our lives, I dedicate this to Andrew, Dr. John J.C. Jr. and Gary W., MD, (who has gone on before us). My love and admiration is unfathomable for each of you..........and what you have brought into this world.....so profoundly to me.
The metaphors are rich and provocative; we're in them now. This world is indeed disappearing, and the richest eternal world awaits us!
The intensity, as was in each of the three of us, is in yellow!
In my heart forever.........

Slowly the truth is loading
I'm weighted down with love
Snow lying deep and even
Strung out and dreaming of
Night falling on the city
Quite something to behold
Don't it just look so pretty
This disappearing world

We're threading hope like fire

Down through the desperate blood
Down through the trailing wire
Into the leafless wood

Night falling on the city
Quite something to behold
Don't it just look so pretty
This disappearing world
This disappearing world


I'll be sticking right there with it
I'll be by y
our side
Sailing like a silver bullet
Hit 'em 'tween the eyes
Through the smoke and rising water
Cross the great divide
Baby till it all feels right

Night falling on the city
Sparkling red and gold
Don't it just look so pretty
This disappearing world
This
disappearing world
This disappearing world
This disappearing world


TECHNOLOGY..........

In “Conversations with God”, by Neale Donald Walsch, there is a warning I think of. I refer to it as the Atlantis passage, and I've quoted it a few times before." As I have said, this isn't the first time your civilization has been at this brink,"

God tells Walsch. "I want to repeat this, because it is vital that you hear this. Once before on your planet, the technology you developed was far greater than your ability to use it responsibly. You are approaching the same point in human history again. It is vitally important that you understand this. Your present technology is threatening to outstrip your ability to use it wisely. Your society is on the verge of becoming a product of your technology rather than your technology being a product of your society. When a society becomes a product of its own technology, it destroys itself."

Sunday, August 7, 2011

"College Students Lack Critical Thinking Skills, But Who’s To Blame?"


DOUG MATACONIS   ·   TUESDAY, JANUARY 18, 2011   ·

A new study suggests that American universities are failing in what is supposed to be one of the their core missions:
NEW YORK — An unprecedented study that followed several thousand undergraduates through four years of college found that large numbers didn’t learn the critical thinking, complex reasoning and written communication skills that are widely assumed to be at the core of a college education.
Many of the students graduated without knowing how to sift fact from opinion, make a clear written argument or objectively review conflicting reports of a situation or event, according to New York University sociologist Richard Arum, lead author of the study. The students, for example, couldn’t determine the cause of an increase in neighborhood crime or how best to respond without being swayed by emotional testimony and political spin.
Arum, whose book “Academically Adrift: Limited Learning on College Campuses” (University of Chicago Press) comes out this month, followed 2,322 traditional-age students from the fall of 2005 to the spring of 2009 and examined testing data and student surveys at a broad range of 24 U.S. colleges and universities, from the highly selective to the less selective.
Forty-five percent of students made no significant improvement in their critical thinking, reasoning or writing skills during the first two years of college, according to the study. After four years, 36 percent showed no significant gains in these so-called “higher order” thinking skills.
Combining the hours spent studying and in class, students devoted less than a fifth of their time each week to academic pursuits. By contrast, students spent 51 percent of their time — or 85 hours a week — socializing or in extracurricular activities.
The study also showed that students who studied alone made more significant gains in learning than those who studied in groups.
Perhaps most the most interesting thing about the study is the manner in which the results seem skewed by field of study:
Students who majored in the traditional liberal arts — including the social sciences, humanities, natural sciences and mathematics — showed significantly greater gains over time than other students in critical thinking, complex reasoning and writing skills.
Students majoring in business, education, social work and communications showed the least gains in learning. However, the authors note that their findings don’t preclude the possibility that such students “are developing subject-specific or occupationally relevant skills.”
Greater gains in liberal arts subjects are at least partly the result of faculty requiring higher levels of reading and writing, as well as students spending more time studying, the study’s authors found. Students who took courses heavy on both reading (more than 40 pages a week) and writing (more than 20 pages in a semester) showed higher rates of learning.
That’s welcome news to liberal arts advocates.
I would think it would be, but on some level such an analysis would seem to ignore the reasons that students go to college today. Unlike in the past, when a college education was viewed as an opportunity for learning, there seems to be more of a focus today on learning skills that will lead to a high rate of monetary return after college. Majoring in history or political science may help you to learn to think critically, and that is a skill that is valuable in fields like medicine and law, but its unlikely to lead to the same level of monetary reward as someone who pursues, say, a Masters In Business Administration. On some level, colleges have become vocational school almost as much as they are “institutions of higher learning.” I’m not sure whether that is a good or a bad thing, but it’s the world that we live in and it’s unlikely to change.
Ann Althouse, who teaches law at the University of Wisconsin, wonders why the study concentrates so much on the students and not the professors:
I’d like a study analyzing whether the professors know how to sift fact from opinion, make a clear written argument, and objectively review conflicting reports of a situation or event.
It strikes me as a fair point considering that it is sort of difficult to teach someone a skill you don’t possess yourself.
By the time our kids get to college it is too late to change habits por learn new skills that should have been taught to them in grade k-12 in my opinion. This study does not merely condemn colleges, it throws a harsh light on our primary education system on this country. In general, the US doesn’t pay our teachers well (compared to other professions and other nations), nor do we reward them for excellence, nor do we often provide them with a system that accurately assesses their efforts (i.e., No child left behind ring any bells?).
This is a fair point. Students do not walk into college blank slates, but as products of the education they received for twelve years before that. If colleges are failing at their primary mission, it isn’t necessarily their fault.

"there were no words, but images flooded every cell in her being ...4 and a half decades!"

"there were no words, but images flooded every cell in her being ...4 and a half decades!"