(Longer if you have a serious immune system challange.)

1. Jump on a mini trampoline or run up the stairs 5-45 min.

   

2. Use 1 teas. Vivix to repair DNA damage. 

   

3. Sweat! 

   

4. Use Herb Lax to purify the blood, which lessens the toxic load on the lymphatic system. 

   

5. Use 3 DTX daily to clean the liver, which lessens the toxic load on the lymphatic system.  (more about the liver)

   

6. Use 1 Nutriferon to boost the immune system, which lessens the toxic load on the lymphatic system. 

   

Want to begin? - Get your supplies here. 

• Consult with Deb.
• Determine your Health Quotient.
• more info about detoxing / cleansing
• Our Master Cleanse
• Starter Cleanse

For example, I'm all for admiting that alcoholism is a disease; people destroy their lives and the lives of those around them. They waste all their money, drive drunk, need to drink more and end up killing themselves. Fine. But overeaters anonymous? Come on. Fine, I'll give you that maybe it's a disease. We're new-agey enough as a culture for that. But it should be a tier two disease. Or maybe three if we're going to stay true to this theory.

It wouldn't be that hard either. Easily you could separate the ones that you've always wanted to tell your overdramatic friend that it's not that bad. Gambler's anonymous. That's a good one. Don't go to a casino. And my favorite, Attention Deficit Disorder. We can leave it being called a disorder, but how about a sorta disorder. Or put ot all together: a dissorta.

If a child has an emotional behavior problem and it is associated with a mental illness or a mental condition, the term used today is emotionally disabled or emotionally disturbed. This label not only identifies the child of having some sort of mental condition but it is puts a negative twist on what the child can achieve both educationally and socially.

The educational expectations that one would put on a child with an emotional disability is less then one that would be put on a child with a learning disability or a physical disability. Mainstream teachers usually do not understand that the emotional disturbance is a disability and that they need to find new ways in dealing with the disability and learn to teach the child in a method that is more conducive to their learning style and their abilities to handle stress.

One of the criteria that most public schools uses to label a child emotionally disabled is that the child has the inability to learn that cannot be explained in a reasonable, physical, or intellectual fashion. The behavior that the child displays as a result of either the inability to handle social situations, peer interactions, our teacher student relationships usually associated with defiance. This type of student cannot problem solve without becoming angry, aggressive, at at times demonstrating acting out behaviors.

Though these acting out behaviors are seen as defiance or antisocial behavior by most mainstream teachers and other educational professionals, special education teachers are trained to recognize these traits and characteristics and to realign the educational goals for the child so that they may be successful and learn the standards set by the state or district.

The definition of emotionally disabled can be different from doctor to doctor or from school district to school district. If you have concerns that your child is emotionally disabled or emotionally disturbed there are some telltale signs that may validate your suspicion. Watch your child in social situations and see if your child has a hard time getting along with others. Even at a young age the behavior of isolation or of extreme aggression can be seen in most children. If this behavior goes on beyond the toddler stage, then the parent should look for other signs of emotional disturbance.

Even when your child is playing independently, look for aggression towards themselves or toys. If the child destroys the toys for no reason or is consciously trying to harm themselves by scratching or other signs of self-mutilization then you should be concerned enough to take them to a psychiatrist or doctor.

Some children act out because there is a problem in their life that they are afraid to discuss with their parents or other adults. Sometime questioning the child can bring out the problem that lies deep within. If the problem is held in long enough then child will act out in aggression or isolation.

If you see any of these signs and your child as they are growing up to not delay in going to a professional for help. If the problems become habitual or become part of the child's psyche, than the remediation of the problem will take longer and will probably turn into long-term therapy instead of simple behavior modification.

The disruption of a class by a behavior student or a student that is emotionally disabled can be not only taking away the educational opportunity of the student that is acting out but the educational opportunities of other students in the room. A classroom disruption can be expressing defiance, cheating, practical jokes, or just moving about the room without permission.

The best model to change this behavior is to constantly reward positive behavior. You can model this behavior by role playing or pointing out students that have proper behavior in your classroom. You can step out of the picture and have peer monitoring. Have a peer monitor another classmate and have them discuss their findings with each other. Sometimes a behavior student will listen to their friends rather than a behavior student.

Do not model the behavior of the student if the student is acting out. A verbally aggressive student will not change their behavior is a verbally aggressive response is given by the teacher or parent. Respond without aggression in your words or the tone of your voice.

Saturation techniques have been known to work for extreme behaviors in the classroom with young children such as spitting, kicking, shouting, or singing. Have them repeat the behavior until they are tired of doing it. Most children will realize how silly the behavior was in the first place and will stop doing it.

Remember each child is an individual and each technique that you use has to be tailored to fit the child's personality, wants, and needs. No technique is a cookie cutter method that will solve the disruption in the class. The teacher needs to be creative and be able to differentiate not only their instruction but there discipline practices.

Chronic Disobedience is a serious behavior and is a characteristic in most behaviorally challenged or emotionally disabled children. There are many traits that are considered chronic disobedience and there are strategies that can be implemented to change the behavior.

Refusal to listen is a trait that can be easily changed by changing the way you address the behavior. Ask questions that make the child own their behavior. Sample question may include, "How is hitting your friend solving the problem?" or "What is your strategy to not do this behavior again. This puts the ball in the child's court and they have to discuss their behavior to answer you.

In school the unwillingness to accept a task or assignment can impede the child's education growth. Don't be negative with your comments, but use positive reinforcement to get the child to complete. Ask them why they don't want to do it and have a consequence and reward system set in place so you are ready for their answer. Remember to take baby steps in this endeavor.

Temper tantrums can be a huge household and classroom disruption. The best advice is to ignore them. Temper tantrums are a call for attention and even if that attention is negative, you fall into the manipulation that they are trying to get you to fall into. Again once the behavior has stopped, do not question the child about the behavior unless they bring it up.

Each behavior has a management technique that may or may not work. Each child is an individual and you must adjust your techniques to meet that individuality.

Chronic disobedience is a major character trait of the emotionally disabled. Chronic disobedience is the action contrary to the directive of an authority figure such as a teacher or a parent. Sometimes the student needs to be reminded of the rules constantly and the reminder may be an attention seeking manipulation. Some traits of this type of student is rudeness and argumentative behavior. Getting out of their seat or acting out are other behaviors that can be attributed to this chronic disobedience.

As a parent or a teacher, set the rules of your class or household to include all members. Let the behavior child know that they are apart of the group and are expected to behave and follow rules as the rest of the class. When there is a deviance from the rules, avoid you will statements, like, "You will sit down or you will do your work." Instead, give the consequence for the infraction and hold your ground. For every consequence, you should also have a reward system put into place. When you observe compliance to the rules, have a reward, either physical or verbal, ready to give.

Have the student, if they are ready, monitor their own behavior. Have a check sheet with different behaviors for them to avoid on them at all times. Each hour let them check off the good behaviors and the bad behaviors and own their own behavior. Owning their own behavior is the first step to changing the behavior and achieving behavior modification success.

The emotionally disabled child in a classroom can be a challenge for most teachers, especially if they have not been trained to deal with anger issues, shyness, or defiance. One method of getting the defiant child to work is to give them two choices. The first choice is the assignment you want them to do and the second choice is an easier assignment. Of course the child is going to take the easier assignment. By making choices they feel empowered and have a sense of being in control of the situation. The defiance should stop there and the work completed is the result.

When the next study period comes into play, the teacher or parent has a chance to become the master manipulator. When the child becomes defiant when given a new assignment give them two choices again. This time the second choice could be the assignment that the child refused to do the day before. Again, empowerment comes into play and the child will usually pick the previous assignment that they refused to do the first time around. This is a win-win situation for both the student and the teacher. The teacher gets the work completed without rebellion and the student learns the content though it is not in the order the teacher planned.

Do not get into a power struggle. The student will be defiant if he or she chooses, but then it becomes an issue for the administration or the special education teacher assigned to them. Two choices works at home as well as at school.

So we are drinking heavily, eating greasy pizza and we start asking each other crazy questions. He asked me if he could piss on my face and slap the shit outta me. I asked him if I could tie him to the ceiling fan and shoot him with a paintball gun. Ummmm no and no. He asked me if he could handcuff me and tie me down. I said no and that he would probably throw away the key and leave me there a la SAW. I asked if I could handcuff him and he raises his left hand and we both laugh.

I could see a future for us (sometimes) complete with mortgage, crying infants and credit card debt. But why am I calling him Future X Husband? Do I love him? Do I care about him? Am I being faithful to him? No, I think and hell no. Maybe it's the anxiety I am feeling to be the person I never wanted to be: boring. I already told him that I need fireworks and vodka on a daily basis. I am talking drunk nights, swinger clubs, walks on South Beach and a few orgies. We already discussed my frivolous ways with the boys. Hence, the swingers club.

One thing I can say from all of this, it is crazy how honest we are with each other. We've been knowing each other for a few months (I know, crazy) and I am not afraid to be myself. Which includes cursing him out, being my ADD self, rambling on about nothing. He takes pictures of me on the toilet and calls me midget. I am 5'2. He's 6'3. He is my big, black warrior I always dreamed of. Tall, dark, handsome with incredibly white teeth. So what is it that I am afraid of?

He is already locking himself to me. Am I ready to lock myself with him?

Rules:
1.Wait to be tagged by a youtuber=D
2.Choose 10 of your fave t- shirts to express yourself
3.Make a video response
4.Tag 10 other people
5.Post your video!
6.Let me know when you uploaded your video already so I can list your channel in the description box

Here are the 10 people I tagged:

directorei
regisor94
annspade
melodyelize
retardedmango
blasianFMA
pinayrules
johneepixels7
juliusmariano
gentosmentos

For completeness and because it was a fun adventure I thought I'd give a brief outline here. 

The setting was Matsue College of Technology, and our 4 characters were:

• kenichi, a Ninja, an 18 year old boy, member of the Kendo club
• midori, an 18 year old girl who is a witch, member of the shooting club
• shouhei, an 18 year old boy who is a type of high-school Shugenja, a member of the baseball club 
• yuki, an 18 year old girl, who is a thief, and a member of the Kenpo club

All four characters were also members of the magic club, whose senior member is an 18 year old girl called Sayako (pictured at the top of this post). 

(By way of background: I had 8 students in this class, all 16 years old; they played 2 to a character so as to avoid embarrassment when they couldn't think what to do, or got confused about the English; club life is a very important part of Japanese school life; the drinking age in Japan is 20 years old; Matsue is one of only a small number of Japanese towns to have its original castle still intact, and also has a very fine old section of town, and a lake. Also, to ensure no confusion about the task and the goals, all background material was handed out in Japanese as well as English).

So, the adventure began at Matsue College of Technology, after Midori and Sayako had an argument about black magic. Midori gathered her companions and they burst into the magic club rooms, which were empty, but contained these two notes:

Fellow members!

This is the moment we have waited a year for! Tonight we will go to Matsue Castle and summon a Demon on the top floor! Once we have summoned the Demon, we can take control of Matsue, and people will give us everything we want! 

To summon the Demon we need to collect some things: 

•       The bones of a Samurai child
•       10 people to feed to the Demon
•       A lot of sake 

If we go now, we can have everything ready before midnight. It is best to summon the Demon at midnight on Halloween! Meet me at Matsue Castle when you have collected these things! We have planned for this for a whole year, so please do it correctly!!!!!!!!!!!!!

 Your evil master

 Sayako

The second note they found gave more detail about what had to be done:

Samurai House

Naked Space bar

Bar EAD

 

was all it said.

So the characters rushed off to rescue Matsue from the Demon-summoning boss of their school magic club. Amusingly, there  was some debate about the best way to get into town (the College is a way out of town) and eventually they settled on... the bus!

Unfortunately, as they were running down the hallways towards the main gate, they heard a gunshot behind them. Turning around, they saw the head of the English Department, Professor Takahashi, shambling towards them, clearly enchanted, waving a gun. (At this point my students worked out how to say "A spell has been cast on him" in English, clearly an essential part of their education!)

Because Takahashi Sensei is very popular at Matsue College of Technology, they did not want to hurt him. So Midori cast a sleep spell on him and stole his gun, and they ran off to the bus.

The bus goes directly past the Samurai house, so they hopped off at the bus stop and wandered over to the house. Yuki crept in ahead, and found an undead Samurai warrior in the courtyard. They attacked this warrior and, after some difficulty, managed to defeat him. Scouting some more around the courtyard, they found to their horror that the Samurai had been buried in the garden with his child many centuries ago, and now his child's body had been disinterred and stolen! (I didn't bother teaching my students "disinterred"). So, they realised, they had missed the first stage of Sayako's plan and must rush to Naked Space!

Fortunately, Naked Space and Bar EAD are only a short distance from the Samurai House, and all Japanese school students can run a marathon, so off they jogged. They reached Naked Space quickly, but were disappointed to discover, when they walked up the stairs and through the little foyer into the nightclub proper, that the club was empty. Shohei heard the sound of sobbing and, wandering through to the bathroom, found Sayako's boyfriend (who owns naked space) sobbing in the toilet. There was some initial confusion in which Shohei tried to kill him, but then everyone calmed down and learnt that Sayako and her acolytes had burst into the Naked Space bar, and abducted all 10 of its customers (Naked Space is very small), who were guests at a halloween party. So, the characters had failed again!

Despairing of their speed (perhaps a cab would have been a good idea), the characters dashed around the corner to Bar EAD and charged up to the third floor, to find it in a state of disarray. The door had been smashed in, chairs torn apart, all of the pretty ornaments scattered around the room, and the collage of French movie posters torn and wrecked. Behind the rubbish-scattered counter, the waitress sat hunched over, trying to hide. Upon interrogation, she revealed that Sayako had charged into the bar, trashed it with her magical powers, and then run away with all the sake, liquour bottles and wine to be found in the building.

So, again the characters were late! (Perhaps they shouldn't have jogged). There was only one place left to go - Matsue Castle! Off they went, back the way they had come from the bars by the lake and over to the car park at the front of the castle. However, as they approached the Castle they were attacked by a group of Kappa, of whom they made fantastically short (and gruesome) work. From there it was in through the broad swathe of gardens inside the main gate, and up into the inner citadel. The castle was strangely empty and a strange, evil light was glowing above its keep as thick stormclouds gathered.

Once inside the Keep, the characters found themselves facing a strange sight.  A couple of goblins, a witch, a Harry Potter, a Football player, a Hobbit, a soldier, an Oni, Yuki Onna, and 2 maids, all stood in a circle on the ground floor. After a moment's confusion they realised these were the halloween party guests from Naked Space, still in their costumes, and held in stasis within columns of light stretching up to the ceiling of the room. As Midori considered how to break this magic, Sayako's acolytes attacked them, and the characters had to do battle again, this time against wizards.

They survived this battle too, but not quickly enough to prevent the entrapped halloween guests from dying. "Oh well", said Kenichi, and I taught them the phrase "If you want to make an omelette..." They ran up the stairs to attack Sayako, but found a demon between them and her. Battle was joined, but they realised that Sayako had to concentrate hard to control the demon - she had conjured more than she could control! Yuki ambushed Sayako, breaking her concentration, and the demon ate her whole. Then it thanked them all for aiding it, and disappeared with a loud bang.

I ran this game in a kind of simplified AD&D 3.5, with very few skills, a few simple attack and magic rules, and limited magic items - these guys were playing this out of their own language, so bewildering character sheets and extensive language for rules were definitely out. It worked though, and I recommend it as a fun way to pass two lessons. I'm not so sure that it actually helped anyone learn any English. But then, none of my other classes did either...

If you can keep your ADD at bay long enough to watch this documentary, you will know exactly why everything going on today, from the $700 billion financial bailout to the Terrorist farse to the stock market crash and ultimate destruction of our country as we know it is nothing but a GAME.

And we are the losers.... the slaves.... the failed breeders.

[googlevideo=http://video.google.com/videoplay?docid=7065205277695921912]

Why do teachers become frustrated and unenlightened about their jobs only after a few years? Most teachers are frustrated because they are given multiple roles that sometimes overshadow the role of just educating children. Because of the high rate of behavioral problems, teachers spend most of their time discipling children and then filling out the paperwork for office referrals. Once the office referral process is exhausted, they then have to attend meetings and go through a behavioral intervention program that is extensive in both time and paperwork.

If the child with the behavioral problems is a special education student, there are more processes in which the teacher must involve themselves with. If a student does something extreme, the teacher must attend a manifestation determination meeting to confirm that the behavior was not related to or influenced by their disability. A student with a disability can assault a teacher one day and be back in that same teacher's room the very next day.

There are programs that have been and are currently being put in place to deal with and educate these extreme behaviors and acting out children. The programs are designed according to the ability or the lack of a disability like emotionality. In Sheridan, Wyoming the A.C.E. program was created as an in-school suspension in which a student has to earn there way out to go back to school. For students with disabilities such as emotional or behavioral, there is the R4 program. This program teaches students how to act properly in the classroom and deal with their emotional and behavioral issues.

10 days to a Better You.

Why cleanse? 

• Cleansing makes people feel better and look younger.
• Because of the chemicals found in food, air, water & environment, glandular systems are crippled, causing depression, obesity, fatigue, & frequently illness.
• No other animal could survive if they ate the chemicals humans eat. 
• Even humans that come from indigenous parts of the world become deathly ill when they adopt the "Western" diet. 
• Our bodies are sick & polluted, & just like neglected machines, they suffer when not running at peak efficiency.  
• Our Master Cleanse can help change that.  It's not magic; it flushes out the waste that's putting a huge burden on every organ in your body.
• Dr Bernard Jensen explains how internal waste poisons the entire body:

"The heavy mucus coating in the colon thickens and becomes a host of putrefaction. The blood capillaries to the colon begin to pick up the toxins, poisons and noxious debris as it seeps through the bowel wall. All tissues and organs of the body are now taking on toxic substances. Here is the beginning of true autointoxication on a physiological level."

~ Dr Bernard Jensen, DC, ND, Ph.D.

Thankfully Our Master Cleanse can eliminate waste and reverse lots of damage.

Tried & failed?

Tried the original Lemonade Master Cleanse (1950s) and failed?  Why?

• hunger
• fatigue
• cravings
• blood sugar imbalance
• lack of protein
• too many toxins to eliminate
• detox effect

Solution?

Science has solved these problems by adding specific products & foods. 

• To maintain freshness, prepare only enough for 1 day. (6-12 servings each day).
• Keep refrigerated.
• Don't like spicy drinks?  Put cayenne pepper in small capsules (from health stores) & take 1 with each glass of lemonade.

BENEFITS others have noticed:

• addictions decrease (sugar, preservatives, tobacco, etc)
• appetite & metabolism
• blood cleanse
• colon cleanse
• energy levels soar
• fat stores decrease
• "feel good" hormones restored
• food allergies identified
• glandular system cleansed / restored
• hair - stronger, stop split ends
• healthy habits created
• heavy metals / toxins removed from intestinal lining
• immunity
• inflammation, (eased aching joints)
• kidney cleanse
• mental acuity
• metabolism
• mood
• muscle building
• protein - decreased animal protein intake (difficult to digest & can lead to kidney stones / disease)
• sex drive
• skin complexion brightened
• skin elasticity restored
• sleep better
• weight loss, (some people lose as much as 1-2 # per day)

Pounds Of Putrid Waste Eliminated

It's common to pass

• pounds of built up, foul smelling, black waste.
• hardened phlegm & mucus resembling long strands of rubber.
• waste which holds the shape of the inside of your intestine because it's been inside you for years.
• marble sized gallstones which are green & yellow balls of hardened cholesterol that can block the bile ducts from the liver to the small intestine (can be fatal if you don't eliminate them).

Expect Results 

• As soon as you start Our Master Cleanse your body will quickly begin detoxing & rejuvenating.
• The changes happen fast--many get the WOW! response from the people they know. 
• If you want to loose lots of weight, it's extremely important to follow the directions.  Many have lost up to 40 lbs.
• I know it's gross, but as people expel this waste, they feel amazing.  The body hums with lightness and renewed energy.  

Want to begin? - Get your supplies here. 

• Consult with Deb.
• Determine your Health Quotient.
• Is Candida Overgrowth messing with your weight? 
• more on detox

Fuck me.

And you haven't even seen the post I started to write before this.

I'd better bloody well log off now.

And yes...I've taken my meds. *rolls eyes*

Now I just have to sit around and wait for something to fucking happen.

Hopefully soon because I can't stand feeling like...whatever.

We're all mental, we all get it or we don't or we do or we each have our own.

Laters.

In the past running in the halls, passing notes, and chewing gum were the main offences in the public school system. Since the 1980s the offenses have become more serious. Assaults, rapes, robberies, and violence are listed as the top offenses and the percentage of junior high students and high school students participating in these crimes has increased in the last thirty years. Children under 18 are assaulting teachers and their peers.

If a child commits so many offenses that are not criminal and are deemed to be emotionally disabled, most public schools systems have self-contained programs where the child is taught proper school behavior and how to socially interact in school with peers in teachers. The programs are usually staffed by trained professionals that deal with the emotionally disabled, but many are emergency hires that do not have the experience or the training to deal with these troubled youths.

There is very little information out there that teaches the teacher how to deal with the emotionally disabled and most wing it and their room becomes containment areas to get the child through. If you are a parent of a child that has been placed in a behavior program you need to know the qualifications of the teacher. A special education degree is sometimes not enough. Ask what experience they have and what techniques and methods they plan to use. The more you know about the teacher that is assigned to teach your child, the more you will understand the way those methods will affect your child when they are at home. If you are a parent of an emotionally disabled child, the success of that child is pertinent to you asking questions and becoming actively involved in their education and success.