GVS Student Jane on the Pacfic Garbage Patch

A gift. Does everyone have one? Yes. It may be obvious, or not. Some may push it down, or some may discover and develop it. A gift comes in many shapes and forms. It could be the gift to write, to communicate with animals (like the boy in the Blessings Revealed article), to dance, to fix cars. But my gift is none of these. But can’t anyone do these things? You may ask. Yes, I say. I may be able to do these things with time and perseverance, but what is my real, true gift? The gift that I was born with to give to the world, and to myself? It is the thing that I love most. It is acting.

I was born to be an actor. To impersonate other people, to create characters out of writing. Born to give other people entertainment. To make myself vulnerable and open to others. The writing just jumps out of the page, into my head, surrounding me in something indefinable. All of a sudden, as if someone has taken me out, I’m another person.

Every moment on stage, whether rehearsal or performance, is like a dream. To be able to become something else; its pure heaven. To hold the world in the palm of your hand for a single second, is just the most beautiful experience one could ever have. To bring an audience to tears, to make them laugh, hold their breaths in suspense, be silent, watchful, as someone else, not myself, is just magical. They say magic doesn’t exist. But it does. In the form of the stage, of the person I become.

Senses heighten every time I’m on a stage or in front of an audience. Everything goes overtime. I feel like I’m in overdrive. Listening, feeling everything around me. Reacting to the other people on stage, or the audience. Reacting to make sure that everything is as perfect as possible. It becomes a part of my life that has to be spot on.

“Acting? Pfft!” some would say. “Anyone can do that, you just have to memorize lines and read them in front of and audience or camera!” Indeed, that seems to be the general view of acting, as I have come to realize. But acting is about changing. Showing people a different person! Not yourself.

Creating a character is just the first part of sharing acting. One creates a character so that it can interact with the other characters in a play/film. Developing the character is next, doing research, reacting to the other people around you. Watching people in life, picking out characteristics that are interesting. Adding them to your brain’s portfolio of interesting characteristics that can be pulled out at anytime. Without knowing it, individuals are contributing to and sharing your gift, because some of their mannerisms are helping you to develop your character.

Another part of sharing is the rehearsal. This is the part where you get to interact with the other characters in the play, so therefore shaping your role even further by reacting to the other actors and their characters. They do the same with you, so everyone is sharing each other’s ideas and developing them in their own unique way.

The last part of sharing the gift I am so fortunate to have is performing the piece that has been prepared, whether it be on film, on stage, or an audition. It is the part where you can hold the whole world in your hand, give angst, pleasure, excitement, to whoever is watching. Showing the world your character, sharing with them every part of your life, the place you come from, the kind of person you are, your emotions. It is the most elating feeling in the entire world.

Sometimes sharing this gift is just saying something from a good television show or movie, therefore stimulating the emotions that they had when watching it. This gift is an incredible one, and one that I can say I am proud to have. Bringing people a little entertainment in their lives is one of the many rewards it has, as well as being an incredibly elating experience. It is a part of me, but also something else as well. This gift is magic. My magic.

S.T.A.R. Ranch is primarily a horse rescue, but also has plenty of cats, goats and dogs that are looking for homes. It is operated by Karen and Jim Owens who live on site and are our neighbors. The ranch is currently home to 17 horses, 30 cats and a number of dogs. Most of the horses have come in from cases of abuse and/or neglect; some are also here temporarily while owners are in transition. Many of the cats and dogs are pulled from shelters that are about to euthanize them.

My work included helping with feedings, some photography for the website and for other uses, and some hands-on with a few of the horses and the dog, Buddy. Living on site proved useful, for example: I also helped move some horses around during a few snow storms that made it difficult for other volunteers to make it on that day and I also helped out with the late evening arrival of two underweight mares. All in all, I had lots of fun spending time with the animals and trying to be the best friend I could be to them. It was nice to go into it knowing the animals and the herd dynamics prior to beginning and them knowing me.

Although it might not seem like helping out with animals can be tied into the economy, they can be, very easily, in fact. Animals have been said to be the silent victims of the current economic downfall. Having an animal as a pet is a luxury now; horses are not needed for transportation, dogs aren’t needed for hunting, and cats are not the only option for catching mice. In a recession, the advice from many is to only go out and spend on the basic human necessities to avoid debt and foreclosure.

An animal is a large responsibility, financially, and many people do not take that into consideration upon purchasing/adopting an animal. On an average yearly basis, a cat costs $1000, a dog is $1400, and a horse costs $11000.

With the recession, shelters over the country have noticed dramatic increases in the amount of animals that are entering and less are going out. They primarily go in because owners cannot afford them anymore due to job cuts, or increased prices on other needs. Another reason is foreclosures. As people with animals lose their homes, their animals also lose their homes. Families are forced to give them up because they do not have any housing or do not have adequate housing.

According to a petfinder.com survey of shelters’ experience with the animals given up for economic reasons , 47% percent of shelters said that most animals are relinquished to general financial difficulties, 18% of shelters said it was due to relocation, and 16% said foreclosures. In 2009 the MSPCA of Boston said that animal surrenders for economic reasons were up 45% from 2008. Cats are struggling more than dogs, however; in 2009 the cat to dog ratio in shelters was 3:1.

Because of the surplus of animals and the fact that some shelters have occupancy limits, the shelters have to humanely euthanize some animals. Many owners do not feel good about taking their animals into shelters for guilt reasons and they can’t stand the idea of their friend being killed. Instead they will turn them loose in hopes someone will take them in. Unfortunately this is worse, many of these animals become dehydrated, starve, or experience exhaustion from fear and stress, and they are also more accident prone – they suffer much more than they would with a humane and peaceful death. If they are rescued they put a financial strain on the budget of the organization.

Veterinarians are seeing this even when owners do not get rid of their animals; they are more prone to facing health issues. This is because owners are more willing to take shortcuts to save money, so they don’t always do the suggested treatment.

There are some shelters that are run by the government, and others are private, non-profit organizations. With the influx of animals – more animals means spending more money; not enough people adopting – because of economic instability; and the way the government has been cutting costs – which is an effect of the attempts to spend less because of the recession – some shelters have been forced to close.

Pictures after the jump!

James inspects this dog's toes

James gives this dog some love!

By K, a GVS 11^th grader

I chose to study the subject of bullying because I strongly feel it is relevant to the time we are living in right now.  Old modes of behavior that belong in ‘The Old World Order’ are being put away in favor of a new way of thinking about human development.  High profile cases in recent times have brought attention to a subject that has long been considered a rite of passage for young people.  The true nature of this rite has been exposed as a human rights violation.  It is not ‘kids being kids’.  It is an institutional and societal-condoned breach of basic trust.

I have been a victim of bullying.  It was so degrading, because I didn’t want to be known as weak, but I didn’t want to fight.  I also didn’t want to be known as a tattle tale.  There is a saying: “Snitches get stitches,” which every high school teenager is familiar with hearing.  I walked into a bathroom the first day of school and three boys on the wrestling team confronted me.  One of them challenged me and then put me in a chokehold.  I was vulnerable and outnumbered.  Luckily for me, I have a strong support system at home and the situation was resolved. Still, it stayed with me, in my mind.  I can imagine that someone who does not have support at home or does not feel they can talk to their family about bullying would feel very isolated and helpless to take action.

Bullying has become a national epidemic and suicides have drawn attention to the plight of teenagers who are victims of the practice.  This is why I chose to write ‘The Ten Amendments’ to the Universal Declaration of Human Rights.  They make provisions for children to be protected from the practice of bullying.  It should be a zero tolerance law.  No one should be afraid to be who they are because they fear being bullied.

In Philadelphia, seven teenagers were arrested for beating and bullying a 13-year-old boy while filming the event.  The callous nature of such treatment has shocked the nation into realizing that actions must be taken to protect children.  The most disturbing thing is that several adults are seen walking by in the video.(2)

Bullying takes many forms.  To a teen, being excluded from a group can be particularly painful and devastating.  Being mocked, teased, or cursed at also causes embarrassment and fear.  Physical and emotional aggression are typical maneuvers used by insecure or ignorant people to try to control their peer groups.  With girls, emotional abuse is more common and with boys, physical dominance and aggression is a frequently used technique.  This is not exclusive though, as numbers have shown that female violence is becoming more and more common.(1) With technology being used by most teens, a new form of bullying called ‘cyberbullying’ has become the latest challenge.

Every adult I know well enough to talk to about their childhood has stories of being bullied, but no one has ever told me that they bullied anyone.  Those are the people I’d like to talk to about the effects of bullying.  I do know this: the trauma suffered at being bullied stays with you for a lifetime.  It never goes away.  It steals the self-esteem, diminishes personal power, and creates a weaker self-image that is difficult to overcome in adulthood. Those who triumph are the ones who learned that you don’t have to ‘cope’ with bullying.  There are people who will help you. Those who had support can recover from the experience.

How can we stop bullying?  As with most human rights issues, with education and awareness comes the solution.  I researched several websites that are good informational and support sites.  I have included them in this report. Studies show that approximately 10% of students are bullied on a regular basis. This must be stopped, because, as they say on bullying.org, “Everyone has the right to be respected and the responsibility to respect others.”

PROPOSED AMENDMENTS

TO THE

DECLARATION OF HUMAN RIGHTS

* * * * * * * * * * * * * * * * * * * * * * * *

Also known as

“THE TEN AMENDMENTS”

Amendment 1 – (made to Article 1)

In regards to the spirit of universal brotherhood, and with partiality to the sanctity of childhood, we recognize the absolute right of the child  to be endowed with a protected environment in family, school and community.

Amendment 2 – (made to Article 2)

With respect to the entitlement to rights and freedoms, special dispensation is extended with partiality to the young, ages 0-18.

Amendment 3 – (made to Article 3)

Concerning security of persons, specific consideration is extended to school age children who will be granted protection from bullying, teasing, cruel treatment, and exclusion from peers and educators or other adults.

Amendment 4 – (made to Article 5)

In regards to ‘degrading treatment’, particular reference made to the act of bullying on those of differing views, ethnicities, sexual orientation, religion, and physical presentation.

Amendment 5 – (made to Article 12)

Pertaining to acts committed against honor and reputation, a unique safeguard is extended for school age children who are subjected to gossip and malicious peer campaigns against their person by students, educators, or parents.

Amendment 6 – (made to Article 18)

Concerning ‘freedom of thought’ as mentioned in this article, the right of young people to exercise the privilege of free thought and to possess their own conceptual perceptions apart from those of surrounding peers and adults, whether in family units, educational institutions, religious orders or communities.

Amendment 7 – (made to Article 19)

Article 19 is a component to Article 18, and as such, this amendment is an extension, which states that freedom of expression and opinion is granted to young people in the same determination as it is extended to adults. A provision for young people to adopt an attitude of deference and respect to authority figures while exercising freedom of opinion and expression should be undertaken.

Amendment 8 – (made to Article 26, Section 3)

Parents have the right to choose the kind of education that should be given to their children, with the child being granted a fair say in the choice.  Every attempt should be made by parental party to accommodate curriculum and facility to the child’s unique and individual learning style.

Amendment 9 – (made to Article 29, Section 1)

To specify on “the free and full development of the personality”, this provision is granted in equal portions to both child and adult.  As such, it is the adult’s responsibility to create an atmosphere conducive to said development, and the child’s responsibility to engender the attitude of effort.

Amendment 10 – (made to Article 29, Section 2)

With regard to “meeting the just requirements of morality and general welfare”, a stipulation is extended to the young, ages 0-18 that expounds upon the meaning of the terms and encompasses the act of creating an environment in which they can not merely be safe, but also flourish.

Sites Visited:

http://stopbullyingnow.hrsa.gov/kids/

http://www.bullying.org/

http://aacap.org/page.ww?name=Bullying&section=Facts+for+Families

Youtube.com Bullying Videos

1 http://www.youtube.com/watch?v=FtDt50Gl3Gw&feature=related

2 http://www.nytimes.com/2011/02/02/us/02bully.html?_r=1

http://www.youtube.com/watch?v=gE5yINOn4N4&feature=related

http://www.youtube.com/watch?v=6Wcx2qM5C4g

http://www.youtube.com/watch?v=6MxxqcH_Mkc&feature=related

http://www.youtube.com/watch?v=OhCH9mt0Pow&feature=related

http://www.youtube.com/watch?v=15DEAqe5Aro&feature=related

National Public Lands Day is the nation’s largest hands-on volunteer effort to improve and enhance the public lands Americans enjoy.  As part of this mission they have solicited videos that answer the question “How Do You Love Your Favorite Public Land?”

Avalon, a GVS 4th grade homeschool student, narrated a video for Camp Bayou and this video is a finalist in the National Public Lands Day contest.  Please check it out and if you like it, sign into YouTube and vote by clicking the thumbs up icon.

You can check out Avalon’s blog where she shares her love of frogs, snakes, turtles and other things she loves to learn about here: http://www.wanderingwhimsy.com/

Gift of the Nile

Herodotus knew Egypt

As the gift of the Nile

For when the river flowed strong

All of its children smiled

The river gave its people

Good, rich earth to farm

Gave them water to drink

And protected them from harm

The Nile taught the people

About joy and strife

But it was primarily

A great source of life

China

China the great and ancient

Her people are all alone

Isolated among mountains and deserts

Natural barriers enable the people to develop

A culture unlike any other

Sumer

In ancient Sumer

The river controlled people

But the people lived

Indus River Monsoons

Rulers of weather

Overlords of the Indus

People’s bane and hope

“In response to the earthquake, my daughters, Riva and Caitlin, and I have developed a reading out loud program in Creole for Haiti’s displaced children…Read, Read! We like it because it has a musical sound such as La la la! and is fun and easy to remember…To provide an engaging, interactive, and fun hour long activity for children displaced by the earthquake that will also encourage literacy, create a model for parents to read to their children, reinforce Creole, contribute to job creation, and be part of much needed efforts to address the trauma and anxiety children are suffering since the earthquake.

These anxieties continue to be compounded by fears of additional severe aftershocks or earthquakes, the continuing death toll amongst those who have survived, and the uncertainties of finding loved ones who survived. And, countless children are suffering and struggling with the pains of injuries, physical trauma, rehabilitation, and post earthquake illnesses. Story time hours help children release tension, find some new joy and give them some colorful and engaging images and stories that they can use at night when trying to go to sleep — despite their difficult sleeping conditions, physical pain, anxieties and sadness. We translated colorful, engaging and fun storybooks into Creole and use puppets and dolls to animate the stories as well. Our trained readers (animateurs) are dispatched in teams of two each for storytelling hour at various tent camps (or “sheet camps”), hospitals, and other transitional settings.”

To read more about the work Riva and her family are doing please visit their website: http://www.lililiread.blogspot.com/

The group welcomes donations of money, books, puppets, stuffed animals, etc.

From the National Radio Project: “The genocide of Native Americans was one of the largest mass killings in human history. Very few tribes survived and were able to maintain their languages and traditions, and for many, the threat to their culture continues even to this day. On this edition, Making Contact trainee producers Rachel Gelfand and Michael Preston bring us the story of the Winnemem Wintu, a small Indian tribe in Northern California, and tell the story of their struggle to prevent the flooding of the sacred land they have called home for centuries.”