The document provides information on culturally responsive teaching and multicultural literature. It discusses the need for culturally responsive teaching that validates students' cultures and languages. A five phase approach to teaching multicultural literature is described, moving from traditional stories to contemporary works. Several authors and their works promoting diversity and global citizenship are mentioned. The document emphasizes the importance of selecting literature that represents all students and opens doors to their full human potential.
Presentation on a Scholar Dr. Vanessa Irvin MorrisK.C. Boyd
This slideshow was presented on October 25, 2014 in fulfillment for coursework at Dominican University. Dr. Vanessa Irvin Morris is the leading theorist of the genre of Street Literature and the author of The Reader's Advisory Guide to Street Literature
If you would like to view the three videos that are referenced in this presentation, please visit the following YouTube channel to access the playlist: http://www.youtube.com/playlist?list=PLZBs9Js_I-9CyKnnb71fYgoFaSwjhSqkD
This presentation was for the OELMA Cbus Litcamp on April 22, 2016. The focus is multicultural/global literature for intermediate, middle and high school students.
Prepared by Karen Hildebrand.
African-American Children’s Picturebooks: Examining the Genres of Childhood, ...Angelina Bair, MLIS
By tracing a genre of resistance and cultural identity through African-American children’s picturebooks we can learn about the importance of how children understand themselves and their place within the community. Even during the current Golden Age of publishing, picturebooks still continue to lack African-American writers and illustrators. The question of why this is happening will be covered throughout this study by investigating statistical and scholarly sources. Also, the history of how African-Americans were portrayed in picturebooks through racist and stereotypical portrayals will be examined. Even today scholars continue to debate as to whether published works for children continue to contain racist depictions of Blacks. African-American children’s literature can be used as a tool to discuss how to reimagine racist stereotypes and be aware of the racist history within the stories marketed to children. The political benefit of teaching African-American picturebooks within community settings has key value for children of all races and backgrounds and provides role models that validate the importance of the Black experience in literature. Positive portrayals of African-Americans teach Black children the importance of diversity and prepare them for adulthood. By highlighting African-American children’s literature through, before or after school programs and camps, children will learn the importance of the Black cultural experience and understand the value of sharing and recognizing in the positive depictions of everyday Black life.
Presentation on a Scholar Dr. Vanessa Irvin MorrisK.C. Boyd
This slideshow was presented on October 25, 2014 in fulfillment for coursework at Dominican University. Dr. Vanessa Irvin Morris is the leading theorist of the genre of Street Literature and the author of The Reader's Advisory Guide to Street Literature
If you would like to view the three videos that are referenced in this presentation, please visit the following YouTube channel to access the playlist: http://www.youtube.com/playlist?list=PLZBs9Js_I-9CyKnnb71fYgoFaSwjhSqkD
This presentation was for the OELMA Cbus Litcamp on April 22, 2016. The focus is multicultural/global literature for intermediate, middle and high school students.
Prepared by Karen Hildebrand.
African-American Children’s Picturebooks: Examining the Genres of Childhood, ...Angelina Bair, MLIS
By tracing a genre of resistance and cultural identity through African-American children’s picturebooks we can learn about the importance of how children understand themselves and their place within the community. Even during the current Golden Age of publishing, picturebooks still continue to lack African-American writers and illustrators. The question of why this is happening will be covered throughout this study by investigating statistical and scholarly sources. Also, the history of how African-Americans were portrayed in picturebooks through racist and stereotypical portrayals will be examined. Even today scholars continue to debate as to whether published works for children continue to contain racist depictions of Blacks. African-American children’s literature can be used as a tool to discuss how to reimagine racist stereotypes and be aware of the racist history within the stories marketed to children. The political benefit of teaching African-American picturebooks within community settings has key value for children of all races and backgrounds and provides role models that validate the importance of the Black experience in literature. Positive portrayals of African-Americans teach Black children the importance of diversity and prepare them for adulthood. By highlighting African-American children’s literature through, before or after school programs and camps, children will learn the importance of the Black cultural experience and understand the value of sharing and recognizing in the positive depictions of everyday Black life.
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
DeCapua keynote Building Bridges to Academic Success through Culturally Respo...Andrea DeCapua
Keynote at the MELEd conference Minnesota November 2015 discussing how to best understand and meet the needs of struggling English learners in our schools
Iowa caring about our kids through culturally responsive teaching Andrea DeCapua
English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the students’ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP®). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343 Resources at http://shellyterrell.com/ells
More than twenty years ago, Robert Croshon, an elderly friend of Frye Gaillard's, told him the story of Croshon's ancestor, Gilbert Fields, an African-born slave in Georgia who led his family on a daring flight to freedom.
Fields and his family ran away intending to travel north, but clouds obscured the stars and when morning came Fields discovered they had been running south instead. They had no choice but to seek sanctuary with the Seminole Indians of Florida and later a community of free blacks in Mobile.
With Croshon's blessing, Gaillard has expanded this oral history into a novel for young readers, weaving the story of Gilbert Fields through the nearly forgotten history of the Seminoles and their alliance with runaway slaves. As Gaillard's narrative makes clear, the Seminole Wars of the 1830s, in which Indians fought side by side with former slaves, represents the largest slave uprising in American history.
The 25 award winners selected by the IRA Children's Literature and Reading SIG (Special Interest Group) selection committee for The Notable Books in a Global Society. Books published in 2010.
This presentation is from the Diversity Symposium at Marshall University on April 12, 2014 presented by Karen Hildebrand. Books on global/multicultural themes with extended service learning activities are represented.
Guest lecture presentation for Prof Yukari Amos’ course on Equity, Culture, and Anti-Bias (Winter Quarter 2019) at Central Washington University, US A.
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
Working the Margins of Community-Based Adult Learning.docxhelzerpatrina
Working the Margins of Community-Based
Adult Learning
INTERNATIONAL ISSUES IN ADULT EDUCATION
Volume 19
Series Editor:
Peter Mayo, University of Malta, Msida, Malta
Editorial Advisory Board:
Stephen Brookfield, University of St Thomas, Minnesota, USA
Waguida El Bakary, American University in Cairo, Egypt
Budd L. Hall, University of Victoria, BC, Canada
Astrid Von Kotze, University of Natal, South Africa
Alberto Melo, University of the Algarve, Portugal
Lidia Puigvert-Mallart, CREA-University of Barcelona, Spain
Daniel Schugurensky, Arizona State University, USA
Joyce Stalker, University of Waikato, Hamilton, New Zealand/Aotearoa
Juha Suoranta, University of Tampere, Finland
Scope:
This international book series attempts to do justice to adult education as an ever
expanding field. It is intended to be internationally inclusive and attract writers and
readers from different parts of the world. It also attempts to cover many of the areas
that feature prominently in this amorphous field. It is a series that seeks to underline
the global dimensions of adult education, covering a whole range of perspectives. In
this regard, the series seeks to fill in an international void by providing a book series
that complements the many journals, professional and academic, that exist in the
area. The scope would be broad enough to comprise such issues as ‘Adult Education
in specific regional contexts’, ‘Adult Education in the Arab world’, ‘Participatory
Action Research and Adult Education’, ‘Adult Education and Participatory
Citizenship’, ‘Adult Education and the World Social Forum’, ‘Adult Education
and Disability’, ‘Adult Education and the Elderly’, ‘Adult Education in Prisons’,
‘Adult Education, Work and Livelihoods’, ‘Adult Education and Migration’, ‘The
Education of Older Adults’, ‘Southern Perspectives on Adult Education’, ‘Adult
Education and Progressive Social Movements’, ‘Popular Education in Latin America
and Beyond’, ‘Eastern European perspectives on Adult Education’, ‘An Anti-Racist
Agenda in Adult Education’, ‘Postcolonial perspectives on Adult Education’, ‘Adult
Education and Indigenous Movements’, ‘Adult Education and Small States’. There
is also room for single country studies of Adult Education provided that a market for
such a study is guaranteed.
Working the Margins of Community-Based
Adult Learning
The Power of Arts-Making in Finding Voice and Creating Conditions
for Seeing/Listening
Edited by
Shauna Butterwick
University of British Columbia, Canada
and
Carole Roy
St. Francis Xavier University, Canada
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-481-7 (paperback)
ISBN: 978-94-6300-482-4 (hardback)
ISBN: 978-94-6300-483-1 (e-book)
Published by: Sense Publishers,
P.O. Box 21858,
3001 AW Rotterdam,
The Netherlands
https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
About the cover image:
Let’s Go to the People’s Plac ...
Resources for middle grade and teen titles with diverse contentSharon Rawlins
Handout of resources to accompany presentation entitled "Deconstructing the Debate about the Lack of Diversity in Young Adult Literature" at the 8th Annual Adolescent Summer Literacy Institute, William Paterson University, July 7, 2014
NCTE Poetry Notables, 2017. Individual and Verse Novel Notables from NCTEhildebka
This PowerPoint was the program for the 2017 NCTE Annual Conference in St. Louis. The Committee for the Children's Award for Excellence in Children's Poetry presented the program. The books in the PowerPoint were the finalists for the 2017 Award from the 2016 copyright year. The Award was established for children ages 3-13. Committee members were: Karen Hildebrand, Chair, Trish Bandre, Lesley Colabucci, Laretta Henderson, Lisa Muller, Lisa Patrick. More information about the award can be found at: http://www2.ncte.org/awards/excellence-in-poetry-for-children-living-american-poet/
Driving tour of underground railroad homes in Delaware County, Ohiohildebka
The homes pictured in this document are private homes with documentation and family stories that describe their activity on the Underground Railroad in the years prior to the Civil War. This driving guide was designed for interested parties to drive by and see these homes as they are not open to the public.
This was prepared under the auspices of the Delaware County Historical Society, Delaware,Ohio.
These books of poetry were selected by the NCTE committee for Excellence in Children's Poetry. These books were published in 2015 and were names to the 2016 Notable Poetry books list.
Prepared by Karen Hildebrand.
Teacher Tote Bag Program. Delaware County, Ohio. 2016hildebka
This program was presented for the 3rd grade teachers and librarians in Delaware County (Ohio) in August, 2016. The slides explain the standards-based Teacher Tote Bag program on the early history of Delaware County. Prepared by Karen Hildebrand.
Back to School Teacher Program from the Delaware County (Ohio) Historical Soc...hildebka
This program was created for the 3rd grade teachers in Delaware County to introduce them to the Teacher Tote Bag program. This program is designed to bring local historical information about the early history of Delaware County to students and teachers studying local history. Prepared by Karen Hildebrand.
The history of Delaware, Ohio, is presented through slides taken from a walking tour with Delaware County Historical Society Volunteer and retired history teacher, Brent Carson. Further researched information and PowerPoint prepared by Karen Hildebrand, Curriculum Support Chair, Delaware County Historical Society.
This slideshow presents the 2015 books of poetry and novels in verse and the featured poet, Marilyn Singer, as selected by the NCTE Award for Excellence in Children's Poetry committee. Teacher's guides and websites are included for the novels in verse.
Teen Read Week. 2014 Mt. Gilead Public Library Programhildebka
This presentation was given at the Mt. Gilead (Ohio) Public LIbrary for Teen Read Week 2014. New books and read-alikes were presented for students from Mt. Gilead Middle School.
Diversity in Children's Books for Foster Parentshildebka
This presentation is for foster parents or adoptive parents to see the variety of children' books to use with young children. Part 2 in the presentation deals with multicultural books that represent diversity within foster or adoptive families.
Created by Karen Hildebrand
Fundamental's Back to School Book Talk & Brunchhildebka
This is the first of a series of booktalks at Fundamentals Book Store in Delaware, Ohio. This slideshow/presentation is about current NONFICTION literature for children. This presentation was given by Karen Hildebrand.
NOTABLE SOCIAL STUDIES TRADE BOOKS FOR YOUNG PEOPLE 2014hildebka
This slideshow presents the Notable Social Studies Trade Books for Young People, 2014. Outstanding books in the area of social studies are chosen annually by a committee sponsored by the Children's Book Council and the National Council of Social Studies. Karen Hildebrand, a member of the committee, prepared this powerpoint for conference presentations and professional development opportunities.
This slideshow presents the books chosen for the 2014 Outstanding Science Trade Books selected by a joint committee from the CBC/Children's Book Council and the National Science Teachers Association. It was prepared by Karen Hildebrand.
This slideshow was presented at the University of Findlay Mazza Summer Institute, July 2014. It features the picture books that were on the Notable Social Studies Trade Books Award List sponsored by the CBC (Children's Book Council) and the National Council of Social Studies. The presenter is on the awards panel for these books.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. The need for Culturally Responsive teaching: “… culturally responsive teaching is going to where the students are culturally and linguistically for the aim of bringing them where they need to be academically. It is a process for validating and affirming the indigenous cultures and languages of the students for the purposes of building and bridging them to academic success. Culturally responsive teaching is therefore meant for all students, not just African American students. The Center for Culturally Responsive Teaching and Learning www.culturallyresponsive.org /resources
4. Mem Fox “Everything we read, from sexist advertisements and women’s magazines to romance novels and children’s books, constructs us, makes us who we are, by presenting our image of ourselves as girls and women, as boys and men. We who write children’s books, and we who teach through literature, need to be sure we are opening doors to full human potential, not closing them.”
5. "One of the major goals of my work and my life … is to help foster understanding and respect for each other—whatever our nation, race, or gender—and for all life upon this Earth." Joseph Bruchac
6. Five Phase Approach to Multicultural Literature(Norton, 2005) Phase One: Traditional Literature Identify distinctions among folktales, myths and legends. Identify ancient stories that have common features and that are found in many regions. Identify types of stories that dominate a subject. Summarize the nature of oral language, the role of traditional literature, the role of an audience and the literary style.
7. Phase Two: Traditional Tales from One Area Analyze traditional myths and other story types and compare findings with those in Phase One. Analyze and identify values, beliefs and themes in the traditional tales of the region.
8. Phase Three: Historical Nonfiction Analyze nonfiction for the values, beliefs and themes identified in traditional literature. Compare adult autobiographies and children’s biographies. (if possible) Compare information in historical documents with autobiographies and biographies.
9. Phase Four: Historical Fiction Evaluate historical fiction according to the authenticity of the conflicts, characterizations, settings, themes, language, and traditional beliefs. Search for the role traditional literature plays in historical fiction. Compare historical fiction with autobiographies, biographies, and historical information.
10. Phase Five: Contemporary Literature Analyze the inclusion of any beliefs and values identified in traditional literature and nontraditional literature. Analyze contemporary characterization and conflicts. Analyze the themes and look for threads that cross the literature.
11. From Against Borders Hazel Rochman “The best books break down borders. They surprise us - whether they are set close to home or abroad. They change our view of ourselves. They extend that phrase “like me” to include what we thought was foreign and strange.”
12. Hazel Rochman … “ … people don’t come to Americablank. Their memories and stories and poetry stay with them and enrich us all, even as new experiences change them, and they change us.”
13. Celebrations And Awards
14. http://www.ncte.org/action/aari/packetinfo Hosting a Read-In can be as simple as bringing together friends to share a book, or as elaborate as arranging public readings and media presentations that feature professional African American writers. To be counted as participants, simply: ~ Select books authored by African Americans; ~ Hold your event during the month of February; ~ Report your results by submitting the 2011 African American Read-In Report Card.
15. International Children’s Book Day April 2 Hans Christian Andersen’s birthday Sponsored by IBBY International Board on Books for Young People England’s David Almond Hans Christian Andersen Award Highest international recognition given to an author and an illustrator of children’s books
18. UNESCO Each year, September 8th marks the celebration of literacy and learning internationally. International Literacy Day (ILD)was proclaimed by UNESCO (United Nations Educational, Scientific and Cultural Organization) on November 17, 1965 and was first celebrated in 1966 .Literacy is more than reading and writing– it is about how we communicate as a society. It is about social practices and relations, about knowledge, language and culture. (United Nations)
19. The Power of Women's Literacy was the theme chosen for ILD 2010. ABC News
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23. Ralph Waldo Emerson: “Thought is the blossom, language is the bud, action is the fruit behind it.” 3 Stage Transformative Teaching/Learning Model Stage 1: Information Teacher delivers information = THE BOOK Stage 2: Integration Teacher and students interact to create relevancy = EXPERIENCE Stage 3: Transformation Teacher and students interact to create solutions to identified local or global needs = ACTION
24. “The goal for students at any grade level is to naturally move through a world that recognizes, celebrates and respects people and culture from all over the world. Make sure that each one of your students can find themselves in the pages of a book in your classroom library. Eventually the goal is one of not talking about global literature, or inserting it into the curriculum. The goal is to fully live in a global society. Using quality global literature is a starting point for both learning and living.” Marian J. McKenna “Breaking Boundaries with Global Literature”
32. Rochelle Strauss "The fact that I found had the most impact on me was that in North America, we use an average of more than 140 gallons (550 liters) of water per person, per day.”
41. Partnered with Charlesbridge Publishers The development of each Global Fund for Children book is influenced by three guiding principles: • to present positive images and stories of children; • to promote cultural diversity; and • to foster global citizenship. http://www.globalfundforchildren.org/index.php/Our-Work/Children-s-Books.html
66. http://www.amblyopiakids.com/2010/08/book-review-pirate-of-kindergarten.html The Amblyopia Kids website and blog. Dedicated to creating awareness about Amblyopia (Lazy Eye) in children. Eye Patch Reviews, Amblyopia information, Amblyopia Stories. Parent Resources & Fun activities for kids. Get help with Amblyopia here. Uniting children and parents through Amblyopia Adventures.
67. Middle Grade Schneider Winner Jordan Sonnenblick Note: Sequel to the Sonnenblick’s 2006 YA novel: Drums, Girls and Dangerous Pie. Tells the story of Jeffrey’s older brother, Whose own 8th grade year will always be remembered as the year his little brother got cancer.
110. they spread their damp umbrella topsand loose their sporeswith silent pops.
111. Jorge Lujan In a project on the Internet, he and children throughout Mexico and Argentina collaborated on the “stories” that make up the poetry in this book. The combination of the kids’ naturally poetic language and Luján’s skills makes for revealing, funny and often moving little poems.
112. My bunny understands me. When I’m sad she can tell right away. And though she walks on four feet and she likes to bite, She’s nicer than the nicest people.
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118. Winter Home We build our beds inside this barn, with shreds of cloth, old rags, twine. A room where we can winter-dine to chime of ice, by windows full of snowflake art. With dreams of crumb, cracker, tart, inside this old wind-whistling place, this cold and tiny mousekin space, we cuddle to chase the chill away, imagining an April day. --Rebecca Kai Dotlich
