Angry screams from a female redneck

The following essay is fictitious so don't get angry if "you think this song is about you!" in order to avoid future physical threats, lawsuits (as far as lawsuits,take a number) and very loud verbal attacks. :

I'm not sure what to title the essay after being accosted by the angry plump female redneck with the yellow baseball cap. I was innocently writing at the end of the bar at Belle Isle Brewery tasting all home brew you wanted from 9 to 10pm when Bubbette sat down next next to me and started yelling at me about my website.

She asked the question that rednecks love to ask.

" have a question about your website.
If you don't like it here so much, why don't you just leave?"

Calmly responding to her intrusive yelling,
"Is Oklahoma part of a democracy?"

"yeh"

"Do we not have a right to complain? Do we not have the right to freedom of the press?"

"yeh"

"You have the right to read or not read my essay, but it is infringing on someone's rights when you embarass and cuss at someone especially when they are not even associating with you."

"You were belittling the bartender."

"Sometimes, my teacher mode comes in and I want to educate the people that I talk to.
When I was paying my tab, I remarked to him how we had a pleasant evening with no conroversial conversation of politics. It was a bar "utopia" and I asked if he knew what a "utopia" was. He did not and I wanted to write the word down for him as I'm used to playing very competitive scrabble with my gf. He felt slighted at that and I apologized to him saying that it was not meant to belittle him. Everything seemed to be cool and then your boyfriend (I thought he was your husband) screamed at me angry epithets and then you chimed in, 'Why don't uuu just fuckin' leave! Of course I was leaving anyway, but the bartender then said that I was kicked out of the place. I put out my hand and he reluctantly shook it. I am sorry that he is so sensitive and maybe should not be in the service industry if he is so sensitive. I have had alot worse said to me when I was serving people. I would be happy if my only complaint was somebody telling me how to spell a word." (of course I did not say all this to her but isn't this just fiction?)

"When you wrote about me why did you call me a redneck?"

"My definition of a redneck is someone that is loud, crude, angry, defensive, closeminded and chosen to have voluntary ignorance. Mam, the fact that you don't know who Karl Rove is, the fact that you are loud, the fact that you thoughtlessly embarrassed me with your rude behavior twice when I barely know you fits 100 percent of the criteria for being a female redneck."

"You are probably going to write about this tomorrow. Aren't you?"

"Yes, I probably will."

I wanted to tell her not to flatter herself that I wouldn't waste ink on this ugly interuption, but the fact that the club thas banned me, has given this site more notoriety than I ever expected thanks to the initial slander from Martin when he interupted a very pleasant conversation I was having to see what website I was giving for another person to read. He then did as good a job as Karl Rove to tell everyone at Hudstones about my site and spread half-truths like our president does so with eloquent mediocrity. Martin should get on board with the Repuklican dirty trick campaign for the next elections.


At that point, it was so difficult to speak above her, that I found myself getting loud and angry so I proceeded to ignore this angry intrusion that sat down next to me and drank the tasty stout of Belle Isle (although it gave me a wicked hangover all this morning until I finally became hydrated). Finally she left and some very open minded friends of her came over and we had a very good enlightening discussion with a thoughtful interplay of ideas without anyone getting defensive or angry. She would still come over and enjoy interupting our conversations as she did at the other bar of ill repute.

The young gentleman voted for Bush but was very willing to learn about all the fact that are out there. I told him that there are many sources of information especially on the internet(s) that the press which is becoming more and more fascist (Fox News or Daily Disappointment) fails to tell us. As with every bit of information, even if it's Michael Moore, take it with a grain of salt and understand the motivation behind the source (i.e. Rupert Murdoch who owns Fox and the Gaylord family which own the Daily Oklahoman). It is so wonderful when I'm talking to someone who voted for Bush that is not a closeminded redneck willing to listen to the other side before the information has the Karl Rovian squelch. Nixon would have finished his second term if he had Karl to fight off and intimidate reporters so well! I'm sure there would have been no Watergate! I can't wait to give Bush's Brain to Muffy. She reads alot faster than me and can give me the condensed version of it!

Wow...I'm sure Ill get all sort of nasty comments from this fictional essay!



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  1. www.ThomasArmstrong.com

















    The Myth of Attention Deficit Disorder
    Over the past ten years, attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD) has emerged from the relative obscurity of cognitive psychologists’ research laboratories to become the "disease du jour" of America’s schoolchildren. Accompanying this popularity has been a virtually complete acceptance of the validity of this "disorder" by scientists, physicians, psychologists, educators, parents, and others. Upon closer critical scrutiny, however, there is much to be troubled about concerning ADD/ADHD as a real medical diagnosis. There is no definitive objective set of criteria to determine who has ADD/ADHD and who does not. Rather, instead, there are a loose set of behaviors (hyperactivity, distractibility, and impulsivity) that combine in different ways to give rise to the "disorder." These behaviors are highly context-dependent. A child may be hyperactive while seated at a desk doing a boring worksheet, but not necessarily while singing in a school musical. These behaviors are also very general in nature and give no clue as to their real origins. A child can be hyperactive because he’s bored, depressed, anxious, allergic to milk, creative, a hands-on learner, has a difficult temperament, is stressed out, is driven by a media-mad culture, or any number of other possible causes. The tests that have been used to determine if someone has ADD/ADHD are either artificially objective and remote from the lives of real children (in one test, a child is asked to press a button every time he sees a 1 followed by a 9 on a computer screen) , or hopelessly subjective (many rating scales ask parents and teachers to score a child’s behavior on a scale from 1 to 5: these scores depend upon the subjective attitudes more than the actual behaviors of the children involved). The treatments used for this supposed disorder are also problematic. Ritalin use is up 500% over the past six years, yet it does not cure the problem, it only masks symptoms, and there are several disadvantages: children don’t like taking it, children use it as an "excuse" for their behavior ("I hit Ed because I forgot to take my pill."), and there are some indications it may be related to later substance abuse of drugs like cocaine. Behavior modification programs used for kids labeled ADD/ADHD work, but they don’t help kids become better learners. In fact, they may interfere with the development of a child’s intrinsic love of learning (kids behave simply to get more rewards), they may frustrate some kids (when they don’t get expected rewards), and they can also impair creativity and stifle cooperation.

    ADD/ADHD is a popular diagnosis in the 1990’s because it serves as a neat way to explain away the complexities of turn-of-the-millenium life in America. Over the past few decades, our families have broken up, respect for authority has eroded, mass media has created a "short-attention-span culture," and stress levels have skyrocketed. When our children start to act out under the strain, it’s convenient to create a scientific-sounding term to label them with, an effective drug to stifle their "symptoms," and a whole program of ADD/ADHD workbooks, videos, and instructional materials to use to fit them in a box that relieves parents and teachers of any worry that it might be due to their own failure (or the failure of the broader culture) to nurture or teach effectively. Mainly, the ADD/ADHD label is a tragic decoy that takes the focus off of where it’s needed most: the real life of each unique child. Instead of seeing each child for who he or she is (strengths, limitations, interests, temperaments, learning styles etc.) and addressing his or her specific needs, the child is reduced to an "ADD child," where the potential to see the best in him or her is severely eroded (since ADD/ADHD puts all the emphasis on the deficits, not the strengths), and where the number of potential solutions to help them is highly limited to a few child-controlling interventions.

    Instead of this deficit-based ADD/ADH paradigm, I’d like to suggest a wellness-based holistic paradigm that sees each child in terms of his or her ultimate worth, and addresses each child’s unique needs. To do this, we need to provide a wide range of options for parents or teachers.



    50 Ways to Improve Your Child’s Behavior and Attention Span without Drugs, Labels, or Coercion (for detailed information about each way, see The Myth of the ADD Child) Order book by calling: 1-800-247-6553.

    Provide a balanced breakfast.
    Consider the Feingold diet
    Limit television and video games
    Teach self-talk skills.
    Find out what interests your child.
    Promote a strong physical education program in your child’s school.
    Enroll your child in a martial arts program.
    Discover your child’s multiple intelligences (link)
    Use background music to focus and calm.
    Use color to highlight information.
    Teach your child to visualize.
    Remove allergens from the diet.
    Provide opportunities for physical movement.
    Enhance your child’s self-esteem.
    Find your child’s best times of alertness.
    Give instructions in attention-grabbing ways.
    Provide a variety of stimulating learning activities.
    Consider biofeedback training.
    Activate positive career aspirations.
    Teach your child physical-relaxation techniques.
    Use incidental learning to teach.
    Support full inclusion of your child in a regular classroom.
    Provide positive role models.
    Consider alternative schooling options.
    Channel creative energy into the arts.
    Provide hands-on activities
    Spend positive times together.
    Provide appropriate spaces for learning.
    Consider individual psychotherapy.
    Use touch to soothe and calm.
    Help your child with organizational skills.
    Help your child appreciate the value of personal effort.
    Take care of yourself.
    Teach your child focusing techniques.
    Provide immediate feedback.
    Provide your child with access to a computer.
    Consider family therapy.
    Teach problem-solving skills.
    Offer your child real-life tasks to do.
    Use "time-out" in a positive way.
    Help your child develop social skills.
    Contract with your child.
    Use effective communication skills.
    Give your child choices.
    Discocver the treat the four types of misbehavior.
    Establish consistent rules, routines, and transitions.
    Hold family meetings.
    Have your child teach a younger child.
    Use natural and logical consequences.
    Hold a positive image of your child.
    Resources

    Armstrong, Thomas. The Myth of the ADD Child: 50 Ways to Improve Your Child's Behavior and Attention Span without Drugs, Labels, or Coercion. New York: Plume, 1997.

    Armstrong, Thomas. "To Empower, Not Control!: A Holistic Approach to ADD/ADHD," Reaching Today’s Youth, Winter, 1998.

    Armstrong, Thomas, "ADD as a Social Invention," Education Week, October 18, 1995.

    Armstrong, Thomas "ADD: Does It Really Exist?" Phi Delta Kappan, February, 1996.

    Armstrong, Thomas. "Labels Can Last a Lifetime," Learning, May/June, 1996.

    Armstrong, Thomas. "Why I Believe Attention Deficit Disorder is a Myth," Sydney’s Child [Australia], September, 1996.

    Divoky, Diane and Peter Schrag. The Myth of the Hyperactive Child. New York: Pantheon, 1975.

    Goodman, Gay, and Mary Jo Poillon. "ADD: Acronym for Any Dysfunction or Difficulty,"

    Journal of Special Education, Vol. 26, No. 1, 1992.

    Griss, Susan. Minds in Motion: A Kinesthetic Approach to Teaching Elementary Curriculum.

    Portsmouth, NH: Heinemann, 1998.

    Kohn, Alfie. "Suffer the Restless Children," Atlantic Monthly, November, 1989, pp. 90-100.

    McGuinness, Diane. When Children Don't Learn. New York: Basic, 1985.

    Merrow, John. " Attention Deficit Disorder: A Dubious Diagnosis," (Video). The Merrow Report, 588 Broadway, Suite 510, New York, NY 10012,212-941-8060; 212-941-8068 (fax).

    Patterson, Marilyn Nikimaa. Every Body Can Learn: Engaging the Bodily-Kinesthetic Intelligence in the Everyday Classroom. Tucson, AZ: Zephyr Press, 1997.

    Reid, Robert, John W. Maag, and Stanley F. Vasa, "Attention Deficit Hyperactivity Disorder as a Disability Category: A Critique," Exceptional Children, Vol. 60, No. 3, pp. 198-214.


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Please Lord, get my ass in gear so that I can focus on the future for our family!