Tuesday, December 31, 2013

Thirty-One on the Thirty First

                                                    by: Ehssa



Traynta'y-uno sa Traynta'y-uno


Sa umaabot na adlaw sa natawhan
Dili ko katuo nga pagkatrenta masulayan
Ang mga tanang mga tawo nangandam
Piktyur piktyur dayun para sa instagram!

Akong kaadlawan sa traynta'y-uno
Ang ulahi nga numero sa kalendaryo
Yunik siya nga kumpleanyo
Kay ga handa man tanang mga tao.

Sigurado ko, daghang mag-atang
Kay ang bag-ong tuig nakatabang
Arun mutaas ang kasaulogan
Sa akong adlaw na natawhan.

Pagtungtong sa edad traynta'y-uno
Murag pareha ra man kaniadto
Walay kalahian sa balatian
Ang numero lang man ang may kausaban.

Dili lang nako huna-hunaon
Nga bana ko layo kaayo karon
Gatrabaho siya karong adlawa
Kay gasakripisyo siya para mani sa amoa.

Tresi na kaadlaw sa pagbantay
Diri sa balay sa iyang nanay ug tatay
Kay nagbantay man ko sa iyang nagsakit nga amahan
Kay sa karon mao may kinahanglan.

Kada adlaw akong natun-an
Naa gayud grasyang madawatan
Kung magsakripisyo ang tanan
Sa tama ug para sa kamaayo sa kalibutan.

Malipayon nako nga baskog
Kada Disyembre gasaulog
Magpasalamat sa Ginoo
Nga sa birtdi dili mapasmo!









Monday, December 30, 2013

Traynta Karung Adlawa, Ugma Mag Traynta-Uno Na!

                                             


                  Ang dili masabtan sa kadaghanan mahitungod sa kaadlawan ug ang dili nila masulti na kung traynta naka, mabati nimo baynte paka, ug kinse, ug katorse, ug onse, ug diyes, ug otso, ug singko, ug tres. Tapos makuratan nalang ka, pagbangon nimo, birtdi na diay nimo! Unya, mag traynta'y uno na pa gayud ka. Kahibalo naka na muabot ning higayuna, pero dili lang gyapun ka katuo. Ngano? Dili man gud nimo bation ang pagka traynta'y uno. Tapion nimo nga traynta gyapun ka. 

                 Pareha sa ubang mga adlaw makasulti ka ug dili mao, parti kana siya sa edad diyes. Ug duna poy mga adlaw nga gusto nimo muhigda tapad sa imong inahan  kay tungod nahadlok ka, parti kana nimo na mabati ang edad singko. Ug masking daku naka tapos gatiyabaw ka, parti kana sa edad tres, okey lang na oi. Kay mao mana akong ginaingon sa akong inahan pagsubo ug naguol siya, ihilak lang. Kay siguro mabati pud niya ang edad tres. 

                  Ang pag edad pareha ra pud  na sa singsing sa sibuyas, sama pud sa mga linya sa sulod sa lawas sa usa ka kahoy, diha nimo mailhan kung pila na ka tuig ang iyang  kinabuhi. Sama sa panit sa bitin, ang paghuslo ug upak sa iyang panit sa akong opinyon mao poy ilhanan sa numero sa iyang tuig na natawhan.

                 Dili nimo mabati ang pagka traynta'y uno. Dili dayun. Mulabay pa ang mga adlaw, semana, pwede pud bulan, bago nimo masulti nga trayntay uno na gyud ka. Ang akong ganahan ug damgohon na unta nasa diyes pako, kay tungod kadtong nasa elementarya pako niay tao nga skawt lider siya ni singgit, “Inday, imong hiklat galutaw lutaw!”. Wala koy nabuhat, dili ko katinggog. Makahibalo na unta ko musulti nga dili ko mo admeyt, kaysa naman magtak-om kanunay ug kataw-an atubangan sa tanan nakong klasmeyt. 

               “Ulan! Kusog kaayo. Niay hiklat galutaw lutaw. Ka kinsa mani?” ang skawt lider nagsulti sa singgit, tapos ako gahugas ug plato sa sulod sa balongbalong. “Dili na ako,” ang tanan girl skawt gatubag. “Kinahanglan naay mag-angkon ni ini kay kadaghang ba aning mga panti.” Skawt lider sige sulti sa tanan. Kakusog sa ulan, maduggog nako ang dalugdog ug ang pag-agas sa tubig. Pero maskig amoa to tanan, apil ako nga hiklat galutaw lutaw, dili gayud ko mu-angkon na ako. Dili ko mutubag, kay ako maghugas nalang. 

                Siguro kay sige ko nimo ginasugo, siguro kay dali rako nimo makita, siguro kay dali ra mahinumduman akong pangalan sa eskwelahan, tanan ako?. “Kay Inday gyud ning hiklat, kuha-a na ni, pagdali.” Ang skawt lider pirti nang suko-a. Pero maskig syagit na siya, nilingi ko kaniya, wala may mugawas nga gikan sa akong baba. Hangtud naka tubag ko, “dili na ako, dili, imo tingali...dili ako,” nakaingon ko sa gamay nako nga tingog. Siguro ako ng panti, kadtong bata pako? Kadtong edad dos pako? Ambot. Pero wala may nakadunggog sa akong gamay nga tinggog. 

              “Imo kana, Inday. Paghilum!” Ingon sa skawt lider. “Kinsa pamay lain, ikaw ramay  gakalat diri.” Kay tungod lider siya ug dako na, maestra pa gayud siya, siya ang tama ug ako ang mali. 

              Dili na ako, dili, dili, pero kining skawt lider sa mga babae nipahawa ug giingnan pako nga pagpadayun sa paghugas sa mga plato. Ingon siya huna hunaon daw nako nga ang paghugas, akong trabaho. Sila tanan gapasilong na sa klasrom, samtang ako gahilak sa tak-om. Gatan-aw ko sa mga hiklat, galutaw lutaw. Ambot, galisud akong buot. Nikalit lang man, nisakit akong dughan. Parti kini nako nga gahilak murag edad tres. 

             Hangtud nawala na ang akong kasub-anan ug ang ulan nawala na sa kadalanan, ang mga hikwat gatapok na sa kiliran. Gipangbangkwit na nako ang akong ubang gamit. Nagkuha ko ug estik ug akong  gipangtusok ang mga panti ug gilabay ngadto sa sulok. Dili na ako, dili, dili. Maoy akong nasulti sa hilom samtang akong mga mata ga piyong. Paghuman namo hipos sa tint, tanan skawt nanglimpyo ug nagtinabangay, adto ko sapa didto mga panti akong gipanglabay! Dili ni ako, dili. Dili. haha, ug ako nikatawa. 

             Karung adlawa, akong ugangan nipalit ug regalo nga buwak ug keso nga keyk. Simpol lang na selebrasyon para ugma dili ta magka alta presyon. Niay mga regalo pud gikan sa tanan apil akong bana nga mukanta ug “Happy birthday” sa akong adlaw na natawhan. Trenta ko karung adlawa, ugma magtraynta uno na, pwede pud baynte, ug kinse, ug katorse, ug onse, ug diyes, ug otso, ug singko, ug tres. Pero pwede pud ko mubalik sa panahon na akong edad diyes, arun maingnan na nako tong nagpahi-ubos nako atong skawting na  ayaw magsingka singka sa mga bata, hilabi na kung estoryahan ang panti. Kay ikaw dapat kahibaw, na ang bata pwede maulaw.  Ang dughan sa bata pwede masakitan sama nimo kung ikaw masingkahan. Palitan dayun nako akong sarili ug daghang lobo, mga isa ka libo arun ako maglupad lupad kauban ang mga panganod ug mga langgam nga gasunod-sunod. Pagmasingkahan ang bata ganahan mapalayo sa tanan ug mapalayo sa kalibutan, gunit gunit ang mga lobo ug mabati nga duol na siya sa balay sa Ginoo. 



             

  Works Cited

Cisneros, Sandra. Eleven.

Wednesday, December 25, 2013

The Villarosa 2013



               Papa Dodong * Mama Nora * Von Zergie * Niño * Jessa *
                                                    Lemuel Jay * Avril Joy

Hello. The Villarosa family wishes you a merry Christmas and a happy New Year! It is our hope that you're celebrating the end of a fantastic year and looking forward to an even better 2014.

Reflecting on 2013, this year has brought lots of great changes for our family! Von and Niño continue working on cruise ships abroad. Many of you know that our youngest sister Joy got married to Eugene in January. We welcome Eugene Marino to our family! Several of their friends and co-workers in Ethiopia joined them on their wedding day. Joy and Eugene are both working in Ethiopia, Africa as Quality Assurance in welding and machining, both in Manufacturing Department.

Our parents, Estelito Jr. and Leonora are doing well. They have a few challenges but cope well. They still are enjoying teaching and have 7 grandchildren. They celebrated their 33rd year Anniversary with lots of love and thankfulness. Jay and Joy are always there for them to celebrate important events in their lives.

We have new members in our family- Leanne, Avrille Yujin (BabyLove) and Ralphe Jigger. We are excited to have our family grow again. This year, Joy and Jay has achieved the title of Professional wipers- wipers of snotty noses, spilled milk and unmentionables on the floor. We are very proud of them!

JD (10), our first nephew, is in 4th grade. He is doing well and likes Math. Jilliane (7), our first niece, is growing so fast. She loves to sing and talk and talk. She tries to speak in English every time Tito David and Tita Jessa call from Texas. Adrian (6), Michelle & Niño's son, is in first grade. He is always smiling and laughing and enjoyable to be around. His sister, Bea (5), is in Kindergarten. She is writing her name and likes to sound out letters in alphabet.

Jessa and David brought home their third dog named Doss. The first owner gave it to them after it killed two chickens and one duck for dessert. Haha! Their dogs: Patrick, Reese & Doss have really changed their lives for the better. They are fun to play with and walk and are just great to spend time with. Jessa still love teaching in Bastrop and is currently studying while working. They're both excited for their house building and it will probably be finished sometime early next year.

In September, Joy spruced up the house by expanding it to give her family a little more room to grow into. Baby Love's baptismal was celebrated in October when her papa Eugene came. She is as cute as a cup cake!

Overall, 2013 has been a wonderful year. Eventhough Jessa and Jay had car accidents this year, still thankful for they were both ok. And also, some of our fellow Filipinos that were affected with typhoon “Yolanda”, we pray that God will continue to bless and protect the cities that were destroyed by this horrific disaster.

We pray that you and your family have a blessed Christmas! Tell those who are dear to you that you love them as we don't know what tomorrow holds for any of us.

Love,

The Villarosa Family












Saturday, December 7, 2013

Immigrant Teachers Need Help


                                          Immigrant teachers are failing to pass certification tests and it is becoming a problem. There are many Asian, African, Hispanic and other out-of-the country teachers who have taught and are extremely excited to be able to continue their career in the diverse country called America. They already have experiences handling students for several years, learned how to present their lessons and were certified in their homelands. Most of the minority teachers are competent teachers but not at taking certification exams. In Texas, the Texas Education Agency, or (TEA), requires all teachers to pass certification tests before teaching. But, most of them fail the test and hinder themselves from teaching. Is it the language that prevents them from passing? Or, is the test is too difficult to understand?

                            TEA is a branch of the state government of Texas in the United States responsible for public education. Agency responsibilities include: managing the textbook adoption process; overseeing development of the statewide curriculum; administering the statewide assessment program; administering a data collection system on public school students, staff, and finances; rating school districts under the statewide accountability system; operating research and information programs; monitoring for compliance with federal guidelines; and serving as a fiscal agent for the distribution of state and federal funds.  The Educational Testing Service (ETS), is the private nonprofit educational testing and assessment organization. ETS develops various standardized tests primarily in the United States for K-12 and higher education, and it also administers international tests and the Praxis test.  Many of the assessments it develops are associated with entry to institutions, but it also develops K–12 statewide assessments used for accountability testing in many states, including California, Texas, Tennessee and Virginia. In total, ETS annually administers 20 million exams in the U.S. and in 180 other countries.

                           Every year, public and private schools are in need of teachers. It is not easy to find new teachers to fill classroom vacancies these days. As M. Christopher Brown, the president of the historically black institution says, “We need the best teachers in the classroom, irrespective of race. I don't think anyone would accept a lower-quality doctor during heart transplant, based on an equity issue. The reality is that, as the bar rises, you have to meet it” ( qtd. in Sawchuk 20).

                          A standard certification allows a person to assure qualification to perform a task and a ticket to get a job at a school. In order to have one, every person is required to get a teacher's certification. Hall et al mentions that the Texas Examination of Educator Standards (TExES) tests are based on broad domains and specific competencies prepared by ETS. The state is interested in determining if teachers know how to teach and know subject matter content. For this reason, it is important to realize that the test is biased. Many of the test questions have two answers that seem correct (8).

                           Immigrant teachers will struggle taking the test due to its language. Mathematics, Science, Social Studies, English, Reading, Language Arts and PPR tests are all in the English language.  The Pedagogy and Professional Responsibilities (PPR) test is in English and it is an assessment that will ensure teachers can demonstrate higher-order thinking and must demonstrate flexibility and creativity in solving the problems they face in their classrooms. Sartor expresses that English takes up a great deal of time and effort. That we should be focused pluralism and diversity by allowing different languages in local media and prints (48).

                           In America, we know that English is important in order to get a job and be successful. Does it really prove your capability of handling students in a classroom? Do we really need to be an expert English speakers teaching diverse students? Or being literate in English and making connections to students needs are enough to be a teacher? Although, most of the immigrant teachers came with the knowledge of speaking and understanding English they still fail to pass. Ross reports, "One woman holds two bachelor's degrees from India, where she taught third grade for two years. Another woman was attending university in Iran to become a teacher. She taught English in Turkey for nearly five years before coming to the US, where she found work as a language facilitator in the public schools. Both women struggled to pass the Praxis I exam, which is a state requirement for certification. After two unsuccessfully attempts, they became in eligible for full certification" (70).

                         Learning the language is important, but a person can only master one language. We can't expect somebody to learn, speak, write and perfect a different language right away. As the Government of 1916 says, "Learn English. Attend Night School. Become a Citizen. It means a better opportunity and a better home in America. It means a better job. It means a better chance for your children. It means a better America. Ask the nearest public school about classes” (qtd. in Dayton-Wood 397). 


                            Dayton-Wood also acknowledges Emory Bogardus, a sociology professor who was active in the settlement house movement, argues in his manual for educators that "to suppress the use of all languages in the United States except the English will hinder rather than help Americanization." She continues, "When you strike at the language of a person, you strike at his feelings, his mother tongue, and his childhood memories" (403).

                             As a result, white teachers who speak the native language are dominating the teaching corps of the P-K 12 schools. It also affect the diversity ratio of students. Sawchuck reveals that just 17 percent of teachers are nonwhite, compared to about 40 percent of K-12 students, according to federal data. The diversity mismatch between teachers and students graphically exists in Washington State's Renton School District (20).



                            While the percentage of minority teachers are decreasing, the minority students’ future of becoming teachers will be decreasing as well. McNulty and Brown believe that students achieve at a higher rate if they are taught by teachers that represent their racial background. Immigrant teachers have more experiences understanding their students' background than the white teachers. They’re research studies indicating minority teachers can translate the culture, create sense of school belonging and develop a sense of school community for minority children (81-179).

                           In order to help the immigrant teachers, Paulson suggests that the state should permit experienced teachers to work in the school system while they work toward getting their state certification. She also cites one young man who wanted to be a music teacher in Massachusetts. He had graduated from prestigious Berklee College of Music, was a composer, a conductor, and a skilled musician, and yet was denied a job because he could not pass the dictation section of the Massachusetts exam (15).


                       Additionally, it would be helpful to make some revision of the test. Hoff explains that the Public Advocates Inc. argues that the California Basic Educational Skills Test, or CBEST, violates federal anti-discrimination laws because it is not an accurate way to measure a prospective teacher's skill in the classroom and has a negative impact on minority members. The state already has tacitly admitted that the testing program in its original form was invalid, contends John T. Affeldt, a managing lawyer for Public Advocates, which represents the three groups suing the state. In 1995, an expert hired by the state said that some portions of the exam didn't measure the skills needed to be a teacher. “The state then revised the exam, and the passing rates of African-American, Hispanic, and Asian-American test-takers improved” Mr. Affeldt said (qtd. in Hoff 3).
 
                       Another helpful solution is to provide dictionaries for the examinees. Supplementing the test takers with dictionaries for learners of English will give the help and support they need to understand the directions and questions correctly.  Fry says that people who reported using the dictionary had statistically significantly higher test scores, suggesting potential benefits of dictionary use during tests (129).

                    Lastly, to help increase their chance to continue teaching, the state agency and educator policy makers should focus certification on a teacher's actual performance. The New Teacher Project, or TNTP, acknowledges that educator agency should refocus certification on teacher's performance in the classroom, based on a high standard for first-year excellence. By the end of the first year, teachers should be able to create a positive classroom culture, manage student behavior, and lead lessons in which the learning objective is clear (60).

                        Focusing on a teacher's actual performance [not the certification test] can help minority candidates improve and continually learn and grow- a hallmark of effective teachers. TNTP strongly suggests that TEA and schools need to to be disciplined about the feedback that we give to new teachers and focus on targeted, specific, and immediate interventions. They must link evaluation to development, so that teachers drive their own development, using information from observations and other sources of data to target specific practices that would lead to greater student learning (61).

                         The problem is overwhelming: the minority teachers failing the test and both teachers and students’ ratio of color is decreasing. Immigrant teachers can't no longer wait to support something that will help fill in the job vacancies at the public schools. The revision of the test, supplementation of dictionaries or translations, and allowing the immigrant teachers to continue to teach are the most efficient means of keeping diversity in the country. Some will never be convinced, but every little bit helps for the future of our children. As the mother of a student mentions, “Mama, I haven't had any Asian teachers,” and the mother responded, “Yeah. I need to start working on that” (qtd. in Sawchuck 15).

                                                                         Works Cited
Dayton-Wood, Amy. Teaching English for a Better America. Rhetoric Review 27.4 (2008): 397-414.
                   Academic Search Complete. Web. 16 Oct. 2013.
Fry, Sara Winstead, and Ross Gosky. Supporting Social Studies Reading Comprehension with an
                     Electronic Pop-Up Dictionary
. Journal of Research on Technology in Education 40.2
                     (2007): 127-139. Academic Search Complete. Web. 18 Nov. 2013.
Hall, Ann, Carolyn McCall, and Linda Burkhardt.  Texes Texas Examination of Educator Standards.
                    3rd ed. New York: Kaplan, 2008. 8. Print.
Hoff, David J. Appeals Court To Review California Teacher Test for Bias. Education Week 19.30
                     (2000): 3
Academic Search Complete. Web. 22 Nov. 2013.
McNutty, C.P. And M.S. Brown. Help Wanted: Seeking the Critical Confluence of Minorities in
                    Teaching
. Childhood Education, 85 (3), 179-81. Academic Search Complete. Web. 16
                    Oct. 2013.
Paulson, Amanda.
What Happens When Teachers Fail the Test. Christian Science Monitor 15 Aug.
                    2003: 3
Academic Search Complete. Web. 18 Nov. 2013.
Ross, Flynn. Helping Immigrants Become Teachers. Educational Leadership 58.8 (2001): 68. Academic 
                   Search Complete. Web. 16 Oct. 2013.
Sawchuk, Stephen. Diversity At Issue In Teacher Selection. Maryland: Education Week 32.30 (2013):
                   1-20. Print.
Sartor, Valerie. Crazy about English. Beijing Review 54.20 (2011): 48. Academic Search Complete.
                      Web. 18 Nov. 2013.
Sawchuck, Stephen. Wanted: More Diverse Teaching Force. (Cover Story). Education Week 32.7   
                      (2012): 1-15 Academic Search Complete. Web 22 Nov. 2013.
The New Teacher Project. LEAP YEAR: Assessing and Supporting Effective First-Year Teachers
                  Education Digest 79.3 (2013): 57-61. Academic Search Complete. Web. 20 Nov. 2013.










Written by:

Wednesday, November 20, 2013

My Life in a Suitcase








                             I was twenty-one when I left my country to work abroad, I brought a fancy zebra-striped suitcase as heavy as stones. It was chubby full of my stuff, as if I was staying out-of-the-country for the rest of my life. The day before my flight, it was raining and I was excited that I fantasized being a traveler, for in a short narrow hallway of our house I dragged my suitcase behind me and practiced how to use its handle. I waddled along the hallway in between the kitchen and living room holding all my luggage as I carried it up through the two steps to my bedroom. While I was busy as a bee, my mother reminded me of bringing a winter jacket and explained that the country has a winter season. I was young and didn't know what else to prepare, I only cared about my new suitcase with lots of pockets: it looked strong, smelled like happiness and it sounded like joy. I was totally fascinated. 
 
                             Even though I was jumping for joy to leave, my heart was also mourning, for I will be bringing past family memories all together in a suitcase. As I kept adding things inside my suitcase, I realized I was also putting the clothes that my sister and I shared and noticed the blanket that my mother sewed for me. At that time my family was ready, my father and brothers alternately carried the suitcase to the van and to the airport. All of them touched my very own suitcase and left their hand prints on it. My suitcase was thankful for it was surrounded with supportive people and it was ready to embrace the changes this fast moving world will throw its way.
 
                            Finally, in a crowded area of Davao International Airport, I rushed into the bathroom adjacent to the departure area and surprisingly cried. My thoughts of missing my hometown and family was a storm, unexpected. I fixed my hair and wiped my tears and said that I needed to do this. I had to leave and work for my family, who back then never had experienced a better life. The difficult condition sent me to work far away carrying hope and determination to fulfill the dreams I had for them. I told myself I can do it. I am a Filipino. Thrall acknowledges, “Filipinos are determined to work abroad” (18). 
 
                               I was determined that I can make my family live a better life and help develop my country. Thrall argues that Filipinos get paid very low in the Philippines and the money they send home from working abroad helps the country's economy (18). 
 
                              On the journey over to Taiwan, I began to wonder what it would be like. I wondered how people would treat me. I felt strange to live and work in the house of my employer. I suddenly saw the seatbelt sign blinking and heard the pilot's loud voice reminding us to fasten our seat belts while experiencing turbulence. His voice was like music to my ears, I wondered if pilots are also DJ's. I joked to myself and laughed in the sea of sadness. 
 
                   When I arrived and looked through the window I saw this beautiful foreign country. My sadness was replaced with excitement. It was the cleanest, colorful and the most immense airport I've ever seen. People were busy moving in different directions as I was struggling to hold all of my stuff. Immediately, I saw an agent in a white jag shirt smiling, holding a small white poster with my name on it, and he was waving his hand at me. He took me to a bus with full of workers from Vietnam, China, Indonesia, Thailand and other neighboring countries of Taiwan. I heard different languages spoken when I was entering but never understood them. I thought nobody had spoken English for none of them ever spoke a word nor looked at me after I said hi to everyone. After a long hour, the bus dropped me off in Taipei and the agent guided me to the restaurant of my employer. I noticed my suitcase was getting tired of the travel or maybe it was I that couldn't bear the hours of this unending journey.
 
                          As soon as I met my lady employer, she quickly took my things away and asked me to start working. My suitcase was taken and thrown away on the floor by her violent hands. I never thought I will be working fifteen hours a day, no rest days and communicated with sign language for none of them spoke English. I saw her yelling and throwing plates at the cooks for missing orders and being verbally abusive to the work staff. Jung explains, “Taiwanese eatery owners have poor management, personnel problems, and inexperience dealing with their employees due to inept business skills and decision-making” (17). 
 
                         My employers never cared even the days I was sick working long hours. A day of rest that I requested was never given. I spent my nights laying my head on my suitcase, wishing for the pain to vanish. After a long ten months of sacrifices being treated like other employees, I packed my things and was ready to go home. As I closed the empty cabinets in my room, I stared at my suitcase. The dirty looking suitcase had had enough: The life it represented- was my life journey filled with opportunities, hardships, heartaches and sometimes incredibly cruel – was ready to end its suffering and to go to a much nicer place to rest and rebuild strength. 
 
                          At last, when the plane landed and the seat belt light turned off, I took my suitcase with a smile on my face bringing hope back to the people who cared for me. I came back and arrived to a very homely airport where I recognized the voices I heard and enjoyed the honking of cars, jeepneys and trucks outside the building. Opposite to me, I saw six excited people waiting outside the building. My mom ran towards me and gave me lots of love. My family offered to help carry my things. My sister noticed the handle of my suitcase was broken. Dad said not to worry for I was home now, safe and sound. My mother told me while she was holding my hands, in time this broken suitcase will be replaced with a new one and it will begin traveling to its next journey without getting hurt for I will buy you a sturdy one. “New hope, new plans!”, my Dad added with his loving smile and a sweet tap of his hand on my back.



Works Cited
Thrall, Teresa Hudson. “Visas Nearing Cap.” H&HN: Hospitals & Health Networks 80.9
                        (2006): 18-20. Academic Search Complete. Web. 6 Nov. 2013.
Jung, John. “The Sour Side of Chinese Restaurants.” Chinese American Forum 29.1 (2013):
                         17-22. Academic Search Complete. Web. 7 Nov. 2013.




Saturday, September 21, 2013

Afri-Tadah!!!


             How dare you not liking the "like button" after looking at this delicious picture? How dare you not trying this recipe when it's sooooo good? How dare you reading without trying? I dare you to get up and cook! :)

Sunday, September 15, 2013

Maya Angelou Vs. Amy Tan

                    Have you ever felt like an outcast? Why?

Thursday, September 12, 2013

Juice or Juicing?



      Oh well, maybe a lot of women will choose Juice. By the way, he is one of the most interesting characters in the tv program called "Sons of Anarchy". This show just started their new season this week! Juice Ortiz is a member of the Sons of Anarchy Motorcycle Club. Juice is now in trouble. I asked my husband yesterday why is he getting beat up by Chibs? Hubby said, "He was discovered betraying the club." So, I guess we will have to continue watching it to know whats going to happen with Juice next Tuesday.              

Wednesday, September 11, 2013

Achieving My Dreams



                    What is my most desired dream?

Tuesday, September 10, 2013

A Little About Me


 

              Hi, my name is Jessa. I was born and raised in the Philippines. I have three brothers and one sister. I am the middle child. I am married to David, who's from Texas.