Chit Chat in VOLTVILLE Thread #2 :)
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http://tobaccoanalysis.blogspot.com/2014/04/fda-gives-huge-gift-to-combustible.html
Ok, I'm done now because I'm getting really really mad.
Ok, I'm done now because I'm getting really really mad.
Wow! I am gonna have to take some time to study these...
They are probably gonna make me angry so I will look at them tomorrow.
They are probably gonna make me angry so I will look at them tomorrow.
Goodnight, Lis. Tell Maria that I said hello.
I will, she will be glad
Good Morning Voltaraniuns. Too much for me to read back so I'll just say hi for now. I've got that sinking feeling too awsum. Over the next couple of years vaping as we know it will be in a death spiral. Instead of the devices it will probably start with the nic. The heart.
I am so disgusted with the FDA, to say the least. So many rants brewing at the same time inside of me, I can't even begin to sort them out. More proof that the FDA just does not care what is REALLY good for people, they are looking out for their own pocketbooks, BT and BP, as usual.
To top it all off, I got a email reply regarding the OLD Whitehouse.gov petition (Jan 2103) from Mitch Zeller, the FDA's director of tobacco products division. I have not even signed the new petition yet, I must be on "the vapers list". How they can continue to allow the sale of cigarettes without all these hoops to jump through, ingredient labels, blah blah blah, is criminal!
We are screwed.
I failed to click like on all the pictures as I was reading through the past posts, thanks so much for posting them-- Rave, Terry, Sandy. Have a good weekend everyone, I'm trying, but so ticked off!
To top it all off, I got a email reply regarding the OLD Whitehouse.gov petition (Jan 2103) from Mitch Zeller, the FDA's director of tobacco products division. I have not even signed the new petition yet, I must be on "the vapers list". How they can continue to allow the sale of cigarettes without all these hoops to jump through, ingredient labels, blah blah blah, is criminal!
We are screwed.
I failed to click like on all the pictures as I was reading through the past posts, thanks so much for posting them-- Rave, Terry, Sandy. Have a good weekend everyone, I'm trying, but so ticked off!
Good morning, Volties. It's all about money and power, nothing else but that. They want us to go back to smoking, that's a winning situation for the gubmint (taxes) BP (profits) and BT (profits).
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Hi Awsum. Our gubmint knows what's best for them. We the people are the cash cows.
Deja Moo is when you get the strangest feeling you've heard this bull before.
Hi, Wuzz.
Rather warm and sunny! I love it!
Currently 77 and I'm doing a happy dance.
Rather warm and sunny! I love it!
Currently 77 and I'm doing a happy dance.
We're doing 86 with a nice seabreeze. Supposed to get rainy sometime this week. Sure need it.
Forgot which forum I wuzz on lol. East Central Floriduh.
Forgot which forum I wuzz on lol. East Central Floriduh.
Tutoring report.
I decided to have a group effort to start, though the first section of the lesson was aimed at the boy more than his sister. The other day, while he was reading, I saw that he still didn't know how to read some state names. So I decided to have a geography lesson. First, we read each state's name, and the kids practiced pronouncing it. Then I started with a map of the US that had each state numbered, and then below, those numbers with a blank following it so they could fill in the state names. I knew neither of them would ever know where all the states are, so I gave them another map with the each state's 2-letter abbreviation in it and then the states listed alphabetically with their abbreviations below. So the idea was to look on one map of the US, see a number for that state, and in order to fill it in, you looked at the other map, found the same state, saw the abbreviation, looked down the list, which was alphabetical, so that gave the kids practice finding something alphabetically, finding the name, and then filling it in next to the number for that state on the first map. The boy whizzed through this. The girl struggled, even with my help. Still, now she has some acquaintance with state names, even if she doesn't remember them all.
Next, the boy had to fill in stuff on a US map. The questions gave the answers, so it was pretty easy if he paid attention, which he didn't at first, since he likes to rush through things in a sloppy manner. For instance, it would say Canada bordered the US on the north, and then you had to write "Canada" on a line on the map where Canada is.
Next, he answered questions about which state he lives in, which city, etc. He knows this, but he wrote the wrong things on the wrong lines till I pointed that out.
Then there was the same sort of set of questions as the first one, this about NY State. He was amazed to learn that Albany is the capital of NY. He said, "I thought Washington was the capital!" I explained how Washington is the capital of the US and Albany is New York's capital, that each state has its own capital. When it asked him to locate the Hudson River (it asked for a major river in NY, and the Hudson was the only river on that map), he tried to ID the Great Lakes as the river. I explained the difference between a lake and a river and reminded him to look for something labeled "river," not "lake."
The boy needs practice on this kind of thinking. All the answers were there in front of him if he just took time to think.
Then I let them do a competitive word search since they had worked hard. The boy got disgusted before the end, though, and said, "I quit!" and tossed the paper down on the table. I sent the girl off to get her purple folder and had him read a short piece about what urban, suburban, and rural environments are. He got it all right, only having trouble with those 3 words.
By that time, the girl was back, and the boy was allowed to go play. We read 2 books the girl had from school, with a few vocab words from them, then she did one of the fill-in-the-blanks from a previous lesson.
That was it. The kids worked hard at the geography. Lots of new info and some that hadn't been reviewed for a while.
I decided to have a group effort to start, though the first section of the lesson was aimed at the boy more than his sister. The other day, while he was reading, I saw that he still didn't know how to read some state names. So I decided to have a geography lesson. First, we read each state's name, and the kids practiced pronouncing it. Then I started with a map of the US that had each state numbered, and then below, those numbers with a blank following it so they could fill in the state names. I knew neither of them would ever know where all the states are, so I gave them another map with the each state's 2-letter abbreviation in it and then the states listed alphabetically with their abbreviations below. So the idea was to look on one map of the US, see a number for that state, and in order to fill it in, you looked at the other map, found the same state, saw the abbreviation, looked down the list, which was alphabetical, so that gave the kids practice finding something alphabetically, finding the name, and then filling it in next to the number for that state on the first map. The boy whizzed through this. The girl struggled, even with my help. Still, now she has some acquaintance with state names, even if she doesn't remember them all.
Next, the boy had to fill in stuff on a US map. The questions gave the answers, so it was pretty easy if he paid attention, which he didn't at first, since he likes to rush through things in a sloppy manner. For instance, it would say Canada bordered the US on the north, and then you had to write "Canada" on a line on the map where Canada is.
Next, he answered questions about which state he lives in, which city, etc. He knows this, but he wrote the wrong things on the wrong lines till I pointed that out.
Then there was the same sort of set of questions as the first one, this about NY State. He was amazed to learn that Albany is the capital of NY. He said, "I thought Washington was the capital!" I explained how Washington is the capital of the US and Albany is New York's capital, that each state has its own capital. When it asked him to locate the Hudson River (it asked for a major river in NY, and the Hudson was the only river on that map), he tried to ID the Great Lakes as the river. I explained the difference between a lake and a river and reminded him to look for something labeled "river," not "lake."
The boy needs practice on this kind of thinking. All the answers were there in front of him if he just took time to think.
Then I let them do a competitive word search since they had worked hard. The boy got disgusted before the end, though, and said, "I quit!" and tossed the paper down on the table. I sent the girl off to get her purple folder and had him read a short piece about what urban, suburban, and rural environments are. He got it all right, only having trouble with those 3 words.
By that time, the girl was back, and the boy was allowed to go play. We read 2 books the girl had from school, with a few vocab words from them, then she did one of the fill-in-the-blanks from a previous lesson.
That was it. The kids worked hard at the geography. Lots of new info and some that hadn't been reviewed for a while.
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