Dear Billing Girl at Dr. Ogden's Office,
I am not paying for the $97 office visit that you billed incorrectly. As I told in you Feb, I get one free preventative care visit per year. If you billed the insurance correctly, like the eye doctor, gynecologist, and pediatrician's offices are all able to do, then the insurance would pay 100% of the approved amount. It is not my fault that you are incompetent.
I will pay for the lab fees despite the fact that I requested that you use LabCorp, my preferred provider. My labs would have cost a fraction of what I will be paying, if I have stuck to my guns on that. But I was the one that said you could do it in office, so I'll pay for those.
That being said, it is not very nice to bill me in Feb, have me contest the bill and never rebill the insurance or me, then send a notice in late May saying that my bill is dangerously overdue. As I told you in your office several months ago, I will be waiting for a new bill to come after you rebill the insurance company.
It is beyond rude to threaten me with collections when you are the one who hasn't fulfilled your side of the bargain. It is also not my fault that someone at your office got excited with the "9" button and stuck two of them in my address where only one exists. This only goes to further prove your incompetence.
If you can not get this figured out, then obviously, I'll never return as a patient. Billing practices of a doctor's office are an important part of the doctor patient relationship.
PS I will need a statement in writing that says you won't send me to collections while you await the insurance company's payment.
Sunday, May 31, 2009
Thursday, May 28, 2009
Protective or Overprotective
Wendell's day off is Thursday, not Saturday like most families. Wendell is home in the morning but rarely for dinner. So I find myself, particularly as the summer approaches, protective of these times.
During last school year, Anson missed a day of scouts because we were doing a family activity on a Thursday. Only when I thought to call his scout leaders (the day of the activity) and let them know he wouldn't be there, did I find out he was currently the only boy in the den. I confessed that Thursday's were not that great for me and they promptly moved scouts to Tuesday.
So as summer approached I got a call from Anson's scout leader. Could we move scouts back to Thursday only in the morning for the summer? Sure. That would be the same time as Emma's achievement days.
But the more I thought about it, the worse it got. Achievement days are only every other week, so on the off weeks we could (if scouts weren't on Thursdays) go do family activities. Otherwise we have to wait until 11:00 when scouts is over--a terrible time of day for Beck.
I've hemmed and hawed and finally called the scout leader, who was understandably frustrated. She'd already set up everything for the summer and now I was throwing a monkey wrench into it.
What galls me is why I didn't say, Nope. Thursday's won't work this summer. How about Mondays or Wednesdays? Instead I stood by, all pansy like, trying to make something impossible work.
If they were setting up scouts on Saturdays at 10 everyone would have apoplexy. (Except me for whom it would be perfect.)
So what I'm wondering is, am I too protective of Thursdays?
Update: Anson's scout leader called back and said Mondays at 10 would be fine! Hooray! I also fell all over myself apologizing for not being forth coming in the first place and very appreciative that she was willing to reschedule just for me.
During last school year, Anson missed a day of scouts because we were doing a family activity on a Thursday. Only when I thought to call his scout leaders (the day of the activity) and let them know he wouldn't be there, did I find out he was currently the only boy in the den. I confessed that Thursday's were not that great for me and they promptly moved scouts to Tuesday.
So as summer approached I got a call from Anson's scout leader. Could we move scouts back to Thursday only in the morning for the summer? Sure. That would be the same time as Emma's achievement days.
But the more I thought about it, the worse it got. Achievement days are only every other week, so on the off weeks we could (if scouts weren't on Thursdays) go do family activities. Otherwise we have to wait until 11:00 when scouts is over--a terrible time of day for Beck.
I've hemmed and hawed and finally called the scout leader, who was understandably frustrated. She'd already set up everything for the summer and now I was throwing a monkey wrench into it.
What galls me is why I didn't say, Nope. Thursday's won't work this summer. How about Mondays or Wednesdays? Instead I stood by, all pansy like, trying to make something impossible work.
If they were setting up scouts on Saturdays at 10 everyone would have apoplexy. (Except me for whom it would be perfect.)
So what I'm wondering is, am I too protective of Thursdays?
Update: Anson's scout leader called back and said Mondays at 10 would be fine! Hooray! I also fell all over myself apologizing for not being forth coming in the first place and very appreciative that she was willing to reschedule just for me.
Tuesday, May 26, 2009
And 10 Days Later...
Ten days ago was my birthday. I'm now 33. I'd love to wax poetic or wise, but that response does not come from turning 33. Getting older is weird. In January, when I was still 32, I went to my gynecologist for my annual.
The little secretary girl said, "How old are you?"
And I actually said, "Twent.... 32."
I'm supposing I was going to say 26. Not that it was that fabulous of a year, but it's the age at which I haven't felt markedly older.
I'm young enough to get away with going to bed at 12:30 and getting up at 7:00 on a regular basis. I'm old enough that I've only lost 18 lbs since I had my last baby and he's almost 18 months old. I'm just trying to stay focused on the fact that I'm moving in the right direction, albeit slowly.
When I turned 30 I realized that I had achieved all the goals that I had set out for myself in childhood: graduate from high school, get a bachelor's degree, get married, buy a house, have kids. Some of these "achievements" are just dumb luck. It's not everyday that a girl like me convinces a guy like Wendell to marry them. And not everybody can have their hubby throw loving glances from across the room and get pregnant. On those, I just got lucky.
But I also realized that I needed new goals for the next 10 years. Here is a sampling.
*Be PTA pres and participate in the PTA at all my kid's schools.
*Get healthy--find fun ways to exercise.
*Improve my spiritual life.
*Get out of debt and find fun ways to bring in extra money.
*Early to bed, early to rise.
*Nourish my relationship with Wendell
*Get the house organized!
I think it's a decent 10 year plan. In fact get out of debt can be checked off. Or at least way checked down. But there's more to me than this. You know what I'd really like to do? I'd love to be a motivational speaker.
I know it's not the first time I've said so on the blog, but I'd really, really love it. And you know what? Even though I don't know where to start, I think being in my thirties is making me more creative. I've sent an email to our local community education pitching an idea. I'm working on an outline for said class even though I haven't got an agreement yet. I've also been trying to contact an EFY and Education Week speaker, who I met (of all places) in the line for the bathroom at BYU Women's Conference for advice.
Did you see all those words: pitching, working, trying. And no one has said yes--yet. But I'm far from discouraged. I'm enthused. I feel awake and powerful when I work on becoming what I want. And it's a good goal for the next 10 years.
I can't wait to see what another year will bring, what I'll learn, how I'll grow and what goals I'll achieve.
The little secretary girl said, "How old are you?"
And I actually said, "Twent.... 32."
I'm supposing I was going to say 26. Not that it was that fabulous of a year, but it's the age at which I haven't felt markedly older.
I'm young enough to get away with going to bed at 12:30 and getting up at 7:00 on a regular basis. I'm old enough that I've only lost 18 lbs since I had my last baby and he's almost 18 months old. I'm just trying to stay focused on the fact that I'm moving in the right direction, albeit slowly.
When I turned 30 I realized that I had achieved all the goals that I had set out for myself in childhood: graduate from high school, get a bachelor's degree, get married, buy a house, have kids. Some of these "achievements" are just dumb luck. It's not everyday that a girl like me convinces a guy like Wendell to marry them. And not everybody can have their hubby throw loving glances from across the room and get pregnant. On those, I just got lucky.
But I also realized that I needed new goals for the next 10 years. Here is a sampling.
*Be PTA pres and participate in the PTA at all my kid's schools.
*Get healthy--find fun ways to exercise.
*Improve my spiritual life.
*Get out of debt and find fun ways to bring in extra money.
*Early to bed, early to rise.
*Nourish my relationship with Wendell
*Get the house organized!
I think it's a decent 10 year plan. In fact get out of debt can be checked off. Or at least way checked down. But there's more to me than this. You know what I'd really like to do? I'd love to be a motivational speaker.
I know it's not the first time I've said so on the blog, but I'd really, really love it. And you know what? Even though I don't know where to start, I think being in my thirties is making me more creative. I've sent an email to our local community education pitching an idea. I'm working on an outline for said class even though I haven't got an agreement yet. I've also been trying to contact an EFY and Education Week speaker, who I met (of all places) in the line for the bathroom at BYU Women's Conference for advice.
Did you see all those words: pitching, working, trying. And no one has said yes--yet. But I'm far from discouraged. I'm enthused. I feel awake and powerful when I work on becoming what I want. And it's a good goal for the next 10 years.
I can't wait to see what another year will bring, what I'll learn, how I'll grow and what goals I'll achieve.
Monday, May 25, 2009
Birthday, Baby
Sunday May 10 was a day that I'd been looking forward to for 10 years. It was Mother's Day and Emma's birthday--the first time in her life that the two days have coincided.
Emma was born on a Monday, a fact I was bitter about at the time. Her due date was Sunday May 2nd. When she looked big on the ultrasound, foolish first time Mom that I was, I started telling everyone that she was due April 28th although no one at the doctor's office officially changed her date.
When I got Emma's due date, I said to myself, well for sure she'll be born by Mother's Day. So on May 9th as I stood in Sacrament Meeting to get my flower, I was 7 days over due and everything was swollen. My eyes veritably disappeared in my puffy face, my puffy feet were crammed into some type of ugly slip-on sandal and the rest of my puffy-self was encased in a billowing, tent-like maternity dress.
It was with abject despair that I accepted my Mother's Day gifts and subjected myself to my first and most hideous Mother's Day photo-op. At 2-ish o'clock in the morning my water broke. It was officially Monday May 10th.
Although Emma wasn't born until 8:57 pm that night (long story), I knew that eventually her birthday would land on Mother's Day. I was home from the hospital before I had a calendar and enough brain cells to figure out when it would happen. It would take 10 years. When Emma turned 10 on the 10th, it would be Mother's Day.
The morning began with Emma climbing into my bed and we waited in eager anticipation of our first joint breakfast in bed. Emma picked the menu: scrambled eggs, bacon, toast and juice and I provided the bed big enough for both of us.
Wendell and the big boys (with the babies trailing) sang a convoluted version of Happy Birthday/Happy Mother's Day-to-you. At church Emma and I both got to stand at the front of Primary while they sang acapella (since I'm the pianist) a Primary birthday song. (My birthday was on the Saturday following Emma's so it was the first time that our birthdays landed in the same chronological week.)
After church we had a big Mother's Day/birthday dinner at my mom's house with gifts and cards galore. Truly, it was one of the happiest days of my life. I hope it was for Emma, too. And I look forward to many more years of sharing Mother's Day with the first person who gave me reason to celebrate it.
Emma was born on a Monday, a fact I was bitter about at the time. Her due date was Sunday May 2nd. When she looked big on the ultrasound, foolish first time Mom that I was, I started telling everyone that she was due April 28th although no one at the doctor's office officially changed her date.
When I got Emma's due date, I said to myself, well for sure she'll be born by Mother's Day. So on May 9th as I stood in Sacrament Meeting to get my flower, I was 7 days over due and everything was swollen. My eyes veritably disappeared in my puffy face, my puffy feet were crammed into some type of ugly slip-on sandal and the rest of my puffy-self was encased in a billowing, tent-like maternity dress.
It was with abject despair that I accepted my Mother's Day gifts and subjected myself to my first and most hideous Mother's Day photo-op. At 2-ish o'clock in the morning my water broke. It was officially Monday May 10th.
Although Emma wasn't born until 8:57 pm that night (long story), I knew that eventually her birthday would land on Mother's Day. I was home from the hospital before I had a calendar and enough brain cells to figure out when it would happen. It would take 10 years. When Emma turned 10 on the 10th, it would be Mother's Day.
The morning began with Emma climbing into my bed and we waited in eager anticipation of our first joint breakfast in bed. Emma picked the menu: scrambled eggs, bacon, toast and juice and I provided the bed big enough for both of us.
Wendell and the big boys (with the babies trailing) sang a convoluted version of Happy Birthday/Happy Mother's Day-to-you. At church Emma and I both got to stand at the front of Primary while they sang acapella (since I'm the pianist) a Primary birthday song. (My birthday was on the Saturday following Emma's so it was the first time that our birthdays landed in the same chronological week.)
After church we had a big Mother's Day/birthday dinner at my mom's house with gifts and cards galore. Truly, it was one of the happiest days of my life. I hope it was for Emma, too. And I look forward to many more years of sharing Mother's Day with the first person who gave me reason to celebrate it.
Thursday, May 14, 2009
Cloud 9
Today I met with the principal from my kids' future school. It's official. We're going. I went to talk about the upper grade reading program that I (with a small committee) started in 2007 at my kids' current school. First though, I had to get the math out of the way.
I never have gotten a personal response back from Emma's future teacher, Mrs. M. So I was nervous. But Mrs. Hart, the principal, put me right at ease.
"Mrs. M actually spoke with me, and she was very happy about meeting with you. She said that if your daughter needed that additional practice that she would be happy to supply you with the text and materials so she can get what she needs."
Yee-haw! I was so happy to hear that. My final fear has been put to rest. (As a side note, I interviewed the 5th grade ALL teacher from Foothill -- the other ALL school in my city, and she said that she taught using the Investigations or Connected Math lessons, but had homework almost exclusively from the Scott Foresman text which has more practice. This is exactly what Emma will be getting, just at the other elementary.)
I went on to explain how we started the reading program at my kids' current school, how we've improved it and the kind of response we've had. Mrs. Hart was almost out of her seat with excitement! I told her what I'd need to fund it and that I'm already recruiting volunteers to run it. My program also runs on a minimum of volunteers. You just need 2 people for 20 minutes once a month. That's it.
It was so nice to have someone as excited as she was about the program. She was so supportive. And thrilled.
"I was trying to come up with something like this," Mrs. Hart told me, "only it wasn't done and it wasn't this good."
"Why reinvent the wheel?" I asked.
"I definitely borrowed great ideas from others when I was a teacher, now I do it as a principal."
As I was leaving she said, "I'm so excited for the program...and, I'm so excited to have you at the school, too."
It was so gratifying to hear. I have to admit, I like being appreciated.
I never have gotten a personal response back from Emma's future teacher, Mrs. M. So I was nervous. But Mrs. Hart, the principal, put me right at ease.
"Mrs. M actually spoke with me, and she was very happy about meeting with you. She said that if your daughter needed that additional practice that she would be happy to supply you with the text and materials so she can get what she needs."
Yee-haw! I was so happy to hear that. My final fear has been put to rest. (As a side note, I interviewed the 5th grade ALL teacher from Foothill -- the other ALL school in my city, and she said that she taught using the Investigations or Connected Math lessons, but had homework almost exclusively from the Scott Foresman text which has more practice. This is exactly what Emma will be getting, just at the other elementary.)
I went on to explain how we started the reading program at my kids' current school, how we've improved it and the kind of response we've had. Mrs. Hart was almost out of her seat with excitement! I told her what I'd need to fund it and that I'm already recruiting volunteers to run it. My program also runs on a minimum of volunteers. You just need 2 people for 20 minutes once a month. That's it.
It was so nice to have someone as excited as she was about the program. She was so supportive. And thrilled.
"I was trying to come up with something like this," Mrs. Hart told me, "only it wasn't done and it wasn't this good."
"Why reinvent the wheel?" I asked.
"I definitely borrowed great ideas from others when I was a teacher, now I do it as a principal."
As I was leaving she said, "I'm so excited for the program...and, I'm so excited to have you at the school, too."
It was so gratifying to hear. I have to admit, I like being appreciated.
Saturday, May 09, 2009
Saturday Chores
I'm standing in front of the toaster with my hands pressed on the counter watching the bread as it browns. I'm pretending that I don't have the entire kitchen sink so full of dishes that it's spilling out.
It's 10:20 am and I'm still wearing my exercise clothes, no make-up and a hat. I need to weed. I justified my tacky outfit at Visiting Teaching interviews this morning by telling everyone I was going home to weed.
Yet I kicked my shoes off and now sit in front of my computer screen confessing...my laziness. It's not really the work I'm avoiding, although that's part of it. It's being the task master that I'm avoiding.
Come on kids, I'll say perkily and clap my hands. They'll groan and moan and grumble and say it's the only thing we ever do. If that we the case we wouldn't have so much to do.
Then I'll get ornery and get after them. Come on, you guys! How many times to I have to ask? More moaning. Louder groaning. Mom you're so mean. This isn't fair. How come he/she doesn't have to do (fill in the blank)?
There are days that I'm just not up to it. Today is one of those other days. I'm up to the challenge...I just need a few minutes to regroup and prepare for battle.
Even though I was full, I ate my toast. I've posted my blog. It's on to work we go.
It's 10:20 am and I'm still wearing my exercise clothes, no make-up and a hat. I need to weed. I justified my tacky outfit at Visiting Teaching interviews this morning by telling everyone I was going home to weed.
Yet I kicked my shoes off and now sit in front of my computer screen confessing...my laziness. It's not really the work I'm avoiding, although that's part of it. It's being the task master that I'm avoiding.
Come on kids, I'll say perkily and clap my hands. They'll groan and moan and grumble and say it's the only thing we ever do. If that we the case we wouldn't have so much to do.
Then I'll get ornery and get after them. Come on, you guys! How many times to I have to ask? More moaning. Louder groaning. Mom you're so mean. This isn't fair. How come he/she doesn't have to do (fill in the blank)?
There are days that I'm just not up to it. Today is one of those other days. I'm up to the challenge...I just need a few minutes to regroup and prepare for battle.
Even though I was full, I ate my toast. I've posted my blog. It's on to work we go.
Friday, May 08, 2009
To Go or Not to Go
I met with Mrs. M. the 5th grade ALL teacher at Cherry Hill. In fact, I got to the school early and so I met briefly with Mrs. S. the 3rd grade ALL teacher for next year. I really like her and I feel great about Anson going into the program. After the bell rang, I crossed the hall into Mrs. M's classroom.
We had a wonderful chat that ended on a high note as I showed her my upper grade reading program. She loved it! She was so impressed with it and she wanted to keep the info I had brought to show her. I have meeting next Thursday with the principal to see if she likes it and is willing to fund it.
I was disappointed to learn that she teaches 100% Investigations (the 6/7 grade version is called "Connected Math"). In fact, it's not so much the teaching as it is the lack of reinforcement in the homework. She showed me that they do have a text book with some drills, but that she rarely uses it.
Let me explain what this means. She showed me a worksheet with 3 problems on it. Each problem was about a different subject. The first problem went like this:
59 divided by 5
a. What is 5 X 10?
b. What is 5 X 11?
c. What is 5 X 12?
d.If you have 59 students who all need a pen and the pens come in boxes of 5 how many boxes do you need?
I love that this problem shows what strategies you need to learn to divide. I love that it has a real life problem address the "what do you do with remainders?" issues. But I hate that it never actually asks you for the answer to the problem. And I also hate it is the only problem of it's kind.
Now if there were a whole sheet of division with this, I'd be a happy camper. It is my belief that students fundamentally need practice to learn new math skills.
Here is the email I sent the teacher. (Tip: Keep in mind that when you speak based on your child, no one can argue with you. As a parent, only you will know what's best for your child.)
Thank you so much for meeting with me yesterday. I have an appointment to meet with Alisa Hart next Thursday and talk about setting up the upper grade reading club. I'm really hoping that we can do it and I was flattered by how much you like the program.
I have to admit that as I've reflected on our conversation I'm still just a bit concerned that there aren't enough practice sheets in math for Emma. When you explain something to her, so often she appears to understand it, but when she practices repetitively it is easier to determine whether or not she gets it. (If she's missing one or two--she gets it; 6-7 missed and there's a fundamental misunderstanding.) For her, repetition really solidifies the principle and helps math become second nature.
I'm actually really excited about the way you teach math. And I'm excited for Emma to learn to think mathematically and explain the whys and hows behind the numbers. But for her, it's also a matter of practice. Would you be willing to send her home with a worksheet that reinforces the topic each day? Or perhaps you could send home a note (or email!) with the corresponding unit in the Scott Foresman textbook? I would even be willing to come to the school once a week and help you with photocopying and/or grading if you'd like the reinforcement worksheets for your whole class.
I really want the ALL program to work well for Emma and I'd like to help you in any way I can.
If I can pull this off, I will have fundamentally changed the way math is done in the ALL program at this school. That difference is THE difference maker in doing or not doing this program.
I have one more week to decide. I'm leaning toward going, but don't talk to me tomorrow because I might be against it by then.
We had a wonderful chat that ended on a high note as I showed her my upper grade reading program. She loved it! She was so impressed with it and she wanted to keep the info I had brought to show her. I have meeting next Thursday with the principal to see if she likes it and is willing to fund it.
I was disappointed to learn that she teaches 100% Investigations (the 6/7 grade version is called "Connected Math"). In fact, it's not so much the teaching as it is the lack of reinforcement in the homework. She showed me that they do have a text book with some drills, but that she rarely uses it.
Let me explain what this means. She showed me a worksheet with 3 problems on it. Each problem was about a different subject. The first problem went like this:
59 divided by 5
a. What is 5 X 10?
b. What is 5 X 11?
c. What is 5 X 12?
d.If you have 59 students who all need a pen and the pens come in boxes of 5 how many boxes do you need?
I love that this problem shows what strategies you need to learn to divide. I love that it has a real life problem address the "what do you do with remainders?" issues. But I hate that it never actually asks you for the answer to the problem. And I also hate it is the only problem of it's kind.
Now if there were a whole sheet of division with this, I'd be a happy camper. It is my belief that students fundamentally need practice to learn new math skills.
Here is the email I sent the teacher. (Tip: Keep in mind that when you speak based on your child, no one can argue with you. As a parent, only you will know what's best for your child.)
Thank you so much for meeting with me yesterday. I have an appointment to meet with Alisa Hart next Thursday and talk about setting up the upper grade reading club. I'm really hoping that we can do it and I was flattered by how much you like the program.
I have to admit that as I've reflected on our conversation I'm still just a bit concerned that there aren't enough practice sheets in math for Emma. When you explain something to her, so often she appears to understand it, but when she practices repetitively it is easier to determine whether or not she gets it. (If she's missing one or two--she gets it; 6-7 missed and there's a fundamental misunderstanding.) For her, repetition really solidifies the principle and helps math become second nature.
I'm actually really excited about the way you teach math. And I'm excited for Emma to learn to think mathematically and explain the whys and hows behind the numbers. But for her, it's also a matter of practice. Would you be willing to send her home with a worksheet that reinforces the topic each day? Or perhaps you could send home a note (or email!) with the corresponding unit in the Scott Foresman textbook? I would even be willing to come to the school once a week and help you with photocopying and/or grading if you'd like the reinforcement worksheets for your whole class.
I really want the ALL program to work well for Emma and I'd like to help you in any way I can.
If I can pull this off, I will have fundamentally changed the way math is done in the ALL program at this school. That difference is THE difference maker in doing or not doing this program.
I have one more week to decide. I'm leaning toward going, but don't talk to me tomorrow because I might be against it by then.
Monday, May 04, 2009
Promo
On Friday we got great news! Wendell got a promotion at work. He's now the Used Car Manager at the Ken Garff Honda of Orem store.
It was a little funny the way he got the news. His boss texted him and told him to come to sales meeting Friday morning. Without ever having a private conversation with Wendell, extending him the position, Wendell's boss just announced at the meeting that Wendell would be the new Used Car Manager. This delighted and surprised him as much as anyone.
He starts today. He'll get a new schedule today and that will be a little tricky to work around, but in this economy I can feel nothing but grateful that Wendell's still moving up in his company.
It was a little funny the way he got the news. His boss texted him and told him to come to sales meeting Friday morning. Without ever having a private conversation with Wendell, extending him the position, Wendell's boss just announced at the meeting that Wendell would be the new Used Car Manager. This delighted and surprised him as much as anyone.
He starts today. He'll get a new schedule today and that will be a little tricky to work around, but in this economy I can feel nothing but grateful that Wendell's still moving up in his company.
Saturday, May 02, 2009
Blog Rant and a Book Review
I do have more interesting things to say than my blow by blow drama of "do I or do I not put the kids in the new school/program."
But I have problems. I mean, I'd love to tell you all the nitty gritty details but someone who reads my blog might know someone else and word my get back that I'm ticked. See. So I have trouble writing freely about the things I would like to rant about most.
Instead, I will do a book review on Rich Dad, Poor Dad.
Imagine that a CPA and an investor get together and write a book. It would suck. It would be redundant. It would almost bore you to tears and it might still be great financial advice.
Honestly, one of the worst books I've read in a long time. It is so poorly written that I can't believe it was ever a New York Time's Best Seller. Personally, I have a much higher expectations for non-fiction books.
If you can suffer through it (I don't suggest it), you will learn to think of a few things differently. For example, is your house an asset or a liability? Asset, right? Wrong. According to Kiyosaki your equity is an asset, but your mortgage is a liability. When your house is paid off, then it's definitely an asset. But until then, he argues, it's a liability. He puts it this way. If you buy a bigger house do you then have a bigger asset? Not if it comes with a bigger mortgage, then you have a bigger liability.
That's cool. And boring.
But I have problems. I mean, I'd love to tell you all the nitty gritty details but someone who reads my blog might know someone else and word my get back that I'm ticked. See. So I have trouble writing freely about the things I would like to rant about most.
Instead, I will do a book review on Rich Dad, Poor Dad.
Imagine that a CPA and an investor get together and write a book. It would suck. It would be redundant. It would almost bore you to tears and it might still be great financial advice.
Honestly, one of the worst books I've read in a long time. It is so poorly written that I can't believe it was ever a New York Time's Best Seller. Personally, I have a much higher expectations for non-fiction books.
If you can suffer through it (I don't suggest it), you will learn to think of a few things differently. For example, is your house an asset or a liability? Asset, right? Wrong. According to Kiyosaki your equity is an asset, but your mortgage is a liability. When your house is paid off, then it's definitely an asset. But until then, he argues, it's a liability. He puts it this way. If you buy a bigger house do you then have a bigger asset? Not if it comes with a bigger mortgage, then you have a bigger liability.
That's cool. And boring.
Roller Coaster
I never knew that deciding whether or not to put my kids into an accelerated classroom would come with so much drama. I talk to one person and I feel up, then I get information from another and down I go.
I will be meeting with the 5th grade ALL teacher next week and I'm hoping that will help me settle my decision. I can't even put into words the emotions I'm feeling: concern, frustration, anger, helplessness, etc.
I had a dear friend's father volunteer to tutor my children in Math, this summer and/or next school year. I've had people tell me that they would never participate in such a program, because they don't want it to go to the kid's head. Some people have said that they don't think it matters one way or another. If that's true why do I feel that people have such strong opinions?
I promise I'll post on something more interesting next time...like why I ripped all my hair out in the last two weeks. Yea, that'd be interesting.
I will be meeting with the 5th grade ALL teacher next week and I'm hoping that will help me settle my decision. I can't even put into words the emotions I'm feeling: concern, frustration, anger, helplessness, etc.
I had a dear friend's father volunteer to tutor my children in Math, this summer and/or next school year. I've had people tell me that they would never participate in such a program, because they don't want it to go to the kid's head. Some people have said that they don't think it matters one way or another. If that's true why do I feel that people have such strong opinions?
I promise I'll post on something more interesting next time...like why I ripped all my hair out in the last two weeks. Yea, that'd be interesting.
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