Saturday, December 7, 2019

Republicans CAN support drivers licenses for the undocumented

Let's Drive NJ Action Center
I post the letters I send to my legislators here to make a case, and hope that others will share this and similarly make the case to their elected representatives.

And I also challenge our Republican legislators in Trenton to, well, surprise us. Wouldn't you just once like to take a counter-intuitive stand on an issue that demonstrates unity with others who value America, and who would benefit by some display of compassion and solidarity?

Next week the NJ Assembly Judiciary Committee will consider bill A-4743 to expand access to driver's licenses to undocumented residents - some of whom, I presume, are my neighbors. My understanding is my Assemblyman, Michael Patrick Carroll, doesn't consider such persons to be his constituents, which is understandable I suppose. But as they are my (and his) neighbors, we should at least hear their side.

Of course, the main considerations for providing limited drivers licenses to the undocumented are merely practical:
  1. NJ would become the 13th state to allow all its residents to apply for limited driver’s licenses, regardless of their immigration status. Based on the experience of the three states with the longest-standing policies similar to the one being proposed in New Jersey, we could anticipate an overall decrease in fatal accidents. 
  2. In total, about 466,000 New Jersey undocumented immigrants are of driving age and would be eligible for a license. Assuming half of them would receive a license within the first three years of implementation, that 3.8% increase in the total number of licensed drivers in the state would likely collect $11.7 million in license fees and $2.3 million in one-time fees for driving permits. 
  3. Allowing all New Jerseyans who can prove their identity and in-state residence to be trained, licensed, and insured would make the state safer, because these people would now be accountable for their driving record. 
Passing this legislation would increase public safety, help the state’s economy and improve the well-being of all families – particularly the hundreds of thousands who would be newly allowed to drive legally. But no amount of practical considerations will sway most Republicans on this issue, because we claim to be the party that stands on the rule of law, and we can't be seen providing benefits to undocumented residents who are not here legally. But let me tell you about my neighbors.

I don't know how all of my neighbors happened to become, well, my neighbors. I do know them to be like me in that they tend to be hard-working, and motivated by a desire to raise their families in peace and safety. As such, they have to get to work, get the kids to school and their doctor appointments, do the grocery shopping . . . basically, concern themselves with the same daily rituals that I do. They all have their own stories, as do I; but they have come to be my neighbor for the same reasons and opportunities that I have become theirs. Other than their status, I know them to be law-abiding; I don't lose any sleep for them being my neighbor.

On the contrary, I am proud to live in a society where we all value the safety, freedoms and opportunities it provides me and my family. I came of age politically in the 1980s, when we Republicans were routinely mocked for referring to America as that "shining city on a hill," for touting "family values," and aspiring to become a "kinder, gentler nation." Some would suggest now that those words were meant only to apply to us, the ones who happened to be here already, because our ancestors wanted to raise their families in safety and with opportunity, too. But I don't remember those being the conditions when I found common ground with the Republican party.

In fact, the Republican who won me over granted amnesty to 2.7 million undocumented immigrants with the 1986 Immigration Reform and Control Act. Upon leaving office three years later, he spoke, well, lovingly of immigrants in his January 1989 farewell speech to the American people:
This I believe is one of the most important sources of America’s greatness. We lead the world because unique among nations, we draw our people, our strength, from every country and every corner of the world … Thanks to each wave of new arrivals to this land of opportunity, we’re a nation forever young, forever bursting with energy and new ideas, and always on the cutting edge; always leading the world to the next frontier. 
Ronald Reagan could have said "each documented wave of new arrivals," but he didn't. Instead of focusing on the "rule of law," he focused on what we all share in common: enough love for the country that we want to make it, and keep it, our home.

And for that common love of our country, I ask that my Republican state legislators support the bill to extend the dignity of a driver's licenses to my neighbors.

Sunday, September 22, 2019

Duck and cover - what happens in a school lockdown



 Duck and Cover
If I were a parent with kids in elementary school, I would want to know what my child experiences during a lockdown drill - sometimes called an active shooter drill.  As a school board member it was important to me to get a sense of what our students are experiencing, and two weeks ago I had occasion to "shadow" the superintendent during a drill in our local schools.  Officers from the town's police department and school administrators also participated.  Law enforcement doesn't like to reveal much about these drills, even to parents, out of the obvious concern that knowledge of such could give useful information to a bad person.  Then, a few days ago NorthJersey.com also posted this brief video: What happens during school lockdown?  It accurately describes what I witnessed, from the hallways outside of the classrooms.

NJ State Law 18A:41-1 states that every school shall have at least one fire drill and one school security drill each month - the details of the law can be found at https://www.nj.gov/education/schools/security/drill/
Schools are required to hold a minimum of two of each of the following security drills annually:
 Active shooter;
 Evacuation (non- fire);
 Bomb threat;
 Lockdown
Two of these eight mandated drills do not have to include students; the two non-student drills cannot be in the same category (according to the final report of the NJSBA School Security Task Force, What Makes Schools Safe?).

My question has always been, what is the difference between a lockdown drill and an active shooter drill?  Does an active shooter drill include someone running through the halls shooting blanks and making a commotion intended to portray an actual event?  A FEMA document cited in the NJSBA report recommends schools consider full-scale exercises that "simulates a real event as closely as possible," and "takes place in a highly stressful environment that simulates actual response conditions."  But what would the emotional and psychological impact of that type of drill have on the youngest children, or those who have already experienced trauma outside of school?

The drill I witnessed was not such a "full-scale exercise." And while the state identifies lockdown and active shooter drills separately, there is nothing in either the law, or in the Drill Observation Checklists that would distinguish one from the other. My understanding is that, if there were to be a more realistic active shooter drill, it would involve volunteers from the older grades, not the entire school.

What I think about most is what I was unable to see in the classroom. The image of children cowering silently in the corner of a darkened room, out of view from windows or doors is, quite honestly, heartbreaking to me. I never experienced a "duck and cover" drill as a child of the Cold War - only fire drills. Yet I knew within a few seconds if there was an actual fire - I would have seen the threat of flames and smoke. Lockdown drills are unannounced, and frightening - what do the kids in the darkened classroom know, or are even able to do about what's happening outside the door? I truly regret the necessity of these drills.

Finally, I offer this article from NJ.com, N.J. schools are putting kids through scary shooter drills -- and parents have no idea. I place it at the end of this post because, while on the whole the article is well-balanced and informative, the title is unnecessarily alarmingly. You should have an idea - please talk to your kids about what they are experiencing - and feeling - in the classroom during these drills. Our society has managed frightening times before, and the cost of our response has to be measured against the likelihood of the threat itself.



Thursday, September 5, 2019

It's great to be #1 !!!


"New Jersey takes the top spot in the newly released 'Quality Counts 2019,' the 23rd annual report card of state education systems issued by the Education Week Research Center." Through my work with educational leaders in the state, this comes as no surprise. On the whole, I know that they, and our teachers, come to work each morning with an intense focus on improving student outcomes, and with the growth mindset that "we can be better still."

I am also a school board member, and (humble?) parent of three success stories of NJ public schools - recently-minted medical professionals. I can take pride in my having made this education available to my children, and for the small role I've played as a board member and public schools advocate.

"The report . . . synthesizes 39 indicators that capture a range of school finance, academic achievement, and socioeconomic factors that affect the quality of state school systems." The article also shares most improved, and largest declines in scores by state year over year. What also stands out is that New Jersey and Massachusetts are the perennial top performers by the metrics of this report card - either one NOT landing in the top spot would be bigger news.

So, you ask, how does it feel to be #1 (assuming I may speak for an entire state!)? Oh, fantastic. Reminds me of the time I was on the championship youth football team. We ran away with the title that year - we felt it was ours from the beginning. I was fortunate just to be on the team; my dad had felt that I wasn't quite ready for varsity, so had the coaches keep me in junior varsity. This ensured I was a starter, and I have to say I was dominating. Of course, it was a collective, team effort - it was the overall team that was great. And I, in all honesty, shouldn't have been on the team - I was definitely bigger than the other kids.

Maybe it wasn't such a great experience, after all. My spot could have been filled by a talented, deserving younger kid. Age and ability considerations were not accounted for, let alone enforced when teams were made. Did it make that much difference? I don't know. I do remember that we ran the same offensive play - on my side of the line - over and over, all night in the championship game.

I won't dwell on that any more. What about New Jersey education, eh? We know that there is a correlation between median household income and education results: New Jersey has the second-highest median income in the country - 13.0% of New Jersey households earn $200,000 or more, and nearly 40% of New Jersey adults hold at least a bachelor’s degree (Massachusetts is #4, and 43.4% of adults in the state have at least a bachelor’s degree) (America’s Richest and Poorest States, Wall Street 24/7, Oct. 4, 2018). We spend $16,543 per pupil on education, compared to the national average of $12,756, adjusted for regional cost differences (Education Week, January 3, 2019).

Clearly, New Jersey comes to the game with some advantages before the opening kick. It's great to be dominant in the league, but even better when you're the underdog, surprising fans when the team comes from nowhere with so-so talent and a lack of superstars. Maybe we should challenge ourselves, aspire to more than beating Massachusetts. Play varsity ball.

Because there are still a lot of New Jersey kids not in the game. According to the Nation's Report Card for 2017, NAEP scores for Grade 8 show significant gaps between subgroups:

Mathematics gap in proficiency, 500-point scale:
  • 34 points between white/black (4-point improvement since 1990)
  • 30 points between white/Hispanic (7-point improvement since 1990)
Reading gap in proficiency, 500-point scale
  • 28 points between black/white (no significant change from 2003)
  • 26 points between white/Hispanic (no significant change from 2003)
Here are some other facts about New Jersey education, where 53% of students are non-white according to ProPublica: white students are 2.5 times more likely to be enrolled in an AP course than black students (2.3 times more likely than Hispanic students); black students are 5.4 times more likely to be suspended compared to white students (2.4 times more likely, for Hispanic students).

How about this, New Jersey: let's aspire to being #1 in closing the achievement gap - a challenge truly worthy of our talent and "better angels." I am confident that we have the leadership to get this done. And if you are a school board member, please see that the board is talking about these gaps in your district - enough crowing about how many of our kids are getting into Ivy League schools.

If I could go back, I think I would have tried harder to move up to the youth varsity team that year. They weren't champions, but they were worthy contenders. And if I could have elevated my game, and proven myself against competitors my own size, I would have a much better reason to hold my head high.

Monday, July 22, 2019

I got the same tax bill you did

I am NOT the best person to ask when it comes to understanding or explaining the tax bill I received this weekend. I write this post as a fellow Wharton Borough taxpayer. And while I am on the Wharton Board of Ed, I am not speaking for the board or administration.

What I have done is isolate a few of the issues that come up, and reached a conclusion through process of elimination. I am simply trying to understand
Why did my Wharton annual property tax bill go up by $760 ?
Disclaimers and basic facts:
  • Understanding all this is complicated by the fact that school budgets (about 66% of the total bill) and municipal budgets run on 2 different calendars - the town is on a December-January calendar year, and the school budget year runs from July 1 - June 30.
  • Asking about the tax increase is different from asking how my tax dollars are spent.
  • Everyone understands that the schools take the biggest part of the budget; Wharton schools employ about 140 people to educate 745 K-8 students on a budget of $15 million - Wharton taxpayers pay about 62% of that total. It stands to reason that the organization with the larger payroll is the bigger part of the tax bill.
  • Morris Hills Regional School District educates our high school students on a separate budget.
  • Both the school and the municipality are limited to an annual 2% increase on the tax levy. My tax bill went up by about 7%.
If you want to know how the schools are spending your money - that's a separate question that you can begin to answer on the districts' websites:
Wharton 2019-2020 Budget Presentation
Morris Hills Regional 2019-2020 Budget Presentation 
If you're trying to find the answer to my question, you will need your 2018 Final Tax Bill and the 2019 Final Tax Bill (that just came in the mail). Comparing ours -


2018
2019
District School (Wharton)
% of total tax bill
45.07%
43.90%
Tax rate per $100
1.362
1.354
Amount of tax
$4,819
$5,030
MH Regional School
% of total tax bill
20.58%
22.37%
Tax rate per $100
0.622
0.690
Amount of tax
$2,201
$2,563
Municipality
% of total tax bill
18.73%
18.06%
Tax rate per $100
0.566
0.557
Amount of tax
$2,003
$2,069
  • The portion of the tax bill taken by Wharton Borough Schools decreased, as did the district tax rate.
  • Morris Hills Regional increased significantly in the portion of our taxes, tax rate, and amount of taxes.
  • The Municipality portion and tax rate both decreased
Just focusing on the Wharton Schools and Municipality figures, this comparison can't fully explain my $760 tax increase. How can both the portion of total tax, AND the tax rate go down while my taxes go up?

There is only one other factor that hasn't been considered - that's the change in assessed value. Ours went from $353,800 in 2018, to $371,500.

If anyone directs you to contact the Wharton Schools about your tax bill, thank them and tell them you are asking about the increase, not the total portion of the bill - that actually went down. The schools have nothing to do with re-assessing property values.

Re-assessment explains the increase in taxes - we are taxed at a smaller rate, on a larger number. We received our reassessed values last November, within about a year or two of a previous assessment  (see my blog at https://schoolboardculture.blogspot.com/2018/11/should-you-appeal-your-property-tax.html), The explanation given by the Borough is "You should be pleased that your property values are increasing - that's a reflection of the town improving." I'm not going to debate that here - that's an explanation that the town council, mayor, or CFO can elaborate on. Just don't accept some explanation that passes the buck anywhere else but with them.
  

Saturday, July 13, 2019

Consider the immigration issue SOLVED

Step back and remain calm – I have solved our immigration crisis.

Without the benefit of a law degree, and with only my better-than-average, but less-than-a-scholar’s understanding of US history, I can make the case for an elegant solution to our immigration crisis. “Elegant” in that it uses our own history as a precedent, and appeases both ends of our political spectrum:
  •  Conservatives – we are proud of our country, our past, and what we have to offer humanity as “the greatest country on Earth.” Now we can tout our family values – even extending those values to people we don’t know, understand, and who don’t look like us. And because we stand for both the rule of law and fiscal responsibility, we can offer a policy that reflects both.
  • Liberals – you can avoid criticism for “tax and spend,” or delivering social benefits to the undeserving. This plan increases tax revenue from people under-paying now - it pays for itself!
Let me lay it out . . .

From the time Europeans first landed on these shores, they had to deal with the Natives – disparate tribes living independently, often at war with each other, and ranging from simple hunter-gatherers to agriculturally-based villages and cities. Being relatively unsophisticated in either technology or political structures, even if they had been able to sail to Europe it is unlikely they would have had much interest in relocating eastward; all the migration from the 16th century well into the 20th was from east to west.

Fortunately for our forbears – the original colonists and later settlers – the Native Americans’ lack of sophistication worked to their advantage.
  • There were no immigration laws with which to contend.
  • No ports of entry; if the natives weren’t friendly where you landed, get back on the ship and land elsewhere.
  • No organized ICE, Customs and Border Protection patrols, “walls” or surveillance of the borders
Of course, this is not to say that these immigrants weren’t met with violence – many times, they were. It was just relatively unorganized, and disjointed. Eventually, native tribes came to the conclusion that their best chances lie with choosing sides – align with either Britain or France. Talk about defeated!

The National Archives offer a concise narrative of what happened next (https://www.archives.gov/research/native-americans/treaties).
From 1774 until about 1832, treaties between individual sovereign American Indian nations and the U.S. were negotiated to establish borders and prescribe conditions of behavior between the parties. The form of these agreements was nearly identical to the Treaty of Paris ending the Revolutionary War between the U.S. and Great Britain. The negotiations ended in a mutually signed pact which had to be approved by the U.S. Congress. Non-tribal citizens were required to have a passport to cross sovereign Indian lands.
From 1832 until 1871, American Indian nations were considered to be domestic, dependent tribes. Negotiated treaties between tribes and the U.S. had to be approved by the U.S. Congress.
In 1871, the House of Representatives ceased recognition of individual tribes within the U.S. as independent nations with whom the United States could contract by treaty, ending the nearly 100 year old practice of treaty-making between the U.S. and American Indian tribes.

Not only were treaties routinely broken by the colonists, and later by the US government: when we no longer had patience to deal with these “individual sovereign nations” we simply defined them as something other than sovereign nations! But why wouldn’t we?  We had already established the “greatest country on Earth,” and stopped thinking of ourselves as immigrants seeking freedom, and instead as the “native” Americans!  But THESE natives were more powerful, more sophisticated, and unconcerned for anyone who wasn’t “one of us.”  In short,

Our history is to tear-up treaties, laws and definitions when they no longer serve our interests – it’s the American way!

And so now, with our own history as precedent, we can fix the 21st century problem of immigration. But first, let’s all agree –
  •  We’ve created our own problem by redefining “immigrant.” When we were the “huddled masses, yearning to be free,” it was one thing. Once we didn’t need the labor or the soldiers, they became “illegal aliens.”
  • Not all immigrants are illegal; we remain bound by US and international law that protects the right of people to seek asylum in other countries. And why wouldn’t we? We are a compassionate, freedom-loving people (many would add, “Christian”).
  • “While the number of families arriving between official border crossings has skyrocketedthe number of migrants seeking asylum at official border crossings has remained relatively constant, at around 4,200 per month.”  This is due to a 2018 US border policy denying asylum seekers entry – forcing them to await a hearing date in Mexico – and not because they prefer to scale a fence, climb a wall, or risk death crossing a desert (Thousands of asylum-seekers left waiting at the US-Mexico border, PRI).
  • It defies logic, and everything we see and know, to insist that the majority of border-crossers are violent gang members, or drug- or human traffickers. These are families fleeing violence, oppression, and lack of opportunity to feed their families in their home countries. And THAT makes them Americans in the original, founding sense of the word (see At the US border, asylum seekers fleeing violence are told to come back later, The Washington Post).
Our treatment of freedom-seekers makes a mockery of the principles our country was founded on.
It’s about time we get to my plan:

In keeping with US tradition, values, and legal precedent, we should just tear up our immigration laws that prevent freedom-loving people and families from seeking life, liberty, and the pursuit of happiness.

1. Grant DREAMERS - persons who have lived in the US without official authorization since coming to the US as a minor - citizenship. Outright. This is a no-brainer.

o They had nothing to do with any decision to break any laws – they simply accompanied their parents, however they arrived here.
o We are legally (let alone morally) obligated to educate them with the full benefit of any services that any other child receives. Nationally, the most recent data (2016) indicates $11,762 is spent on public education per student. That means over the course of 12 years, we invest on average $141,000 for each of the 800,000+ registered DREAMERS. Why would we threaten to deport our investment in them?
o These children and young adults are motivated and capable of making our society stronger and better (I’ve done the research and immigrant students do make America More American, professor says, NJ.com).

2. Grant full citizenship to anyone residing in the US who wants it, as long as they do not have a record as a violent criminal, or are not subject to a current criminal investigation. Precedent allows this:

o After enslaving Africans for about 300 years, the 14th Amendment was passed, changing them from slaves to US citizens virtually overnight (making it reality? – that’s the subject of a future blog!)
o Laws are like treaties – they are all broken when they are inconvenient. Who do you know who always obeys speed limits?
o We can change the definition of “citizen” just as readily as we changed the definition of “individual sovereign nation” for Native American tribes 150 years ago. 

3. Engage with these countries that cause decent people to risk their lives for safety and freedom, starting in Central America. 

What the hell’s going on in Guatemala, Honduras, and Nicaragua anyway? If you wanna make nice with nasty people, what’s so appealing about Kim Jong-un and Putin? Do some of the hard work, too, and start bullying the countries that can’t keep their own people safe! 

4. Reform our practices at the border to treat people humanely, remembering how we honor and revere the people who risked everything to come to this continent and create the greatest country on Earth in the first place. 

Are we so insecure that we need to build a wall to keep out bad guys?  We seem to have largely mastered the concept of homeland security; we are capable of both being decent and protecting ourselves.

Now . . .  sit back and imagine how much less anxiety there will be in this brave new world. No more accusing our neighbors of stealing the benefits and bounty of US citizenship – now they are citizens, paying taxes, voting, participating in government just like the rest of us!  Our neighbors no longer live in fear of ICE raids and deportation. And what will we do now with that $4 billion+ we were going to spend on a wall, knowing that there will be fewer people fleeing here for their lives, and when they do they will be well-treated?
How many other problems are we creating by pretending that we always stand by the rule of law, stubbornly clinging to principles that aren’t even consistent with the ones we were founded on?  Why do we choose to deny others the same rights and privileges that we hold so dear for ourselves? Could the only reason be that we think we are better than they are?  These aren’t rhetorical questions – I, for one, would really like to know.  I’m just afraid that I might actually know the answer.

Saturday, November 24, 2018

Should you appeal your property tax assessment?

In my small town of Wharton, NJ it seems that everyone got notification of their 2019 reassessment on the same day. And social media lit up with two responses: "How dare they!" and the question "Should I appeal?" Here I will offer some insights and advice.
  1. In theory, the assessment will not raise your taxes (ahem!). The tax rate is adjusted so that there is a zero net effect. In reality, my understanding is that some will pay slightly more, others slightly less - which is simply a function of the math involved.
  2. Everything is well-explained in this YouTube video: NJ Real Estate Tax Appeals.  Just note that this is a "pitch" for the guy's tax services. Also, I disagree with him when he strongly urges you to hire an expert: that's up to you, but I was able to do it myself. However, his thorough explanation of the details is very good information to have when considering an appeal, and corresponds to my own experiences.
  3. I am not an expert, but I do have a 3-0 winning record on filing my own appeals! The first time (not in Wharton), they conceded that their measurement of my home was incorrect - something that I did not even pick-up on. The other two times are a matter of public record, which you can view by going to the County of Morris Board of Taxation Web Site at  http://mcweb1.co.morris.nj.us/MCTaxBoard/Default.aspx. Enter my street address and you will find records from 2010 and 2013.  Here is the record from 2010 (click on the image):

Was it worth the effort for a reduction in assessed value of $18,300? (By the way, my reduction in 2013 was only $6,100). I don't recall the corresponding reduction in taxes, but I do remember a great sense of satisfaction.  Why, you may ask?

Because it is the sworn duty of every red-blooded American to fight their taxes at every opportunity!

I suppose you've now been able to guess my party affiliation.

So in conclusion: a) yes, it takes some work but you should investigate appealing b) the deadline for filing is April 1, 2019 c) remember, you are not appealing your taxes, just the property's assessed value and d) there is no guarantee of success - in fact, there is the possibility that they could find against you and increase your assessed value.

Here are some other resources you will find helpful:


Forms you will need to get started may be found at the State of New Jersey Department of the Treasury, Division of Taxation website: https://www.state.nj.us/treasury/taxation/lpt/exam.shtml.  Scroll down to where it says Tax Appeals

If you found any of this helpful, you can subscribe to this blog and receive notice of future postings. I would welcome your comments below.

Thursday, November 22, 2018

Grade inflation - it hurts kids

Educators are under increasing pressure from parents to see that their grades - indicators of learning progress - reflect their child's efforts. But what happens when there is a disconnect between grades, and proficiency?  Two things stand out in this article, Inflated Grades: What Happens When Report Cards Lie:
  1. The grades being given are increasing over time. "High school grades are increasing, and they are increasing more rapidly at wealthy schools." A study put out several years ago by the U.S. Department of Education showed that between about 1990 and 2009, average high school GPA’s of graduates increased by .32 GPA points - a very sharp increase, and without any related increase in NAEP (benchmark) scores.  "The fact that certain schools did not inflate grades while others did inflate grades meant that it has become difficult to interpret what getting an A grade really indicates." 
  2. "The National Assessment on Educational Progress (NAEP) has shown that only about a third of high school seniors are academically prepared for higher education. This is in spite of the fact that some of these students have GPA’s that would indicate otherwise."
In other words, students and their parents are being deceived into believing they are prepared for higher education.  Another indication - with which I have first-hand experience - is the fact that increasingly colleges are requiring entering freshman to take remedial courses to ensure they are ready for the higher levels of learning. Yes, parents, that means you will pay for non-credit courses that do not contribute toward a degree.

A consequence of grade inflation is that “…the kids are suffering because they fundamentally believe the signals that we as grownups are sending them about how ready they are (for college).” By contrast, please read this article, Patriot Perspective: The power of 'yet', by a Minnesota elementary principal. She reports the pride her students take by simply adding this word to the end of a sentence: "I can't do this (or, haven't learned it) - yet." That's a school that embraces learning first; a growth mindset - the belief that intelligence is something we can grow, and to embrace risk-taking and failures as an opportunity to learn.

We run the risk of confusing grades with learning; to focus on grades is to let the tail wag the dog. The point of grades is to help students and parents know what critical learning has not been achieved - yet. As schools move from away from a focus on grades through averaging and towards one of proficiency, we will all need to adjust our thinking from what we have experienced, to what will best prepare our students to thrive in a dynamic world.  

Questions? Comments?

Would you like to meet and chat? Email me at paul.breda@hotmail.com.