Regan loved sodas as did most of the children in Room 623. During classroom parties, it was a certainty that Regan would announce to everyone that she wanted a coke. The teacher had found that having a small amount of coke as a reward would often get positive results from many of the students, especially with Regan.

Coke is one of those items considered as a food of minimal nutritional value (FMNV). The teacher used FMNV in the classroom to encourage children to complete tasks during academic time. Used sparingly, this type of reward often got good results along with a variety of other reinforcements such as positive comments, happy faces and choice time activities including computer and IPAD time.

With parents’ permission, FMNV, such as coke, were used in the classroom as incentives for children that did well on classroom activities. Some FMNV, such as soda, could also bring out the dark side of some of the children.

One day while working on “News 2 You” worksheets at the table, the teacher decided to give the children a small amount of soda for completing their work. Regan, for whatever reason, was being stubborn and refusing to do her work. The teacher reminded the child that only those that did their tasks would get a reward. She made sure each child understood that they had to finish their work to get that special item.

Across the room, unknown to the teacher, one of the newer students was watching the children at her table. Logan, the new boy in the room, was just beginning to learn how to communicate by pictures.

His table was busy too but the reward on that table that day was gummy bears and mini M&Ms.

Logan liked all kinds of FMNV including both candies at his table. He was doing his work but his eyes continued to concentrate on Regan.

As the time passed by, Regan still was not completing her work. She would whine and refused to do the tasks at hand. Then, as language arts finished, the teacher announced “Choice Time” for those done with their work.

The teacher immediately handed out small Dixie cups with a little soda in it. That sufficed for the children at her table. They were happy. Regan however, received nothing. She turned to the teacher and said, “Give me that coke, D****t!” The teacher was surprised as Regan had never said anything like that. She even became more surprised when Logan came running up to her with a soda picture in his hand.

Logan had shocked all the adults that day by opening up his communication board searching for a picture with soda on it. Out of several dozen pictures in his communication book, Logan had found the one with soda. Logan put the picture in the teacher’s hand with a big smile and waited. He must have figured that if Regan wasn’t going to get that soda, he would ask for it.

The teacher immediately gave the boy a small amount of coke and congratulated him for his surprise request. Regan on the other hand got a big red sad face and a social story on what words you do not say at home or in the classroom.

Pamela Gross Downing, a special education teacher can be reached at [email protected].

The old saying for parents is “the days are long but the years fly by.” As you settle into parenting babies and toddlers, it can seem like their all-consuming needs coupled with their incredible hold on your heart will forever be the center of your existence. And it probably will!

Your sometimes Herculean efforts to nurture, feed and bathe these tiny creatures, as well as introduce them to their new world and all its amazing features like trees, food, music, books, friends and even Legos is exhilarating, yet tedious and exhausting. They are literally connected to you and dependent upon you, physically and emotionally, every minute of every day.

But as they become more and more independent into their school-age years, you gradually step back and watch them grow into their own little, and then big person.

As the teenage years approach, this independence is pronounced and at times even fierce. I experienced it with my sons, who went through profound physical changes (growing 4 inches in a summer, voice lowering an octave, baby-face to mustache face overnight) at the same time they became pleasantly more independent about everything from school work to personal hygiene.

With puberty came strong opinions, girlfriends, driving and navigating decisions about school, friends, spirituality and their futures. Sure their bodies changed but it didn’t seem a great hurdle or barrier for them. The changes boys go through may be hard for them because their hormones surge and they feel different, some more than others, and no doubt numerous insecurities surface from pimples to sexuality.

But they generally also feel bolder and stronger and ready to conquer the world and are encouraged to do so. Admittedly, I am a woman, so I understand less about the boyhood to manhood journey.

I expect with my daughter the process will be different. She’s 10 years old and my only girl. While I pride myself in gender equality, the reality is she is growing up in a world that treats her very differently than boys, sometimes for better and sometimes for worse. I also suspect I’m more aware of my daughter’s transformation from girl to grownup because I am a woman myself and vividly recall the insecurities of my body and growth and adolescence.

When I see her struggle with a friendship or notice some puberty changes in her body, it is raw and real for me, and I feel again those preteen emotions.

She is still a little girl, but each day I watch the transformation occur and my tough, sometimes tomboy, sometimes princess, is morphing into a pre-adolescent. It’s hard to watch my always eager, always confident, always brave girl start to question herself and navigate the tricky world of girl relationships and insecurities.

Fortunately up to now she is active and healthy, and loves playing sports, caring less about how she looks than how strong or fast she is. But I do worry that she will fall into the real statistics that show girls decrease their physical activity dramatically during the preteen years, exercising and playing sports less than their male counterparts.

I’m not talking about girl professional athletes, or even super competitive sports, but generally they become less active, alarmingly so, during these years. This decrease has huge implications for their future health and well-being, their confidence and even increases their likelihood of engaging in risky behaviors like drugs, alcohol and risky sex when they are teens.

Research suggests that helping girls develop active lifestyles as adolescents helps them continue that active lifestyle into adulthood. Inactive adolescents are very likely to become inactive adults (Gordon-Larsen, Adair, Nelson, & Popkin, 2004; Pate, Heath, Doda, & Trost, 1996).

In particular, lack of physical activity is associated with becoming overweight or obese. This health problem carries with it many consequences for physical and mental health. In childhood, it leads to high cholesterol, high blood pressure, bone and joint problems, diabetes, sleep apnea, low self-esteem, and social stigmatization (Daniels et al., 2005; Dietz, 2004; Fagot-Campagna et al., 2000; Janssen, Craig, Boyce, & Pickett, 2004; Strauss, 2000). In addition, overweight children are likely to be overweight as adults (Field, Cook, & Gillman, 2005), meaning that overweight children are also at higher risk for developing heart disease, stroke, osteoarthritis, and cancer later in life (Office of the Surgeon General, 2010).

That all sounds super scary! But like most parents, while I care about my daughter’s future health, I’m more concerned with the right now. Is she thriving? Is she happy? Is she healthy? I want her to grow and become independent, but retain and remember the strong, playful, confident, healthy girl she is as she navigates her way through adolescence. While some insecurities are normal, I want her to focus on becoming a bold and strong person who cares about the world, not someone only focused on how she (or her body) looks to others.

So when I research what scientific evidence says about how to inspire this healthy lifestyle in my daughter, it points me right back to myself! Here are recommendations for parents (adapted from an article by the Society of Women Psychologists—Raising Strong Girls podcast series):

Model being active. Girls who are more active tend to have parents who are active and who initiate physical activity with their daughters (Robertson-Wilson et al., 2003; Whitehead & Biddle, 2008). Plan family bike rides, hikes and outings. Invite your daughter to run with you or try a yoga class together.

Make time for exercise. Many girls report not being physically active because they don’t think they have time (Kimm et al., 2006). If parents don’t make time to be active, girls won’t either. Girls may need help recognizing time to exercise, and deciding to exercise instead of other activities like watching TV.

Be creative. Girls who are overweight often report that feeling “embarrassed” about their bodies or their athletic ability prevents them from being active, especially in activities that require more body exposure (like swimming) or changing in the locker room with others. But there are lots of ways to be active. Brainstorm with your daughter activities that appeal to her like walking or jogging with the dog around the neighborhood listening to music or an audiobook.

Focus on the present. Although as a parent you may be concerned about the long-term health of your daughter, adolescents tend to be focused on the here and now. Developmentally, they tend to be less motivated by consequences far in the future.

Focus on fitness. Be wary of using appearance to motivate her, like losing weight. Although physical activity is usually associated with a host of psychological benefits, it is actually associated with worse psychological wellbeing when it is done for externally motivated reasons (like losing weight), as opposed to internally motivated reasons (like feeling good or enjoyment).

Focus on friendships. Emphasize how sports boost energy, mood and the friendships formed as part of a team. Girls report that the fun of sports is the social bonding of a team (Voorhees et al., 2005). Help your daughter find a sport that makes her smile and laugh and make friends.

Promoting the physical activity of our girls will not only help their health, but it may help parents get healthy as well. We need to support our daughters and sons on their ride through adolescence and encourage them to develop healthy lifetime habits by modeling them ourselves, because Tu Salud ¡Si Cuenta! (Your Health Matters!)

“Alcoholism isn’t a spectator sport. Eventually the whole family gets to play.”

Joyce Rebeta-Burditt

As we are in the throes of Children of Alcoholics Awareness Month, the following articles are written with the purpose to promote further awareness on the subject…a most serious subject which still exists in our communities and society as a whole.

Alcoholism is a Disease, and Alcoholism is also a Family Disease. Statistics tell us that an Alcoholic affects at least 3 other people in their lives. I contend that the Alcoholic affects all whom they may come in contact with, but none are as affected as the millions of children being raised, or raised, in a home where one or more members are Alcoholic.

Imagine growing up with addictive parents. The alcoholic, or drug dependent, family is chaotic; inconsistent, with unclear roles, and has illogical and inappropriate thinking. Children reared in an Alcoholic home are affected physically, psychologically, socially and spiritually; and they learn three unwritten rules: Do Not Talk, Do Not Trust, and Do Not Feel. And, above all, they may carry those burdens throughout their lives.

But I will talk about that more later.

I was most fortunate in my early career in the mental health and chemical dependency fields to be sent to the finest schools of chemical dependency thought. To aid in developing base level programs of drug and alcohol evaluation and treatment, the Air Force sent me to many schools throughout the United States.

None were as intense in the training as the Johnson Institute in Minnesota and the University of Utah School Of Alcohol and Drug Studies. It was at the Johnson Institute that we met and received training from the famous Verne Johnson and Sharon Wegsheider (since named Sharon Wegsheider-Cruise). Sharon and her colleagues developed the “family of alcoholism” models, and coined the terms “Children of Alcoholics” (COA), “Adult Children of Alcoholics” (ACOA), and “Intervention.” I learned that when there is an alcoholic in the family the whole family takes on alcoholism behaviors; their whole world revolves around the alcoholic. And the family members, in order to cope and survive, take on a number of roles that are very definitive and recognizable.

I also learned of another aspect of alcoholism and the family: The Fetal Alcohol Syndrome (FAS), now called Fetal Alcohol Spectrum Disorders (FASDs). I use the term alcoholism, bur remember that the same discourse holds true for addiction to other chemical substances other than alcohol as well. First, let’s look at the roles in the family.

It is estimated that in excess of 30 million children are affected by alcoholism and other substances of addiction in the family setting, and when we look at adults reared in an alcoholic home the numbers are even more staggering.

As human behavior is foremost a product of learning, so it is factual among the children of alcoholics.

Wegsheider and others have defined roles that children engage in as learned mechanisms of adapting and coping in the alcoholic family, as well as other dysfunctional families (through sexual abuse, emotional abuse, and physical abuse). The adaptive roles are usually related to their sibling position in the family (eldest, middle child, and youngest child).

The eldest child may take on the roles as a “family hero.” The family hero is usually the eldest child. This child is usually the confidant of the Non-alcoholic parent (often called the “Co-dependent”). The child in this role knows what is happening in the family, and therefore takes on a role of being highly responsible. They learn to anticipate the needs and wants of the others in the family. They learn that achievement is a means of gaining recognition and compliments.

Being the “caretakers” of the family has its down sides: The hero in his/her attempts of “fixing” the family, and fulfilling the self-worth of others (and failing to do so), often have thoughts of inadequacy concerning themselves. No amount of achievement can make the “bad” thoughts and feelings go away.

These children are often over-achievers, perfectionists, and super-responsible. They search for approval and appreciation. In summary, the family hero has feelings and thoughts of loneliness, inadequacy, confusion, and anger. They put up a wall of defenses that include working hard for approval, appearing “all-together,” developing independence away from the family, being super-responsible, and success.

Middle children in an alcoholic family may take of a role of a “Scapegoat.” The scapegoat is usually seen as the problem child. They are disruptive and act-out. Their disruptive behavior takes the attention away from the family dysfunction and demands immediate attention. They learn to be manipulative. They think and feel apart from other members of the family.

In their efforts to stay connected, however, they become further disconnected and disruptive and they develop a sense of being responsible for the chaos of the alcoholism. These children often tend to turn inward with feelings of self-pity, defiance, and hostility as they have difficulties in expressing their thoughts and feelings positively toward others. They look outside the family for individuals who will give them a sense of self-worth.

Scapegoat children are at the highest risk for gravitating toward unhealthy peer relationships and substance abuse at the earliest age. In summary, the scapegoat child has thoughts and feelings of loneliness, anger, fear, and rejection. Their wall of defenses include chemical abuse, sullenness, acting out, unplanned pregnancy, withdrawing, and development of unhealthy strong peer values.

The next youngest child in an alcoholic family may take of the role of the “Lost Child.” The lost child has often been referred to as the “flip-side” of the scapegoat. Although both roles may exhibit the same thoughts and feelings of being unimportant and disconnected, they react most differently. The lost child attempts to disconnect from the alcoholism chaos by being isolated and alone. They rarely ever need attention or create any problems, and never get into trouble. The isolating behavior is a relief from the stress of the family and the behavior complements the withdrawal.

These children are often excluded from information concerning the family. Communication with others is problematic. They often enter a fantasy world to escape the chaos around them, through television; reading, music, and the internet. Escaping in fantasy they think and feel they have control, as in the real world they are never quite sure just what is real.

The lost child had thoughts and feelings of loneliness, hurt, inadequacy, and anger. Their wall of defenses includes quietness, distance, sometimes overweight, aloofness and withdrawing.

The youngest child in a family of Alcoholism takes on the role of the “Mascot.” They are in the most protected position in the family and often have no idea of what is happening in the family. They are seen as “cute” by others, and bring humor and fun to the family. They learn early that acting out in humor, doing something funny they may break up arguments and disagreements in the family. They learn that their behavior is rewarded by the family which gives them gets them the attention they need, a sense of control, and good feelings. As a result, the mascot is often hyperactive and does anything to get a laugh. The mascot child most often has loneliness, since others know only the “clown” and not the real person. The mascot child has thoughts and feelings of fear, insecurity, confusion and loneliness.

Their wall of defenses includes doing anything to attract attention, being super-cute, fragility, hyperactive, and clowning around.

All of the roles are representative of dysfunctional and rigid method for children to survive in an alcoholic environment. At times there may be overlap with the roles being played out among children of alcoholism and if not intervened with in childhood they will progress into adulthood.

For many years Alcoholics and other chemically dependent individuals were treated in separation from the family. Facilities such as the Johnson Institute were the first ones to see alcoholism as a family disorder, the whole family needs treatment. They were among the first clinicians to begin family programs in treatment, a practice that is commonplace in treatment and counseling centers today.

Children of alcoholics have a commonality. They have learned not to talk about the family or their problems, they had learned to not share their feelings (or perhaps not even to have feelings), and they are distrustful of others. In providing help for these children recovering family members, foster parents and clinicians need to assist the child in developing trust toward them. It is only then that they may help and allow the child to be open and honest with their thoughts and feelings. They need to understand and be shown through example what a “normal” family is, with the respective healthy roles of family members. But above all, children need to be in a family setting where they have a sense of safety and security.

Next week, in Part II of this article, we will explore another area of children of addiction, Fetal Alcohol Spectrum Disorders. Until then, Stay Healthy my Friends!

BY LAUREN OLBETER

Organic gardening means gardening without using synthetic pesticides, herbicides, or fertilizers. It does not mean leaving everything to chance and using no products at all. In fact, as an organic gardener, the more assertive the better!

There are many practices and many USDA approved and Texas Department of Agriculture approved products ready to help defend against the bugs and weeds that plaque gardens.

The idea is to use a comprehensive approach to protection rather than using “one size fits all” chemicals that may do more than you want it to. You can learn before-planting practices and after-planting practices that can be employed to stop problems before they ever start, as well as which methods and products you can turn to when hungry bugs and nutrient mooching weeds show up.

As they say, an ounce of prevention is worth a pound of cure.

Prevent the spread of viral and fungal diseases with sanitation practices. Use a wire brush or running water to clean tools, stakes, or trellises before using them again.

You can even use a 1/10, bleach/water dip for spades and shears if you know you’ve encountered some microbial beasties.

Send infected debris to the trashcan or burn pile rather than the compost ben when plants have fallen prey to a viral disease.

You will know that is the case when you see mosaic shaped blotches or sharp edges to yellow spots, basically, any oddity than can only have occurred from within rather than an outside source.

Plan to rotate crops in your vegetable garden. Just moving a crop five feet over will separate it from the disease and/or bad nematodes that may lie in the soil from the prior year. What harms brassica vegetables will likely not bother a root crop. You may also want to consider staking, caging, or trellising to reduce rot as well as save space.

Also, remember that moisture spreads spores of diseases from one plant to another, so weed, sucker plants, and pick produce while dry.

Knowing your garden and what challenges face your selection of herbs, vegetables, or ornamentals is the key to planning adequate, organic pest management and properly preparing the soil.

Know what pH level and specific nutrients your plants grow best with and select compost types accordingly.

Once your garden is growing, check for signs of trouble daily so that you can address any malady before it is beyond control.

Be aggressive, don’t let the problem worsen, find the name of the cause by checking with your local extension office or simply using search engines.

Once you have identified the culprit, you can find a matching remedy that will help your garden continue to thrive.

– motherearthnews.com/organic

– http://aggie-horticulture.tamu.edu/smallacreage/webinars/

– www.conserve-energy-future.com/organicGardening

– http://aggie-horticulture.tamu.edu/vegetable/problem-solvers/

LOS FRESNOS — “Who here is a first timer?” asked the announcer to the crowd at the Los Fresnos PRCA Rodeo last night.

In response, a lot of hands shot up.

Johnny Alaniz’s 4-year-old daughter, Khloe, dressed in a little cowgirl outfit with a pink hat, was one of those who raised her hand.

“I wanted to see if she liked it, if it was something she would want to keep doing,” said Alaniz, a Brownsville resident. “I was looking forward to her reaction. I got her all dressed up in the hopes that she would get into it.”

Alaniz is hoping the two can make attending the rodeo a family tradition, he said.

The rodeo gives the residents of Los Fresnos — and the surrounding area — something new and exciting to do every year, said Mike Todd, chairman of the Los Fresnos PRCA Rodeo.

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SOUTH PADRE ISLAND — During the best of times and during the worst of times, Assistant Police Chief Javier Garza was on duty giving a helpful hand over the past three decades.

Garza, 51, retired from the South Padre Island Police department this past week. He turned in his badge and weapon and is turning the page to the next chapter of his life.

“I really enjoyed the job,” Garza said. “I went from the dispatcher, to police officer, commander, assistant chief and even interim-chief for a while.”

When Garza joined the police force there were only 12 officers on patrol. Now, there are 28 and 13 reserve police officers on duty.

“Assistant Chief Garza played an important role within the management and security of the Island for over 30 years,” said Randy Smith, SPI police chief. “He was experienced in overseeing special events, organizing traffic control operations and coordinating the city’s emergency management plan. His experience, knowledge and dedication will be truly missed by everyone.”

This year marks the first year Garza will not be on duty during Spring Break. Garza went on official police duty in 1985 during this Island’s busiest time of the year.

“Javier’s career progressed through almost every section of the department which allowed him first-hand experience of the responsibilities required for staff and officers,” Smith said. “You can’t teach 30 plus years’ worth of experience. Having an assistant chief that knew the city, the department and knew how to lead by example was immeasurable.”

Garza said his love for law enforcement came from being a dispatcher. He said he took many calls.

While a student at the police academy Garza was a full-time dispatcher for the Island police department.

One particular call came in about a stolen truck when he first started the job. And on his way home he noticed the stolen vehicle.

He notified the police and the next thing a constable handed Garza a shotgun. With guns drawn Garza and the constable retrieved the stolen truck.

Garza said he has been very blessed to have worked for the Island and for the opportunity to serve the community on the police force his entire career.

“Assistant Chief Garza’s commitment to the city stands out most,” said Bill DiLibero, SPI city manager. “He was actively involved in every event in the city, large or small, and he had strong friendships with all of the community leaders resulting from his participation and dedication to the city.”

Garza was a first responder to major accidents and emergencies on the Island. He was there when the causeway collapsed, he was there during hurricanes and he was there when people needed help.

“Assistant Chief Garza showed strong leadership to his team of officers and dispatchers,” DiLibero said. “He set the standard for new officers as well as experienced staff in their efforts to become community leaders.”

As for now, Garza said he has turned the page to a new chapter in his life. He said he is going to wait and see what happens.

“I’m going to spend time with my family,” Garza said. “I want to sit back, relax and get ready for the next chapter in my life.”

PORT ISABEL — The Museums of Port Isabel and the Laguna Madre Museum Foundation are proud to present the “Telling our Stories” series of 2016 on Thursday, Feb. 25.

The event will be held at 7 p.m. at the Treasures of the Gulf Museum, 308 East Railroad Ave. This month’s topic will be on “shrimping” and given by Inocente Zurita.

The evening is expected to be entertaining as Zurita will give a history of shrimping with emphasis on the Port Isabel and local area. All locals and visitors are welcome to attend the free presentation. Complimentary drinks and hors d’oeuvres will be provided.

“Telling our Stories” is an educational program aimed to preserve the heritage of the city of Port Isabel and the Laguna Madre area. The program is co-sponsored by the Museums of Port Isabel and the Laguna Madre Foundation. The program is presented the fourth Thursday of each month from January through September at the Treasures of the Gulf Museum. Visit www.portisabelmuseum.com for more information.

HARLINGEN — Sparks rushed into the air as Hermilo Martinez finished his welding fabrication project.

“I did alright,” said Hermilo, 17, after turning the project in to the judge yesterday at the SkillsUSA Texas District 13 Leadership and Skills Conference.

The Weslaco High School junior has been welding for two years and spent the past month preparing for the contest.

“I just practiced on pipe,” he said.

Hermilo was one of more than 3,000 students from throughout the Valley who competed in the two-day event at Texas State Technical College.

The event was going well, said Amancio Rodriguez, advisor to the SkillsUSA District 13 Board of Directors.

“I believe it was successful because of the hard work and the collaboration between high schools from the Valley and TSTC,” he said.

“We had professional judges come in from the industry.”

The events focused on skills students could continue to study after high school and even take in the workforce, Rodriguez said. The competitions included science, criminal justice, web design and engineering.

Rodriguez is also an Edinburg SkillsUSA advisor for the manufacturing program. He brought students to compete in four welding events.

Ezequiel Gutierrez, welding inspector for Palmer Steel Supply in McAllen, carefully judged welding projects spread across two tables.

“So far so good,” he said with a slight nod, still looking intently at the fabrication welding projects.

He’d already judged the welding applications projects at the other table.

“They’re not that bad,” he said. “They are beginners. They have potential.”

A very different kind of competition called Quiz Bowl tested students’ general academic knowledge.

The students from Grulla High School felt they did very well in both the Quiz Bowl and two other events.

“We answered most of the questions and we advanced to state,” said Monica Lopez, 17, who’d competed in Quiz Bowl along with four other students.

One of the questions in Quiz Bowl tested her knowledge of the Tenth Amendment, which states the federal government only has those powers delegated to it by the U.S. Constitution. The individual states have all other powers.

“We prepared for months,” she said happily, dressed in a red jacket. “We gave it our best.”

With so many students advancing to state by testing their knowledge and talent, it’s apparent they all gave their best through long hours of practice.

MORE ABOUT IT

The individual events in the SkillsUSA Texas contests are listed under National Demonstration Contests, Occupationally Related Contests, Leadership Development Contests, Skilled and Technical Sciences Contests and Student Job Exhibits.

Beneath those titles are individual clusters. For example, within the category of Occupationally Related Contests is the Human Services cluster. Within that cluster are such contests as the government and public administration. That cluster also includes law, public safety and security.

The Leadership Development Contests includes extemporaneous speaking, prepared speaking and quiz bowl.

Within the Skilled and Technical Sciences Contests category are the competitions for architectural drafting, 3D imagining and animation, and welding.

HARLINGEN — It’s a social statement of sorts.

Local artist Roberta Lee, whose works are on display through the rest of this month and part of next at the House of Frames in downtown Harlingen, admits her art is about emotions and color.

But one of her concepts — the patchwork people — is an effort to show the universality of mankind.

“It’s my one and only social statement,” Lee said. “Stop looking at people’s colors.”

Lee said the patches represent our experiences — the first day of school, our first love, our first heartache — but all had at different times.

“Why couldn’t people see each other as members of the same species, different, but the same with each having their own unique characteristics, individuality and diversity,” she said.

Lee described people as patchworks of genetic information, combined with environment, experiences and happenings.

“What a unique way to express the oneness of sameness of mankind, but also the diversity that crazy or patchworks people would exemplify,” she said. “And, so the patchworks people theme developed.”

HARLINGEN — Roberta Lee gazed around the room with a smile on her face.

Much of the colorful and vibrant art hanging on the walls, sitting atop display cases and on tables, was hers.

Lee, who has lived in the Valley for more than 40 years, admits none of the works on display is her favorite. In fact, she has no favorites.

But, it’s obvious her passion consumes her through paintings, mosaics and other works of art. She wants others to see and enjoy each and every piece she has created. In her eyes, that’s what art is all about.

“I want people to enjoy these works,” she said. “These are all my babies and they need to be exposed and out there for others to enjoy and appreciate.”

Comments about her art are relatively consistent.

“People tell me mine is fun and happy,” she said about her colorful art. “They say it makes them feel alive and happy.”

That’s also how some would describe Lee herself.

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