We have found some of the best wedding cakes and toppers that fit well on your Big Day.

1. Here is a cake that inspired by a Philippine culture. The hut and the cow. This is so cute.

2. A beautiful centerpiece. How romantic

3. Love is in the air. How about a hot air balloon concept.

4. A very simple wedding topper. This is just a printout and some string for the love banner. If you're in a tight budget this is one way to do so.

5.  A beautiful couple topper. This is a well handcrafted piece.  

6. This is a very classical topper and a unique way to celebrate your wedding. A 3 pieces cake. One for the groom and one for the bride. 

(Photos credit to owner)

If you want to submit articles, poems, love stories, love letters, write ups you like to share to us and to the world. Kindly email us at We will email you back once it is up on our site with credits and feature you as the author of the month. Continue supporting Thank You my Loves! ;) 
 DISCLAIMER:Some of the photos, links, articles are not owned by the site, and/ or not being stored by the site.Comments are views expressed by the readers. may not be held liable for the views of readers exercising their right of freedom to express.If you think we should remove those aforementioned elements due to copyright infrequent, feel free to tell us, and we will comply.


Are you looking for a wedding gown that is a classic design that will make you more beautiful and sophisticated? 

Here are some of the gowns that you might like to wear on your Big Day.
(Photos are credit to owner)

If you want to submit articles, poems, love stories, love letters, write ups you like to share to us and to the world. Kindly email us at We will email you back once it is up on our site with credits and feature you as the author of the month. Continue supporting Thank You my Loves! ;) 
DISCLAIMER:Some of the photos, links, articles are not owned by the site, and/ or not being stored by the site.Comments are views expressed by the readers. may not be held liable for the views of readers exercising their right of freedom to express.If you think we should remove those aforementioned elements due to copyright infrequent, feel free to tell us, and we will comply.


Most of us think we know a lot about relationships and that what we believe is true. But do you really know as much as you think you do?

Here’s a fun way to find out. Take the following quiz.

The Love Doctor’s Relationship IQ Quiz


Many beliefs about love and relationships have been ingrained in you since your youth. You’ve picked up impressions and ideas from movies, television, and books. You’ve been influenced by your family life growing up, how your parents interacted, and by observing the ups and downs in your friends’ relationships.

And you’ve probably learned a thing or two about love firsthand. Your former marriage or long-term relationship, and its demise, will always be at the back of your mind—and you may still cringe when you recall those one or two relationships in your life that sizzled and then quickly soured.

You may have read self-help books, listened to relationship gurus, gathered advice columns, or replayed tips from popular daytime talk shows. You may have done everything possible to learn about relationships, but the problem is, most of the tips and advice that are out there and repeated as fact are, in actuality, firmly rooted in fiction.


Is hanging on to beliefs that aren’t supported by science really that bad?

In short, yes! Clearing out those dusty old cobwebs and misconceptions about relationships makes dating so much easier. By learning what relationship research tells us about how men and women relate, behave, and think, you can approach dating and relationships with fresh, unbiased knowledge.

This is important because when you stop buying into the myths, you’ll have more realistic expectations. You’ll be able to see potential partners for who they really are—rather than who you thought they were going to be. You’ll be less frustrated and more likely to find a partner who’s a “good fit” for you. And you can stop being swayed by what other people tell you romance is supposed to feel like, or how you’ve found it to be in your past relationships.


FORGET EVERYTHING YOU THOUGHT you knew about dating, divorced singles, and post-divorce life. This chapter is all about how to change your beliefs. In this step, I’ll reveal the eight most surprising myths about dating, relationships, and the opposite sex from my long-term EYM study and other leading research studies on dating and divorce— information that will completely change how you view relationships from this moment on.

For example, did you know that at the beginning of a relationship, your brain makes it nearly impossible for you to see your partner’s faults (even though you’ve heard that first impressions are always right)? Or that men, not women, are more likely to fall in love with someone who doesn’t love them back? In this chapter, I’ll dispel and debunk relationship myths with science and facts you’ll be able to use whether you’re out in the dating world or in a new relationship. You’ll see that simply shedding your old beliefs—and your expectations about how a relationship should be—is the first step to finding that special someone and forming a healthy and long-lasting relationship.


Why Even Try?

Without a doubt, your marriage is worth saving!

Though all marriages can’t be saved, divorce does not typically solve personal or relational dysfunctions. For couples with children, it is important to understand that research validates the fact that most children do not want their parents to divorce, in spite of their parents’ arguments and basic problems. In fact, one of the number one fears of children in the United States, ages 4 to 16, is the fear that their parents will divorce.1
Dr. Judith Wallerstein, a psychologist and one of the nation’s premier divorce researchers, conducted a 25-year research study following 131 children of divorce.

She states:
Twenty-five years after their parents’ divorce, children remembered loneliness, fear and terror! Adults like to believe that children are aware of their parents’ unhappiness, expect the divorce and are relieved when it happens. However, that is a myth; and what children actually conclude is if one parent can leave another, then they both could leave me.


A marriage crisis typically occurs when an unusual amount of stress or unresolved conflict causes the level of anxiety to become too intense for the couple to manage. As a result, anger, resentment, dissatisfaction, frustration and hopelessness take control of the relationship. The couple typically continues the negative interactions—or disengages completely from one another, and the relationship shuts down. I call this the boiling point or marital meltdown in the marriage. It is usually at this place in the crisis process that a couple calls seeking help from a counselor, minister, friend or family member. Some counselors define a marriage crisis as a marriage where one or both partners desire to end the marriage.

Every day, you’re faced with a broad variety of challenges and trials. Individuals and families are
constantly exposed to news about natural and man-made disasters such as domestic violence, terrorist
attacks, abuse, rape, workplace accidents, crashes, military conflicts and weather-related disasters.
According to statistics, there are approximately 36 million reported crimes and crime victims each
year in America. The emotional, physical and spiritual responses that follow a crisis are often more than most people can manage alone.


Input From Family and Friends

If your family or friends recognize that you have a problem that needs addressing, pay attention.
People outside your marriage can often spot a serious problem before you can. Family members
and friends often have intuitive hunches or become concerned about your relationship based on behaviors
or attitudes you may manifest. Listen carefully if someone says, “You guys need marriage counseling.”

Children’s Behavior
Another indicator involves your children. Their behavior can often provide a barometer of what is occurring inside a home. You and your spouse may believe that the current level of interaction and health in your marriage is okay and just the way it will be, but your children may sense that something is wrong and needs to change. Young children often react to marriage problems through abnormal behavior. They begin
to act out at school, around friends or even at home. The same is true of teens, who will often react to trouble at home by becoming involved in activities or with people that are out of character.

Teens typically attempt to deal with the stress of an unhealthy marriage in unhealthy ways. Teen behavior and attitudes often provide a means of medicating their pain.


Problems in marriages can range from minor to serious to crisis-level, with each demanding a different kind of help.

The following examples illustrate how wide-ranging marriage problems can be. It’s important to realize that help is available at all levels and can turn even a hopeless-looking situation around in a radical way.

Minor Problems: Joe and Mary aren’t communicating like they used to. They disagree often about how to discipline their kids, and they spend less time together. Finally, they recognize the need to refresh their marriage and attend a marriage seminar together at church. At home, they begin to find success implementing the tools they developed.

Serious Problems: George and Martha are either fighting or withdrawing, and George has threatened several times to leave. It becomes clear to both of them that their marriage will not survive without making it a priority to learn to relate in healthy ways. They seek out and find a Christian counselor; and after repeated visits, learn to break their destructive patterns.


Every marriage experiences problems. No matter how long you have been married— whether one year or 40 years —you will have problems. Marital problems can be extremely intense and painful, and those hurts can cut deeply and last a very long time.

The pain caused by someone you care about as much as your spouse may be very difficult to deal with. Most of us have preconceived ideas about how our spouses should treat us. We expect mistreatment from other people, but not from our spouses. Just remember that as human beings, we often think, feel and behave in ways that are hurtful, even toward those we love. Flawed people treat each other in flawed ways; so no matter how much we care, we’ll sometimes hurt each other.

Your marriage isn’t doomed because you hurt one another, have difficulty communicating or have disagreements over important issues. Couples have been experiencing and solving problems on their own—beginning with Adam and Eve, and continuing to this day. The more experience and maturity a couple develops in a marriage, the more success gained in managing and solving problems.


To focus on a project, your child must feel “safe” to dig into materials and really explore with his work. It is not necessary to make major changes in your household to make it a place where meaningful learning experiences can occur for your child, but there are questions for you to consider.

1. How can I provide an environment for learning?
Where is there enough space in my home for my child and me to work together? Will I be comfortable working on a 12-inch wooden chair alongside my child? Where will my child have a surface to write, draw, paint, and use materials like clay?

2. Where will I get materials for my child to use?
Will buying supplies for project work be expensive? What kinds of things do I need to collect? Will I need to go somewhere special to get the materials we will use?

3. How can I store materials for projects and other forms of meaningful learning?
Where will I keep paper, clay, and books about project topics? Where can ongoing work be stored so that it is safe from siblings, vacuum cleaners, or the dog? Where can materials be stored neatly and safely, but so that they are still accessible to my child?


There are many reasons why a person has participated in this act. In many countries, a child’s parent will agree to arrange their child’s marriage with a certain family when they become of age because they have a mutual relationship with each other and they want to keep their bonds for a lifetime. On the other hand, some people who have the interest living abroad think of fixed marriage as the easiest way out to get their papers done and leave the country.
So the big question is: To Do or Not To Do? No offense but I really think that it  is a deal arranging with what we call “Quid Pro Quo.” Simply as, I need something from you and you need something from me. When did marriage become an exchange of service or goods? Marriage is a very sacred sacrament and fixing it with the absence of mutual love  for each other is a different story.
I had a cousin who was a U.S. citizen and agreed to get married to a guy who had no residential papers, because she simply just can’t afford a luxurious lifestyle. She needed the money to continue on paying for her bills and other miscellaneous expenses. Though it was no strings attached, it’s kind of awkward to admit that she was providing service in exchange of goods. She was given a down payment just to agree on pursuing the arrangement ($15,000.00 it was). Then every 2 weeks she gets a portion of the guys paycheck as an agreement of getting the fixed marriage until 5 years when the term has completed. But the overall cost for my cousin is that she had to be binded with him for 5 years prior to filing for divorce. Then she’ll be free from him again.  Her fixed marriage has its own price. What will yours be? How far will you go to fulfill what you want or what you need? Is fixed marriage the only solution you have? There’s a saying, ” Where there’s a Will,there is a Way” and I don’t think that fixed marriage is the path to do it.
Tell us what you think? Will you take part on a fixed marriage or find your one true love by yourself to marry. 

If you want to submit articles, poems, love stories, love letters, write ups you like to share to us and to the world. Kindly email us at We will email you back once it is up on our site with credits and feature you as the author of the month. Continue supporting Thank You my Loves! ;)
 ----------------------------------------------------------------------------------------------------------------------------------------------------------------- DISCLAIMER:Some of the photos, links, articles are not owned by the site, and/ or not being stored by the site.Comments are views expressed by the readers. may not be held liable for the views of readers exercising their right of freedom to express.If you think we should remove those aforementioned elements due to copyright infrequent, feel free to tell us, and we will comply.


If you are in a relationship or planning to get married, what do you prefer? 

Sexual Intercourse according to the bible is sacred, also marriage. 

Before we go further, let us know what does Sexual/lovemaking/intercourse means.

What is sex?

A lot of times people use the word “sex” when they mean having sexual intercourse. There’s actually a huge range of things that people do that don’t involve intercourse. Some things have a higher risk for pregnancy or infection, so it’s really important to understand the risks so you can decide if a certain activity is right for you, and if so, how to protect yourself. 

It is a way of making love to your partner. It can also be associated with lust.


You’ve heard about the brain research and are thinking, “Am I doing all I should be doing to help my child be as smart as she can be? Should I be playing Mozart or buying computer programs?”

Your David is having difficulty with reading and writing and doesn’t seem to care. The teacher says to do more reading and writing at home.

School was a challenge for you. You don’t want it to be a challenge for your child, but you don’t know how to do things differently than the way you were raised.

You are beginning to feel like your child’s chauffer. You take your child from sports to dance class to clubs. Dinner together is at McDonald’s, and the most talking you ever do is when driving in the car.

You are a grandparent who would like to do more with your grandchild, but you don’t know how you might make your time together more meaningful.

Parenting Challenges Today
No matter your income or educational background, being a parent isn’t the same as it was in the past. And being a child isn’t the same either. Today’s schools are often competitive and dominated by tests. A wealth of new information about the brain is telling us that the experiences we provide our young children shape their
intelligence. Should you be teaching your child French at age 4? Signing your child up for another class? You know too much TV isn’t good for children, but what do you do after you turn off the TV? Is this what raising children is all about? Isn’t having kids supposed to be more fun than this?

In our experiences of being parents and in working with children and families, we meet parents with questions like these all the time. We also see parents everyday who love their children and want the best for them but who may not be making the best choices about experiences for their children or spending their limited time together in the best ways.

In our work as educators and in our own parenting experiences, we have come to recognize that in-depth engagement in learning reaps enormous rewards for the growth of children’s knowledge and skills.We have also found that those times when we are involved in projects with our children—when we are exploring, learning, and talking about real things of great interest to our children (both our own and those in our care)—to be immensely satisfying to us as adults.

Yet increasingly the times when children are truly engaged in learning and discovering are not occurring at all, or they are occurring when the child is with adults outside the home. For some families, learning has become something that happens at school or in a class or with “professionals.” Classes, such as museum classes, can be helpful to children when there are specific skills and knowledge that they are ready and wanting to learn. However, there are many other productive ways for children, especially young children, to learn. For many parents today, the parenting role has become custodial: dress and feed them, transport them, and become their cheerleader. Although these tasks are necessary and beneficial, they are not all that parenting can be.
As parents, sharing project work with our children has enabled us to meet many parenting challenges. Through project work we have had something meaningful to talk about with our children. We have a vehicle to teach them what we value and at the same time create strong bonds between us.

What Is a Project?
A project is an in-depth investigation of a topic that is interesting to children. In families, projects are what children are “in to”—what gets them excited and what they like to talk about. Projects involve hands-on investigation, finding the answers to questions, reading about the topic (or being read to), visiting sites or places, and talking to other people (adults and children) who know something about the topic.
Projects also involve documentation—collecting information and preserving the experience by writing about it, taking photographs, or videotaping. As parents, we have experienced projects with our children. One of us, Judy, has vivid memories of the summer of the caterpillars, when her children were immersed in collecting, studying, and observing the metamorphosis of a number of caterpillars. The project involved trips to the library, studying plants and leaves, and learning about how to care for the caterpillars.

Sometimes these projects become lifelong pursuits and hobbies. They become part of the family tradition. There is the “band family” whose interest in music blossomed into the whole family’s involvement and support of music and probably— we don’t know yet—into a career in music for a child. There is the “baseball stadium” family whose interest in stadiums turned into a project to “collect” major league stadiums by visiting them on summer vacations. In the Helm family, the girls developed a strong interest in pioneers, including pioneer clothes and toys. As they became readers this interest was fueled by the Laura Ingalls Wilder books. When a discussion began on where to go on vacation, they wanted to see the Wilder historical sites. A few years later, as the interest continued, the whole family participated in a re-creation of the Oregon Trail experience where everyone learned about the history of the West as well as how to churn butter and make pioneer crafts. Not all projects are extensive investigations. Some projects are short-lived, lasting only a week or so. One of the joys of childhood should be the opportunity and time to explore many interests and experiment with learning about different areas of knowledge and different skills. In this way children learn what interests them and what they are good at doing. This “sampling process” provides a depth of self understanding that enables informed selection of subjects to study in high school and eventually to career choices that promise to be satisfying. One of Judy’s daughters had an intense but short-lived interest in rockets. However, her other daughter’s interest in early America became a quilting project that turned into a lifelong interest, bonding grandmother and grandchild.

What Is the Project Approach?
The project approach is a method of investigating a topic by a group of children. It is an “approach” to teaching. Interest in the project approach as a teaching method has increased because the learning that occurs during projects is consistent with what we know about brain development.

The project approach provides a structure for teachers to follow when guiding children’s project work. About 15 years ago, Dr. Lilian Katz, from the University of Illinois, and Dr. Sylvia Chard, from the University of Alberta, developed the steps of the project approach. It is not a new way to learn. The project approach has been around for a very long time. You may have heard of other kinds of project work that teachers use such as “service learning,” which involves children in community projects, or problem-based learning (often referred to as PBL). These methods are usually used with older children. In fact, PBL and case studies are used by many medical schools and especially by the Harvard School of Business.
A major characteristic of project work is the nature of children’s involvement in the process. We talk about project learning as being engaging and meaningful. You can tell that learning is engaging when children are intensely interested in an experience and show enthusiasm for a project. They ask questions and discuss what they are learning, revealing a high level of knowledge for their age. Children come to project work eagerly and work long and hard. They often talk about the topic when they are not working on the project. You can see that learning is meaningful when children connect what they are learning to other facts they already know;
incorporate new skills such as reading, writing, or using numbers in their study of structure of the project approach, they then take the techniques (such as how to help children ask questions or how to help children do observation drawing) and integrate them into the rest of their teaching. In the same way, we expect that once you know how to follow the structure of the project approach, you will branch out and use bits and pieces of the project approach throughout your interactions with your child. By doing projects with your child, you will get ideas and develop skills to support learning in a variety of ways throughout your family life.

What Happens in Project Work?

In project work children study a topic of interest for a long time. The topic comes from the children’s interests. In the Helm family Caterpillar Project, for example, the children found a caterpillar in the yard and were curious about it. Their interest and questions stimulated discussion and exploration by the whole family, and soon caterpillars were a big part of their lives that summer. Even very young children develop interests and preferences.

When children are involved in a topic, they learn a great deal about it, often at a level higher than many adults would expect for their age. Sometimes children will develop knowledge and skills that surpass those of adults. We have all had the experience of being awed by the enormous amount of knowledge a child might
have about something of great interest to him, such as dinosaurs or cars.

In projects children learn to use a variety of ways to find answers to questions, a  skill that will be very helpful in later life. The adult does not become the “teacher” of the children but a learner with the children. After children have experienced several projects, they will have many ideas about how to learn and will make their own plans with an adult’s help.

Some of the ways children learn to find answers to questions include traditional resources like books and talking with “experts”—adults or sometimes older children who know a great deal about the topic. Other ways may be new to you, such as helping children do investigations on field-site visits. For example, a child who is very interested in cars might be taken on a trip to a car dealership where the parent and child look at many cars and compare their features. The children plan questions to ask adults and have specific tasks for the trip. Children make field notes and sketch and draw on-site. In a project on sewing, a trip was made to the fabric store to investigate fabrics.

When children come home from the field-site visit, they may want to make models, build structures, or create play environments using what they have learned. The play environments help them sort out what they are learning. For example, the visit to the auto dealership might result in the child using blocks and toy cars
to create her own dealership and garage where she can pretend to play the role of salesperson or mechanic. One of Judy’s children made an apple orchard out of blocks, toy cars, and construction paper after a visit to an apple orchard. Project work often results in a trip to the library. In the Caterpillar Project, the children checked books out of the library. They visited the caterpillar exhibit at a nature center and talked with the park ranger about how to hatch caterpillars. They also got a great deal of help from neighbors who had hatched caterpillars in the past. Notes were kept on the progress of the caterpillars, and the children made their own caterpillar book. This project provided significant motivation for the children to use “school skills,” such as reading and writing, and to practice these skills in a meaningful way.

Project work can also be carried out with toddlers. They will not be able to ask questions, but an adult can observe what a toddler finds most interesting. A toddler may stop and look closely at something on a walk (such as a leaf), or carry something around (such as boxes or a ball) or become excited when she sees something (like a train).

If a toddler sees photos or pictures of trains in a book, she may point to them and use first words. These are signs of interest. The adult may then respond by providing more experiences related to the topic, such as taking the child to watch a train go by, checking train books out of the library, or providing a toy train to
play with. When a large box is introduced, the toddler may pretend it is a train and want to play in it. During the pretend play, many new “train words” will be used, and the playing will show, or represent, what the toddler has learned about the topic.

Another feature of project work is that children do their own problem solving, with adults helping to structure problems and assisting in finding solutions and resources. For example, in the Caterpillar Project, Judy asked the question, “What should we feed the caterpillar?” This led to the children thinking about how they could find a solution to that problem. For young children, much of the problem solving occurs as they try to “represent” their learning—through making models, building structures, or creating play environments.

Drawing and sketching are also features unique to project work. Children draw what they are seeing (even 3-year-olds draw). The purpose of drawing is not to create artists but to develop a way of looking closely at items and artifacts. When a child draws a caterpillar, he must observe very closely and notice the shapes, how parts connect, and what is different about different caterpillars. In project work, we talk about “drawing to learn.” When children draw and then a few weeks later draw the same thing again, we see that the drawings reveal how much children have learned during the project. Other ways that children record their learning are project books, murals, artwork, constructions, and journals.

Toddlers are unlikely to do much drawing, although some do begin at this age. However, as in the train example above, toddlers do show their understanding through pretend play and through learning words related to the project. By listening carefully, the adult can make a list of “train words” that the toddler understands by observing the toddler’s actions. For example, if the adult says, “Where is the caboose?” and the child finds the caboose, she shows that she knows the name of that train car. Another list can be made of the words that the child says. Writing down the date when a toddler appears to understand a word and the date when the toddler says the word is an easy and fun way to capture the toddler’s growth in understanding.

In classrooms where the project approach is used, there is a culminating phase when the project comes to a close. In family projects, the topic is more likely to taper off. We feel it is important for a child to “finish off ” projects so that there is a sense of closure and accomplishment and so the child can see himself as a competent learner. This helps the child develop a self-image of competence and confidence.
It is a healthy way for children to develop self-esteem. For example, making a book  about caterpillars summarized what the Helm children had learned about them. The book was then taken to school, shared with grandparents, and added to their bookshelf. Since a project may evolve into a lifelong interest, we encourage you to periodically make opportunities for children to stop, reflect, and share what they have learned.

How Will Project Work Benefit My Child?

Project work provides meaningful learning experiences for children; that is, it contributes to their intellectual development and has a long-term positive effect on attitudes and beliefs about learning. Project work provides a context and a reason for your child to develop academic skills such as reading, writing, using numbers, and thinking scientifically. Because your child is so interested in learning more about the topic of the project, he begins to see reading, writing, and arithmetic as valuable skills.

Reading, writing, and arithmetic are all skills that require frequent practice to perfect. Research has shown that the more children read, the better they read. The same applies to math. You may have had the experience of becoming “rusty” in using certain math skills when you haven’t used them for a period of time.
Although we are not saying that project work will provide all the reading, writing, and arithmetic practice that children need, especially in the primary grades, it certainly goes a long way toward providing a positive and enjoyable way to get that practice done. Project work supplies motivation for your child to sound out words,
to get meaning from words in a book, or to use numbers to solve problems. Instead of the drudgery of drills and worksheets, your child practices these skills in the process of using them as tools. This is similar to the role that these skills play in our adult lives.

Children are born with dispositions to be curious and deeply engaged in making the best sense they can of their experiences. One of the important features of good project work is the support of these dispositions (or attitudes) because children are encouraged to take initiative and accept responsibility for what is accomplished.We talk a lot about the development of dispositions in project work (such as a positive
attitude toward reading) because we feel that they are important to lifelong attitudes toward learning and have a significant effect on children’s motivation to achieve, to continue to learn, and to seek higher education.

Although you often cannot control the experiences your child has in classrooms, you can control the experiences that she has in your home. Dr. Lilian Katz maintains that young children have powerful inborn intellectual dispositions—to make sense of experience, to learn, to analyze, theorize, hypothesize, make predictions, and so forth. In the primary grades, children’s experiences in school sometimes stress learning a single right answer, extensive drill and practice, and memorization. Ironically, when children reach middle school and high school, they are introduced to research and project work that requires them to analyze, theorize, and hypothesize. Teachers often struggle to reawaken these dispositions in older students.
It is these intellectual dispositions that we encourage you to support within your home, especially if this support is lacking from your child’s educational experiences.

Intellectual dispositions are stronger in some children than in others. The development of dispositions is very individual. It is difficult for teachers to know the dispositions of each of the 20 or so children in her classroom. It behooves us as parents to know our children and support these vital dispositions.

Along with the development of your child’s intellectual dispositions is the importance of the development of a sense of competence and self-esteem. The development of self-esteem is important to your child’s success in school and in life. We all know adults who have skills and knowledge that they do not use or opportunities
that they have missed in education or in their careers because they lacked self confidence.

Many parents are concerned about their child’s self-esteem because studies have shown it is related to resistance to alcohol and substance abuse, teen pregnancy, and gangs in the teen years. Yet the development of self-esteem does not come from constantly telling your child how special he is. A child quickly figures out that you are his parent and of course you think he is special. Self-esteem comes from the development of competence and resiliency, the confidence that a child has in his own skills and abilities to overcome adversity and to do well. Project work provides opportunities for your child to build that confidence.

Children who do project work also develop a healthy appreciation for the knowledge and skills of a variety of adults and what they contribute to our society. For example, as your child learns how the car mechanic keeps people’s cars running or how the grocery store manager makes sure that food is on the shelves for customers to buy, he begins to understand the concept of having a job and contributing to the welfare of
others. Appreciation and understanding of the value of others is a basic understanding that your child needs to function well in a democracy.

In addition to all the other benefits, we believe that projects can enable children to strengthen their capacity to wonder—to experience awe and appreciation—especially of our natural world. In our busy lifestyle, children are seldom given time to just sit, appreciate, and wonder about what is around them. When children’s lives are constantly programmed and they are involved in activities where they primarily receive what others decide they should receive, they do not have opportunities to contemplate, to find joy in using their minds, or to think about complex topics such as life, growth, and death—the cycles of the world. As educators who have experienced many projects with children, we have continued to be inspired by the
joy and the complex thoughts that children reveal when they “discover” such miracles as the emergence of a plant from a tiny seed, or an egg hatching, or a machine that comes to life and moves. In project work, your child can have experiences that will connect her to her world and the people in it in more meaningful ways than just learning knowledge or developing skills. Although as educators we tend to talk about benefits of project work as growth in knowledge and skills, as parents we want to also emphasize what we have observed in our own children—the development of a heightened awareness, a connectedness to the world, almost a child spirituality that becomes a foundation of resilience as our children mature and face some of life’s major challenges.


1. You need to know that, over the years, happiness creeps up on you. You realize one day that you’re eighty years old and still madly in love with him. Though he’s a wacko on football.

2. You need to know that research shows martial satisfaction rises when the kids hit the road.

3. You need to know many long-time married couples are wildly incompatible. They just agree to love each other, differences and all.

4. You need to know there is life after soccer practice, football games, proms, and college entrance exams. Like pets.

5. You need to know you’ll be tempted to ruin a professionally decorated living room with two La-Z-Boys.

6. You need to know you can now shop at all the places you couldn’t afford when you had college tuition payments.


There are many myths about wedding. 

Bride should wear a white wedding dress. But you shouldn't wear a white wedding dress if you're no longer a virgin or if you are married before. 

Nowadays, there are several popular colors for the wedding dresses. The most popular color of wedding dresses today is off white or ivory or in blush/baby pink . 
It is traditionally chosen to wear white to imitate the color of Queen Victoria's dress when she married Albert in 1840. (If you want to know who is Queen Victoria, you might like to watch a movie named after her.)
But prior to that time, it was mentioned in several sites that wedding gowns even before Queen Victoria's era, that wedding dresses are in silver or red.


The Ceremony:

If you are planning a ceremony that is for a second marriage, be sure to check with your clergyman or officiant to determine if there are any rules or restrictions for remarriages of divorced people.

The following are different case scenarios regarding bride and groom’s second marriages:

·                   Bride’s first marriage and groom’s second:
Everything normally remains close to tradition. The ceremony may be as formal or religious as you would like.

·                   Bride’s second:
A semiformal or informal wedding is chosen. Only close friends and family members are present. The exception is if the bride has never had a large formal wedding before or has no children.

·                   Bride’s second but groom’s first:
The groom’s parents may opt to host the wedding or the couple may chose to pay for it themselves.

·                   Both the bride and groom’s second:
Its best to have a semiformal or informal wedding. There should be a maid (matron) of honor but no bridesmaids. The groom should have a best man and only several ushers if they are needed. If so, the ushers don’t need to stand at the altar. You may want to involve children from previous marriages, depending on their ages.

Invitations and announcements:

If you are inviting 30 or more guests besides your closest friends or relatives, you should send printed invitations. Usually the person who is hosting the ceremony and reception should issue the invitations. The wording will depend on your individual situation. If you are planning to have a small ceremony but a large reception, a formal invitation should be sent to all guests with a ceremony card included for all guests invited to both the reception and ceremony.

Gifts are not expected for a second wedding but if you should receive any, you should send thank- you notes. Remember, it is not proper to indicate “no gifts” on the invitation.

The Wedding Dress:

What type of dress you chose to wear will depend on the formality of the ceremony and the time of day. You may wear white but you could also chose ivory or something in a pastel color. It could be an ankle or mid-length dress or suit. Do not wear a veil which is a symbol of virginity. Instead wear a wreath of fresh or silk flowers or a hat. You may want to carry a bouquet, a decorated prayer book or a single flower.

The Reception:

The reception can be of any size or style you wish. You may still toast with champagne, cut the wedding cake and have a “first dance”. However, first time wedding customs like tossing the bouquet or garter should be omitted.

Including children in your wedding:

You and your groom will need to discuss your feelings and thoughts on children from previous marriages role’s in the wedding. Remarriage of a parent is difficult for most children to accept. If the children choose to be involved, you should include them in the wedding plans from the beginning. They should feel like that are active participants in the planning, decision making, and shopping.

Wedding Date:                                                                                                Number of Guests:_                            Rehearsal Date:_                                                                                                                                          



Home Phone:
Work Phone:


Bride’s Parents:

Groom’s Parents

Bride’s Attendants:
Home Phone:
Work Phone:
Matron of Honor:

Maid of Honor:






Junior Bridesmaid:

Flower Girl:


Groom’s Attendants:
Home Phone:
Work Phone:
Best Man:










Wedding Vendor Worksheet

Wedding Consultant:


Ceremony Site:



Other Musicians:




Bridal Attire:


Attendant Attire:

Reception Site:





Reception Musicians:




Travel Agent:

Rent Equipment:

Special Equipment:

Guest Book Attendant:

Gift Attendant: