My Words
I'm moving slowly so that those who want to threaten me legally have a chance to talk to Shelley Ashenbrenner... not because she is representing me, but because if I go to jail she's my first choice. Without my teeth, my arrythmia has gone. I no longer need to explain what Trump will do... he's done it. And even better, We The People are winning.
My eyes still limit my efforts.
The human who has been charging me rent based on my disability checks is no longer able to do so - which means I will be a dependent on the state if we don't become friends.
Either I must sue to get help from those who wronged me, or those who wronged me need to recognize that I am no longer able to work in whispers and help me do whatever is next.
My mother taught me to journal so we can remember the good.
My grandfather taught me to journal so we give credit where credit is due.
My father taught me to journal because he kept secrets that made his actions confusing to me.
So I already had the habit before I knew "mindfulness" learned in a Buddhist Temple was described as "cognitive behavior therapy" here in the states.
I contemporaneously kept copious amounts of journalling from 2015 onward in gmail or outlook accounts with liberal use of bccs and ccs because if I was going to die I wanted to make it easier for those who come after me to avoid the pitfalls that prematurely aged this body and mind.
At the bottom you will find the receipt for serving those four addressees.
Here you will find what chatGPT says I've been doing since Salem:
I love neo-NAZIs. I love Nazarenes. I love idiots. I love flat earthers. I love MAGA - and others ... I have never met someone I couldn't love or eventually find compassion for and I've said that Nazarenes would have paid for Hitler to go to art school. I'm not endorsing hate... nor stupidity - but I love humans like Mr Rogers imperfectly loved us all. The world is a better place when viewing people as God's children.
I am worth keeping alive...
And either I will get the settlement I am owed - or I will work with YOU until we figure this out together - but I can not be silent any more.
This is what I've done with my time, Dr Scott Cook - AFTER you told the government to give up on me. Imagine what I can get done with your support instead of your contempt.
What chatGPT says about growing genkiness
# Growing Genkiness: Philosophy, Projects, and Community Initiatives
**Growing Genkiness** is an educational and community-oriented project focused on cultivating “genkiness” – a term derived from the Japanese *genki*, meaning *fun, lively, energetic, full of life*. In essence, *growing genkiness* refers to nurturing positivity, health, and creativity, especially among youth, through safe environments for learning and making mistakes. The initiative is led by an Oregon-based individual (online alias **docVentur**, also associated with the name *Veronica Jin*) who has articulated a vision of sharing knowledge and kindness widely. The goal of Growing Genkiness is to help people find purpose rooted in kindness and peace, thereby *“reducing the need for crisis management”* in their lives. This comprehensive overview covers the project’s origins and philosophy, its online presence (YouTube and GitHub), and a community project in Marion County, Oregon, that exemplifies its principles.
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## Origins and Vision of **Growing Genkiness**
The idea of Growing Genkiness emerged as part of a broader philosophy called **“The_g00d_Game”**, which the founder describes as a *“meta-concept developed while I was dying”* – essentially a perspective on life as *“the game we ALL MUST play”*. Rather than a literal game, *The Good Game* is a mindset of actively engaging with life and society in a positive way (the founder even alludes to *“the game Mr. Rogers prepared us for”*, referencing the famous children’s educator known for promoting kindness). Within this framework, *“growing genkiness”* is the personal mission of the founder: *“What am I doing? I am growing genkiness.”*. It means incrementally building up one’s *genki* (energy, knowledge, and goodwill) and sharing the results with the community.
**Key elements of the Growing Genkiness vision include:**
- **Personal Growth and Documentation:** The founder has stated *“I am growinggenkiness.me. This is where I will post the byproduct of my genkiness growing”*, indicating that as they cultivate skills and ideas, they share these outputs publicly. In other words, the project serves as a living documentation of experiments, learning processes, and creative outputs developed over time.
- **Academic and Altruistic Goals:** As a mid-life student (the originator mentioned returning to college at age 43 to develop this concept), they seek to leverage academic work for social good: *“I want to use my academic career to the benefit of the multitudes of children I’ve raised.”* This reflects a desire to turn research and learning into practical resources for children’s well-being and education.
- **Open Resources and Public Domain Content:** Growing Genkiness emphasizes creating and sharing content freely. The founder has compiled *“libraries of… .json, .png, .gif, .jpg, .svg…”* and other media with the intent to contribute them to public repositories. For example, *“content that is contributed to the public domain will be put at Wikiversity”* – a nod to developing open educational materials. This means educational worksheets, datasets, graphics, and even sensory resources (mentioning adding smells via certain tools and sensory info via Easter Seals) are prepared to be shared for anyone’s use. By contrast, any content licensed for single use would go to the personal site (growinggenkiness.me) and be dedicated to a specific individual as a unique gift.
- **Motto – Safe and Brave Spaces:** A recurring motto of the project is *“a safe place to grow, a brave place to make new mistakes.”* This phrase (often stylized playfully with numbers or characters) appears in the project’s online communities. It conveys the emphasis on creating an environment where learning by trial-and-error is encouraged – one can experiment (*grow*) without fear, and be courageous in attempting new things even if it risks mistakes. This philosophy underpins all Growing Genkiness activities, from coding projects to community education: providing supportive spaces for incremental growth.
- **Long-Term Vision (Senbazuru 2030):** The initiative has a long-range component nicknamed the *2030 Ventur* (a play on “venture” and the founder’s alias). In a project document, the founder references **senbazuru**, the Japanese practice of folding 1,000 origami cranes to symbolize a big wish or goal. They metaphorically break down their personal *“2030 senbazuru”* as follows: *“(千) {羽} [鶴]”*, where a thousand **feathers** (small pieces of effort, symbolized by 羽) come together to form a **crane** (a larger goal, 鶴). In practical terms, this means the decade-long goal up to year 2030 is envisioned as accumulating many small contributions (feathers) that result in a significant positive outcome (the crane). Each “feather” could be a piece of content created, a child helped, or a lesson learned. This creative metaphor aligns with the project’s step-by-step growth mindset and ties in cultural inspiration to emphasize patience and perseverance.
In summary, the origin of Growing Genkiness is deeply personal and philosophical – born from life-changing experiences and a commitment to blend **education, technology, and compassion**. The founder’s writings highlight bridging different domains: *“consistent with the preaching of Nazarenes and the professing of academics with the prophecy that science and reason protect as providence”* – suggesting a union of spiritual kindness and scientific reasoning in service of humanity. All these ideals funnel into the tangible platforms and projects described below.
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## Growing Genkiness on YouTube (Creative Experiments and Learning)
One of the public faces of Growing Genkiness is its **YouTube channel**, aptly named **“growingGenkiness”**. The channel is small and experimental, serving as a *“safe place to build tiny mono into bigger mono”* according to its tagline. This quirky tagline echoes the project’s ethos of starting small and gradually building up – “mono” might refer to small units (perhaps code modules, ideas, or mono-colored pieces) that can grow into something larger. The content on the channel appears to be a series of short videos and prototypes that document the learning process in real time:
- **Overview of the Channel:** The channel (handle **@VeronicaJinthe**) has only a handful of subscribers and around 14 videos as of mid-2025. It seems intended as a sandbox for creativity rather than as a polished media outlet. Many videos are brief clips under a minute, suggesting quick updates or demos of works-in-progress.
- **Sample Videos and Themes:** Titles of the videos give a flavor of the eclectic activities:
- *“#578ad6”* – a 4-minute video named after a hex color code (578ad6) likely showing a visual experiment.
- *“gg w ck ilu”* – an 11-minute video; the title appears abbreviated (possibly “**g**rowin**g g**enkiness with **C**indy’s **K**ids, I Love You”). This might be a recording of an interaction or interview, given its longer length.
- *“4th try – GG w CK in blender”* – a 1:20 video showing a fourth attempt at something in Blender (a 3D modeling/animation software) related to *GG with CK* (again likely “Growing Genkiness with Cindy’s Kids”). It suggests they are using Blender to create graphics or animations for the project, refining through multiple trials.
- *“Try 3”* – a one-minute video simply indicating a third attempt at an experiment.
- *“growing Genkiness with Cindy's Kids' 1st”* – a 20-second clip labeled as the first instance of *Cindy’s Kids* involvement. This likely documents a brief moment from a session with children (possibly showing a child’s activity or reaction).
- Other very short clips with titles like *“Veronica Jin The Rigger”*, *“This little light of mine (take 2)”*, *“walking wolf”*, *“daisy”*, *“metered”*, etc., each just a few seconds long. These appear to be test animations or audio-visual snippets – for example, “This little light of mine” suggests a musical or illuminative experiment, and “The Rigger” indicates working on rigging (setting up a digital puppet or animation rig).
- **Content Characteristics:** The videos are casual and low-view count (often only a few views), implying they function as a development diary. The variety of titles (from children’s song references to color codes and 3D animation jargon) shows an intersection of **technology, art, and education**. The inclusion of *Cindy’s Kids* in titles links the channel to real-world educational activities (more on that community project below), indicating that some videos might document those live projects or serve as materials for them.
- **Educational and Safe Environment:** Consistent with the motto, the YouTube channel gives the impression of a safe, non-judgmental space. The content doesn’t aim for perfection or mass appeal; instead, it’s about *learning out loud*. By sharing even rough attempts (e.g., multiple “tries” at a Blender animation), Growing Genkiness demonstrates to viewers – possibly including the children it serves – that trial-and-error is a positive process. The channel’s description calls it *“A safe place to build tiny mono into bigger mono”*, reinforcing that the channel is more like a friendly lab than a showcase.
In summary, the Growing Genkiness YouTube channel is a modest but telling component of the project. It provides glimpses into the **practical experimentation** behind the philosophy, from coding and animation endeavors to interactions with kids. Every upload, no matter how small, is a piece of the “genkiness” being grown and an invitation for others (even a very small audience) to see the progress and perhaps learn alongside.
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## Growing Genkiness on GitHub (Code and Collaboration)
Another key aspect of Growing Genkiness is its presence on **GitHub**, where the project’s technical and educational tools are developed and shared. The founder has accounts or organizations on GitHub that tie into the project’s identity:
- **“gg” GitHub Profile:** There is a GitHub user/organization profile under the name **gg** with the tagline “growing genkiness.” The profile is associated with the **Willamette Valley, Oregon** region and links directly to the project’s website (***growinggenkiness.me***). This suggests that *gg* is used as the handle for the Growing Genkiness project on GitHub. The profile provides an email (docVentur@gmail.com) and shows a few repositories. Notably, the repositories under *gg* are all forks of other projects – for example, a fork of *Caret* (a text editor for Chrome OS) and a fork of *reddit’s* open-source code. These indicate the founder’s interests in learning from existing tools or contributing to them. However, as of the latest update, the **gg** account doesn’t yet host original code specific to Growing Genkiness (the forks might have been used for experimentation or customization).
- **docVentur’s Repositories:** The founder’s personal GitHub account **docVentur** also contains relevant code. One repository likely connected to Growing Genkiness is named **“GG”** (possibly short for Good Game or Growing Genkiness). This repository is a web application project – it contains an `index.html`, some fonts and icons files, and a configuration for webpack (a web bundler). The code composition (CSS ~54%, JavaScript ~27%, CoffeeScript ~16% etc.) suggests it’s a front-end web app, possibly for the growinggenkiness.me site or an interactive demo. Although the repository description is blank, the presence of this project indicates that Growing Genkiness has a software component under development. The docVentur profile tagline hints at ongoing work: *“merging private GitHub projects into this public workspace for NPC's Halloween beta release”* – implying the author was planning a public release of some project (perhaps *NPC* is an internal code name). This dedication to integrating code aligns with the idea of eventually sharing the tools being built for the initiative.
- **MarionCountyOregon Organization on GitHub:** In addition to personal profiles, the founder created a GitHub organization named **MarionCountyOregon** to host specific community project code. This is directly tied to a local initiative (detailed in the next section). The repository **“2021_Master-ed”** under MarionCountyOregon is subtitled *“a safe place to grow a brave place to grow genkiness”*, explicitly linking it to the project’s motto. In effect, the MarionCountyOregon account serves as a public repository for educational software or curriculum frameworks developed for a Marion County (Salem, OR) school project. By hosting it on GitHub, the project invites collaboration or at least transparency; others can see the approach and possibly fork or adapt it.
- **Open Collaboration and Transparency:** Using GitHub reflects Growing Genkiness’s commitment to open-source principles and community collaboration. Even though much of the code and content is in a nascent stage, putting it on a public repository means the methodologies (lesson plans, color-coded systems, data visualizations, etc.) are not kept proprietary. For instance, the README on the **2021_Master-ed** repo thoroughly explains the logic and philosophy of the classroom intervention (from color wheels to diabetes management – discussed below), effectively turning the code repository into a **knowledge repository** as well. This blending of documentation and code is typical in educational open-source projects, where the *why* is as important as the *what*. Contributors or interested educators can easily understand the concepts and potentially implement them elsewhere.
In summary, **GitHub serves as the technical backbone** of Growing Genkiness, where idea meets implementation. Through the gg and docVentur profiles, we see the project’s tech-learning journey (forking and experimenting with software). Through the MarionCountyOregon repository, we see how those learnings are applied to real-world problems and shared back with the world. It’s a space where code, educational theory, and community needs intersect, true to the project’s mission of mixing academic rigor with practical kindness.
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## Community Project in Marion County, Oregon (Salem)
Perhaps the most tangible expression of Growing Genkiness is the **community project in Marion County, Oregon**, which put the philosophy into action to help a child in a local school. In 2021, the founder worked with a second-grade student in **Salem, OR** (Salem is in Marion County) who faced multiple challenges: the child was diabetic and dyslexic. This project became a pilot for applying *genkiness* growth concepts to improve daily life and learning. The GitHub repository *2021_Master-ed* chronicles this effort in detail. Key aspects of the Marion County project include:
- **Focus on a Child’s Health and Learning Needs:** The immediate goal was to assist a 2nd grader newly diagnosed with Type 1 diabetes, who also struggled with dyslexia. Managing diabetes at such a young age is difficult – blood sugar checks and injections can be scary and painful, and dyslexia can make standard learning approaches frustrating. The project aimed to create a supportive routine that addressed both the emotional and educational needs of the child.
- **Color-Coded Daily Cycle (“I YELL OW!” to Learn Colors):** To engage the young student, the mentor (Growing Genkiness founder) introduced a **color wheel system** as a learning and coping tool. They chose **YELLOW as the starting color**, using a playful mnemonic: *“I yell ‘OW!’”* – fitting for a child who literally had reasons to yell “ow” (finger pricks). This creativity helped the child vocalize pain and emotion in a structured way. The color wheel was arranged in a custom sequence to aid the dyslexic mind: **Yellow → Red → Blue** (primary colors out of typical order) followed by their associated secondary colors. In practice, they set up a repeating cycle **Y > O > R > P > B > G > Y** (Yellow > Orange > Red > Purple > Blue > Green > back to Yellow). This non-standard ordering was found to *“circumvent his dyslexia”* by providing a consistent, memorable pattern. It also tied to emotion and tasks (yellow for caution/pain, red for something urgent or active, blue for calm, etc., though the exact meaning of each is not fully detailed in the text).
- **Structured Routine and Expansion:** Using the color wheel as a base, the mentor and child could map daily activities and feelings onto colors in a cycle, making each day follow a rhythm. For example, Yellow might represent morning blood sugar check (with its “ow!” moment), Red could represent an active play or learning session, Blue a calming reading time, and so on, looping through the day. They found that **6 primary segments** (the colors) naturally extended to **9, then 12, then 15 segments** to fill out more complex schedules. Notably, **“15”** became significant: *“Every new diabetic knows that number”* – likely referring to the 15-minute intervals or the “15-15 rule” (in diabetes management, treating a low blood sugar with 15 grams of carbs and rechecking in 15 minutes). The curriculum incorporated these multiples of 15 (30, 45, 60 minutes, etc.) as time blocks, aligning health needs with learning tasks.
- **Turning Learning into a “Game”:** The project framed lifestyle changes as making **turns in a game or journey**. It highlights that *“90 degrees is a perpendicular turn… a life decision. 90° clockwise is a Right Turn… 270° for that Right turn to become a Left turn”*. This metaphor taught the child that small changes in direction (90° turns) can alter one’s path in life in a positive way (a “Right” turn symbolizing a correct or healthy choice). Over time, two right turns (180°) could completely change a situation (turning life around), and three right turns (270°) might unexpectedly land you on a new path (left turn) – showing flexibility and long-term impact of choices. These analogies simplified complex concepts about decision-making and adjustment into visual, geometric terms a youngster could grasp.
- **Integration of Educational “Issues”:** As the child progressed, the mentor layered on **academic and life “issues”** to each color or segment. They mention adding *“secondary issues like occupation, education, and environment”* mapped onto the color cycle. This means beyond basic daily routine, the program included themed activities or lessons – for instance, Orange might correlate with a task about **Occupation** (imagining jobs or responsibilities), Purple with **Education** (schoolwork focus), Green with **Environment** (interacting with nature or surroundings), etc. By cycling through these themes, the child gets a holistic learning experience: a bit of health, a bit of life skills, and standard education each day in a patterned way.
- **Worksheet, Not Presentation:** The repository notes stress that *“It’s not a ‘presentation’, rather a worksheet.”* This implies the program generated **interactive worksheets or activities** each day rather than a one-time lecture. The approach was hands-on, requiring participation from the child and adaptation over time (as a worksheet would be filled in). It also suggests the materials were meant to be worked on by the student (with guidance) to reinforce learning by doing.
- **Guiding Principles and Outcomes:** The Marion County pilot project embodied the higher ideals of Growing Genkiness. It combined **compassion** (acknowledging the child’s pain and providing emotional outlets) with **creativity** (using colors, shapes, and stories to engage a dyslexic mind), and with **consistency** (establishing a reliable cycle that the child could depend on daily). The overarching aim was to improve the child’s contentment and sense of purpose despite his health challenges, exemplifying the project’s broader goal of fostering a life rooted in peace rather than crisis. By alluding to religious and scientific harmony – *“preaching of Nazarenes… professing of academics… prophecy that science and reason protect as providence”* – the project positioned itself as both **morally guided** and **evidence-based**. In practice, for the child, this meant a lifestyle program that cared for the soul and the body: daily purpose (chores, learning) infused with kindness, plus rigorous health management techniques.
The Marion County project is a strong example of Growing Genkiness at work on the ground. It took a real-world problem (a child’s difficult adjustment to diabetes and learning disability) and applied an imaginative, structured solution drawn from multiple disciplines. The success of this approach is hinted by the fact that days turned to weeks and months in the routine – meaning the child stuck with it, potentially improving both his diabetes control and learning engagement. This pilot likely serves as a template for future implementations: a **15-color, 15-hour cycle** system that other educators or parents could adapt for children needing a gentle push toward healthy, happy routines. By 2030, as part of the “Ventur,” dozens or hundreds more such “feathers” (individual projects or kids helped) could accumulate into a flock of outcomes – symbolized by that thousand-fold crane vision.
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## Community Outreach and Legacy
Beyond direct projects and online content, Growing Genkiness has engaged with the wider community in symbolic and practical ways:
- **Public Presence (Pioneer Courthouse Square Brick):** The phrase “GROWING GENKINESS” has literally been enshrined in the heart of Portland, Oregon. The founder purchased an engraved brick at **Pioneer Courthouse Square** – known as “Portland’s living room” – with the inscription **“GROWING GENKINESS”**. A Reddit post by the founder (u/docVentur) challenges the community to *“find the brick ‘GROWING GENKINESS’ on Pioneer Courthouse Square!”*, indicating pride in placing the project’s name in a public space. Pioneer Square’s brick program allows supporters to add custom messages; having *Growing Genkiness* among those bricks cements the idea (quite literally) into the city’s fabric. It serves as a conversation starter for passersby and a legacy token that this concept is intended to last and be noticed. The brick is both a metaphor (building the foundation of kindness brick by brick) and a real-world foothold for the movement in the community.
- **Online Community and Discourse:** Growing Genkiness has a modest online community presence besides YouTube. On Reddit, the founder created or participated in small subreddits like **r/The_g00d_Game** and **r/purple97123** to discuss and share aspects of the project. The_g00d_Game subreddit carries the tagline *“A Safe Place to grow a Brave Place to make New Mistakes”* in its description, mirroring the project motto. There, the founder posted explanations of the philosophy and even shared a PowerPoint (*“Growing Genkiness @ PSU 2019 SPRING.pptx”*) presumably used to present the concept at Portland State University. These forums, while small, provided a platform to refine ideas through dialogue and invite like-minded individuals to join the journey. They exemplify the transparency and collaborative spirit of the project – openly discussing methods, goals, and even personal experiences (like the founder’s candid mention of conceiving the idea during a brush with mortality). Although the Reddit communities are tiny (on the order of tens of subscribers), they reflect the adage that *“mighty oaks from little acorns grow”* – every large movement starts with a few engaged people.
- **Educational Contributions and Future Plans:** The founder’s commitment to knowledge-sharing suggests that more outputs of Growing Genkiness will appear in educational and public domains. The mention of contributing content to **Wikiversity** points to a future where lesson plans, guides, or research findings from the project might be made freely available on that platform for educators and learners globally. Similarly, references to **Easter Seals** (a disability services organization) and sensory integration content imply collaborations or at least inspiration drawn from established community services. As the project matures, we can anticipate partnerships with libraries, schools, or nonprofits in Oregon’s Willamette Valley and beyond, given the founder’s expressed strategy: *“contribute to public libraries and people will be more than happy to use me for my free assets that promote #1550 living”*. (The “#1550” likely hints at a lifestyle concept the founder advocates – possibly related to that 15-minute cycle in diabetes care or a broader philosophy – which they intend to propagate.)
- **Blending Tech and Humanity:** The various facets of Growing Genkiness – from the code on GitHub to the colored routines in a classroom, from YouTube tinkering to engraved bricks – all illustrate a core theme: **technology and creativity in service of human well-being**. The project does not develop tech for tech’s sake; every digital tool or platform used circles back to human values like empathy, learning, and community. Even the handle *docVentur* and website *growinggenkiness.me* convey an ongoing adventure (“documenting my ad-ventur!” as stated on GitHub). It’s a venture where each experiment or piece of content is a stepping stone toward the larger humane goals of the project.
In conclusion, **Growing Genkiness** is an evolving multi-dimensional initiative that starts with one person’s determination to *“grow” good in the world and in themselves.* It spans **philosophical ideals**, **educational innovation**, and **community engagement**. From helping a single child in Marion County gain confidence and stability, to slowly building a repository of free knowledge and tools, to literally leaving a mark in Portland’s central square, Growing Genkiness embodies the ripple effect of small acts of kindness and creativity. It is both deeply local – rooted in the experiences of Oregon communities – and ambitiously global in its open-source, open-heart approach. As the project continues toward its 2030 vision, each YouTube upload, GitHub commit, and real-life “feather” added to its crane brings us one step closer to a world that is a little more **genki** – energetic, caring, and full of life – for everyone involved.