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| Monday, December 11th, 2006 | | 4:14 pm |
Lightning Thief
Well, Right now I'm very excited to see how the class likes our presentation. We've got lots of cool things and activities planned for today! But about the book: I really enjoyed it. It was compelling. I loved how at the beginning I didn't know what the heck was going on. Normally when authors try that they're a lot more gentler with readers about it, or if they do it they fail miserably and you guess what's happening anyways. This was most definitely not the case with this book and I loved it. Part of it is because I really wanted to know. When I see a movie with a really complicated plot and I feel I've missed something, I'll turn to someone and start asking questions, to their chagrin. But I wasn't afraid of that in this book for some reason. I can see why it's comparable to Harry Potter, although I hope I'm not insulting either Riordan or Rowling in saying as much. I was almost afraid that this book would be too "greek" though. I mean, it has tons of references to Greek Mythology that I barely remember, and even more that I didn't catch until Mitch or someone else pointed them out to me. I guess that can be a good thing because if someone reads this book once now and then again later on, they'll catch more and appreciate it more so later on in life. I guess that you can still appreciate it for its good story and quality plot even if you know very little about Greek Mythology. Nevertheless, you'd be missing a lot. Just like some people miss a lot in Rowling stuff and her obsucre references (just by some of the names of her characters!!) But I guess that if I got it all on my first read I probably would be less interested in it, which is why this book is such a keeper. | | Monday, December 4th, 2006 | | 2:23 pm |
Afterlife
Honestly, I didn't really enjoy this book. Maybe I had a hard time connecting to the main character. When it comes to afterlife, I don't mind it if it's bizarre or less than conventional, for what then is there to tell in the story? But it felt pointless. It wandered, it circled around. It reminded me of contrastive rhetoric. There was little to the actual plot. It would have made a very bad movie. Maybe I've just seen too many other 'afterlife' type books and films that I do appreciate that this one just doesn't suit my tastes. Is it that Chuy finds in death what he was seeking in life? If that's the case I thought it could have done much better. If teachers are looking for a 'post-death' young adult literature book, I would be interested in "The Lovely Bones" that Marnie did her talk on. That seemed really fascinating. But then again, that's from a girls' perspective, and this one is from a young man's. I did like, however, the way Gary brought in that belief within many cultures that a person's spirit lingers for a few days after they die before moving on. But I just felt that this "Afterlife" was more of a limbo-- a rest stop before continuing on. I mean, I find if very hard to believe that Chuy and Crystal and Robert's spirits just dissipate into nothing. I also enjoyed the vocabulary list of Hispanic lingo at the back of the book. That was really helpful to me, and I felt that this book did capture the urban culture that this book establishes itself in. So I guess then that even though it didn't appeal to my tastes, maybe it would to someone else. After further reflection, I kind of realized that Chuy and Charlie from "Perks" have some commonalities. Both hear, see, and perceive a lot, but are able to do little to influence the goings on of their lives. In a way, Chuy has become a wallflower. He does have some influence, however, slight, and when he uses it I am reminded ofr Charlie's attempts to be social. Both have a way of blending in and disappearing, although while neither seem to mind all that much, it is not their original intention. | | Tuesday, November 21st, 2006 | | 11:31 pm |
Tale of Despereaux
Let's count the points of Romantic literature in this piece of writing: _ a non-normal character reads about chivalric deeds and decided to live by it - "I honor you" - the idolization of the princess, who is pretty and pure of heart - the fact that mouse and princess remain good friends -- that's a theme in medieval romantic literature where the relationship is based on love and friendship and courtship --- describing sex or raunchy details is considered bawdy and below the elite. - Symbols and references to light and dark - the idea that a lowly servant can never be a princess. Aka, it's a lesson to mind your class - the role of the churl. This happens a lot in Chretien de Troyes' literature where a dwarf or churl has a weird, small, but significant part in the events of the characters, and somehow helps move the story plot along. - Despereaux's name - Despereaux is born with this intuitive sensitivity. - There's a book out there about a seagull named Jonathan who is like Despereaux because he gets banished by his family for not acting like a proper seagull -- all he wants to do is fly and study flying and the concept of flying, etc. It also has transcendentalist themes, and it makes me smile - the arming of the knight (in Despereax's case, it's the needle and the red thread and the soup) - the list of things a courlty knight should do - The author breaking the 4th wall and addressing the reader The list goes on and on. I actually read this awhile ago when I was bored, so I'll re-read it again and see if I've missed any. Honestly, someone could teach this in tandem with Sir Gawain and the Green Knight or any ofChretien de Troyes' works. You see, I'm a bit of a medieval buff. I've taken several classes on Medieval and Renaissance Literature. yay me. Current Mood:  optimistic | | 11:22 pm |
47
When I first started reading this book, I felt, like many people in class, that it would be an excellent slave narrative. It certainly had the style down pat. If you hadn't read the introduction, then the transitional part when Big John starts speaking of other worlds really throws the reader for a loop. I think that there was such a lack of foresgadowing that that's why our class was so ruffled. But Mosley DID warn us, after all. I dunno. Maybe I just have developed a taste for fantasy/fiction writing, or I like the deep stuff in young adult literature because I have read so many books with similar plots, I dunno. Well, when 47 met Big John and started interacting with him, I thought Big John was a savior-esque, Messiah like person. Especially when he healed 47, healed the 'dying girl' and brought a whole new level of thinking to the slaves. Then when he kept saying the 47 was the one who would lead them to freedom, it was more like Big John was like John the Baptist. In which case I was waiting for him to die. I really had no qualms about Big John dying. In order for the apprentice to reach his full potential, the master and mentor must step aside -- and in most story plots, the author has to kill him off in order to accomplish this. We see this in Star Wars, Lord of the Rings, Superman, Spiderman, Zorro, Harry Potter book 6, everywhere! But then Big John starts making 'mistakes'. More like he makes decisions that dont' seem right to either 47 or us readers and we wonder why. And then 47 takes over and Big John follows. In a way, he's showing that 47 is more powerful because he has that knowledge and experience of suffering that hardens him. But it was like the moment when you suddenly realize your dad is not the most perfect dad in the world, that he makes mistakes, and you have to cope with that and still choose to love him. I dunno. I felt that this book was very different. I like different because it's new and sometimes refreshing. I was surprised at how everyone seemed to dislike it. I thought different was good, but maybe people just like traditional literature. Mer. Current Mood:  on vacation | | Sunday, November 5th, 2006 | | 10:14 pm |
YAD blog Witness
while reading this one thing that kept popping up in my head over and over was that of all the books i've read in my college career this was the first where the catholics weren't the bad guys Current Mood:  geeky | | Sunday, October 29th, 2006 | | 12:52 pm |
Midwife's Apprentice YAD log
To be honest, I preferred Cushman's other work of medieval fiction -- Catherine Called Birdy. I guess in this entry I'll compare the two. Apprentice tells the story of one girl. It shows her growth in self confidence and her place in this world. We feel for her as she suffers and endures torments, thinking she's stupid when obviously she's not. On the contrary, Catherine knows she is clever and uses it to her advantage. She mainly is angry at her place in life and struggles against what has been set out for her. Both writings tell us a little bit about medieval lifestyles for women in this time period. One tells of a lady and her expectations to be wed and sold like a piece of herring. The other is of a peasant girl taking on apprenticeship. One however, covers more ground -- you see more of different types of lifestyles in Catherine Called Birdy because she goes more places, and because of her status (country knight's daughter) we see many different types of people. Both also make references to the superstitions woven in with religion at the time. Some of the herbal remedies sound interesting, and some are accurate- like wormwood for discomfort, hops as a mild sedative, and comfrey to heal cuts. Others are just ideas-- this flower helps with bloodflow because it's red or that one is good for the heart because it's shaped like one. Both books really have the female lead characters examine who they are, what they want in life, and how to go about doing that, even though they are in different places and classes. I really appreciate that. Midwife's apprentice could probably reach out to many young girls who are adopted or do not have families. This is one of the things I really like about many historical fictions--- they take place in another place and time, so there is some form of escapism, yet if it's a good piece of historical fiction, we learn a lot about that time and place and culture, and we still connect with the characters so we learn something about ourselves. Good Job, Karen Cushman. I also read the Wise Child series, which apparently inspired Cushman to write her works. The books are Juniper, Wise Child, and Coleman. It tells more about what it's like to live as a Wiccan in those times. Very interesting. Current Mood:  sick | | Sunday, October 22nd, 2006 | | 5:37 pm |
YAD LIT Kira Kira
I didn't know what to think after having read this book. I guess I can give you my non-sensical ramblings. - I kind of knew that something would happen to Lynn. There was that foreshadowing that Katie didn't care as long as Lynn was there. So we know that they'd be separated eventually. And I knew there'd be some sort of falling out between them, because they were so close and so tight at the very beginning. We know that characters have to progress as the story moves forward, so I predicted that Lynn would distance herself from Kadie and Sam eventually. -I thought the theme of the sparkling ocean was really interesting. My favorite part was when Lynn was describing the sky to her --- see through yet solid blue. How that's the color of the sky, the ocean, and eyes. So poetic! - Really admired the Father. I'm glad that we're seeing some good parenting skills taking place in these last few texts as opposed to some of our earlier books. My favorite part concerning him was the fact that he cam back to admit his 'crime' to his boss, even though it got him fired. I probably wouldn't have the courage to do so, because I would fear the boss's wrath. But I really admire his courage and conviction in doing what's right and honorable. Go dad! -I felt SO SORRY for the parents! They work so hard, and do so much for their children and sacrifice everything, and it seems like they don't get very far! It's so sad and yet I know this happens every single day for thousands of families. It breaks my heart to see this. Because they have so much potential! Damn racism! Current Mood:  flirty | | Tuesday, October 10th, 2006 | | 2:50 pm |
Learning Log #7: Watsons Go to Birmingham
I found it highly interesting that Kenny's experiences with death are so concretely personified into a tangible creature called "Wool Pooh" of all things. It reminds me of other creatures of death such as the Grim Reaper of Western Literature, the Tiger King in Laos, and the Boogey man. I also got a kick out of how Kenny exaggerates everything so often. Everything was a million years or a hundred times or something. That's how kids are. Also, the dynamics between the siblings is so incredibly bang on I wonder if the author doesn't speak from experience. I mean, Byron is indeed the older brother who totally acts cool and nonchalant and bored all the time, and does horrible mean things to Kenny, but is still there for him and looks out for Kenny in his own way. It kind of reminds me of how my brother treated me-- I thought he was the meanest boy in the world, but if he heard of someone bully in another grade picking on me, he was there in a flash to scare the crap out of him. And the one time when Kenny loses it, Byron goes out of character and shows his true colors. That, I think is wonderful. I was really touched by how freaked out Byron was when Kenny almost drowned. I'm also glad that Kenny doesn't believe when Byron tells him there is no such thing as magic and genies and angels -- kids need to believe that (sometimes adults too). And I just found it interesting that Kenny was able to modify his childhood beliefs into seeing miracles and the goodness of families as those things. However, it seems just a littleto clean in this book. Nevertheless, this book has been a really interesting read. If you haven't figured it out by now, I get a kick out of stories put in a historical context. I will say one concluding thing -- this class has been a wonderful counterbalance for my other class where we read about nothing but the depressing and degrading experiences of the people of SouthEast Asia. In this class, (which I still respect as an enlightening and highliy informational class) does nothing but read and discuss personal narritives of all the horrible goings-on in those countries: The Vietnam War and the struggle to adapt in America; the Killing Fields and the regime of the Khmere Rouge, the prostitution and child pornography in Thailand. It's awful and while these stories need to be told, this class has been a heaven-sent counter-balance for all the depressing stuff I read in that class. Current Mood:  stressed | | Tuesday, October 3rd, 2006 | | 10:36 pm |
YAD lit # whatever: Becoming Naomi Leon
Here was my list of worries I had while reading "Naomi" 1) That she would become enticed by Skyla's obvious attempts to win her over by gifts 2) That no one would notice Skyla was completely ignoring Owen 3) More of her soap figures would get ruined 4) That Naomi's soap carving skills wouldn't turn out to be important to the story 5) Naomi's father would no meet her expectations if/when they finally met 6) Skyla and Clive would sho up at the festival and take her with them 7) The Baby Beluga groups' illegal crossing of the border would get them into trouble with the custody case 8) Skyla would hurt the kids even more 9) Skyla would disregard the court ruling and get her retribution on the children or Gram 10) We wouldn't (or maybe would, God forbid) get to meet Sapphire One thing I didn't remember in time to bring up in class was that interaction on pge 239 during the court hearing. I found it incredibly interesting that Skyla felt justified in her not wanting Owen. She wanted that little image of herself to dress up like a doll and connect with when she was sober. She also wanted Naomi to be a doll-like daughter: do and say the what Skyla wanted her to do and say, not ask incriminating questions, to accept Skyla's faults but completely reform herself to Skyla's wishes. Skyla actually felt justified (or at least that she was in the right) when she declared openly in court that she didn't care for Owen. I think her words exactly were that Naomi belonged with her and Owen belonged with Gram. Of course this makes no sense, since her argument in the first place was that Gram was not fit to take care of her children and Owen, if anything, needed more care and attention than most children. The book even said that Skyla looked confused at the judge's decision -- like she couldn't place what she said wrong. These actions solidified the thoughts in my head that Skyla was completely oblivious to how biased, stereotyped and harsh she was concerning Owen. It didn't occur to her that other people might regard him differently than she. What a witch. Current Mood:  ponderous | | Sunday, September 24th, 2006 | | 2:09 pm |
YAD lit #5 Pre-discussion of "Nothing but the Truth"
Holy Buckets. Holy wow, Oh-Em-Gee. These are the raw thoughts of having just finished reading "Nothing but the Truth" Phillip doesn't even know the words? And here he's being hailed as patriotic! The whole not knowing the words I can understand -- I know a guy who can't say the words of the star spangled banner or pledge of allegiance by himself; he has to do it in a group. Nothing wrong with that. It's just... I dunno. I mean, I thought his depression was due to the fact that he didn't want it to be a bit national phenomena and that all he wanted to do was run in track. He just wants to make Narwin laugh and loosen up a little. He just wants to be himself and this has totally changed his personality. Now we see why he won't tell anyone what's wrong. Poor Phillip. Poor Narwin. Yeesh. The scary thing is that I can totally see something like this happening in real life. Very realistic. The weight of something like that is on Phillips shoulders.. poor kid! I want to say that much of this could be resolved if people just listened more to eachother's side of the story, but I know it just doesn't work out that way. My blood pressure would go up every time I started reading this book. Thinking about the storyline makes me sad and depressed. I pray I never go through something like that when I teach. Current Mood:  distressed | | 1:57 pm |
YAD Lit #4 Perks of Being a Wallflower
I thought it interesting that someone thought that Charlie might be bi-polar. A lot of the stuff mentioned in class would be helpful if I can manage to teach it to my Alternative High school students. Posted in the syllabus was the following question: Kids love it, adults cringe. Does it go to far? We talked about this in class -- that issue of how far is too far, how young is too young for what topics, etc. I know most kids love it because it's one of those books that's willing to 'go there.' Most already know this, or have already experiences stuff like this and are glad that someone's writing about it in Young Adult Literature. I know that parents and adults cringe because of the fear that exposing students to this sort of stuff is some sort of signal that this behavior or these circumstances are okay. Some parents just don't want to expose their children to it at all. Some would prefer to guide or teach their children about these issues on their own, with their own style and when they have a little more control over the situation and HOW their kids learn about it. I don't think they talked about this sort of stuff when they were at this age group, so their hesitancy is understandalbe. I'm sure that when we get older we won't want to discuss other specific issues with our children because we don't think they're ready or that it is necessary for their growth and development. Therefore, I would probably send out a note of some sort at least before assigning this text. I also compiled a short list of topics/ideas that I got from class discussion that I might be able to use if I do manage to get ahold of multiple copies of "Perks" nto teach for my Alternative HS students. -Depression and lonliness: different types, ways people deal with it -Suicide and death: how it affects friends, relatives, and the legacy people leave behind -Drugs: Escapism -Homosexuality : Self identity, hiding it in high school, lifestyles, relationships -Charlie's relationship with his friends: genuine friend, pet, little brother? -Charlie's perception of the world: relistic, idealistic, dreamy? -Rape and Sexual Harassment: self explanatory Current Mood:  worried | | Saturday, September 16th, 2006 | | 4:48 pm |
YAD Lit #3
My one thing for the quiz on monday was windmachine. No matter how crappy school was or if I didn't have any friends, I could always take a roam around my dad's farm. I'd often go up to the top of one of his windmachines. 30 ft high machine used to keep blooming buds on fruit trees warm during cold nights. It was my escape that no one knew about. It was dangerous, I guess. But the view was so wonderfully awesome and soothing that it helped melt away all my bad days, especially during a sunset. I'd compose poetry up there and get out all that emotion. The following is a bunch of random notes I took during class discussion of "Speak". When we were talking about educating children and what the appropriate age was for teaching them about sex and harrassment, I was reminded of a situation that happened last spring in MAssachussetts. A six-year old boy was suspended from school because he touched a fellow girl inappropriately. I think the whole thing was blown out of proportion with the whole 'sexual harrassment' thing. Sure, the boy shouldn't have done that, but he didn't need to be suspended. Heck, he doesn't even know what harrassment is! I have more stuff on that in a previous class blog, actually, if you feel like checking that out. Tabitha had a really good point -- Melinda has it really tough. It's bad enough that she was raped, but even worse when her first feelings of that sort of thing, her first kiss, her first everything was twisted so horribly. I was frustrated at first, reading this book, because Melinda couldn't bring up the guts to tell someone or reach out to anyone. But I had to look back and remember what it was like when you feel like you have no friends. When you get shunned and mocked so many times, you see everything as an attack, and everyone as a potential bully, even if it isn't. You get hypersensitive to what people say. As to Bill's one assignment for the semester, that's something I might try to implement for a creative writing assignment, or journal entry or something, but not to that extent. I've become inspired by some aspects of this book. My classroom will have an old worn out couch bought 2nd hand with a bean bag chair and magnetic poetry and potpurri, a few pillows, or a candle-warmer or something. Lots of colorful posters of dreamy places, rather than inspirational or academic acronyms. And books everywhere that students can sign out. Make it look like a coffee shop or cozy nook as much as possible. Safe haven. Current Mood:  must turn on the heat | | Saturday, September 2nd, 2006 | | 7:06 pm |
YAD LIT #2 Speak First impressions
My first impressions of "Speak" was that of intrigue and deep bonding with Melinda. Again, I can really relate to this character, in some retrospect. I was never shunned half as much as Melinda, nor was I quite as withdrawn as her. Nevertheless the weird things she does and her inner thoughts made me want to reach out to her and be her friend. As a teacher, I'd keep this book on hand to read for my own benefit. I mean, it broke my heart! I wanted so much to just sit with Melinda in her closet and just be with her and draw her out. I get to see within the mind of one of the outcasts of a high school, and probably a bit of insight on how to approach these types of students within my own classes. I loved Bill. He would also be my favorite teacher if I were in that high school. The way he teaches his class is also a good reminder for me that a students' journey in their learning is more important than filling curriculum requirements. Melinda's English teacher reminded me of my own English teacher in high school. And David is now one of my personal heroes. I never thought any high school student would be so outspoken and self assured of his rights. Most students -- from my high school experiences and from what I see here and there -- rarely are aware of their rights as students. Mostly they complain about how awful a teacher is, but don't really know how to do anything about it. They don't realize that fighting with academic logic is a powerful tool. Of course, it helps that David is a brainer and his parents are well off. I think my favorite part is that we see Melinda as such a weak character, but it is the wellbeing of her former friends that eventually boosts her courage into action in speaking out about her rape. In a way, not much else would have compelled her to do so. I think that speaks volumes on how much she values the friends she never has, whereas earlier I felt rather affronted that she didn't really care for Heather, the one girl who hung out with her. But then again, Heather isn't the best of friends and tends to make some very obiously poor decisions anyways, so maybe you can't blame Melinda. I'm looking foward to discussing Speak in class next Monday. Current Mood:  lethargic | | Friday, September 1st, 2006 | | 4:19 pm |
YAD LIT learning log #1
Hi Craig, I'm not much of a diary keeper, but I find blogs to be extremely useful when it comes to classroom journal entries. If you look back on some previous entries, you'll see that this account has journal entries for at least 2 other classes within my academic career. Can you really blame me? 1) I can update them anywhere there is a computer 2) I can get my thoughts out faster so I don't lose them as much 3) teachers have an easier time reading typed stuff rather than chicken scratch 4) things like scribbles and cross-outs and misspellings are less noticable and obvious 5) I can continue writing in my journal after a 'due date' rather than waiting for a prof to return my journal. Drawbacks -- sometimes I write waaay too much, or ramble. Like now. Whoever said talk is cheap was right. But I'm not bashing on hand-written stuff. On the contrary, there is something definintely personal about a hand-written journal entry or a poem that's been scratched out and re-written hundreds of times, or a piece calligraphy which is really word art. But that stuff means too much to me to be analyzed and evaluated by a third party, no offense. Therefore, blogs and livejournals it is! I really do appreciate the flixibility you've demonstrated as a professor. I don't see it very much, and it's heartwarming. Thanks. So anyways, my first learning log: I've already discussed with peers about how I feel about YAD LIT in a classroom. My first impressions were of slight disinterest. But then I got exposed (and excited about it) from a fellow classmate who took this class awhile ago. I also called to mind some of the really good young adult novels I read in my youth and thought about the prospect of teaching that stuff in my classroom. So I already am eager to read some of the readings, to get lists and to start crackin. To sum it up, I feel it's probably one of the best ideas to approach literature since free public education. I don't know why I never thought of it before. Perhaps it was because not all Young Adult lit is ideal for a classroom. Let's face it -- there's a lot of dime-store novel equivalents in the YAD lit world. I ended up reading a lot of those when I was younger and it sort of warped my idea. But now I like to think that I have a much better idea of what makes a good story and what makes a good piece of writing -- and can definitely show future students a few good books to read if they ever ask. This class sounds like it's cropping up to be more of a book club. I think that's totally rad. I'm excited, because I'm so used to reading difficult Old English text, Shakespeare, 19th century lit, and text with complicated pedagogical crap. I'd almost gotten to thinking that not all the stuff you read in school has to be like that. Like I said in my paper, I'm a sucker for a good story, and what I've read so far in "Speak" and "Perks" is awesome. It's easy to read AND has really controversial issues. Like having cake AND being able to eat it too. Huzzah! I'm to be taking a T&L 400 practicum this semester -- last one before student teaching. I'm considering taking a placement with the Pullman Alternative School -- Eclipse. I wonder if I could start teaching YAD lit with them? Hmm. I think this is enough for a first entry. Hope I didn't talk your ear off. Thanks! Current Mood:  plugged in | | Wednesday, April 12th, 2006 | | 11:15 pm |
| | Tuesday, April 11th, 2006 | | 11:00 pm |
required PE Journal Entry Number 25 -- just in case.
http://www.msnbc.msn.com/id/12255239/ Most states require about 30 mins a day for PE or Health. In high school it's a health class where you learn about nutrition and health, sometimes physical education. Most kids spend about 3 hours a day in front of the TV. You do the math. In Tennessee, schools are fighting child obesity with increasing PE programs. I think it's cool they're trying to nip the problem at the bud, rather than accommodating or trying to fix or blame the problem. Good for them! Their PE/Health program requires a set curriculum, health and nutrition workshops, etc. Students are constantly encouraged to participate in aerobic exercises and making choices towards a healthy lifestyle. The Cafeteria was modified to have healtier foods in their meals, so students can live those choices in school. The school is boasting not only slightly less obese children, but higher academic scores. And I can see why. Kids are big balls of energy anyways. Getting them a chance to let off some of that energy allows them to focus better in the class. It's also a much better way to 'unwind' from rigorous homework than vegging in front of te tube fore a few hours. I know some people complain about their childrens' delicate condition, or not addressing certain student's health needs, or scary militant PE teachers. I say, let them also get the 'least restrictive environment' policy. If your kid has asthma, put them in the goalie position during soccer rather than ...the other position. PE hasn't been taken seriously by many schools, and often funding has been cut from health programs so schools can focus on the basics. Tennessee is doing the opposite, and it's working. Good for them!! Current Mood: done. yahoo! | | 10:56 pm |
Journal # 24 evolution and intelligent design
http://www.msnbc.msn.com/id/12131958/This is another article that discusses the debate between evolution and creationism --oh, excuse me, intelligent design -- being taught in school. The new thing is that intelligent design resigns the fact that perhaps the world wasn't created in 6 days, etc as the Bible says so. Rather, the idea that the world was created by a higher being of some intelligence. This includes not only Christianity but other world religions' perspectives, thus being non-biased towards one religion altogether. That's cool, but under that pretense, I could argue or teach my students that the world was created by a Flying Spaghetti monster and that humans were touched by its noodly appendange and suddenly enlightened, and the world was created by some intelligent design. I don't care that evolution is taught in school. It's a very probable theory. Maybe in another hundred years we'll have another better theory. I'm glad that creationism is being abandoned for a less fundamental approach. What does bug me is the ultimatum that you can't believe or invest faith in both ideas. Why not? Meuh. I think any school that teaches exculsively one or the other is not doing their job. There are many ways to approach this, and we hear so many times of instances where parents and teachers and admins make more of a deal out of it than the students themselves. Oh well. Their problem, not mine yet and when it comes to me I know what I'm gonna do. Current Mood:  those silly people | | 10:55 pm |
Journal # 23 Constitution day
http://www.msnbc.msn.com/id/7960256/The Education Department outlined Tuesday how it plans to enforce a little-known provision that Congress passed in 2004: Every school and college that receives federal money must teach about the Constitution on Sept. 17, the day the document was adopted in 1787. Schools can determine what kind of educational program they want, but they must hold one every year on the now-named “Constitution Day and Citizenship Day.” Historically, the federal government has avoided dictating what or when anything must be taught because those powers rest with the states under the 10th Amendment. The Education Department’s Web site even underlines that point, saying matters such as the development of curricula and the setting of course requirements fall outside federal authority. Apparently some congressmen/senators are frustrated at how little high schoolers know about American History. “I hope that schools will develop many different, creative ways to enable students to learn about one of our country’s most important historic documents,” One senator declared. “The Constitution protects their freedoms and will impact all facets of their lives.” I find it incredibly ironic that the federal gvmt is dictating what schools and universities must do on a certain day, specifically what they teach and exactly when in order to protect student's freedoms. Hooray for federal micromanagement. Some universities are asking, If this, what’s next?” And I agree. It seems that no one is willing to pull out of funding for it, though. Fascinating. Most schools have chosen their battles wisely. Current Mood:  sarastic | | 10:37 pm |
Medial Journal Number 11 -- It went on vacation
I thought I had this one here. I guess not. It's cool, it's just out of place. Sorry about that. About a week ago, the Daily Evergreen reported that McEchern had resigned from RHA, or the Residence Hall Association on the grounds that there was too much beaurocracy within the system. I guess I can relate to that. RHA gives tons of money and support to just about any club or student organization(if it somehow relates back to residence halls), but they push so much paperwork on you that most student groups give up. That or by the time they ge the money, the event they needed it for is already finished. I'm with WSU gamers. It took RHA several months to respond to our inquiries about support and involvement with a club activity. In terms of residence halls, all it is is a bunch of meetings. The reason we have student organizations is to get stuff done, and RHA is very good at not getting things done. I find it amusing, but I wonder what McEchern will do now. Will it be like New Jersey with NCLB and hunker down and survive without funding? I hope they do, just to prove they can. I don't doubt it -- it's a small, determined and age-restricted hall, so they should survive for at least a few years. Other larger and more dependent halls like Stephenson probably wouldn't be able to do that since most residents there aren't too interested in school policy. But maybe other residence halls will get it, like the Hill Halls and whatnot, also resign and either RHA falls apart or gets its act together -- like the great Schism of the Cathlolic Church. Sorta. I'm excited to see how it all pans out. Current Mood: chipper | | Monday, April 10th, 2006 | | 12:44 pm |
Journal # 22 6 year old discredited
http://www.msnbc.msn.com/id/11100871/So as far as I can tell, here's the story. Mom collapses. 6 year old son calls 911. Operator asks to speak to an adult. No adult answers, so operator tells kid to stop playing on the phone. A few hours later, the kid calls again. Authorities arrive, mom is dead. Now a lawsuit is taking place. Aside from the idea that ther's a lawsuit (you get sued for freaking everything nowadays), it does bring in the idea that suddenly kids don't know what they're talking about when it comes to emergencies. Remember that sexual harassment lawsuit? So kids can be charged with sexual harassment when they don't even know what that is, but we can't take them seriously when they call 911, JUST LIKE THEY ARE TAUGHT to do in an emergency? Now, maybe the 6 year old wasn't clear when speaking to the 91 operator. I have a 6 year old nephew, and no he doesn't know what sexual harassment is. But he knows to call someone if there's an emergency. And he did, once. That's another story. But I know that when he's upset, he can be hysterical. Or, when he know a situaiton is really important, he tries to be calm and collected so he'll be taken seriously. I can't defend or accuse the operator. I can only say she must have done what she felt was right. However, it we want kids to take us seriously, we have to take them seriously. If we want them to grow up responsible and caring, we have to show other children how they can be heros and good role models themselves. Current Mood:  peaceful |
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