MIMMENBLOG

Iraq Study Group Cabal?

2006-12-08T23:16:00.000-08:00

How ironic that the press often highlights the Halliburton-Project For A New American Century-Bush connection, and yet fails to mention that the Iraq Study Group was sponsored by the United States Institute of Peace, the Center for the Study of the Presidency, the James A. Baker III Institute for Public Policy, and the Center for Strategic and International Studies.

Not that this amounts to any kind of conspiracy, but the omission might lead some readers to conclude that the Iraq Study Group is a part of the Federal Government. That is the first conclusion I came to, until I dug a little deeper. How many citizens will dig as shallow as I have? How many will dig really deep?

I'm still digging.

More Confidence in Homeschooling

2006-12-08T22:46:00.000-08:00

One of my colleagues told me about her 5 year old son learning to recognize numbers 1-100. She said that if he asks for a lollipop and can't recognize the number 89, let's say, he does not get the treat. I smiled politely, all the while thinking about how my homeschooled 5 year old is adding single digits, memorizing Latin verbs and nouns, and reading third grade level chapter books.

How do we handle socialization ? Today my children (ages 5 and 8) visited a rest home with their homeschool group. They brought cookies and treats for the elderly and staff, sang Christmas carols, handed out ornaments and cards, and greeted the residents with a "Merry Christmas"! The cards, ornaments, and cookies were made at their multi-grade level Christmas party.

Revelations

2006-12-08T21:20:00.000-08:00

Reflection is the most important practice a teacher can employee to improve their pedagogy. However time is scarce during the school year for this practice and the teacher is usually left to reflect during their months "off". Yesterday I experienced a rarity; a meeting in which I was allowed to genuinely reflect and then hold an honest discussion with my colleagues.

Our team of history teachers gathered to talk about team development. It was a frank conversation, the most honest we've ever had. We aired our opinions, spoke honestly about our professional relationships and issues, and still managed to be cordial after the meeting.)

So here are the revelations:

1. My classroom instruction is primarily personality driven, and not system driven. When I lecture, and students reject my lecture, I take personally. Why shouldn't I? I worked hours to present what I thought was a compelling presentation. Ultimately my personality is worked into the lecture. The ability to sit attentively through a lecture is an end goal for some of my students.
2. My classroom instruction needs to become more systematic. It is easier to defend a system, or adjust it, than it is to adjust my personality. A systematic, student centered allows me more time to work one on one, and enforce discipline.
3. I admitted that I did not like working as a team, because my commitment level to what the team is doing is low. I am hesitant to make additional commitments outside my own classroom door, because I might not be able to carry the extra weight.
4. My colleagues are very competitive, much more than I thought they were. They really want to exceed our CST growth goals.
5. Ranking someone as the weakest link (As in "We are only as strong as our weakest link") serves to maintain a pecking order in which the weakest link is perpetually labeled as such (Can you guess who was considered the weakest link?), until someone weaker comes along.
6. I work with a very competent group of folks who are very technologically savvy and really use educational theory.
7. The team is exclusively composed of "the glass is half-empty" personalities. This is evidenced by the fact that since we have begun working as a team our test scores have risen annually yet we continually forget that fact.
8. The dominant personality of the team was convinced that since only 45% of our students scored proficient or advanced on the CST we had failed the community.
9. He also stated that if we failed to meet our goal this year, "It would burn to work at the school". In other words he would be miserable. (Background: I have the majority of the tested students. I was told I was the weakest link. Who gets the blame if there is no improvement in test scores?)
10. I need to focus on what brings results and not on how many hours I put into teaching.

Another conversation emerged today, with yet more revelations:

1. One of my colleagues (He teaches A.P.) expressed that he thought I was teaching Community College level history in my High School classroom (I was pleased with this).
2. I agreed that I need to lower the level of my instruction to a true High School level.

So now it is back to the drawing board (This is why I never plan an entire semester's worth of lessons!)

World AIDS Day

2006-12-01T08:22:00.000-08:00

Today is World AIDS Day. I never participated until I became affiliated with World Vision. Check out their site. If your time is limited, then just visit this presentation. Let me know how the information presented has impacted you, and consider sponsoring a child if you have not already.

Again the Elephant

2006-11-27T18:32:00.000-08:00

So the New York Times has told us that the achievement gap still persists . . . okay now what? The only solution they mentioned was to offer a bonus to teachers in tough schools. I don't think that will do much, because many of us already work as if the bonus was dangled before us. Again the question, "How to close the gap"? Anybody have any answers?

2006-11-27T16:12:00.000-08:00

Which Star Wars Character Are You? Your Result: Luke SkyWalker You are a noble and loyal person who is always looking after the welfare of your friends, even if your hand gets cut off trying to save them. Just stop kissing your sister and everything will be fine.
Princess Leia
Yoda
Jar Jar Binks
Han Solo
Darth Vader
Boba Fett
Jabba the Hutt
Which Star Wars Character Are You? Create Your Own Quiz

2006-11-27T16:09:00.000-08:00

What American accent do you have? Your Result: The West Your accent is the lowest common denominator of American speech. Unless you're a SoCal surfer, no one thinks you have an accent. And really, you may not even be from the West at all, you could easily be from Florida or one of those big Southern cities like Dallas or Atlanta.
The Midland
Boston
North Central
The Inland North
Philadelphia
The South
The Northeast
What American accent do you have? Take More Quizzes

2006-11-27T16:07:00.000-08:00

What Kind of Reader Are You? Your Result: Book Snob You like to think you're one of the literati, but actually you're just a snob who can read. You read mostly for the social credit you can get out of it.
Literate Good Citizen
Dedicated Reader
Obsessive-Compulsive Bookworm
Non-Reader
Fad Reader
What Kind of Reader Are You? Create Your Own Quiz

Who Makes the Better Teacher?

2006-11-22T09:04:00.000-08:00

Have you ever visited a one room schoolhouse? Inevitably someone points to the list of rules for teachers. The rule which seems the most odd is the one which states that a woman will leave teaching when she marries. This is naturally ranked as sexist by many, because it says that male teachers need not quit when they marry. But I see something else here. Like many of my posts this is conjecture.

How many women were employed as full-time teachers when a rule like this was enforced? How many men were employed full-time as teachers with families? How many male school teachers taught their children as their students? The question for me though is, "Who makes the better teacher - those with children or those without"? Let me explain further.

Many in my profession refer to their students as their "kids". I doubt that anyone would seriously contest that teachers' act as surrogate parents, especially amongst more lower performing students. The better teachers seem to be able to share much of their life with their students. They give above and beyond the teaching day, spending weekends planning and grading, going to their students' events, etc. The better teacher is emotionally invested in the success, or failure, of his students. A set of low test scores, or finding out that "Johnny" can't read well, or that "Sue" is pregnant and does not want the baby, or that "Tom" lives in abject poverty can trigger a depression or anxiety attack for a whole weekend. Whether you invest in them or not ,students try to weave their lives with yours.

So how does a teacher function with their own family when so much is required of her at work? My solution is to forget about my job, in the evenings and weekends. I have found that I go whole weekends forgetting about my students' issues only to be immerse in the icy pond called Monday. I have to because I come home to my own set of problems; bills due, disherwasher broken, yard and cars dirty, wife and I fighting over money, etc. I know that this holds me back as a teacher.

I see my colleague, who is also my neighbor, come back after a weekend with a week's set of plans and materials. He has called five or six parents, attended a weekend conference, and has completed all his WASC and Professional Development work. Me? I wander into work Monday morning like a sailor recovering from a drunken binge. My weekend involved doing many chores around the house, dealing with a child who vomited all of Saturday night and Sunday morning, discussing with my wife how we are going to pay for my other child's orthodontics, finding out that the car is starting to make funny noises, and that, 'Oh, by the way, next week the kids have this and this, and this and I need you to come home early on Wednesday and Thursday."

Clearly I think that a responsible individual without children makes for the better teacher. What do you think?

No Choice in the Matter

2006-11-18T21:24:00.000-08:00

If you "blood" throw it up . . . this is sad.

Venting

2006-11-17T16:06:00.000-08:00

It is hard to give to those who do not appreciate what you are giving them. A simple example: I brought in some pencils for student use, along with some spiral notebooks. The pencils are all gone. Now I know I should monitor each of my pencils and make sure I get them back . . . but c'mon . . . again I've learned it's just easier and less disturbing to bring any pencils at all. Dealing with the less behaved of society can be just plain difficult (I tried riding the public bus to and from work before - Yikes!)

I was wondering how Gandhi did it. I recently read one of his speeches and found that he was just as disturbed, if not more, than I regarding the behavior of the poor. He found out, by traveling third class, that as they would spit anywhere, shove, hit, etc. And what did he say to them about it? That is what the fault of the British for treating them like animals -NO! He took the opportunity to teach them hygiene and manners . . . but today that would be called racism!

I'm just frustrated that so many of my students refuse to listen, refuse to learn, and then play the victim . . . even in a state of the art classroom, with a highly qualified teacher, and more than enough resources for their use (including the now missing pencils).

Road Less Traveled

2006-11-16T18:50:00.000-08:00

How many have prided their self on taking the "road less traveled"? This used to mean that you did not hold to mainstream views and practices of family, religion, sexuality, education, etc. That expression was usually connected to non-traditionalism. Seems to me that taking the road less traveled has shifted; that is, traditional views are becoming the "road less traveled".

Consider these rarities:
1. Male only breadwinning households.
2. Stay at home moms.
3. Home-schooling.
4. Having more than two children.
5. Staying married to one person for a lifetime.
6. Getting married younger than 30.
7. Having children (in marriage) before age 30.
8. A basic understanding of theology and the bible knowledge.
9. Eating meals together at the dinner table.
10. Disciplining children

Ridiculous Idea

2006-11-16T16:54:00.000-08:00

1. President Bush is impeached.
2. Vice President Cheney dies of a heart attack.
3. Nancy Pelosi assumes the Presidency.

Rice Bowl

2006-11-12T20:52:00.000-08:00

Today was the International Day of Prayer for the Persecuted Church. As well as praying, I decided to fast; eating only medium grain rice and drinking tea, water, and juice (of which I drank very little). As I broke my fast just moments ago, I realized how easy it is to use food as a weapon. I can't imagine having to work all day or survive torture and only eat what I ate today.

Worst Case Scenario

2006-11-10T17:14:00.000-08:00

I think it has become clear that the Democrats are deciding to spend their hard earned political capital on unseating the President and getting the U.S. out of Iraq, but what else will they spend it on?

My prediction (and this is an opinion) is that they will do their best to transform the United States into an imitation of Canada as a welfare state and a weak foreign power(if isn't already one); Universal Health Care, Universal Education (Pre- 16), a more insular national defense policy, a more internationalized foreign policy, a porous border, hostile policies toward corporations - in short it will be a mini-socialist revolution. At worst, there will be summits with the terrorist's themselves.

Terrorist activity will diminish greatly if not disappear completely. Somebody in the leadership will foolishly state that they have achieved peace. We will be lulled to sleep by the diminishment of violence(like we experienced in the 90's). Meanwhile,the various groups which wish for America's demise will strenghten their numbers and resolve. More of them will immigrate to our country, and perhaps my post from Sunday, September 17, 2006 will begin to come true.

I know this sounds really dramatic . . . but I am convinced that we live in dramatic times, too bad some Democrats, especially the leadership, aren't.

The Dynamic Duo?

2006-11-08T21:02:00.000-08:00

Do you feel the power?

Touched

2006-11-08T20:36:00.000-08:00

When I watch film footage like this I grow convicted of my own lack of enthusiasm for Jesus Christ. Seriously, my eyes tear up when I see the simplicity of the people at worship. It makes me want to visit and even stay a long while.

Diebolded Dems

2006-11-08T20:23:00.000-08:00

Ann Coulter is right: "History was made this week! For the first time in four election cycles, Democrats are not attacking the Diebold Corp. the day after the election, accusing it of rigging its voting machines. I guess Diebold has finally been vindicated".

I can find nothing about Diebold or voting fraud on Daily Kos, Democratic Underground, or Talking Points Memo. There are no news stories on google about Diebold and voter fraud. So how come this election turned out so differently? Simple - They won!

A Bushist?

2006-11-08T18:18:00.000-08:00

Is this guy serious? From LGF.

Yeah, I voted.

2006-11-07T15:45:00.000-08:00

I almost did not vote today. I am so wearied of the commercials and phone calls. Of course with the tv you just simply turn it off, but the phone, at times, needs to be answered.

I am growing weary of all the partisanship and fighting. I am selecting today only the best options offered. I do hope that the Democrats do not assume national power, but at the same time, am not content with what the Republicans have done or are doing.

I will vote anyway . . . but I'm not racing to the polls and will not spend my entire evening tracking them.

A Bigger Target

2006-11-04T18:17:00.000-08:00

"The farther up you are, the more you are a target for Satan." This was said by one of the members of Haggard's church. I don't fully agree with it. I think the bigger target are all the members . . . a scatter the sheep type of thing. Part of Haggard's fall was no doubt his celebrity; his elevation above all of us. What do you think?

Honesty . . . is Such a Lonely . . .

2006-11-04T08:35:00.000-08:00

I am thinking that Pastor Ted Haggard's most recent admission of sin is less than honest. I know from experience that the tendency of someone caught in sexual sin is to minimize the extent of their behavior. Most of the men I have worked with, and even myself, have had to live with bone deteriorating guilt before we finally confessed the true extent of our involvement.

For his own sake, his wife and his friends, and his congregation, should not really trust him. As a public figure, he seemed to violate the very rules which are necessary - always have a friend with you, confess temptations, etc. Then again, some of his colleagues may have set him up for the fall. According to Christianity Today, Pastor Haggard is so sociable, that the only place he could get any work done was a hotel room. A Christian man alone in hotel room usually has to battle with his own demons; if he is not prepared for that chances are he will fall miserably into vice. This violation of rules, and even the sexual aspect of this, are not the worst part of all of this.

Seriously, this has shades of Clinton/Lewinsky all over it. Pastor Haggard states he did not have sex and did not take meth; President Clinton stated that he did not have sex and never inhaled. How many conservatives were proven true at least on the " I did not have sex" part? And we are all sure that Clinton inhaled. Honest confession of sin, especially for someone who has a more inflated sense of themselves, is very difficult. It is seriously painful to admit who you really are, but it is necessary. The pain thankfully is generally short lived.

For the Christian, I believe, God is merciful to our souls when we finally see ourselves in His light. The healing experience is tremendous. I felt so free, so loved, and confident. This was the exact opposite of what I had feared. I had feared that the pain of confession would result in more restriction, anger and rejection, and a debilitating humiliation. This was not the case.

I understand that on one level we must take him at his word. I am not suggesting that we put him in a torture cell to coax an honest confession. But experience has taught me to take his initial confession with some disbelief and distrust. I am very confident in this assertion. I hope and pray that for his sake, his family's sake, and for Christ's sake that he will admit (discreetly of course) the extent of his sin.

A More Effective Response

2006-11-04T08:27:00.000-08:00

The most recent comments by Sen. John Kerry were misunderstood and I think the President missed an opportunity to respond appropriately.

When I first heard them I thought they were aimed at military service. But as I heard them again I realized he was "ripping" the President.

I wish the President (and his team) would not have spun (either mistakenly or on purpose) Senator Kerry's comments. When conservatives do "misunderstand" they/we show ourselves ignorant and the perception is one of dishonesty. I see very little tactical advantage to NOT taking the Senator's comments head on.

Clear Thinking about Discipline

2006-11-02T12:28:00.000-08:00

Classroom Management v. Discipline

Achievement Gap

2006-10-31T21:43:00.000-08:00

I was out trick and treating with my little girl tonight, when I heard a little Hispanic boy (about 5 or 6 yrs) chanting "white girl, white girl". I could tell he was not directing it at my daughter, and I overhead who appeared to be his mother, telling another woman who was escorting about a half a dozen kids, "e-40's got this song . . ." I looked up the lyrics:

white gurl [8x] i got dat whiiiiite gurl [3x] girl girl [8x]

oooh i throw tha yola in tha pot let it simmer n bave
add a lil bakin soda make it foam like after shave
i like to serve my dope wet cuz it weigh a hella lot more
u can smell the residue n the fumes from next do'
turf superstar, microwaves n pickle jars
potrtable digital scales, custom painted muscle cars
pimpin where the razor blade? use a saftey pin
what they goin fo'? nigga wutchu trynna spend?
when its a drought, i jus sit on my dope n wait
for the prices to sky rocket and rise like real estate
i got dat icecream, that candy, that girl, that white white white
my christler charger 2006 hemi tight tight tight
im a d-boi (booch) i thought u knew
jus like every other mother fucker in my crew
bundle in the bushes, chop her up in the tree
Ak will light up ur chest like ET

[Chorus]

[Juelz Santana]
now let me introduce the world to my girl
she white, she bright, she shines like a pearl
and i aint talkin bout Lindsay Lohan
im talkin bout that sniff, that blow man
that 1 hit that will get u open
might make ur nose bleed if it's potaint
so if ur not ready, homie dont tamper with it
she da chick who had Tony Montana slippin
she so bad, she make u mad
but soon as u get that, she make u cash (that white girl)
but she aint always that light, she aint always that bright, she aint always that white
gimme 1 girl, i mean 1 gram
I'll teach u how to give a white girl a sun tan
put it in that pot, till it get dat hot, then start tha Sir-Mix-Alot (ight)

well down in the dirty.....south to be exact
gettin money with white girls is a well known fact
i like 'em black, brown, puerto rican or asian
but nothin bring the bread back like a caucasian
weather winter fall summer or spring
the white gurls always down for doin the damn thing
put her on the highway, she aint no punk
gotta white girl drivin with white gurls in the trunk
i aint lyin its the best thing goin
when my white gurls around its always snowin
mama cant stand her tellin me to switch
sayin imma go to jail fuckin with that white bitch
always around to keep me paid
with some white girls on my team i got it made
so if ur down on ur luck n got no money
then do what i do go get u a snow bunny

[Chorus]

i got the pirex workin with the white girl in it
its the dope super bowl n nigga im bout to win it
no question marks or commas, nigga we got the drama
when we through with this badge we goin out to the bahamas
i keep a silk braud wen im fuckin wit the hard
cuz the never get stopped my the motha fuckin cops
fools look hard but the bitches is fraud
dont like to see me ball, want me to go rock from rock
move around bitch u need to get out the way
i keep a young suzi when its time to move yay
u need to learn the game before u try to play
like cab gone those laws will take u away
so i keep me a snow bunny ridin in the front
with a triple zillion head in a platnum cup
u already know they eat nuts like a squrril
lemme hit u in ur head n bust nuts in ur curl white girl
Here is Amazon's sample of e-40's latest.

Can you say "achievement gap"?

Sorry

2006-10-31T07:42:00.000-08:00

My series on "The White Way to Teach" has been obviously postponed. I have been performing too many domestic and teaching duties to find any time to really blog about this, although I have written a second installment, which needs some serious editing. I was hoping to provide an extensive investigation into the achievement gap.

So far what I can report is that I am still convinced that it is not my "whiteness" which is hindering student performance. It is a student's inability to deal with otherness that is getting in the way. I can also report that there are no solid pieces of advice for teachers about how to concretely deal with their so called unconcious racism.

Case in point, the most recent addition of NEA magazine. I was eager to read their conclusions on the matter, but found them sorely lacking; the teacher must contemplate (not a bad thing, but how about some external guidance), use the students' vernacular, and try to understand and be respectful of other culture. OK, so this I do, but there is a bit more.

One of the more solid pieces of advice was to acknowledge (and this was in a teacher's opinion piece)that racism, sexism, etc. are still very real barriers to economic advancement in America. So the most concrete thing I can do is play into their sense of victimization. In fact, this teacher took it further, by helping students form rights groups which stood in opposition to the mainstream and defended the victims of the status quo.

I can not stand honestly in front of my students and play into their feelings of victimization. I am not convinced that much of America, particularly here in California, is racist and has it out for my students(which is not to say that America is perfect, but have you seen Europe?). I am hopelessly "white middle-class" believing instead that I should encourage my students Western values and manners, and the country in which they live are pretty good on balance. This is not to say that I insist on them shedding those social behaviors or ideas which have helped them survive life in a tough neighborhood. Instead I think they should add atypical middle class behaviors (shaking hands, looking eye to eye, please, thank you, etc). In other words, I acknowledge that their rough and tough behavior has a place. But I would be remiss not to teach them how to operate in the wider social groups of the nation.

It seems to me that the current fad in education calls for us teachers to respect the rough and tough behavior of our students, in fact, even to imitate some of it.

Here are the articles from NEA:

It's There
Teach Manners?
But How?

Who's Been Reading?

2006-10-19T19:13:00.000-07:00

Have you been reading the Mimmenblog for the last few weeks?

Why Listen to Your Poor Teacher?

2006-10-18T20:02:00.000-07:00

I noticed a different trend this year in my classroom - students making business deals. Now I know that students have sold all kinds of things, especially drugs, to one another for years, but this is different. This is a market for the latest hip-hop gear; namely hats, shoes, t-shirts, and jewelry and it produces more profit than selling gum or candy. Call me naive, but I'm sure that plenty of my colleagues are unaware of the booming underground market. For example one of my 15 year old students sells shoes and hats, both new and slightly used.

I of course have scolded him many times for doing business in class and have had a few talks with him. Today he divulged to me that he has purchased 12 pairs of Jordans for $500.00, and that he has sold 3 pair for $400.00, and that after he has sold one more he will break even and the rest will be profit. All told he stands to net a tax free profit of about $1,060.00. Now if he continues this all year he will make about $12,720.00 for the year. Not bad for 15 yrs! If he sold 24 pair of shoes a month he would double his total, and of course you can calculate what he might make a week! He also admitted to me that he was quite the gambler, but has given that up recently. It makes one think about why some students come to school and what else they might be selling and how much they are making. It seems students are doing what big corporations have always longed to do.

Hair braiding, bootleg dvd's and cd's, home recorded rap cd's, computer software and video games, candy (now it is banned on campus), etc. are probably being sold right under the noses of the school staff. In fact, during American Government my students divulged that some in the neighborhood were make a pretty good living braiding hair for cash, even while living off welfare and enrolling their child in the free lunch program. There is even a boxing gym in the neighborhood run out of a guys garage($50 per month). Again, pretty smart, but hardly ethical.

So do I wonder why some of my students don't listen to me and think they should be conducting the lecture in Economics? After all , some of them might be making almost as much as me.

By the way, I encouraged my student to try using ebay instead of my classroom or the school, and to work hard in High School so he could go to the Wharton School of Business.

For more understanding.

Fun LOST Stuff

2006-10-15T23:12:00.000-07:00

Although this got dis'd on the boards I think it is pretty insightful.

Clearly the LOST island is other dimensional (The Third Policeman).

Sobey's

2006-10-13T12:54:00.000-07:00

Buy a car from my friend Brad at Sobey's. Click the link!

Recent Work Email

2006-10-13T12:51:00.000-07:00

"Users of the D-5 lab need to be very diligent with monitoring what students are doing at all times. We have noticed a significant problem with missing mice rubber balls, keys removed from keyboards, front areas of computers pulled off, etc. This constitutes vandalism and/or theft, and destruction of school property which should result in student consequences. This is everyone’s responsibility. Teachers have to be the first line of defensive maintenance in keeping the equipment in good shape for everyone to use."

This is a brand new, state of the art, computer lab.

How sad that many of us (me included) are not grateful for what we have. I have heard of schools in other countries which have one computer!

The White Way to Teach; Part 1

2006-10-12T21:29:00.000-07:00

Most student teachers come to the teaching profession wanting to do one thing – teach. But this is easier said than done. As I've discovered, and as many of you have too, teaching is a very complex endeavor, at least it has been made so.

When NCLB was implemented and state testing was finally taken seriously many of us were confronted for the first time with the "achievement gap", the gap between the performance of black students and white students. The gap is obvious.

The local newspaper in my area reported about a school in the North area: "Despite the changes at the school, not everything is going swimmingly. Last year, the school's API dropped for the first time. While all students have improved over the past six years, the racial achievement gap has widened alarmingly. In the past four years, the school has twice failed to meet federal testing targets because of low scores among African American students."

The San Francisco Chronicle reported this in September: "In grades 6-8, for example, an impressive 74.7 percent of Asian students in San Francisco scored at a proficient level or higher in math. Some 64.7 percent of white students met the high standard. By contrast, a depressing 13.8 percent of African American 6th- to 8th-graders were proficient in math, and only 20.2 percent in reading."
These schools are considered inner city schools, but even this paper, citing another study, reports that it might not be a matter of location: "More minority students attend suburban schools than popularly believed; in 2000, 33 percent of African-American children, 45 percent of Hispanic children, 54 percent of Asian children, and 55 percent of white children lived in suburban areas, and they attended both poor, segregated schools and excellent racially integrated schools with many resources (Ferguson, 2002, p. 2)".

A recent ABC News report states that ". . . fewer Latinos and blacks are enrolling in the University of California system even as the state becomes more ethnically diverse. Out of nearly 5,000 freshmen at UCLA this Fall, only about 95 are black -- the lowest number in decades. UC San Diego is projected to enroll only 52 black freshmen, or 1.1 percent of the class; UCI, only 122, or 2.3 percent of its freshman class".

There have been several recent conferences on the achievement gap:

1. Myrtle Beach

2. North Jersey

In my department we are frequently presented with the question: "What are you doing to help your African-American students?" The tone of the question implies that we are are doing nothing at all (after all the test scores are low)and hints that somehow we must teach differently. Our answers were only once discussed for few minutes and then we had to move on to other business. The thing is some would find only a certain set of answers acceptable.

For some time (I'm not certain how long) the approach to improving African-American performance has been to deal with the teacher's bias, expressed as "Whiteness".
Audrey Thompson from the University of Utah writes, "Because white cultural norms are systematically enforced in the schools (usually without any recognition that they are white norms), whiteness theory is particularly important for educators. A teacher who can deconstruct his or her own whiteness is far better positioned to see why prevailing pedagogical and curricular patterns might not work for students. Even white teachers who are fully committed to multiculturalism often fail to see how their own investments in white culture as a universal culture get in the way of their good intentions vis-a-vis students of color."

Edward Rhymes (a consultant in the areas racism, equity & diversity, education and adolescent development and Visiting Asst. Professor at the University of Massachusetts-Dartmouth) wrote this in the Black Commentator:
"As we step outside of the tangible statistics of our country’s teaching population; let us take a look at intangible aspects of teaching. When an educator stands before a classroom and teaches, they are not just transmitting facts, figures and data about English, math, history etc. They are also conveying their worldview, ideas and values – either consciously or unconsciously (as a teacher I understand this all too well). Too many times people like doctors, policeman and teachers are treated as if they are separate from (or above) our society, rather than reflections of it. The high expectations we place upon these individuals, somehow causes us to lose sight of their humanity. The same ideas and prejudices that Joe and Jane Q. Public struggle with, are the same ones our teachers struggle with as well. Unspoken and unconscious prejudices are no less real than vocal or conscious ones. Our thoughts carry attitudes; our attitudes carry vibes; and once that undeclared, discriminatory vibe is felt by that student of color, it can create very real barriers to their desire to learn and that teacher’s ability to teach them."
But what does the vibe look like?

This lengthy quote is a tidy summary of the theory (for the skimmers I've italicized):
"Much of the teaching that occurs in America's public schools reflects the values, culture, and norms of educators who believe that they are preparing students to function in a meritocratic society - a society that will fairly reward hard work and the demonstration of valuable educational knowledge with socioeconomic mobility (Darder, 1991; Lareau, 1989; Oakes & Lipton, 1999; Valencia, 1997). Teachers who view society as meritocratic are apt to believe that schools are as well. They are not inclined to identify schools as vehicles of social reproduction that limit the ability of students who come from families with few socioeconomic resources to gain the knowledge, skills, and cultural capital needed to advance at the rate of their privileged peers (Bartolome, 1994; Lareau, 1989; Solorzano, 1997). Furthermore, these teachers' meritocratic beliefs can easily prompt them to attribute the disproportionate low-achievement rates of students of color to cultural deficiencies (Fueyo & Bechtol; 1999; Solorzano, 1997; Valencia, 1997).

Valencia (1997) and Solorzano (1997) explain that teachers' deficit thinking causes them to make biased judgements of students' intelligence, ability, and behavior that are rooted in racial, cultural, and class-based stereotypes. Darder (1991) further asserts that teachers' peer socialization and educational and race-based experiences influence their ideologies. Furthermore, a variety of scholars point to the denigrating impact that teacher bias can have on students, given that a teacher's ideology is manifested through his or her instructional strategies and treatment of students (Cochran-Smith, 1997; Darder, 1991; Delpit, 1995; Oakes & Lipton, 1999). This directly impacts students' self-esteem and their motivation and inclination to excel (Cochran-Smith, 1997; Oakes & Lipton, 1999).

The growing diversity found within public schools necessitates that teachers of diverse learners accept responsibility for the academic success of all students (Fueyo & Bechtol, 1999; Ladson-Billings, 1994). Doing this requires that educators be culturally sensitive and confident in their own ability to adequately teach diverse learners. Thus, teachers must not only enhance their pedagogical skills, but also build nurturing relationships with their students and better understand their racial, ethnic, and class backgrounds (Bartolome & Trueba, 2000; Cochran-Smith, 1997; Fueyo & Bechtol, 1999; Ladson-Billings, 1994).

Teacher education programs must play a key role in enabling educators to meet this challenge, since students of color, and those with limited English skills, are likely to have White, middle class teachers who have had very different life experiences (Darling-Hammond & Post, 2000). These educators may fail to recognize the learning potential and cultural resources of diverse learners (Cochran-Smith, 1997; Darder, 1991; Fueyo & Bechtol, 1999; Moll, 1998). Fueyo & Bechtol (1999) and Darder (1991) further acknowledge that teachers of color, like their White peers, can also lapse into deficit thinking and display bias towards students. Hence, they must take the same steps to examine their ideology and maintain democratic and equitable classrooms."

But what are those steps exactly? Indeed I agree that one must understand the background of their students, but how is it done exactly without making truly racist assumptions? Instead, I allow some minimal assumptions which are usually based on dress, language usage, and traits like self-discipline, self-restraint, and organization. By some standards those would be the judgments of a racist.

As best as I've been able to figure with a cursory study, the "white" teacher must deal with his "whiteness", which is the main reason for the lack of success of his students. I have yet to find the specific details of which aspects of my whiteness I must examine. I have though found many general definitions of whiteness. The main idea of them all is that a "white" person or even someone who behaves "white" must begin by recognizing that their lives have been benefited by their whiteness.

Some time ago I bristled at the idea of being called "white". When I fill out forms and have to claim my ethnic identity I am tempted to mark nothing at all. My ethnic background is Portuguese, Irish, and a very little bit of French. One of my mother's relatives was a Native American. Honestly, I wish they had a box for "European Mix". But then again, the idea of selecting an ethnic identity is absurd in the first place. What does it really mean?

What I see in front of me everyday in my classroom is a variety of cultures. I see that my students from various different ethnic backgrounds have taken on some of the same cultural behaviors, namely those of the Hip-Hop culture. For example I have witnessed some Asian students call each other "Nigga", and even refer to their African-American friends as such, without consequence. Yet I also see (and the San Francisco report bears this out) some Asian students exhibiting what could be called "Middle Class Values". Likewise I have seen students of various ethnic background exhibiting these same traits (yes, even African-Americans).

We have terribly confused race with culture, as exhibited by the following from Sojourner's: "Many people of color understand the power differential inherent in the three manifestations of racism: personal, cultural, and institutional. They view racism not as an individual issue but as a systemic problem. However, many white people still characterize racism as a virulent form of individual prejudice-they reduce the problem to what Peggy McIntosh calls "individual acts of meanness." They are unschooled in the systematic ways that racism has been institutionalized and are oblivious to the reality of privilege given automatically and invisibly to white people every single day."

If they are arguing that middle class values are somehow the institutionalized "racism" of this era, then . . . well . . . ok, sure. But the question is, "Whose system would replace the current 'norm'?"

I Pledge Allegiance

2006-10-10T22:08:00.000-07:00

This was my response to Teacher Guy's most recent post:

I have not yet read Kozol's book. I think the problem lies deeper than simply investing more money into schools. Our unity is expressed by our ideals, as opposed to our willingness to guarantee equal outcomes in education or economics.

I work in a a school that was recently renovated. This school boasts a healthy diversity and 75% free lunch enrollment. The interiors had not been significantly updated since the 1970's. Last year they gutted every room and installed the best cabinetry, electrical components, desks, etc.

Despite the numerous trash cans everywhere at lunch the landscape is littered with garbage after lunch, we still get tagged once a month, restroom signs have been pried off broken in half, and the students still complain that it is a "ghetto" school.

The same is true of the impoverished neighborhood across from mine. It looks in places as if it had never been renovated.

We must recognize, and see this all the time at school, that until a community is responsible for itself they will always see someone else as not doing enough.

Cool Raefreshment

2006-10-10T21:29:00.000-07:00

I have to admit that I am not at all hip on pop-culture (this will be way obvious to those of you who know me). I have fallen way behind the times. But last night I found myself about as close to a new trend as I've been in years – Corrine Bailey Rae.

I love Jazz and Swing, and while dialing up to Yahoo's online radio station I was caught up by a pair mysterious eyes, kinky hair, and unique facial features. Curiously, I clicked on the "Coffeehouse" and was greeted with the most enchanting voice; different intonations naturally stretched out, fun and enjoyment behind the voice, a hint of British accent, and a broad range. The lyrics of the song mirrored my own life. In short, I really connected with the music, I was hooked.

I listened to almost every one of her songs, read about her history, watched YouTube interviews and live television spots. Now, I'm not a pop-culture guy, as I said before, but I have tried to watch the latest artists perform their music, and it was almost always about them or their political grudge. When they were done their faces beamed "ain't I great". This music, although about her own personal experiences, was performed with great humility. She strikes me as a genuine artist, interested in her music and style. She is of course attractive; sultry and sexy, wholesome (a dress of modest means and flats) . . .in the truest sense of the words. I was an instant groupie.

Now, I never go to concerts. I generally think they are a waste of time and money. But I would listen Mrs. Bailey Rae (that's right she's married to her saxophone player) in a heartbeat, and I would bring my wife with me. Today I bought the CD and picture my wife and I dancing slowly in the aisles (my wife would never do this with me).

Check out her music for yourself (my apologies to my hip readers for whom this is old news) at www.corinnebaileyrae.net.

You've Got to Be Kidding!!!

2006-10-07T16:57:00.000-07:00

I worked for about four hours on a post, and when I clicked on publish, the screen read "post not found"!!!!!!

Please watch this

2006-10-05T22:45:00.000-07:00

I love clear explanations.

Whaddidayamean????

2006-10-03T23:46:00.000-07:00

Could this video reveal any reasons as to why some, if not most, African-American boys are not doing well on the CST? Does this video make you nervous?

(Note a few things: 1. guns in a bathroom (school? or theater?); 2. The guy getting cuffed is in Miroslav's favorite theater; 3. "White people" or one "White guy"?;
4. The suburban setting (is not exactly the ghetto))

What are your observations?

YOU SUCK! Hope you do well this year.

2006-10-03T23:24:00.000-07:00

This is the first posting in series of postings about my relationship with my colleagues.

This summer I attended a very valuable conference. Knowing that I needed to improve my teaching skills I was excited to attend. I was reunited with a couple of my colleagues and we were all cordial with one another. I was looking forward to working cooperatively with them. That excitement was curbed when I was "surprise attacked" by the department chair in front of a perfect stranger.

An article had been published that morning citing the latest CST performance statistics of African-American and Latino males. A fellow teacher approached and asked what Herman and I thought. He replied, "The honors and AP kids (He has only one or two sections of non-AP students) get angry with the other students in the school who are not performing." When I chimed in and began to say, "Some of my students would say that the article was racist . . ." I was cut off by Herman who interjected, "Well what if it is racist?" (Please note that the he considered his students' reaction to the article as legitimate) and then mumbled something that sounded like "You always land on that side of . . ." Our table visitor, sensing the tension backed off and shuffled away. A shot of adrenaline pumped through my system. The speaker asked us to be seated and I, sitting across from him shocked, leaned forward and whispered, "Herman, I need you to clarify what you just said!" To which he at first responded that he did not want to get into it with me, and then excitedly, and with a degree of compassion and disgust said, "You're teaching is a joke.", again another surprise. By now I was reeling and after a bit more back and forth conversation I had to walk outside. For the rest of the day, and into my evening I was stunned. It is not that criticism is not acceptable, but the nature of the Herman's approach was less than professional or expected. I set myself to inform him of this the next day.

The next morning when we were released to work as individuals I approached him in the hall and politely asked that if some time during the day or after the conference we could speak. Again a surprise - He looked at me with contempt bordering on anger, and said, "About what!?" I calmly, replied, "About what happened yesterday." He repeated my statement with frustration in his voice, and egged me on to talk about it right there in the hall. I wish I would have kept my cool and said "no", but I told him I did not like the way he approached and that I needed to know how he knows that I am such a poor teacher (he has never observed me teach nor really talked with me about methodology). I had my suspicions about his sources of information, considering that he was very close to some of our common students. Likewise I think it important to mention that Herman is very tall (I am about up to his midsection, maybe). In addition he is my union rep, and up till this point, the only one I trusted. Well at this point, Herman is very angry, and makes many general statements such as "everybody knows" and "You're too white, middle class", and "We know your bias." He ridicules me that I do not know that everyone thinks my teaching is a joke by saying, "What, you can't see it!", and when I press a point says, "You want to fight? I'll fight". No kidding, he actually started walking towards me with his chest out. Taken by surprise, and not wanting to fight, I finally again say, "I agree that I could improve in my teaching, but I wish you would have talked me privately, over coffee or something." To this he grunted, and I don't really remember how we parted. I went outside though, and he continued on his way.

Later that day I really played a bit of politics. I went to the principal's office, and told him some parts of the story. I purposefully left out the juicier parts. I told him that I would hope that teaching assignments were not designated by the buzz or gossip. He assured me that it was not. I then revealed that I was told that I did not get an assignment because he did not want me to have it. His response: "That was not the case". He then went on to explain that it was more pragmatic, a scheduling issue. The last word that he left me with was that he had confidence in my abilities. Clearly, someone is not telling the truth, or has misunderstood their meeting. Not sure whether it was Herman or Mr. Man I have let that one rest.

I saw a curious connection to Saul Alinsky's "Rules for Radicals" and Herman's approach:

RULE 1: "Power is not only what you have, but what the enemy thinks you have." Power is derived from 2 main sources - money and people.
I was told, "Everybody in the department knows that your teaching has become a joke"! I was also informed that the principal did not want me to teach a certain class because it was reported (I don't know by whom) that I had showed the students a website the whole period (albeit about the topic we were studying). Nobody ever consulted with me regarding the merits of the lesson. They took someone's word for it (probably a student's).

RULE 2: "Never go outside the expertise of your people."

The accusation was only in regards to my teaching.

RULE 3: "Whenever possible, go outside the expertise of the enemy."

Maybe his assumption: this guy knows nothing about race.

RULE 4: "Make the enemy live up to its own book of rules."

I was told, "You’re a Christian. I'm just disappointed because it’s a brother thing."

RULE 5: "Ridicule is man's most potent weapon."

I was told, in regards to racism, "You always land on the other side". (In other words, your views on race lean towards racist views). I was told I was too white, middle class. I was told that my teaching was considered a joke.

RULE 6: "A good tactic is one your people enjoy."

The colleague who criticized me loves to argue.

RULE 7: "A tactic that drags on too long becomes a drag."

Two years ago I was removed from a teaching team, and was added last year. This year I was "surprise attacked" at a conference.

RULE 8: "Keep the pressure on. Never let up."

It started with, "Hey George, you gotta bring it this year", then became "You're teaching has become a joke.", and finally, "You're too white, middle class".

RULE 9: "The threat is usually more terrifying than the thing itself."

Accusations of being semi-racist, too white-middle class, and "We know your bias"!

RULE 10: "The major premise for tactics is the development of operations that will maintain a constant pressure upon the opposition."
I wanted to discuss bias, so I said, "We all have bias" to which he replied, "Oh no, you're not going to go there.", and "Yours is different."

RULE 11: "If you push a negative hard enough, it will push through and become a positive."
"I've never been more determined in my teaching career than I am today."

RULE 12: "The price of a successful attack is a constructive alternative."

This is where my colleague failed. When I asked about bias, and my poor teaching, he backed away saying, "You're going to have to figure that out yourself".

RULE 13: Pick the target, freeze it, personalize it, and polarize it."
Obviously, certain teachers in my department were consulted, as one told me he was nervous that I was going to be able to teach well-enough, another has been encouraging me (Wow! Looks good!), and another just keeps showing up in my room (a very new trend considering that he has been in my room more times in the last two months than in the last two years). I define myself as a target because I was never consulted.

Now had Herman practiced his own rule of respect for other's ideas, he would have heard me say to our table visitor: "Some of my students would look at this article as racist. They would disbelieve the data, convinced that they are not responsible for the results. This makes it very difficult to work with them. Others would be discouraged and give up quickly. It's challenging to encourage them to do well."

Sounds racist and too white, middle class, right?

I am not sure what I am going to do about the lie. But what I have done is commit myself to "emptying the tank" by the end of each work week, and this not out of anger. Curiously, I have taken note that my roster is loaded with both African-Americans and Latinos, both males and females. I also have many students who have long lists of behavioral issues, are Special Ed, and have low GPA's. I have resolved myself to do my best with whomever I am assigned. But consider that all eyes are on me to keep up our legacy of 4 yrs. of increased performance. In other words, if the test scores for history "tank", they'll know whom to blame, and it won't be the students.

The lesson learned: Your life can change suddenly and without notice.

Homeschool and Hyphy?

2006-10-02T19:43:00.000-07:00

I love the picture that accompanies this article. I wonder how many of these kids go dumb. I just wish the reasons were given for the trend.

Chanman's famous

2006-10-01T14:39:00.000-07:00

So I was reading the local Sunday paper forum section (my favorite) when I glanced a name all too familiar - www.buckhornroad.blogspot.com. So I call up Chanman all excited thinking that he would say, "Oh yeah I know". But instead he was as surprised as I. What a joy to share that moment with him. The link is here, but you have to register to read it. Or you could just go to the link to Chanman's blog that I've provided.
Congratulation Chanman, I hope your readership skyrockets!

Degenerate

2006-09-29T21:02:00.000-07:00

Please watch this. The clips and opinions are insightful.

Hmmph

2006-09-29T16:55:00.000-07:00

The students were given a writing prompt: How much loyalty do you feel to the U.S., your High School, or California? The prompt was designed to get them thinking about loyalty, because we were studying the American Revolution. Here is a student response:

"Well I don't really like much about the U.S. I only like it cause were free. and that theres alot of cool stuff. Also cause the U.S. brought my FAM up"!!

I'm still trying to figure out what he does not like about the U.S.?

One of those days

2006-09-28T15:44:00.000-07:00

It is the end of my day teaching. I am emotionally worn out right now.

I am amazed, astonished, and aghast at the ignorance of some of my students. I am not making fun of them or looking down my nose at them, but I am shocked that so many could know so little. On another note, I am constantly having to deal with discipline and students' physical and emotional problems, and inadequate social skills.

When I lecture the students ask the most off base questions and show just how . . . well . . . ignorant they are. On showing a painting of Napoleon they ask "Is that a girl"?, "How did they get paintings of people like that"? "How did they know that is how he looked"? After explaining at least twice about this painting, and teaching them that she represents liberty, I still had students ask, "Did she really fight like that, topless"? Only to here another student say, "Dang, dude she's topless"! The lack of basic understanding is immense.

I literally had one student not understand that bread and cake are both made of flour. I suppose that she was agreeing with Marie Antoinette. That goes beyond cute, it is downright frightening. Many of my students do not know how to figure their grade percentage. After having not done several assignments they ask me, "What can I do to improve my grade"? I have to sit down with them and show them how many points have been accumulated so far and how many they have, and that they are not doing well because they have accumulated too few points, because they did not finish the last four homework assignments.

At the high point of a lecture after making a great point, and with most of the students waiting on my next move, the hand goes up, and I hear, "Can I go to the bathroom"? Talk about anti-climactic! How many of my students are really engaged is hard to gauge. Just the other day I caught two girls passing a note, I took it, set it on my desk, and found it today. It read something like this: "Wat kinda girlz u like? Cuz I wuz like wantin to hook up wich you." Requests for tissue, band-aids, turning in late work, for the bathroom; outloud complaints like "my booty sore", "It's hecka cold", "She took my pencil", and "I can't see" are too numerous too count. Chit chatting, text messaging, rapping under their breath, passing notes, getting emotional (usually angry or sad) , falling asleep at their desks, etc. can overwhelm. Distractions, distractions, distractions. Keep in mind I am using very colorful, very graphic power point slides and that I do not lecture every day. Yesterday I showed a 15 minute movie, and I had to re-start it three times.

Now you must be thinking that I am a soft teacher, right? Wrong. I try to be fair but firm, to answer their questions, and to discipline as necessary. Today I sent 6 students out of one period, so I could just continue what I was doing . . . which was trying to teach.

Today only a handful of students out of my 120 did the homework, and this after I spent ten minutes in class explaining how to complete it. Likewise they write down an agenda daily, and I remind them constantly to do their work. And what is the most common reason for not doing it? They forgot.

Now dear readers, I have not asked for advice so please do not offer any. I am doing what I can within reason. Don't tell me that I need sensitivity training, or that I don't understand poverty, or that I need to use more technology, or that I need to try group work, or that I am too white middle-class (Yeah I know, I'm setting myself up for that one). I know the deal, I just grow tired of it.

Students Ask the Darndest Things

2006-09-25T23:11:00.000-07:00

Today while teaching about substitution effect I used margarine and butter for an example. One student raised his hand and asked, "Mr. Mimmen, what is the difference between butter and margarine anyway"?

Again while teaching in Economics I used Hip-Hop as an example for changing tastes and preferences. One of my two white students raised her hand and asked, "Mr. Mimmen, what is Hip-Hop"?

While teaching about the American Revolution I made mention of King George III. One of my new students barked, "Is he coming to our classroom"?

You might be thinking, "Is this real"? The answer is "Yes". I have to tell you that many of my students are genuinly ignorant of so much, but that is why I teach. How about some more compelling evidence?

Two years ago I chaperoned a trip to Old Sacramento and the State Capitol building. Many students on the bus asked about the river (as in, "Hey what's that river over there"?), were shocked to see Old Sacramento ("What is this place"?), and had never seen the Capitol building before.

You have to wonder though what kind of bubble they live in?

100 things about me in no particular order

2006-09-24T15:30:00.000-07:00

Thanks to Miroslav, I thought I would post this:

1. I enjoy Big Band, Classical, East Indian, some techno, and Jazz music.
2. I have three children; 1 boy and 2 girls.
3. I was a member of a Civil War reenactment group for 6 years; the 69th New York, Co. A.
4. I am not respected by some of my coworkers. They told me so.
5. I feel I have a lot to prove at my work this year.
6. I have taught High School for the last 8 years.
7. Sometimes I overeat or snack a lot to cope with stress.
8. As a result I do not weigh what I want to weigh, which would be about 165 lbs.
9. I currently weigh 180 lbs.
10. Sometimes I feel like the low man in the pecking order when around other men.
11. I read quite a bit (mostly history, theology, and adventure books).
12. I have not watched football for years, even though I played during High School.
13. If I go a long period without reading I feel like I'm dying inside.
14. I am frequently struck by sinus and bronchial infections.
15. I have had pneumonia.
16. My body often experiences minor (my doctor confirms this) maladies such as cysts, infections, and unexplainable pains.
17. I take Allegra, Rhinocort, and Advair every morning along with a daily vitamin, herbal immunity remedy, and sometimes Pseudoephedrine.
18. I have tried many times to stop drinking coffee.
19.I started a journal some years back and actually filled it with writing.
20. I love walking out my front door on a foggy morning and not hearing the traffic hum.
21. I don't like the feeling of hot sun and cold wind together.
22. I have recently experienced a random shooting pain coming from my heel, and stiffness in both my feet.
23. I find my wife incredibly attractive when her hair is messy, her face is glowing from a busy day, and she is wearing stained clothing.
24. I also find her incredibly attractive when she is wearing a dress and is all dolled up.
25. I am also so drawn to her when she is enjoying her children.
26. When I was young I vowed never to live in the city in which I now reside.
27. I am often anguished over issues of race, racism, and culture.
28. I work in a school in which only six African-American males qualified to attend a U.C.
29. I work in a school where the two lowest performing groups are African-American males and Hispanic males.
30. I often feel powerless to do anything about it because so much of their thinking is dominated by others, and ideas, more influential than me.
31. Sometimes I feel like "just a teacher"; no real world experience.
32. Although I am making the most money I have ever made, I still find very little money at the end of the month.
33. I have been employed several times to earn more money. This money sits around for a few days, and my wife and I feel good, and then something breaks and the money gets spent.
34. I am very picky about the movies I watch. Most movies are biased and message ridden. I can figure out the message during the trailer. What happened to entertainment?
35. I can't believe that more people do not see this, that is, read between the reels.
36. I think Jazz could brighten up the worst prison cell.
37. I am a Christian, becoming of the Reformed ilk.
38. I find it ironic that I like music which was born in the brothels of New Orleans. Would I have listened to it if I had lived in an earlier time? Would I have considered it the devil's music?
39. I can't stand rap in its most recent form.
40. I think it is destroying the hearts and minds of a generation. It makes Heavy Metal and Punk sound like children's music.
41. I wish we could return to the 1960's when the African-American community sought integration with middle class, white Americans.
42. I also wish that White Americans had never treated so harshly, so brutally, the Black community.
43. I don't feel compelled to apologize for my White Middle (albeit lower) "Classness".
44. I was told by one of my colleagues that I was too white middle class (he too is white middle class . . . go figure?).
45. Yet, I get along well with many of my non-white, non-middle class, students. They often tell me that I am a great teacher, and that I'm "coo" (cool).
46. I think that middle class values are necessary if we are to maintain our Republic. Don't beleive me? Ask Aristotle.
47. I wish I played chess more often.
48. I can't stand the idea of a socialist nation, but often grow jealous of the European lifestyle.
49. I would love to get paid to read, research, and teach students who really want to learn.
50. I don't know enough . . . about mortgages, saving and investment, home ownership, loans, automobiles, and computers . . . and don't really want to know more.
51. I really want to know more about foreign relations, history, globalization, and other cultures.
52. I think it would be exciting, challenging, and invigorating, as well as scary and nerve wracking to work abroad.
53. I don't like owning my own home; having to worry about this or that breaking, taxes, and that someone might sue me because they injure themselves on my less than level sidewalk.
54. I hate driving to work and wish I could bike or take mass transit.
55. I tried both and they took way too much time.
56. I used to have an addiction which I allowed to rob me of time, energy, and nearly broke up my marriage.
57. Sometimes I daydream of living in a town and house that was surrounded by nothing but fields and forests.
58. I traveled to a city like that. I did not like it. I didn't feel like I was part of the U.S.A.
59. Sometimes I wake up exhausted and wonder how I am going to make it.
60. I don't read the Bible or pray nearly as much as I should.
61. I have finally come to realize that my job and roles of husband and father must be motivated by love (not pride, not anger or frustration, nor self interest).
62. I am finally coming to the place where I am enjoying supporting my children's interests.
63. I think its okay to take time for you.
64. I think a husband and father must fulfill his vocation outside the role of husband and father. In other words, pursue your hobby, advance in your career, and volunteer.
65. I do not support the current Christian father/husband model which says that you must never have a hobby or other interests outside your family, that "if mama ain't happy," then you are blowing it and that you must be a nice guy. It does not seem to me that some of the greats (Calvin, Edwards, and Bunyan) lived life this way.
66. I can't stand it when other Christian men question how it is that you have so much time for a hobby or to read so much or to go backpacking overnight because what they are really saying is "How come you aren't a good example like me".
67. I am discontent with the church at large, especially as they imitate the culture, disdain theology and liturgy, and reject creed.
68. I am by no means the model Christian (which is a very Christian thing to say), not knowing most of the creeds, the liturgy, or as much theology as I would like. If you want to see a good witness, look to Christ, not me.
69. I do not live near my aunts, uncles, or grandparents.
70. I like to live simply and can be satisfied with very simple food and shelter, and very few wants (But I must have books and coffee).
71. I like wool garments, blankets, canvas bags, and backpacks of all sorts.
72. I would love to have my own space; it would be a shaded shed or tree house with plenty of windows, a wood stove, and lots of books, a desk, and a bunk. I would be able to smoke my pipe inside of it. Friends would come to visit and we would play chess.
73. I moved into the neighborhood I now live in because all my friends convinced me to. They then all moved out of the neighborhood. We are the last of well over a dozen families.
74. I am the son of Dennis and Linda, who divorced, and then re-married one another. I was at their second wedding.
75. I have one younger brother. He and I are not as close as I would like.
76. I often feel like I could do a variety of jobs and skills, yet find myself afraid to transition from the very secure job I now have. I do a decent amount of research and then find it is just not feasible.
77. I really enjoy working out like a boxer, and wish I could join a boxing gym. I am curious how well I would do against an opponent.
78. I wish I would have served in the military.
79. I sometimes feel financially trapped.
80. I drink a lot of water but often feel thirsty (probably the allergy medications).
81. I don't cry that often and wish I could.
82. I grew up in suburban neighborhood in Santa Cruz. During my elementary years the view from our front yard was a canyon lined with eucalyptus trees. The ocean was a bike ride away. I could hear the seals barking in the morning, and the sunsets were incredible.
83. I now live in a tougher, not so nice neighborhood. At the end of my street I could walk into a different world complete with prostitutes, drugs, gang violence, and gambling.
84. I frequently experience, as does my wife, beggars at our door, and at the grocery. There is an increase in begging around Christmas time.
85. I don't know my neighbors all that well.
86. I have grown tired of living in Sacramento with all the crowds, traffic, and smog.
87. I often long for a place like where I grew up, where you could hike, bike, and generally disappear, and experience some open space.
88. I often long for the days when California was a lot less crowded. Even Sacramento, in the last 15 years, has really grown.
89. I don't visit with friends as often as I would like.
90. I hold to what some would call politically conservative leanings, I think of myself as classically liberal.
91. I can draw well, but do not draw often.
92. I really enjoy the Sunday paper.
93. I should hang around the pub more often. I tend to cruise bookstores when I have free-time. Then I feel guilty I'm not reading. I
94. Even though I have asthma and allergies I really enjoy smoking my briarwood pipe.
95. When I hear the sirens of the fire engine or police car, I feel I should be there.
96. I don't evangelize a lot, but know I should (perhaps I should go to the pub more often).
97. I think I'll always have a safe job; working at a desk, using a computer, talking on the phone, teaching, and shuffling papers.
98. I enjoy solitude but experience times of loneliness.
99. I have a very busy, very full life.
100. I have never been more confident in my life about how much God, and my wife, love me.

Future Fatwa of America

2006-09-17T20:28:00.000-07:00

The year is 2015. The covers of Time and Newsweek, as always, running twin stories on the latest political buzzword – "The New American Majority".

The story runs something like this:

"The turn of this century saw a rise in Muslim immigration to the United States. Of course, immigration by Muslims to the U.S. is nothing new, but this new wave of immigrants have brought with them the radical versions of the faith once known only in the Middle East. In addition, the U.S. has seen an increase in the number of Muslims sneaking across the border. Like those who followed legal means, they too express a more radical, fundamentalist version of Islam. Their version of the faith has even begun to resonate with members of the American Muslim Community, who have expressed frustration with the U.S. government and the West in General. More significant is the number of Muslim children born to these immigrant families. Whereas, the average white American family has 1.5 children, the average immigrant family has 4.5. This birth rate has produced a new baby boom, with the average age being 14, and it is clearly changing the sites and sounds of urban America.

It is now not uncommon to find a large mosque in any urban center. San Francisco has two, for example, and they seat on average 30,000 each. In other cities around the country Muslim men sometimes fill the streets, blocking traffic, in response to the call to prayer. In some cities, businesses close their doors about 30 minutes during each prayer. Whole streets, neighborhoods, and even some small cities are now wholly Muslim. Dearborn, Michigan, long known as the "American Mecca", now competes with the likes of Charlotte, Phoenix, and Pittsburgh. These communities quickly organize politically and socially. Some of the best charities in the country are run by Muslim organizations; hospitals, Arabic language schools, employment placement, and even welfare for the poor.

Schools are probably the most significant illustrations of the change which has taken place. Public schools have, at least in the late 20th century, traditionally been places where prayer is now allowed. But that changed since the landmark 2010 case, Mohammad v. U.S., where the Supreme Court ruled that public schools could not interfere with religious duty. At least three times a day, the Salat sounds briefly, and Muslim students are excused by their teachers to pray. But this practice, as accommodating as it is, is rife with controversy. The old divisions have been brought from the old country, particularly amongst the youth.

It is estimated that there are more Shiite Muslims in the U.S. The age old division of Sunni v. Shiite is rearing its ugly head again, particularly in the high and middle schools. They are now reporting the formation of gangs, divided they say, by religious affiliation. Just last year a Sunni student was killed by a mob of Shiite students while walking home, although the motivation for the killing has been disputed. Some have called it a new form of hate crime. Others say that religion had nothing to do with it. Some schools have reported bullying with a religious tone, as moderate Muslim students are pressured to wear the hijab, or attend Mosque more regularly. Despite this violence the Shiite's have converted more native born Americans than the Sunni's, and once again particularly amongst the youth.

It is in the lower economic classes that Imam's are finding more converts. The poor report that Islam provides them with a sense of purpose, structure, and belonging that they could not find in the Christian churches. Youth programs, which included nutritious meals and medical care, drug abuse support groups, as well as literacy training, are making a huge difference in poor communities. Many schools are now reporting their highest scores yet amongst low achieving students. This has translated to higher college attendance for both boys, particularly for boys. And their conversion to the more radical form has brought them something the poor have lacked for years in the U.S., namely political power.

The Islamic Party is still small when compared to the mainline parties, but it is growing every year. Sponsored by a political fundraising machine that makes the best handlers salivate, the Islamic Party successfully ran for many local offices; the candidate for Governor of Ohio, Ahmad Mohammad, lost by a narrow margin. With the majority of Muslims in the country under the age of fourteen, the Islamic Party is poised to become the new American majority".

The Boy is Back

2006-09-17T20:09:00.000-07:00

I have been called out of my brief retirement by my adoring fans . . . thank you. Seriously, I appreciate those of you who have egged me on. Some changes will make it easier to blog, some new occurences will make it difficult.

First off, I now have DSL . Thank goodness. Do you know how many times I wrote the most intelligent post only to have it deleted by a hang up? Second, the lack of blogging has allowed me to refresh my thinking on various subjects. In other words, the posts should be more fresh and not so repetitive. So those things should make it easier.

However, some things will make it harder to post. Three children, with very busy schedules have taken some oomph out of writing. This summer I spent a lot of time at the pool and driving the kids back and forth to this and that. This Fall, I have one playing soccer, one acting in "Annie" (as Molly), and one is just about to start crawling. The gauntlet has been thrown down at work; in short, I was told that my teaching had become a joke, and that I needed to "bring it". Although this was delivered to me as an angry outburst, I do agree with the overall criticism. I am putting in a ton of hours at work. In addition to the challenge, I was informed that I would be required to obtain an CLAD/SDAIE certification or have my paycheck frozen. I am also administering a ministry a church, and have been promoted a CERT Battalion Captain.

Mind you, no complaints here. The BLOG has assumed a lower priority, that's all. But just so you did not think I went soft read what follows this post.

On Vacation

2006-06-14T13:44:00.000-07:00

Between working four days a week this summer for Miroslav, getting ready for next school year, embarking on a rigorous Bible reading schedule, etc, etc, I am going to take the summer off.

No blogging till September. Just a little down time for George.

A Difficult Job

2006-06-06T15:02:00.000-07:00

Once I reveal that I teach High School people often ask what it is like. Perhaps these quotes might give you an idea. They come from an in class essay about globalization (Please note that I am not complaining or making fun of my students here). The first quote is from a Senior. The others were written by Sophomores.

I typed them as they were written:

“Socially the world in my opinion for the worse because for example kids don’t wana be kids nomore were in a rush to grow up. So now kids are trying so hard to be cool they join a gang or try to kill people”.

“Social has changed since the years 60’s and 70’s when blacks were not allowed to go to school together”.

“The world is changing by every second that goes by. You might not notice it, but there are alot of things going on in the right now all over the place. And you’re staring it right in the face! But you probably don’t even know it”!

“We have better technology. It’s better then it use to be back in the day’s for example, the t.v.’s used to black and white now we have color t.v. It’s also better because almost everybody has cell phones . . .”

“The world has changed dramatically. Also it has made life easier and alot faster. The population and development has grown so much its great. The education, food, transportation etc, has been great”.

“People take care of their need and wants by buying it. Like people buys a $145 pair of Jordans to make them happy because they want it. People buys their needs and wants, that’s how people take care of their needs and wants”.

“The world has changed throughout the time, one of my points of views is the technology, engineering, architecter, and also now farmes went to factories, or homes”.

The next time you hear someone complaining about poor teaching, at least at the High School level, please direct them to this post.

Hard Decision #2

2006-06-05T10:28:00.000-07:00

It is with mixed emotion that I must report that I have given the student mentioned in post below a second chance. In order to earn a C-, and thereby secure everything she must fulfill four conditions by Friday: 1. She must complete the original assignment; 2. She must complete an essay on cheating and its effects on students;
3. She must check in with me for the next four days; 4. She must write a letter of apology.

This was probably one of the most difficult decisions I've ever faced. I feel confident that I have done the right thing. I think the above conditions place enough of a burden on her to constitute punishment, pressure, and pain. They offer her no guarantees. The ball is in her court.

We'll see come Friday.

New Life or Gospel

2006-06-04T11:34:00.000-07:00

So I am sick. This cold is just enough to keep me on the couch part-time. Last night, while reclining on the couch, I caught hold of a christian program on tv. A young man who ministers in Europe was sharing his deliverance from addiction. This was sad, but encouraging. But something more sad was about to be shared by him.

He now ministers via concerts, and sometimes gets to pray with audience members (I don't know why it is only sometimes). He was asked what do you tell people? His reply was, I tell people that once they believe in Jesus he gives them a new life, a second chance at life.

Apparently this is all he had to offer the sinner. Was this enough? No. Where was his reference to the cross? To Christ's sacrifice for our sin as an appeasement of God's wrath? Now before you judge me to harsh consider the following.

Gandhi knew various christians. Modern christians are fond of quoting Gandhi's negative response to Christianity. If one reads Gandhi's autobiography carefully, one will notice that the christians who witnessed to Gandhi argued that christianity produced better moral behavior. Gandhi argued that he knew many hindu's and muslim's who were better behaved than many christians. I have read his autobiography and there is no reference regarding the doctrine of substitutionary atonement; that Jesus paid the penalty of sin for us, and that we can live with him,in an eternal relationship with God. In other words, he records no christian witnessing the gospel to him.

How can we go into the world and preach a new life, when every other religion promises the same thing - different behaviors, clean living, community, fun, models for parenting ?

I wondered why the christians who had the opportunity to share with Gandhi did not share the Gospel - could it be that they were ashamed? Afraid? Scared? I know that I am most of the time, because I know it could result in rejection. Can't you hear the christians of Gandhi's time saying, "well . . . we don't want to turn him off . . . you know".

A Tough Decision

2006-06-04T09:57:00.000-07:00

She hands me her paper, which was due in January, on the last day of school asking if I would change her grade from a "D" to a "C". This is the first time she has submitted a paper, even though she was my student in Fall. I hesitantly oblige. Later, while reading the paper, warning bells begin chiming. I discover, after one and a half hours of research that her paper has been cut and pasted from the internet.

I hand her a folder. Inside is "her" paper and copies of the original sources (Only the introduction and conclusion were not copied. The entire paper, word for word, comes from four different internet sources). I walk away. She later catches up with me, informing me that $22,000.00, her admission to a private college, and her financial aid, is riding on this grade. My heart breaks . . . I tell her I will think about. I did. I later called her house, speaking with her father, and telling them that the grade stands. The father agrees.

My reasons:

1. I assigned the paper in September.
2. She missed the two draft deadlines (I did have forgeries of other students for the roughs as well. They were told they would receive no points for the rough, and would still have to do the paper, and that I would be watching them.)
3. I nagged her to turn in a draft, was willing to extend the due date of the draft, and offered help.
4. I extended her paper due date beyond the Fall Semester.
5. I accepted the paper in May, when it was due in January. Turns out it was not hers.

I found out from her dad that she lied to him. She told him that she had turned the paper in to me in January. When I asked about the date of her paper ( which is January she claimed she could not remember when it was due so just put that at the top - she lied to me to.)

Friday evening the mother calls. She apologizes for her family, says she is embarrased, and with tears slips in a request for me to help her daughter. Saturday afternoon, the phone message icon indicates that there is a message. I listen. It is from the student. With tears she begs for mercy, admits a mistake, and indicates that she is paying for what she did.

I still think she is missing the point. The payment for what she did is in missing school and the money. She has to pay the price for this sin. I can't pay it for her. She has not yet admitted the heinousness of what she did, which was more than just copy a few lines off the internet.

The grade stands. Wouldn't you agree?

Acting White

2006-06-01T13:22:00.000-07:00

So I had this frank discussion with some of my students today. I asked them several questions about the importance of reading, education, etc. When posed with the question, "If so many of you think that education is important, then why do so many of you fail to perform at a higher level"? Both classes said it was because their peers pressured them to slack off. In particular, African-American students were told to not "act white" and the Latino students were told to "stop being smart". This is, of course, is one reason among many for the low performance of African-American and Latino male students.

Apparently there is controversy as to whether or not this is influencing minority students: Links here and here and here.

I'm Bored

2006-05-25T11:28:00.000-07:00

Some students were restless today. I was frustrated, verbally expressed it, and one student said, " It's hard to pay attention,it is boring, the way you teach (this was a review session). This goes on my wall next year:

"Boredom: A chosen state of mind brought on by laziness and the firm belief that others are in charge of the so supposedly afflicted person's own entertainment".

What is there to debate?

2006-05-24T12:25:00.000-07:00

I have recently realized that Social Studies teachers do not often debate much about content. Instead they debate mostly about teaching methods, that is, content delivery. The lack of debate about academic ideas is probably because they all agree with one another.

The grand narrative of the World History course is, in my opinion, "democracy v. tyranny". This is the way I teach it. I have observed that many of my colleagues tend to teach it as "victim v. victimizer". This can be translated as "Exploited Racial Minorities v. Western Europeans/Americans". From experience, I can say that this way of approaching the course aligns the teacher nicely with our student body, who generally consider themselves in the first category. So in the overall approach to the class I seriously stand out. As you can imagine there is potential for conflict here. I emphasise "potential" because there is rarely disagreement over interpretations of history amongst my other colleagues.

I do believe that the U.S. History course is taught in much the same fashion. I teach U.S. Government and Economics, so I receive the students after they have taken the U.S. History course. They frequently come into class very pro-socialism and anti-american. The AP students read Howard Zinn's book, A People's History . . . Here is an excerpt from the book that our high school students read:

The victors [of World War II] were the Soviet Union and the United States (also England, France and Nationalist China, but they were weak). Both these countries now went to work--without swastikas, goose-stepping, or officially declared racism, but under the cover of "socialism" on one side, and "democracy" on the other, to carve out their own empires of influence. They proceeded to share and contest with one another the domination of the world, to build military machines far greater than the Fascist countries had built, to control the destinies of more countries than Hitler, Mussolini, and Japan had been able to do. They also acted to control their own populations, each country with its own techniques-crude in the Soviet Union, sophisticated in the United States--to make their rule secure.

(Keep in mind that AP classes (at least the way we do them here) involve almost as much, if not more, student to student discussion versus teacher led discussion. Please also add that one of our AP teachers confessed that maybe we should teach some "more pro-America stuff".)

So I stand outnumbered, mute, and alone in my perspective about what to teach students about history. But to be fair, I do teach high schoolers, and much of what you teach them they forget . . . and too quickly. I have a hunch that Zinn's message sticks with some, if not most.

But that's not orthodox!

2006-05-15T11:34:00.000-07:00

It is funny that the evangelical church (aka "the church") gets all exercised about orthodoxy when a film reaches the marketplace, but doesn't really give a hoot when someone within its own circle writes a book that the church fathers would have considered heresy.

Lost and Found for the Scrounge!

2006-05-11T21:47:00.000-07:00

I like hiking and backpacks . . .so the other day I'm riding my bike to church for a Monday night meeting and I notice a large pile of turquoise cordura nylon amidst an assortment of junk. A paper sign pinned to a tree read "free". I stopped, picked up the pile, and discovered that it is actually a Lowe Alpine 60+15 internal frame pack, in decent condition, in need of a little TLC. Can you believe it?

How Great Thou Art!

2006-05-10T12:50:00.000-07:00

From Paul Coughlin's "No More Christian Nice Guy" newsletter:

Mother's Day vs. Father's Day: Mixed Feelings, Mixed Messages

A learning season is upon us, and it's worth our time to heed its teaching.

This lesson is the difference between how we handle Mother's Day compared with Father's Day in church. If it's like in years past, it won't be pretty.

This Sunday we will extol the value and benefit of motherhood, which is great. But in some churches, this will be done by degrading Christian husbands, which is not great. "Our pastor makes us husbands get on our knees on Mother's Day and beg for forgiveness. I don't want to do it again this year," one reader tells me. Another writes, "Our minister makes husbands write on paper all the things we've done wrong. Then we're suppose to give it to our wives and pledge that we won't do them anymore."

Of course not all preachers will be this heavy-handed. They will wait till Father's Day (Sunday, June 18) to tell men how to be better fathers. Of course there's nothing wrong with this message when taken as an isolated event. But when compared with Mother's Day, we'll discover that for some reason many ministers believe that fathers need correction on Father's Day (and Mother's Day) but women don't. Why this double-standard?

Because much of the church sees men as a problem to be fixed when compared to women, not a gender to be appreciated. There's prejudice and bigotry against a man's nature in too many churches, Christian publishing, and on Christian radio (I was a program director of a Christian radio station--I was part of the problem too), all of which have been beating men up for decades.

For example, if there is a problem with their marriage, Christian men have been told by these sources that it is automatically their fault. Dr. James Dobson is one of a few authors brave enough to confront this false message. He writes in Love Must Be Tough that men are saddled with the unrealistic expectation that "any sadness or depression that a woman might encounter is her husband's fault. At least he has the power to eradicate it if he cares enough. In other words, many American women come into marriage with unrealistically romantic expectations which are certain to be dashed. Not only does this orientation set up a bride for disappointment and agitation in the future, it also places enormous pressure on her husband to deliver the impossible...Marital conflict always involves an interaction between two imperfect human beings who share the responsibility to one degree or another." Sadly, Dobson's common sense is drowned out by other and more shrill voices.

I was told as an impressionable and young Christian man in church that I was "irresponsible, thoughtless, and selfish," when compared to women, who are innately more moral and spiritual. I don't know everything about the Bible. But I do know two profound truths: It says a lot about morality and spirituality. Nowhere does it state that women have a corner on both when compared to men. Instead, it tells us that both genders are uniquely and equally made in the image of God. It tells us that both are equally sinful and in need of redemption. There is no privileged gender in God's eyes.

Still, this rose-scented inequality will spread across our country this weekend, creating unintended consequences. Many will hear about the dark side of fatherhood in America, but few if any will hear about motherhood's dark side. How a child is more likely to be physically abused and killed by his mother, not his father. The statistics vary from 65% to more than 80%, which includes adjustments for single mothers. How wives over 40 and with children file for divorce more than husbands (around 66%), and their reason has little if anything to do with abuse or infidelity. How wives are more prone to begin a conversation more harshly than husbands. These aren't exactly family values. Listing these problematic facts of life will likely cause more shock than the facts themselves.

I could create an equally unflattering portrait of today's father as well, which would include damning facts about fatherlessness and incarceration. But pointing out the ugly in each gender isn't the point of this Special Better Living Dispatch. The goal is to explode the myth of gender superiority, create a more biblically sound perspective, and implore today's ministers and lay people to treat each gender with respect and dignity during this important season, which will foster genuine domestic harmony, among other blessings.

Here are some facts that can easily be worked into upcoming sermons about the importance and value of fatherhood. None is derogatory toward mothers but instead points out the complimentary nature of mothers and fathers.

1. Sociologist Brad Wilcox from the University of Virginia found that conservative evangelical fathers rank higher than other men in the United States in most every category. "Conservative evangelical fathers spend more time with their children, hug and praise them more, are less likely to yell at them, and commit the lowest levels of domestic violence than any other group in America," he writes in Soft Patriarchs, New Men: How Christianity Shapes Fathers and Husbands.

2. These fathers are "also the most active, emotionally engaged husbands and fathers in America" whose wives report the highest levels of "happiness, love and affection." These superior fathers and husbands are also more likely to "discipline their children, monitor their viewing habits, and know where they are at any given time." This is why Wilcox refers to them as "soft patriarchs." They "balance their traditional, authority-minded approach to parenting with a large measure of involvement and affection."

3. Fathers excel when it comes to discipline, play, and challenging their children to embrace life's challenges. They are more likely to partake in physical play with children, which is more important than many realize. Play "promotes social skills, intellectual development, and a sense of self-control." The playful side to fathers teaches their children how to regulate their feelings and behavior as they interact with others. Children who roughhouse with fathers usually learn quickly that biting, kicking and other forms of physical violence are not acceptable.

4. Fathers are more likely than mothers to encourage their children to take up difficult tasks, to seek out fresh experiences, and to endure pain and hardship without yielding. Explains Wilcox, "The bottom line is that fathers excel in teaching their children the virtues of fortitude, temperance, and prudence for life outside their family."

5. Writes sociologist David Popenoe: "While mothers provide an important flexibility and sympathy in their discipline, fathers provide ultimate predictability and consistency. Both dimensions are critical for an efficient, balanced, and humane child-rearing regime."

6. The publication Child Development found that children of parents who engaged in sex-typical behavior, where the mother was more responsive/nurturing and the father was more challenging/firm, were more competent overall than children whose parents did not engage in sex-typical behavior.

7. The amount of time fathers devote to child rearing increased 170 percent between 1965 and 1998.

8. The largest factor in predicting whether a child will graduate from high school, attend college, avoid crime or drugs, and get pregnant before 18 is the presence of a father in the child's life.

9. According to a recent report by the Department of Health and Human Services, "Fathers play a unique role in fostering the well-being of their children, not only through providership, protection and guidance, but also through the way that they nurture the next generation." But there is a huge catch. "A father's involvement with his children...is powerfully contingent on the mother's attitude" toward him. Research consistently shows that the father-child relationship depends more on the quality of the parents' relationship than does the mother-child relationship. See the problem? If men continue to be denigrated from the pulpit during Mother's Day or Father's Day, wives will be encouraged to have a low view of them. This low view may well drive a wedge between a father and his children, darkening their future.

10. This same report from the Department of Health and Human Services states: "Girls with active dads demonstrate higher levels of mathematical competence, and boys with more nurturing fathers display higher levels of verbal acumen. It is worth noting, of course, that girls tend to struggle more with math and boys tend to struggle more with language. Having an active, emotionally invested father appears to help children overcome the intellectual weaknesses typically associated with their sex."

11. Fathers are more likely to foster independent, exploratory behavior on the part of their children, compared to mothers.

12. Children raised by engaged fathers are more comfortable exploring the world around them.

13. A playful, challenging, and nurturing approach to fatherhood is associated with more self-control and pro-social behavior among children throughout the course of their lives.

14. One study of seventh graders found that boys who had close relationships with their fathers were more likely to control their feelings and impulses, to obey rules at school and home, and to make good moral judgment.

15. This same study found that boys with involved fathers had fewer school behavior problems and that girls had more self-esteem.

16. Boys and girls who are exposed to the nurture of a father, and who see a father being nurturing to their mother and other adults, are much less likely to associate masculinity with predatory sexual behavior and hyper-aggressiveness.

17. Fathers help their children, especially their daughters, develop the self-control and the sense of self-worth that protects them from premature sexual intercourse and teenage pregnancy.

If you have additional information about the importance of fatherhood, let us know so that we can create an even better resource list for ministers and others who want to change Mother's Day vs. Father's Day to Mother's Day And Father's Day. If your minister treats both mothers and fathers with the respect and dignity they deserve, we want to know so we can give them the kudos they deserve. Email us at _____________. We'll put it on our website.

I think he is right. Twice in my 18 years as a Christian have I felt honored at a Father's Day service. I'll tell you what, let's glorify God on both days, maybe that would settle the problem.

I'm Sorry

2006-05-08T15:21:00.000-07:00

As if I could apologize for "the church", but I will anyway:

I’m sorry to anyone who has ever walked into a church in which . . .

-You needed to wear earplugs for fear of damage to your hearing.
-The pastor wore a Hawaiian shirt and flip flops.
-The elders decided that it was worth the $10,000 to pay for hiring a team of parachutists to parachute with the pastor into the church parking lot with sermon notes in hand (In short I am sorry that the church has decided that flash was more important than substance).
-It was so dark you could not read your bible.
- The "worship" team looked as if it had its hair, makeup, and clothing done by a professional stylist.
-The keyboardist could not keep his hands off the keys during prayer, doing that warping music thing, as if that is what God’s throne room sounds like.
-The pastor spoke so quickly you though he might just be on Meth.
-Your kids were carted off to Sunday school to get their best clothes all dirty after bouncing in the bounce house obstacle course and being fed chocolate donuts.
-The guy next to you was slurping on his Mocha during the pastors 2nd point of his 3 point “sermon”.
-The “sermon” was about how great you are, and how God wants to assist you in your self-interested pursuits and how He would never get in your way (Please note: at no time was the Gospel communicated).
-The songs used the word “I” more than words “Jesus”, “God”, or “Christ”.
-That mood lighting, feminine tones of voice, mushy love songs, and tear filled testimonies were used to try and persuade you to come to faith in Christ or change your behavior.
-On your first visit you were invited on the cruise to Alaska, the four wheeler’s club outing, the plastic surgery survivors club, the fencing class, and the women’s makeup meeting (hosted by Covergirl).
-The sermon lasted 15 minutes, the bible was not read, and the sermon title was, “How to be a better hedonist”.
-That everyone greeted you with a smile, fresh breath, and perfect teeth but never invited you to have lunch with them. You didn't look like their group.
-That you were seated in a plush, movie theater style seat complete with cup holder.
- When you asked to meet the pastor, you were asked to show your backstage pass.

Put all of the above together and you’ve got a church that is a mass marketing machine, more concerned with pulling people in by gimmick and hoping that the “gospel” will rub off over time; or at least you would be better behaved and feel better. Hype and emotionalism have become their gods.

On the other hand, I’m sorry if you ever walked into a church in which . . .

-You were given an old sport coat to wear because you only came in a shirt and tie.
-You felt like you could not blink without bringing undo attention to yourself.
-You could not tell any of the women or men apart because they all had the same look.
-The worship leader led you in bad Perry Como version of “How Great Thou Art”.
-The sermon was so academic that you could not understand a word of it (The Gospel was presented, and only understood by the seminarians in the congregation, but it was so technical, you could not comprehend).
-The sermon lasted 2 hours, was about how much God hates you, and was titled “Why only the people who are not visitors will make it to heaven”.
- There were no instruments and everyone sang a bit off key, and no one showed you how to use the hymnal.
-That the only question asked by church members were, “What is your doctrine”?,
Are you saved”? and “Have your read Calvin yet”?. You were not invited to the potluck because you were not a member.
-Nobody laughed, cried, or signaled any emotions at all.
-The Pastor or elders never said hello for fear that shaking your hand would make them unholy.
-That you could not find a place to sit except the two front rows, which are always reserved for the “heathen unbeliever”.

This kind of church is just as disobedient as the flashy one; Isolated, distant, and purposefully irrelevant. Their religion has become their god.

One thing for sure, we Americans need "to do" church differently.

Note: Time is a factor with this post, as with all of them. I'll share more later.

New Look

2006-05-08T11:23:00.000-07:00

Got tired of the old look. Semper Reformata

It's Not Just an Immigrant Thing

2006-05-02T16:20:00.001-07:00

Working up to the May 1st protest I kept thinking about why that day was so significant. I was thinking that there was some connection to the former Soviet Union. A caller on a local radio program jarred my memory by reminding the listeners that the day was a celebration related to communism. In fact, yesterday was “International Workers Day”.

The immigration issue is not just about immigration. Any doubts might be settled here.

Or maybe you need more convincing.

Let me know in your comments if you knew about the aforementioned holiday before reading my post.

Oil Profits for Fat Cats?

2006-04-27T08:50:00.000-07:00

There is a lot of news reporting about the profits of oil companies. The profit story is almost always connected to the price of gasoline. The implication is that oil companies are making record profits because of the price of gas. It is not that simple.

Oil is a global commodity which is in high demand. The USA is not the only market for oil in the world. Many developed countries consume it. The price of a barrel of oil is driven by global supply and demand, not simply by American oil companies. The state also is involved in pricing.

Almost every state in the US has a tax on gasoline per gallon. California's tax for example is $ .50 for every gallon. So if you subtract that tax from the current price in my area, one would pay about $2.50 a gallon instead of $3.00. But that is not all.

Local economies of scale exist in which gasoline is consumed at a higher rate than others. Compare the Los Angeles area to Humboldt County and you will find a greater price in LA. Consumers in that region use more gasoline, and are willing and able to pay more for it, out of necessity. The law of supply states that if consumers are willing to buy, the supplier is willing to supply at a higher price. Some of those complaining about high prices are the very ones that benefit from high prices.

Stockholders of gas and oil companies who have invested their money in these profitable ventures are benefitting by the record profits. They are the big fat cats at the top right? Wrong! They are you and me, and anyone else with a retirement account. Remember my story about the woman who's husband owned stock in Valero and was at the same time complaining about the price of gas and giving me the nudge about how the rich oil companies were getting so stinking rich? Having a true social conscience means you're willing to do something about injustice. What did she and her husband do? They sold the stock for a profit.

Finally, profits are often invested back into the company in the form of research and development, capital upgrades, expanding operations, and hiring new employess. Ask yourself, "What do I do with my surplused salary"? I know, you give most of it away (yea, right).

Oil companies are making a profit, the market is working, and we just have to make choices as consumers that we might not like ( such as ration your gas for real drives, not that one down to the corner store you could walk to).

I'm not a Heretic!

2006-04-22T10:23:00.000-07:00

You scored as Chalcedon compliant. You are Chalcedon compliant. Congratulations, you're not a heretic. You believe that Jesus is truly God and truly man and like us in every respect, apart from sin. Officially approved in 451.

Chalcedon compliant

67%

Apollanarian

33%

Monophysitism

33%

Docetism

Arianism

Monarchianism

Adoptionist

Donatism

Gnosticism

Pelagianism

Nestorianism

Albigensianism

Modalism

Socinianism

Are you a heretic?
created with QuizFarm.com

Just a few more minutes

2006-04-21T22:54:00.000-07:00

I'm pretty confident that Condi and Cheney were sleeping. Here you be the judge.

Perhaps this is the technique in Washington - get out your notebook and dose for a few minutes. Cheney looks like a snorer . . . do you think he snored?

But who can blame them? I don't know how they do it. Condi gets up a 4:30 every morning and as Sec. of State travels the world of time zones. I don't know how she adjusts. And Cheney is an old man, brilliant, but old. He is wearied.

He denied that he was sleeping, and won't the left have a field day with that - LIAR!! They must have forgotten dad's old alibi, "I'm just resting my eyelids". Honest to goodness, my dad "watched" a movie with me last week . He was snoring deeply when suddenly he would burst out laughter, scoffing, and some kind of commentary.

LOST Latin Phrases

2006-03-29T23:12:00.000-08:00

I'm not sure that these are accurate, but I post them anyway. The hatch blast door map apparantely has some latin phrases scrawled on it. This I picked up from a screen capture at the abc boards. Here are the phrases:

1. Ut sit magna, tamen certe lenta ira deorum est - The wrath of the gods may be great, but it certainly is slow

2. Sursum corda - Lift up your hearts (to God)

3. Credo nos in fluctu eodem esse - I think we're on the same wavelength

4.Aegrescit medendo - The disease worsens with the treatment. The remedy is worse than the disease

5.Cogito ergo doleo - I think therefore I am depressed

6.Malum consilium quod mutari non potest - It's a bad plan that can't be changed.

Fun stuff this show!

Ripe for Change

2006-03-29T15:36:00.000-08:00

Today we were reviewing the basics of Economics. I started the class by reading an article from the Washington Post about France's recent riots. I communicated to the students that it seems like the socialism of France is weakening ( the labor law was brought up because, "The French government contends that the country's elaborate social safety net, including strict job protections, is too expensive and is holding the country back in global competition") and explained that job protections were hurting the economy while it protected older employees. I also explained the unemployment statistics amongst 18-25 year olds in France and that immigration is also straining the system. Finally, I explained that the ethnic French are experiencing Zero Population Growth while the immigrant population is growing, to which one of my students asked, " Why is that a bad thing"?

Honestly I was a bit dumbfounded for words. I was really put on the spot (which this class does frequently). At the same time, I was a bit bothered that my student would have to ask such a question. But considering that much of their education has involved the bad mouthing of the West, I should not have been surprised. I said, " Well, it's a loss of culture, much like one losses of indigineous cultures in Ecuador, etc". I chickened out really, because, what I wanted to say was something like, "It will mean the loss of Western values if much of Europe gives way to a different religion and eastern culture".

Concerning the age issue, and trying to be relevant, I told the students that my prediction is that in 5 year's time the big buzz word of the media will be "Ageism" (To which one of my student's shouted out, "Oh, yeah, I learned about that in psychology class. It's discrimination against because of age"!) I then explained to my students that we in the U.S. have a large population of 55-60 year olds and that they were expected to live longer lives, and that they will be drawing from Social Security soon (2/1 contributor/pensioner ratio). Again a student challenged me suggesting that someone should be protected because of their age ( I guess she wasn't getting the France riot thing!). Later I offered an example from my mother's experience, where working for a particular well-known company, she encountered an inefficient, inept, and annoying elderly employee. The employee failed to learn the computer system, was rude to customers, and took hours to finish what could take minutes, but boasted years of experience in the field. I mentioned to my student that maybe she should no longer be employed, to which she shrugged her shoulders and gave me an "Oh Well" look.

I know that for years many have complained about teens, but I can't help and think that the U.S. is destined for misery within 20 years when an entitled, sophomoric, and "whatever" generation takes the lead.

Connections?

2006-03-24T11:52:00.000-08:00

Mama has been posting frequently about women’s issues. I recently borrowed a copy of “Quotations from Chairman Mao TseTung”. These might shed some light on women’s “liberation” movement:

“In order to build a great socialist society, it is of the utmost importance to arouse the broad masses of women to join in productive activity. Men and women must receive equal pay for equal work in production. Genuine equality between the sexes can only be realized in the process of the socialist transformation of society as a whole”.

“Protect the interests of the youth, women, and children – provide assistance to the young students who cannot afford to continue their studies, help the youth and women to organize in order to participate on an equal footing . . . “.

Rugged Individualism or Victimized Group

2006-03-23T10:25:00.000-08:00

A friend sent me this.

THINK ABOUT THIS FOR A MOMENT: North Dakota News

WEATHER BULLETIN

Up here in the Northern Plains we just recovered from a Historic event. May I even say a "Weather Event" of "Biblical Proportions" with a historic blizzard of up to 44" inches of snow and winds to 90 mph that broke trees in half, knocked down utility poles, stranded hundreds of motorists in lethal snow banks, closed all roads, isolated scores of communities and cut power to 10's of thousands.

FYI: George Bush did not come.
FEMA did nothing.
No one howled for the government.
No one blamed the government.
No one even uttered an expletive on TV.
Jesse Jackson or Al Sharpton did not visit.
Our Mayor's did not blame Bush or anyone else.
Our Governor did not blame Bush or anyone else either.
CNN, ABC, CBS, FOX, or NBC did not visit or report on this
category 5 snow storm.
Nobody demanded $2,000.00 debit cards.
No one asked for a FEMA Trailer House.
No one looted.
Nobody, and I mean nobody demanded the government do something.
Nobody expected the government to do anything either.
No Larry King, No Bill O'Reilly, No Oprah, No Chris Mathews, and
no Geraldo Rivera.
No Sean Penn, No Barbara Streisand, and no other Hollywood types
to be found.

Nope, we just melted the snow for water. We sent out caravans of SUV's to pluck people out of snow engulfed cars. The truck drivers pulled people out of snow banks and didn't ask for a penny. Local restaurants made food and the police and fire departments delivered it to the snow bound families.

Families took in the stranded people - total strangers. We fired up wood stoves, broke out coal, oil lanterns, and Coleman lanterns. We put on extra layers of clothes because up here it is "Work or Die".

We did not wait for some affirmative action government to get us out of a mess created by being immobilized by a welfare program that trades votes for 'sitting at home' checks.

Even though a Category "5" blizzard of this scale has never fallen this early, we know it can happen and how to deal with it ourselves.

"In my many travels, I have noticed that once one gets north of about 43 degrees North Latitude, 90% most of the world's social problems evaporate." It does seem that way, at least to me.

I hope this gets passed on. Maybe, SOME people will get the message,

"The world does not owe you a living."

Naive Liberalism

2006-03-16T12:23:00.000-08:00

The modern man thinks that his condition is a function of his environment. This is often espoused by more liberal members of the political spectrum. In practice it results in wasted tax dollars and discouragement.

I live two blocks from one of the roughest neighborhoods in the city, and for that matter, the county. Across the street from my neighborhood one can purchase guns, drugs, and prostitutes; you name it is available. I drive through this neighborhood frequently to get to and from work, so I have witnessed it myself (even in my own neighborhood the most common crimes are weapons and drugs). Likewise it boast the most sex offenders per block than any neighborhood near it. For a long time it has been beat up physically; Businesses had closed, good people had moved out, and the city's investment dried up. Meanwhile, the number of welfare receipients, gang members, and prostitutes increased.

Within the last few years the City has been trying to re-vamp the area. New businesses have opened, new landscaping has been installed, and in general the area was cleaned up. It looked clean for a little while. I have very little hope for significant improvement or serious change given these improvements.

The reason has a lot do with how the neighbors who benefit from the improvements treat the area; littering (which I have witnessed) is commonplace, dumping of large amounts of garbage is also common, and the crime, both to property and persons, is still high. The area fell back into neglect as weeds grew to about four feet, destroying the shrubs which had recently been planted. Trash of various sorts was caught in plants while the trash cans remained empty. Businesses have come and gone. Many of the renovated businesses have never held occupants.

Interestingly some of the improvements benefit only people of a particular ethnic group. For example a bookstore opened in the area next to a Starbucks. I was thrilled to have one so close so I stopped in one day, only to find that they only sold books with an African-American subject matter or authors. Of course I don't mind reading books by or about African-Americans, but I was hoping for a bookstore with more offerings. Another example included various Soul Food restaurants.

So after very little change what did the City do? It installed more improvements. Landscaped medians, new traffic lights, and newly paved roads.

I like the new improvments don't get me wrong, but I don't think they will bring about much change, so long as the people whom they are supposed to benefit continue to mistreat them.

I recently learned of the situation at South L.A. New High School. Lashawn Barber linked the article from the L.A. Times. Here is my favorite quote:
"Supt. Roy Romer and district officials had hoped the state-of-the-art school, with its heated swimming pool, rubber track, ballet studio, fully equipped chef's kitchen and shiny Macintosh computers, would become a pride of the district. It was intended to relieve overcrowding and serve as a model for implementing small learning communities, a reform effort aimed at boosting student achievement and graduation rates at all district high schools".

I don't think that the City should stop its investment in the bad neighborhood. It is the responsible thing to do, but let's not be idealistic about it. It could all end the way it was before because the recipients of the improvements want it that way.

Who's Responsible?

2006-03-15T13:18:00.002-08:00

My friend and fellow teacher, Chanman, recently posted an article about student motivation. I just finished reading Africa Speaks (More about that later).

And here is what one of my students wrote when I asked them, as a class,
"What should teachers know about students"?: "They should know what catches the students attention. They should know how to catch the students attention. The reason why I said that cause some teachers don't know how to catch my attention and I end up doing bad in that class."

Is it the responsibility of the teacher to capture and keep the attention of their students? Does that entitle the student to feel that their teacher is the reason they did poorly in the course? What role does the student play in learning? What about the subject matter capturing attention?

Cultural Creative - What is that?

2006-03-14T11:28:00.000-08:00

The Beggar link us all to the quizsite. Here are my results: I scored highly as a "Cultural Creative", then "Fundamentalist". The lowest score was for "Postmodern"

See how hard it is for to respect Postmoderns!

2006-03-13T13:04:00.000-08:00

I just love these dogs. If I ever move to a climate suitable and have the space I'm getting one. Neat website here.

Been following the Iditarod every chance I get. I heard on the podcast that last year the official race website had 5.5 million hits in just a 20 day period. Jeff King is in the lead now. I think he's going to win in 11 days. According to my calculations he's been traveling about 95 miles a day, but things pick up on the last part of the course.

Should be interesting once the front runners finish, then one can follow the back of the pack and see who survives.

Quote of the Year!

2006-03-09T19:25:00.000-08:00

"Politicians and education bureaucrats can talk all they want about reform, but until the work ethic of U.S. students changes, until they are willing to put in the time and effort to master their subjects, little will change".

Read it here.

Thanks to the Chanman for reminding teachers everywhere that they are not the problem.

More Iditarod . . . but Audio

2006-03-09T12:36:00.000-08:00

Alaska Public Radio

The Last Great Race

2006-03-08T12:27:00.000-08:00

I've acquired an interest in Alaska. It all started when I was teaching Geography. Teaching that class always generates an interest in traveling. I've read a few books about Alaska, watched a few films; I'll read or watch anything about it.

To add to my knowledge I am going to follow the Iditarod online. Here's some links if your interested: Dogsled, Cabelas, and the Official Website.

This is the first time I've followed the race or the sport, so I'm not cheering for anyone in particular (although I know Jeff King is a well known musher).

The Psychology of Working

2006-03-07T08:41:00.000-08:00

It has been some time since I applied for a retail job. My readers could explain to me whether my experience is normal or outlandish. I am in need of some additional income and applied to Borders and Hollywood Video. I did so online, as is the latest thing to do. I thought it would be quick and easy. I was wrong. When I was younger a application for this kind of job was a two-sheeter; job history, references, etc. What surprised me most about the new applications was the intense scrutiny of my personal viewpoints and even financial security.

Each of the applications requires that you give the companies permission to peruse your financial record and asks 100 questions, apparently designed to probe your way of thinking and your response to stress.

Now I work full-time with young men and women in high school. I work with people's children. I have not met most of my parent's students. And although my fingerprints are on file with the FBI, I never once had to answer questions like I did to work at Hollywood video. I've never been asked if I like to work alone, or if I think that other's problems are their own, or if I stress out when I am in big crowds, or if I get angry often. I was never asked permission to analyze my credit statements or bank accounts (which are why I need an extra job anyway! I guess I'll be denied because I'm trying to get out of debt???).

So I am financial/psycho analyzed to rent videos and upsell candy and popcorn, but not to work with children?

Of course I understand,and believe, that each company should be able to decide the best candidates for the job. But would that best be done by some psych test? How much credence do they give to that exam vs. a personal interview? I guess a psychologically stable sloppy 18 or 20 year old is preferable to an experienced, mature, neat, and polite 35 year old. We'll see how it turns out. I'm not optimistic.

Oscar Academy Award Winner?

2006-03-06T15:18:00.000-08:00

These apparently are the lyrics for the Academy Awarding Winner in Best Original Song:

[Chorus 2X: Shug - singing] + (Djay)
You know it's hard out here for a pimp (you ain't knowin)
When he tryin to get this money for the rent (you ain't knowin)
For the Cadillacs and gas money spent (you ain't knowin)
[1] Because a whole lot of b*&^%$s talkin s*&t (you ain't knowin)
[2] Will have a whole lot of b*&^%$s talkin s&^t (you ain't knowin)

[Djay]
In my eyes I done seen some crazy thangs in the streets
Gotta couple hoes workin on the changes for me
But I gotta keep my game tight like Kobe on game night
Like takin from a ho don't know no better, I know that ain't right
Done seen people killed, done seen people deal
Done seen people live in poverty with no meals
It's f*&^%d up where I live, but that's just how it is
It might be new to you, but it's been like this for years
It's blood sweat and tears when it come down to this shit
I'm tryin to get rich 'fore I leave up out this bitch
I'm tryin to have thangs but it's hard fo' a pimp
But I'm prayin and I'm hopin to God I don't slip, yeah

[Chorus]

[Djay]
Man it seems like I'm duckin dodgin bullets everyday
N*&^%z hatin on me cause I got, hoes on the tray
But I gotta stay paid, gotta stay above water
Couldn't keep up with my hoes, that's when shit got harder
North Memphis where I'm from, I'm 7th Street bound
Where n!@#$z all the time end up lost and never found
Man these girls think we prove thangs, leave a big head
They come hopin every night, they don't end up bein dead
Wait I got a snow bunny, and a black girl too
You pay the right price and they'll both do you
That's the way the game goes, gotta keep it strictly pimpin
Gotta have my hustle tight, makin change off these women, yeah

How sad. We now elevate the difficult life of a pimp. I have not seen the film Hustle and Flow

Here are a couple of summaries of the film: "Rapper DJay (Howard) works the angles to get his first record made, with help from assorted people in his Memphis 'hood. And when he hears that rap superstar Skinny Black (Ludacris) is heading to his area, he throws together a supreme hustle to grab Skinny's attention".

"A rap star from the Dirty South who is trying to make it in the hip hop world, he has to deal with many different types of people who try to bring him down, including strippers, baby's mama, and all the things that try to keep a player down. This is probably his last chance to make it, he is approaching his 40's, and his life is looking downhill".

This is the new American Dream! Pimp a few girls, get a record deal . . . then again some of Scorsese's work represents an American dream just as violent.

Okay so maybe "Three 6 mafia" and Scorsese should get together and make a film. Here's the summary of Scorsese's "Good Fellas":

This film views the mob lives of three pivotal figures in the 1960's and 70's New York. Ray Liotta plays Henry Hill, a local boy turned gangster in a neighborhood full of the roughest and toughest. Joe Pesci plays Tommy Devito, a pure bred gangster, who turns out to be Henry's best friend. Robert De Niro plays Jimmy Conway, the man who puts the two of them together, and runs some of the biggest hijacks and burglaries the town has ever seen. After an extended jail sentence, Henry must sneak around the back of the local mob boss, Paulie Cicero, played by Paul Sorvino, to live the life of luxury he has always dreamed of. In the end, the friends end up in a hell of a jam, and must do anything they can to save each other, and stay alive.

and . . .

"The story of Irish-Italian American, Henry Hill, and how he lives day-to-day life as a member of the Mafia. Based on a true story, the plot revolves around Henry and his two unstable friends Jimmy and Tommy as they gradually climb the ladder from petty crime to violent murders".

Wuz da matter which you?

George Goes Packing!

2006-03-06T12:54:00.000-08:00

Another picture of my backpacking rig! Chanman would be proud.

Scorsese "0"

2006-03-06T12:42:00.000-08:00

Jon Stewart's comment about Three 6 Mafia was funny and insightful: "If you're keeping score at home: Martin Scorsese: zero. Three 6 Mafia: one." Scorsese's filmography.

Good or Bad Teacher - You decide?

2006-03-02T12:26:00.000-08:00

I caught wind of this from Hewitt's Blog. Watch the broadcast clip and let me know what you think.

Me Backpacking

2006-03-01T16:43:00.000-08:00

OK. So I made fun of Chanman. Here is an image of me.

Contemporary Reformers

2006-03-01T15:25:00.000-08:00

For those of you interested in the theology of the Reformation here's a link. I figure this will keep one learning for years!!! Be sure and check the audio sources.

Chanman and I Go Backpacking

2006-02-28T17:39:00.000-08:00

Chanman and I have often talked of backpacking together. He sent me this photo from one of his trips last summer. Can you believe what he is able to carry?

Images from CERT exercise

2006-02-23T10:00:00.000-08:00

I know that some of my friends are interested. Here's a peak.

Saudi's idea is better?

2006-02-21T17:43:00.000-08:00

I asked one of my Muslim students what she thought of the recent riots over the cartoons of Mohammad. She said that she thought they were stupid and that she liked what Saudi Arabia did instead. When I asked what Saudi did, she said, " They offered a reward for the death of the cartoonist. I think that is better".

This student is a kind, quiet, soft-spoken, frail, and meek person. I was taken aback by her answer.

If a young girl like her could accept state-sponsored assassination over a cartoon . . . ????

Not LOST, But Loving It

2006-02-19T12:56:00.000-08:00

I have become a major fan of the television show LOST. I think it is new form of television, more like a puzzle, and very academically inclined. The Wikipedia article is by far the most revealing (I especially like the discussion of Literature). This might be some old news for some but here are some fun links (for those who have DSL,etc, but not for us dial up guys):

1. Oceanic Air
2. Oceanic Flight 815
3. The Hanso Foundation
4. Wikipedia Entry(CAUTION: There are many links, analysis, and spoilers here. Don't go if you're a puritanicaly about LOST)

CERT Final

2006-02-19T12:44:00.000-08:00

I have one more class to make up (Terrorism), but I was able to participate in our final graduation exercise. We were issued our equipment, briefed on the scenario, and bussed to the scene. We were divided into two teams. My team got to go second, so we had to wait for about 30 min. Like all drills, we were behind schedule. This all took place at the fire department "brick yard". There was a five story building, a one story building, and a semi-demolished building.

When we finally got into action we were told that it was a WMD incident, we were also told to watch out for IED's. Since we had been standing in the sun the first thing we did was load up on water and then we scouted the area. We were supposed to bring information to our team leader. He was quickly overwhelmed. I reported to the second in command, went to the cache and found nothing, and then went out with her to "search and rescue". We found 7 victims; two with broken arms, two with spine injuries, two in shock, and one with a head injury, unconscious. The first group of two included one shock victim and another with a possible broken arm, whom I sent on her way toward the other CERT members. I think I may have triaged one of the victims. He had a severe broken arm with exposed bone, and I mark him "minor". We made more mistakes than that, of course. We forgot to elevate the legs of our shock victims, did not take tools we found back with us to the rallying point, and gave up our own sweatshirts to keep victims warm.

As a team, we made some major mistakes. We did not assign anyone to be medical officer, or fire officer, and we had our incident commander also documenting. We missed a fire which was in a building (a small propane fire without smoke). Our medical treatment area was a writhing mass of bodies and nobody was sorted or re-triaged.

I'm confident we will rectify our mistakes in our next drill.

I'm proud to be a member and am already volunteering for promotional events and will be taking an all day long wildfire fighting course (this will NOT entitle me to be a wildland firefighter). Like most of the course in CERT the emphasis is on knowledge, prevention, and then response. My best guess is that we might extinguish some kind of bail of hay using a larger extinguisher and other tools. I know that we will learn the ICS structure and how CERT can help in the event of local wildfires, which California is subject to every year. In addition to this class I completed an online introductory course with the American Red Cross. This was a prerequisite for their other disaster classes, which will elevate my rank and responsibilities within CERT.

As you can tell, I'm really enjoying this and finding much meaning from it.

Unity through Diversity?

2006-02-10T15:32:00.000-08:00

I teach in a very ethnically diverse high school. There are 30 different languages represented on our campus. Sometimes I am the ethnic minority in the room. This does not bother me at all. However, what does bother me is the allegiance that students express to countries they left when they were young (Pre-K). This is the case with quite a few of my students, many of whom speak perfect English. In addition to that allegiance, they often times hold a disparaging view of the U.S.A. Just today some of my students expressed their excitement about Afghanistan. They were asserting that Afghanistan was self-sufficient (which might be partly true) whereas I argued that U.S. involvement demonstrates their interdependence. They were so excited about their country of origin, and to a certain extent defended the poppy growing industry there. I did not let the discussion turn controversial, but I did think to myself: Why are some of students so quick to celebrate countries they had to flee, or chose to leave? I've often wondered why so many of them were quick to point out the foibles of the U.S., while praising the foibles of their country of origin (For example one of my students jokingly mentioned "Bush spying" but had nothing to say about the tyrannical nature of his home country. Maybe I should not hold him to a high standard, he is the student rumored to have praised the actions of the 9/11 hijackers).

My thought (amongst other reasons) is that the school system has failed to integrate these students into the U.S.'s civic culture. The system has failed to teach "E Pluribus Unum", and instead has taught "Unity through Diversity". We have failed to teach " I am an American" and instead teach I am a "_________- American".
We have failed to teach an assent to American creeds(the American's Creed and the Pledge of Allegiance). We exalt subjective viewpoint of young students, who's knowledge of our government is minimal at best, instead of having them read and re-read the Declaration of Independence and the Constitution (God forbid, committing some of it to memory). We exalt the centralized welfare state and diminish rugged individualism. We teach entitlement instead of independence. Finally, we allow students to criticize a government, and its various officers, without requiring from them the necessary evidence to back their accusations.

It is a surprise to many of my student to hear me talk so positively about our system of government; to hear "E Pluribus Unum", to read and re-read the Constitution and Declaration, to hear a respect for offices and those who hold them, and to hold them to presenting evidence when they criticize. Should a teacher not be enthusiastic about his country? Is not that part of integrating the students into the civic culture? I would say it is. But so often I hear teachers disparaging the U.S., the President, and our History (one of my colleagues, the chair of our department, actually confessed that we have been teaching, himself included, to much criticism of the U.S. He suggested that this year we should give the students a little more pro-U.S. perspective. Another of my peers had his students try American for war crimes).

A teacher of American Government must not be afraid to become a promoter of the American Civil system. He must not be afraid to agree with Winston Churchill who said, "Many forms of Government have been tried, and will be tried in this world of sin and woe. No one pretends that democracy is perfect or all-wise. Indeed, it has been said that democracy is the worst form of government except all those other forms that have been tried from time to time".

Dad? Yes, Son.

2006-02-03T10:03:00.000-08:00

My most awesome and beautiful wife gave birth (without pain killers for the third time) to a handsome and serious little boy. Liam Mimmen was born on January 31st at 7lbs. 14 oz. and 19 inches long.

Note:Photo uploads are taking forever today. I don't have the patience, nor the time today, to wait. Hopefully they're forthcoming.

He's so Romantic!

2006-01-27T23:24:00.000-08:00

I found a very clear piece of writing about Worship and Romanticism at www.internetmonk.com. I wish I could write with such poignancy(Am I now going to be told that I need serious help?)!

To Mirror or Not to Mirror? That is Not the Question!

2006-01-27T11:36:00.000-08:00

"Too often, of course, the contemporary church simply mirrors the culture. Increasingly, we are less a holy city drawn together around Christ and more a part of the suburban sprawl that celebrates individual autonomy, choice, entertainment, and pragmatic efficiency. These are values that can build highways and commerce, but they cannot sustain significant bonds across cultural divides and between generations. Capitulating to niche demographics and marketing, churches that once nurtured the young, middle-aged, and elderly together, with all of the indispensable gifts that each one brings to the body of Christ, often now contribute to the rending of this intergenerational fabric. If this is a worrisome trend in the social sphere, it is all the more troubling for a body that is constituted by its Lord as a covenantal community.

To be truly countercultural, the church must first receive and then witness to Peter's claim in Acts 2:39: "The promise is for you and your children and for all who are far off—for all whom the Lord our God will call." The promise is not only for us, but also for our children. According to recent studies by sociologists like Christian Smith, evangelical teens are only slightly less likely than their unchurched friends to adopt a working creed of "moralistic, therapeutic deism." As the diet in our churches is increasingly determined by the spirit of the age, and as youth are treated as borderline cases to be cajoled into thinking God is cool, the church risks abandoning that promise. The "pumped-up" teens in our youth groups today are often tomorrow's skeptics and burnouts. They don't need more hip Christian slogans, T-shirts, and other subcultural distractions, but the means of grace for maturing into co-heirs with Christ".

Michael Horton
Christianity Today

What's Al Qaeda?

2006-01-26T16:15:00.000-08:00

When discussing the concept of checks and balances today in class, I brought up the Congress' concerns over Pres. Bush's eavesdropping program. I presented Congress' case and the President's case, and I mentioned "Al Qaeda". To which I heard a student say, "What's that"?

I surveyed both of my afternoon classes and found that only 7 student out of 60 or so could simply explain "Al Qaeda". The largest class of 40 is an Honor's class, and only 3 of them could explain it, and they were all Muslim.

Wow!!!

What do I do next? Is this a teachable moment?

I don't mean to shame anybody . . . but if you don't know either try this or this.

CERT #5

2006-01-25T13:15:00.000-08:00

Last night was my second to last class for CERT. We extinguished a small fire and learned that fire extinguishers lose their power quickly. For example, I doubt that those pictured CERT members successfully extinguished that fire. Although they might have used a dry-chemical extinguisher. Heard lots of scary stories about fires, hazmat spills, and explosions as the class was taught by two experienced firefighters. Tip to my friends: aim at the base of the fire not the flames.

One more class and then our three/four hour graduation scenario.

Communism - alive and kicking !

2006-01-25T12:30:00.000-08:00

Have you taken notice that Latin America seems to be undergoing a mild socialist revolution? Bolivia, Peru, and Venezuela are being governed by Socialist "Presidents". Cyndi Sheehan was/is there. This photo was found at Associated Press.

Dressed for Church

2006-01-25T12:21:00.000-08:00

I'm ready for my visit to Luke's church.

"Close your eyes and it all goes away".

I just couldn't resist.

Another thoughtful post on worship

2006-01-24T16:12:00.000-08:00

Wish I could write like this!

Manipulative . . . I mean meditative

2006-01-24T16:03:00.000-08:00

Seems others are concerned about expression in worship . . . but from a different perspective.

"Make your outward expressions consistent with the posture of your heart. I want to come across sincere, like I'm worshiping rather than performing. During reflective songs I want to project a meditative spirit. During celebrative songs I want to come across excited. Yet, sometimes leaders have the right inward attitude, but their facial expressions and body language say something else to the audience. We must trust others to tell us how we're coming across and be humble enough to change.

Example: I took two youth to visit another ministry. Although the worship band performed with excellence, my students told me that the lead singer didn't seem excited about the message he was singing. Why? Because he stayed stationary throughout the worship leading. To these youth, a singer that believes in his song should express it with some movement. Is that true with your group? Maybe, maybe not.

In America, speaking with a hand in my pocket projects casualness. For many adults in Slovakia, the same gesture signals deviousness. Here's a question for your focus group to look for the next time you lead worship: "When we lead worship, do we look like we’re worshiping? Why or why not?"

I'm distracted by worship leaders who have a strained look on their faces when they either sing a high note or play a fast riff on a guitar. It's fine in a performance setting, but just seems artificial to me in a worship setting. Since I know that Eddie Van Halen can smile while playing a smoking riff and Britney Spears can sing high notes while dancing and faking a smooch, I must assume that the straining worship leader must either suffer from constipation or desperately need a macho image. Either way, it doesn't enhance my worship experience. But maybe it's just me…".

Christian Worship?

2006-01-24T15:47:00.000-08:00

Dedicated to those who think that Christians need to look to other religions for worship ideas:

"Around every corner of the church interesting scenes unfold. Women draw on the floor (beautiful, intricate patterns made from rice flour). They use their hands to distribute the powder with perfect consistency. Men are so enthusiastic about their worship they appear to be doing calisthenics. They prostrate themselves before God, followed by jumping, clapping, and reaching towards the sky. Every surface depicts images of Jesus Christ, and without any obvious reason to an outsider some worship more than others. Giant columns with "Alpha" and "Omega" carved on the side are covered with red powder and decorated with flowers of garlands and fruit. Tiny brown bowls filled with melted wax and flaming wicks surround these images on the floor. All of these details have meaning, some of which I am learning. However, what I know is dependent on who I ask – every question seems to have many right answers. The church, like all churches we have visited, holds no services or lectures. Yet people gather and visit in masses to spend time with God and develop their spirituality. I am amazed that without the structure of a Sunday morning service Christians make their religion such a part of their daily lives. This culture is dependent on family networks, independence does not seem to be a priority – except in religious practice. Individuals are free to worship in their own way and on their own time".

I had fun editing this. This is the original post.

Worship Wars article

2006-01-20T22:55:00.000-08:00

A thoughtful post about worship. Maybe you need something to entice you to read it:

"Are there times when you come out of a "contemporary" worship service feeling a bit jarred like you have been to a rock concert? Did the praise band music give you the desire to wiggle your hips in a less than reverential manner? Did you get the impression that the congregational singing was ruining the drummer's solo? Sometimes you may feel guilty because you have had such an adverse reaction to worship. You wonder, was God pleased with that service? Was the sense of God's immanence and transcendence kept in balance? Is style neutral? Some have said that it is all a matter of preference. Those that like a traditional worship service should forebear a contemporary service and vice versa. Is this really a matter of preference or is it a matter of some things in the service were right and some were wrong? How do we determine when we have crossed the line in our worship service from:
1. sacred to ... secular
2. scriptural principles of worship to ... technique / unscriptural principles
3. worship to ... entertainment
4. reaching out to the culture in our worship to ... having our worship shaped by the culture.

The Full Monte

2006-01-20T21:50:00.000-08:00

I'd like to add a few quotes to support my criticism of certain individualistic behaviors in worship:

From John Witvliet's preface to Wonderful Words of Life:
" Many Christians are formed to think of their own private prayer life as primary and to consider Sunday worship as effective to the extent that it ignites or deepens their personal piety. In this way of thinking, the question 'what did worship do for me?' is completely natural, even if it is a bit self-centered and individualistic.

Yet it may be more profound and more spiritually healthy to think in precisely the opposite way: that corporate worship—in which the whole is greater than the sum of the parts—is our primary and most essential form of prayer; one that gathers up and completes necessary forms of personal piety. This is especially true in times when our individual mental or emotional reserves are depleted. At minimum, this more corporate vision of piety provides a new way to think about and experience the unmistakably corporate language that the Bible gives us for the church as the people of God, the body of Christ, and the temple of the Spirit".

"Corporate worship is not a bunch of individuals worshipping in the same room! In our highly individualistic culture we need to be aware of the tendency for people to view even corporate worship as a privatized experience where the only value the other people in the room have is to help the individual "lose himself or herself in God" (whatever that means!) We should pray corporate prayers, read scripture, and confess our faith using creeds, together. This is one limitation of songbooks (unless you include corporate prayers or creeds in your books - which I don't think I've ever seen.") by Kevin Twit RUF Campus Minister at Belmont University

"For the modern evangelical, worship is defined exclusively in terms of the individual’s experience. Worship, then, is not about adoring God but about being nourished with religious feelings, so much so that the worshiper has become the object of worship. When we study the ancient approach to worship, however, we see that the church did not overly concern itself with feelings of devotion, but rather with heartfelt and biblically informed obedience. Moreover believers had a firm grasp on the fact that when they gathered “as a church” (1 Cor. 11:18), their worship was to be a corporate expression. Church worship was not a gathering of individuals but of the body of Christ". Monte E. Wilson(B.A., Bethany College; M.R.E., D.Min., Bethany Seminary) is director of Global Impact

I could not get enough of Monte. Read the full text here.