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Sir Captain David Von Ashkenaz
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| (no subject) |
[Nov. 30th, 2009|12:46 am] |
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When did we become old? Was it not just a decade ago that we were ignorant and full of life and energy. There was no rent, no tuition. At that age we considered our parents to be the great unfair pains in the asses who controlled our world, but now with debts, taxes, and random loss of one's rights by police intervention, the great illusion becomes transparent. Were growing up into mature and working farm animals now, no more time in the nursery, its time to be in the field with our burdens, defined in one sense by our character strengths, flaws and personal downfalls, and in another by our economic footing and distance from the law, who, with little restraint, can reduce us to the level of kindergardeners while piling on the weights of being an adult 3 fold. If we do not act carefully enough, we will be chained down until we cannot fight any longer and then be eaten alive by countless maggots. |
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| piece of sympathetic poo, unfinished |
[Nov. 16th, 2009|10:25 am] |
David Sanders
EDI 551
11/16/09
Dr. Karen DeFalco
Unit Paper 3: At Risk/Mental Health issues in Adolescence
Thus far in this course, we have written two papers pertaining to both social issues in adolescence and special needs adolescents. This will be the last time we explore yet another subject pertaining to the life of the adolescent. However this may be seen in some ways as a paper describing the reaction to adolescent issues described in our earlier assignments. While focusing on at risk/mental health issues in adolescents, specifically substance abuse, we must remember that this often serves as a symptom to a pre existing issue in the adolescent. Let us first explore and analyze the primary candidate for substance abuse in the larger student body and then break down the psychological and physical effects such usage may bring about.
A multitude of causes lie behind drug abuse in adolescents. To just touch the surface we can identify family life, pre existing psychological disorders, and a multitude of pressures both social and academic in nature (Teen drug abuse, 2009). In some cases, the abused substance of choice for an adolescent is simply a reflection of the parent's own substance problem. When an adolescent has come to the point where use of a substance is a viable option, some other component in their life is more likely than not dysfunctional. Prior to substance abuse itself, an adolescent who seeks such an escape may be suffering from low self esteem, miserable home life, depression, anxiety, inability to express feelings, lack of control, distrust, and issues with intimacy to just name a few root causes (Teen drug abuse, 2009).
Once an adolescent has given in to the temporary relief that a drug gives them, they become accustomed to the substance as a support or crutch against issues that ultimately drove them to the substance in the first place. This need to ignore or escape some part of one's sober life is indicative of the personality that falls prey to substance abuse, as compared to individuals who do not have a self destructive or unstable character. The latter more likely than not had a healthy home life and social environment so as to not feel the need for an additional support or crutch. This is a wholly destructive process for the substance abuser, as the problems that haunt them will only be compounded by the additional problems drug abuse brings about.
These problems are both psychological and physical. When caught in the habit of abusing a substance, few parts of the adolescent’s life are spared from its effects. Emotional problems can more easily arise if not already present, and levels of energy given to important things like school work and hobbies decline. The American Council for Drug Education (2009) compiled a large list of both physical and behavioral signs that parents and teachers alike should look for in the adolescent who has recently undergone certain changes which meet some of these criteria for substance abuse.
Physical Signs
• Loss of appetite, increase in appetite, any changes in eating habits, unexplained weight loss or gain.
• Slowed or staggering walk; poor physical coordination.
• Inability to sleep, awake at unusual times, unusual laziness.
• Red, watery eyes; pupils larger or smaller than usual; blank stare.
• Cold, sweaty palms; shaking hands.
• Puffy face, blushing or paleness.
• Smell of substance on breath, body or clothes.
• Extreme hyperactivity; excessive talkativeness.
• Runny nose; hacking cough.
• Needle marks on lower arm, leg or bottom of feet.
• Nausea, vomiting or excessive sweating.
• Tremors or shakes of hands, feet or head.
• Irregular heartbeat.
Behavioral Signs
• Change in overall attitude/personality with no other identifiable cause.
• Changes in friends; new hang-outs; sudden avoidance of old crowd; doesn't want to talk about new friends; friends are known drug users.
• Change in activities or hobbies.
• Drop in grades at school or performance at work; skips school or is late for school.
• Change in habits at home; loss of interest in family and family activities.
• Difficulty in paying attention; forgetfulness.
• General lack of motivation, energy, self-esteem, "I don't care" attitude.
• Sudden oversensitivity, temper tantrums, or resentful behavior.
• Moodiness, irritability, or nervousness.
• Silliness or giddiness.
• Paranoia
• Excessive need for privacy; unreachable.
• Secretive or suspicious behavior.
• Car accidents.
• Chronic dishonesty.
• Unexplained need for money, stealing money or items.
• Change in personal grooming habits.
• Possession of drug paraphernalia.
(The American Council for Drug Education, 2009)
To share one story of an adolescent who succumb to substance abuse, specifically marijuana, let us mention a young man from Westchester, New York named only Alby for purposes of anonymity. His life was a sad one, born into a broken home with parents being substance abusers themselves, Alby went from foster home to foster home. The neighborhoods he lived in were filled with crime and violence, he never felt safe, secure, or happy. In his own words “I wasn’t supposed to go through this, I had a grudge against the world.” (Baily, 2009). One fateful day, a friend passed him a blunt, or cigar paper filled with marijuana. As Alby recalls the friend said “You need to get your mind right. Hit this blunt,” (Baily, 2009). This began a destructive cycle in Alby’s life, one which would last years and end up putting him in jail. When asked what the drug did for him, and why he continued to use it, he replied “It had me in another state of mind, I was relaxed, and all my problems seemed like they were disappearing.” (Baily, 2009).
During the next 5 years Alby became a steady marijuana user, smoking the drug multiple times a day on any given day. This ultimately affected his school work, and he dropped out of high school. As Alby put it, “I was losing focus. My attention went from 100 to 0. I was depressed,” (Baily, 2009). Things from here only got worse, to pay for his habit, Alby began to sell drugs just to afford them. This way of life eventually landed Alby in jail, where he was put into a rehabilitation program and today tries to help people who have similar situations by sharing his story.
Alby was lucky, in that he came back and now has the drive to make something of his life. For too many substance abusers however, the choice is a one way ticket. It is tragic enough when a person leaves this world due to natural causes, or an incident that takes place later in life. What is immeasurably painful is the reality that many adolescents die each year from substance abuse. All that could have been and all the memories yet to be made are stolen from the person, their friends and family. According to the Drug Abuse Warning Network or DAWN (2007), there were 1,031 drug related deaths and 125 drug related suicides in the greater New York Metro area alone in 2007 (DAWN, 2007). These poor individuals lost everything for no good reason, and there is absolutely no way to undo what has happened or bring them back. The pain and loss that drug abuse brings to the lives of people is a tragedy that transpires day after day in our society, yet what steps can be taken to prevent or help these adolescents who risk nothing short of the ruination of their lives?
In the case of an addicted individual, detoxification is a prerequisite before any therapy can take place. Once this stage is cleared however, the underlying causes of the substance abuse must be faced and dealt with. In some cases, legal medication may be needed to offset a condition that was previously not identified. Yet for many more individuals, group interaction, therapy and a healthy environment are all that is required to support a healthy and drug free lifestyle (National Youth Network, 2009). Substance abuse is a symptom, yet to relieve the symptom, the root causes must be addressed and handled appropriately. Through this self maintenance and personal growth a person can move beyond the downward spiral of drug abuse. However it falls upon the family and educator to take notice of their children’s behavior, to note any alarming changes, and address the issue before the matter becomes worse. An adolescent succumbs to drug abuse because their community in some respect failed them or did not adequately prepare them for what they are faced against. It therefore falls on the community of support to protect the child in question and steer them back onto a healthier life path. If this support does not present itself or succeed in addressing the problem, the adolescent suffering from substance abuse has a less than bright future awaiting them or no future at all.
References
Baily, Cate. The Lows of Getting High: Alby's Story, Retrieved Nov 14, 2009, http://teens.drugabuse.gov/stories/story_mj1.php
Drug Abuse Warning Network, Retrieved November 14, 2009, https://dawninfo.samhsa.gov/files/ME2007/State-Metro/NewYorkNewJersey.htm
Teen Drug Abuse, Retrieved Nov 14, 2009 http://www.teendrugabuse.us/Problem.html
The National Institute on Drug Abuse, Retrieved Nov 14, 2009, http://teens.drugabuse.gov/stories/story_mj1.php
The American Council for Drug Education , Retrieved Nov 14, 2009, http://www.acde.org/parent/signs.htm
National Youth Network, Retrieved Nov 14, 2009, http://www.nationalyouth.com/substanceabuse.html |
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| unit paper 1 - ado-psych |
[Oct. 5th, 2009|01:24 pm] |
David Sanders
EDI 551
10/5/09
Dr. Karen DeFalco
Unit paper 1: Social Issues in adolescence
Adolescents face many challenges while developing in the world around them. These challenges may simply involve the universal struggle among youth to fit in and identify oneself. Others however, may have to deal with stress and hardships that are unfairly put against them. In many if not most cases, a young person will try to accomplish or succeed insofar as is expected of them by their surrounding environment. The topic of this paper is gender identity in developing youth, and the stereotyped roles and qualities that can act as a stigma against both boys and girls.
When in an adolescent classroom, one of the first things to announce itself is the social organization of the group as a whole. Immediately one will notice the influence of popular culture and the media on the student body. This does not mean to say that the media is the only influence in these children. Family life, teachers, and peers also influence gender based beliefs and roles ( Oswalt, 2007).
Although a child's gender and certain behavioral patterns result from biological/ internal reasons, external/environmental reasons play a very important role as well (Oswalt, 2007). It is in this environmental factor where the media becomes a significant influence in the young developing minds of the adolescent student. Males in general are depicted as strong, brave, powerful and dominant. While female characters are generally depicted as submissive, emotional, and primarily focused on romantic relationships (Oswalt, 2007) . Another iconic female image within the media is one simply wearing revealing clothing, being little more than a sexual gratification object. Although gender stereotypes in the media are less absolute than in decades past, it still strongly persists.
By the time a child reaches adolescence, they have already been exposed to countless stereotypes from magazines to video games and all mediums in between. Children most as risk from this influence are those with perhaps stronger insecurities derived from a less than ideal home life and poor family support. A person whom recognizes little self worth will be more likely to succumb to a disingenuous social mask to gain popularity and much desired acceptance.
An insecure boy with an absent family may become a cruel bully, in order to display his dominance and compensate for his inner suffering. An insecure girl from an unhealthy family background may early on come to see her body as a means to obtain material and emotional security, while having little regard toward pursuing an intellectual path or one thats based in her own personality. In cases like these, the media serves as a means for these unfortunate adolescents to portray a sexist stereotype, and put into disuse what could have developed into much more of a person. Although parents cannot stop this gender stereotype influence in their children completely, they should try to filter out as much as possible (Senghas, 2006).
Beyond the emotional and psychological dangers of these sexist stereotypes, there exists a very real physical one as well. The images of women on television are very unrealistic, as the average model is 5'11 and weighs 117 pounds. This leaves a great disparity between such an expected form, while the average American woman is 5'4 and weighs 140 pounds (Senghas, 2006). This unrealistic ideal has lead to an increase in eating disorders in young women, as well as push the average age of when girls start dieting from 14 to 8 years old (www.raderprograms.com). In further validation of this trend, 81% of ten year olds are afraid of being fat, and four out of five American women are unhappy with their body (www.raderprograms.com).
These realities are painfully obvious in the adolescent classroom. Children who perform poorly and have behavioral problems from the household are prime candidate consumers for this media culture. The projection of popularized gender stereotypes, pertaining to social and personal identity are not limited to young people. Choices made in this developmental stage of life will most certainly progress into adult manifestations, which will determine the quality of life the young person can expect down the road. Timothy Sexton sums up the influence of media and gender reinforcement in society quite well in the conclusion of his article Television Advertising: Its Effect on the Development and Reinforcement of Gender Stereotypes.
"Sexuality is a component often used in television advertising to strongly reinforce traditional ideas of gender stereotypes primarily because the sex drive is such a basic and primal human instinct that operates on a subconscious psychological level designed to bypass societal evolution. In commercials that are targeted toward the male, the intention is to represent the idea of sex without strings and thereby appeal to the man's ego. The best way to do this is obvious: use an incredibly attractive female and objectify her as being good for nothing other than submitting to the overpowering appeal of the male provide, naturally, that he purchase the product and use it to enhance his own sexual appeal. The underlying message is that man is the consumer and woman is the merchandise. Advertisements targeted toward women take a different approach, but the message is the same. These commercials are designed to appeal to the woman's vanity and show a world where fit and beautiful is equitable with happiness while overweight and unattractive means a fate worse than death. The distinction is clear: the female has the objective landing a mate, while the man's aim is to find a never-ending series of sexual conquests. Television commercials are intended to do far more than merely moving along the process of selling something. The sheer overwhelming amount of images send every day by this kind of advertising also serves the purpose of marketing societal standards. Although not as egregiously as music videos or photography, television commercials are one of the primary channels for distributing and reinforcing negative gender stereotypes. In doing so, these advertisements have been at the forefront of creating an unrealistic standard for how men and women should both look and behave. Television has become not only the stand-in for an absent father figure, but more and more a stand-in for an absent mother figure. By the crucial age of three, most children are already hooked on television and as a result these gender stereotypes are instilled beginning at a very early age." (Sexton, 2008)
This brings us back to the greater social issues in adolescence that heavily weigh upon the quality of life that young persons can enjoy. When going over issues related to family relationships, friendships, peer pressure, popularity, intimacy, sexuality, bullying and relational aggression, most if not all can at some point be tied into the landscape of popularized negative gender identification and reinforcement. This is not the sole villain at play, nor the first. The family environment comes as the primarily and first arena where the child learns to identity itself within the world. In many situations, it is usually after the child has failed to be adequately raised in the home that outside influences may further harm the psychological and even physical well being of the child. Regulating the amount and quality of television the child takes in greatly helps combat the negative effects of popular culture that could take hold if left unchecked.
Beyond television and the media, a healthy and loving home life is key. Ideally this should be a place where the child can take interest in what their growing personalities come to experience, and be encouraged to do so. Children should be allowed to be children, and even during and after puberty, should not feel pressured into accepting disingenuous gender characteristics. The best way to support the adolescent in discovering themselves as developing men and women is to encourage them as people first who are growing into themselves, not into preconceived and often sexist images. The school has a similar responsibility as well, to promote and maintain a healthy environment, while minimizing the presence and effect of negative influences.
Oswalt, Angela. "Early Childhood Gender Identity and Sexuality." Mental Help.net (2007): n. pag. Web. 5 Oct 2009. <http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=12771&cn=28>.
(www.raderprograms.com)
Senghas, Sarah. "Sexist Stereotypes in the Media." Associated Content News (2006): n. pag. Web. 5 Oct 2009. <http://www.associatedcontent.com/article/32112/sexist_stereotypes_in_the_media_pg3.html?cat=9>.
Sexton, Timothy. "Television Advertising: Its Effect on the Development and Reinforcement of Gender Stereotypes." Associated Content Society (2008): n. pag. Web. 5 Oct 2009. <http://www.associatedcontent.com/article/567093/television_advertising_its_effect_on_pg4.html?cat=47>. |
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| Tick tock |
[Sep. 14th, 2009|09:28 pm] |
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Another semester begins, hopefully this is the second to last one before student teaching and the completion of that master's degree. Work mon-fri with the kids, its nice to have work that one can actually enjoy doing. Meghan and I sought out places to purchase land and after meeting with an unusually nice agent, we found our prime local. Beautiful ten acres in a small valley up in the middle of nowhere, a river is born there from the surrounding peaks and we even have a small stream on the property. Lots of potential to make money out of this, not to mention guarantee a secure a future off this sinking overly heterogeneous Island. Becoming a teacher is like entering the mafia, you have to sit around a bunch of members, then little by little, gain the knowledge of procedures to eventually apply, there is even a money racket involved, its called graduate tuition, anyway, things are ok, rent is half of what it used to be, and real plans are forming for a life somewhere that is more than living with your parents past 25, or paying life and limb to pay rent while losing the ability to save anything, living here is like being a piece of meat on a pig farm, they let you move around enough to grow, but just enough so that you can be on someone's plate when your big enough. |
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| Earliest dream |
[Aug. 2nd, 2009|11:54 pm] |
This dream happened in a series when I was under 5.
There was a boy in a laboratory cage sized for a human child, with minimal articles meant to accommodate the subject. The entire room and most lab materials were in white, there was a scientist with a menacing lack of concern for the child. Somehow in the dream it was known that being in the cage was going to make all the blood start pouring out of the child causing a slow and painful death. I suppose I was the child and trapped in this horrifying scenario, but then the perspective of the dream went into a magical adventure of sorts where a captain and his crew, some of which where very early childhood animal characters, shrunk down to the size of microscopic cells and went into the body of a gorilla, and through its veins and blood, somehow reach the child who was trapped within a microscopic inner body fortress, inside here is where the laboratory was. The captain looked something like Baron Munchausen, and the crew are forgotten in detail. They retrieve the boy and make it out into a cathedral high ceiling which is really a series of veins and muscles, at this point blood begins pouring out into a river within the body. The captain, crew and boy are now in a rushed escape from the gorillas body as somehow it is now bleeding out in the same way the boy was supposed to be, the scenario gets more and more frantic until I woke up. This is how the dream always ended, it would terrify the living crap out of me.
Busy as a bee these days. |
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| Giddy |
[May. 9th, 2009|02:23 pm] |
With the semester ending, its time to be good to myself perhaps, yes sir, thats right, the american dream, gimme the best charlie, and give me a deal. I decided to buy a synthesizer to get back to composing in my free time, I have semi given up on computer generated keyboard gimmicks, its nicer to have atleast some hardware.
Here she is, the Korg X50, it feels nice going back to my roots, as few may know, my first synth was a used Korg O1w.
It has the basics, korg triton sound banks, 61 keys, 16 part multitimbral, doesnt have the gimmicks, like an onboard sequencer and groovio mumbo jumbo pre made patterns, the workstation aspects of composition I prefer to do by computer. |
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| (no subject) |
[Apr. 21st, 2009|01:14 pm] |
David Sanders
Personal Philosophy of Education
Although my experience in the classroom has been limited thus far, certain teaching methods and philosophical approaches have begun to become my own. Along with this classroom experience, my first graduate course has further enlightened me about the background and makeup of the contemporary teaching environment. This paper will highlight my former and current educational experiences that have helped develop my all around approach to the student and lesson. Following which, I shall examine and explain how my personal view compares to the more widely known philosophies of education. These philosophies of education include essentialism, perennialism, progressivism, social reconstructionism, and existentialism.
Upon first being placed as an employee in a school environment, my first task was to make sure the students dedicated time toward doing their homework. This proved difficult as it was an after school program that hoped to make the participating students complete all their work before any fun could be had. Although I did enforce this rule, one could not help but sympathize with these children. After all, they had just spent seven hours glued to a seat, and must now spend their afternoon sitting once again, looking down into the same books that had occupied the first half of their day. While other staff simply scolded children who spoke or were not working, I found that by sitting with the student and taking on the task for myself, the student took on a more cooperative role in completing the assignment. In hindsight I view this approach as playing the leader, with the understanding that sometimes a young person will have little desire to undertake a task, unless someone else undertakes it with them.
Before stepping into the classroom, I had little notion of what my stance toward discipline would be. After a few months dealing with the best and worst of the student body, this can no longer be said. I find that good natured children more often than not do not need an irate or angry response, but rather a modest reminder of where they are. These are after all just little people, trying to develop the same social connections and intimate foundations that we as adults take for granted. In fact sometimes I even wonder how much a person emotionally matures beyond the school environment, instead of just learning to conceal their emotionality while working within the power and responsibilities that being an adult brings. As for the less fortunate students, riddled with emotional issues and personality problems from the home, I found that in many cases these children require stronger disciplinary methods. This conclusion pains me at times, but there have been situations where nothing less than a back straightening call to attention will suffice in dealing with a very bitter and thick headed student.
In comparison to the widely known philosophies of education, my developing approach involves aspects from various schools of thought, and not just one. I find the basic requirement of core subjects from the essentialist approach to be wise and worth practicing. Regardless of where a student will end up in life, grasping the basic foundations of math, english, history and science is key to maintaining a first world nation and society. I believe in the benefits of being a renaissance man, compared to the limitations of thinking within the influence of only one subject. This homo universalis approach makes for more holistically aware people in my opinion, which is crucial in determining the intellectual capacity of our students and future adult population.
That said, a well rounded mind must also possess the ability to form a personalized specialization. This individual focus would surely be in response to and a reaction toward the real world that the student inhabits. In the face of this reality, certain aspects of progressivism seem appealing, but only alongside the foundation of essential core subjects. Combined with a general education, the ability to freely choose what specific topic one wishes to further invest in gives both a wide ranging level of knowledge and a pragmatic approach for the student to discover what their own prerogatives are in life. The cooperative approach of progressivism adds another benefit in my opinion. As in the real world, people more often work in groups than on their own. This would endow the student with yet another form of wisdom, one that could not be obtained simply from a textbook or dictated lesson.
This intertwining of educational philosophies is crucial in my opinion, as each method on its own covers its specific goal, but little more. The student is not simply being taught core subjects or how to identify issues facing their world, but to become a self sufficient and productive member of society. This will involve so many facets of experience that even if we combined all the philosophies of education mentioned, there would still be many lessons of entering the workforce and adult life in general that could not be fully conveyed. From what I have gathered thus far in my graduate course, the realm of education is ever changing and malleable. This admits that no singular method has been proven best above others, and that perhaps various students would do best under various methods of education. |
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| Last minute Charlie revised |
[Mar. 24th, 2009|12:10 pm] |
David Sanders
Edi 554/555
Dr. Monaco
20 March 2009
Research Paper: Technology in the Classroom
Within the realm of education, the twenty first century has brought about new technologies which influence the way teachers interact with their students and students with one another. From internet course databases to interactive powerpoint presentations in the classroom, the school has changed significantly from a mere ten years ago. In this virtual age of greater auditory visual stimulation and speed, are all the new technological capacities having a positive effect? While a teacher can now creatively and easily go through a lesson with the aide of pictures and sounds, the student can just as easily listen to a concealed MP3 player or text a friend for an answer [Pytel, 2007]. This paper will reflect on the introduction of greater digital and virtually interconnected tools in the public school system, as well as provide both a supporting argument and one critical in regard to the effect of twenty first century technology in the classroom.
When I was a child in elementary school, the age of the internet had not taken hold yet. Videocassette presentations about a topic were a special occasion, and live access to TV was even less frequent. Almost all our work was done on paper and not one student had a cell phone. When observing for this course recently, I was introduced to an up to date classroom with the newest accessories. Along with internet access for students and a computer console for the teacher, the ceiling had been installed with speakers and a projector. This was controlled by the teacher and directly linked to her desktop screen. The class was moderately rowdy, but when the lights were dimmed and the presentation came on, they became glued to the performance of the projected characters, who were in reality breaking down the points of the teacher's lesson. The daily use of internet and multimedia projection in the classroom appears to be a staple of the twenty first century school [Levine, 2002].
In this case, repackaging the theme in popular flash animation and using a comic relief helped draw the students interest. By incorporating modern digital hardware, the classroom experience became more contemporary and relatable to the student. Through this process, students may be more willing to pay attention and retain the information they are shown, especially if compared to a lecture given by a teacher without such technological assistance. In an attempt to draw the student even further into their teacher's lesson, the inclusion of individual Laptops for each student has been introduced in some schools, so that the students may in real time interact and participate in the multimedia presentation they are taking part in. [ Levine, 2002]
Thus far I have given an example of how technology serves to better the learning experience of the student and aide the teacher. Using contemporary tools to reach the younger generation is almost self explanatory in its logic. However, if there is a negative side to this aspect of modernity in the classroom, it lies in the reality that students now have their own unsupervised digital devices. This fact makes the process of teaching the student body more difficult and can easily match in trouble the benefit this same interconnectedness brings the teacher.
Teachers today must not only combat laziness, short attention spans and poor study habits among the student body, but also look out for and deal with inappropriate uses of electronic devices. Even without being used inappropriately, the very presence of a ringing cell phone is enough of a distraction to bring a lesson plan to a halt. Writing for The National Education Association and a teacher of 23 years, Don Mack writes (The incursion of cell phones and beepers could deal a severe setback to any progress that's been made to bar interruptions. Early this year, a colleague's presentation was disrupted when a student's cell phone, carried into the classroom in a backpack, began ringing. Initially, both the teacher and students attempted to ignore the distraction and continued working. But after several rings, the owner of the cell phone apologized and answered the call. The call was of a social nature, and the student hung up as quickly as possible. But the flow of instruction was disrupted, and valuable learning time was lost. This isn't an isolated occurrence.) Even without the intent of cheating, such devices in the classroom can do a fair share of harm to the learning experience [Mack, 2009]
If this was the extent of trouble electronic devices caused inside the classroom we would be thankful. However, it is only the beginning according to many educators. Writing for the online magazine Suite 101, Barbara Pytel draws a list of inappropriate student behavior involving the use of cell phone and Ipods. These include cheating on tests, arranging drug deals, arranging fights on YouTube, even harassing other students and teachers with what is now labeled as Cyber Bullying[Pytel, 2007]. Cyberbullying in of itself has lead to murder and suicide amongst students, and is a very real threat for the school and family [Stopcyberbullying.org, 2009].
The newest trend has seen the use of smaller Ipods and Zunes being concealed under the student's clothes with a small wire running down the arm. The student then rests his or her head on their hand and listens to the hidden earbud [Beckwith, 2009]. Meridian Idaho has banned Ipods from schools for this reason. [Rebecca Boone, Associated Press Writer, Detroit Free Press, April 27, 2007]. It is unfortunate that these steps must be taken, as these very same devices have proven useful in teaching courses based in music, engineering and sociology [MSNBC, 2009].
In my opinion, any sort of progress has its benefits and unpleasant consequences. This is how most technological breakthroughs affect humanity in general. Nuclear energy saves the lives of countless cancer patients and powers our society, yet radiation itself can cause cancer and nuclear weapons can utterly destroy society. A similar dichotomy can be drawn out from this debate, one where the teacher is given a new range of technological capabilities to further enhance the learning experience. Meanwhile the student is given a new range of technological capabilities to undermine his or her education by cheating or not paying attention.
The key perhaps is moderation and vigilance, whereby the school must decide what interconnected digital devices are for faculty and faculty alone. Then when a stance is taken, it must be routinely impressed upon the student body that they may be able to communicate with everyone of their friends at any moment they please, so long as it does not take place within the classroom or cut into their learning experience. This is after all, what schools are designed for first and foremost, regardless of how digitized and electronic the education process may become for student and teacher alike.
Bibliography:
Pytel, Barbara. "How To Cheat In Schools." Suite101.com. 30 Apr. 2007. 20 Mar. 2009 <http://www.suite101.com/>.
Beckwith, Lolita. "IPods Banned in Schools to Prevent Cheating." Gearlive.com. 30 Apr. 2007. 20 Mar. 2009 [ Error: Irreparable invalid markup ('<www.gearlive.com>') in entry. Owner must fix manually. Raw contents below.] David Sanders
Edi 554/555
Dr. Monaco
20 March 2009
Research Paper: Technology in the Classroom
Within the realm of education, the twenty first century has brought about new technologies which influence the way teachers interact with their students and students with one another. From internet course databases to interactive powerpoint presentations in the classroom, the school has changed significantly from a mere ten years ago. In this virtual age of greater auditory visual stimulation and speed, are all the new technological capacities having a positive effect? While a teacher can now creatively and easily go through a lesson with the aide of pictures and sounds, the student can just as easily listen to a concealed MP3 player or text a friend for an answer [Pytel, 2007]. This paper will reflect on the introduction of greater digital and virtually interconnected tools in the public school system, as well as provide both a supporting argument and one critical in regard to the effect of twenty first century technology in the classroom.
When I was a child in elementary school, the age of the internet had not taken hold yet. Videocassette presentations about a topic were a special occasion, and live access to TV was even less frequent. Almost all our work was done on paper and not one student had a cell phone. When observing for this course recently, I was introduced to an up to date classroom with the newest accessories. Along with internet access for students and a computer console for the teacher, the ceiling had been installed with speakers and a projector. This was controlled by the teacher and directly linked to her desktop screen. The class was moderately rowdy, but when the lights were dimmed and the presentation came on, they became glued to the performance of the projected characters, who were in reality breaking down the points of the teacher's lesson. The daily use of internet and multimedia projection in the classroom appears to be a staple of the twenty first century school [Levine, 2002].
In this case, repackaging the theme in popular flash animation and using a comic relief helped draw the students interest. By incorporating modern digital hardware, the classroom experience became more contemporary and relatable to the student. Through this process, students may be more willing to pay attention and retain the information they are shown, especially if compared to a lecture given by a teacher without such technological assistance. In an attempt to draw the student even further into their teacher's lesson, the inclusion of individual Laptops for each student has been introduced in some schools, so that the students may in real time interact and participate in the multimedia presentation they are taking part in. [ Levine, 2002]
Thus far I have given an example of how technology serves to better the learning experience of the student and aide the teacher. Using contemporary tools to reach the younger generation is almost self explanatory in its logic. However, if there is a negative side to this aspect of modernity in the classroom, it lies in the reality that students now have their own unsupervised digital devices. This fact makes the process of teaching the student body more difficult and can easily match in trouble the benefit this same interconnectedness brings the teacher.
Teachers today must not only combat laziness, short attention spans and poor study habits among the student body, but also look out for and deal with inappropriate uses of electronic devices. Even without being used inappropriately, the very presence of a ringing cell phone is enough of a distraction to bring a lesson plan to a halt. Writing for The National Education Association and a teacher of 23 years, Don Mack writes (The incursion of cell phones and beepers could deal a severe setback to any progress that's been made to bar interruptions. Early this year, a colleague's presentation was disrupted when a student's cell phone, carried into the classroom in a backpack, began ringing. Initially, both the teacher and students attempted to ignore the distraction and continued working. But after several rings, the owner of the cell phone apologized and answered the call. The call was of a social nature, and the student hung up as quickly as possible. But the flow of instruction was disrupted, and valuable learning time was lost. This isn't an isolated occurrence.) Even without the intent of cheating, such devices in the classroom can do a fair share of harm to the learning experience [Mack, 2009]
If this was the extent of trouble electronic devices caused inside the classroom we would be thankful. However, it is only the beginning according to many educators. Writing for the online magazine Suite 101, Barbara Pytel draws a list of inappropriate student behavior involving the use of cell phone and Ipods. These include cheating on tests, arranging drug deals, arranging fights on YouTube, even harassing other students and teachers with what is now labeled as Cyber Bullying[Pytel, 2007]. Cyberbullying in of itself has lead to murder and suicide amongst students, and is a very real threat for the school and family [Stopcyberbullying.org, 2009].
The newest trend has seen the use of smaller Ipods and Zunes being concealed under the student's clothes with a small wire running down the arm. The student then rests his or her head on their hand and listens to the hidden earbud [Beckwith, 2009]. Meridian Idaho has banned Ipods from schools for this reason. [Rebecca Boone, Associated Press Writer, Detroit Free Press, April 27, 2007]. It is unfortunate that these steps must be taken, as these very same devices have proven useful in teaching courses based in music, engineering and sociology [MSNBC, 2009].
In my opinion, any sort of progress has its benefits and unpleasant consequences. This is how most technological breakthroughs affect humanity in general. Nuclear energy saves the lives of countless cancer patients and powers our society, yet radiation itself can cause cancer and nuclear weapons can utterly destroy society. A similar dichotomy can be drawn out from this debate, one where the teacher is given a new range of technological capabilities to further enhance the learning experience. Meanwhile the student is given a new range of technological capabilities to undermine his or her education by cheating or not paying attention.
The key perhaps is moderation and vigilance, whereby the school must decide what interconnected digital devices are for faculty and faculty alone. Then when a stance is taken, it must be routinely impressed upon the student body that they may be able to communicate with everyone of their friends at any moment they please, so long as it does not take place within the classroom or cut into their learning experience. This is after all, what schools are designed for first and foremost, regardless of how digitized and electronic the education process may become for student and teacher alike.
Bibliography:
Pytel, Barbara. "How To Cheat In Schools." Suite101.com. 30 Apr. 2007. 20 Mar. 2009 <http://www.suite101.com/>.
Beckwith, Lolita. "IPods Banned in Schools to Prevent Cheating." Gearlive.com. 30 Apr. 2007. 20 Mar. 2009 <www.Gearlive.com>.
Mack, Don. "Debate: Should cell phones and pagers be allowed in school?" Bnet.com. Mar. 2001. 20 Mar. 2009 <http://www.bnet.com/>.
Stop cyberbullying: Cyberbullying - what it is, how it works and how to understand and deal with cyberbullies. 20 Mar. 2009 <http://www.stopcyberbullying.org/index2.html>.
Rebecca Boone, Associated Press Writer, Detroit Free Press, April 27, 2007
Levine, Lawrence E. "Using Technology to Enhance the Classroom Environment." The Journal. Jan. 2002. 9 Apr. 2009 <www.thejournal.com>.
Schools banning iPods to beat cheaters." MSNBC. 27 Apr. 2007. Associated Press. 8 Apr. 2009 <www.msnbc.com>. |
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| Isolationist Freedom Theme Song |
[Mar. 14th, 2009|01:27 pm] |
O Solitude
O solitude, my sweetest choice!
Places devoted to the night,
Remote from tumult and from noise,
How ye my restless thoughts delight!
O solitude, my sweetest choice!
O heav'ns! what content is mine
To see these trees, which have appear'd
From the nativity of time,
And which all ages have rever'd,
To look today as fresh and green
As when their beauties first were seen.
O, how agreeable a sight
These hanging mountains do appear,
Which th' unhappy would invite
To finish all their sorrows here,
When their hard fate makes them endure
Such woes as only death can cure.
O, how I solitude adore!
That element of noblest wit,
Where I have learnt Apollo's lore,
Without the pains to study it.
For thy sake I in love am grown
With what thy fancy does pursue;
But when I think upon my own,
I hate it for that reason too,
Because it needs must hinder me
From seeing and from serving thee.
O solitude, O how I solitude adore! |
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| What goes on |
[Feb. 23rd, 2009|10:02 pm] |
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The days flow by, in graduate school now, working toward that shiny goal called a cosy career in a public school. The house is a mess, we decided to sand, buff, polish, and re coat the floors, leaving us and our pets stranded in the bedroom while the toxic goo hardens outside. My body is fighting off a little bug, hopefully it stays little and departs soon. Have not made any music or video works recently, too busy, it feels bad to let these enjoyable skills go further into disuse, but there is so much else going on right now, hope this trend does not become permanent. Most of my days are occupied with time passing maneuvers tied to work or school or the house, and each month my hair grows another half inch, by the end of this year it should have surpassed my previous maximum length, leading all the catholics to proclaim that their lord Jesus Christ has returned and in turn letting me eat all the free pizza one could ever desire, ah yes, ah yes. |
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