PLN 22

Situated within the contents of the Littleton Public Schools blog, an article by the name of “Maine's 1:1 laptop raises writing performance” confronts a decisive issue concerning our generation. It is primarily focuses on the heightened levels of student achievement achieved as a result of the availability of laptop computers in classrooms. The author of the composition (Dan Maas) also bothers to point out the notion of these technological devices being able to also promote an instillation of greater achievement (as directed towards other fields of study) in students. To Dan, cyberspace is the most resourceful tool available and should be taken advantage of in every classroom.

Although this prospect of increasing writing abilities and possibly knowledge in other subjects and although I favor it, this usage of computers is corrupt. The concept Dan fails to grasp is the idea of mechanically induced not human assignments. The reality dictates a computer friendly, but almost too. It simply completes work independently. Its features such as the spell check, grammar check, and many more only depresses a student’s knowledge in that affiliated field. The computers are responsible for improving writing achievement, for they automatically fulfill an assignment’s legitimacy. As an example, I have already probably used the helpful yet harmful spell check over ten times now. Taking this into consideration, one may assume that computers are responsible for most of the formatting, grammar related corrections, and many more.

Although I have expressed repulsion towards the computer, it is oppositely helpful. It may lower understanding in the grammatical fields, but in reality it provides a user with the opportunity to elaborate on topics. Computers (when operated by true idolizers of them) prove to triumph over the more conservative pen and paper. Computer typing is in most circumstances, faster than brute writing. I offer the example concerning myself; in an English course, it is customary to encounter some form of writing at the closure of a unit. After the first “Odyssey” unit, the class was instructed to compose an essay concerning the literature. On this, we were permitted to utilize the powers of computers; of course, I finished well before I ultimately did in another subsequent hand written one concerning “Inherit the Wind”.

Both benefits and con oriented aspects are confronted when speaking on the topic of these machines. Although they decline knowledge pertaining to grammar and spelling, they also allow for lengthier and more thought out compositions. In the end, it truly boils down to personal preferences, whether it be length to be achieved or a drained understanding of grammatical and spelling skills.

PLN 21

I believe it absurdly disgraceful to witness the numbers displayed on the Denver post’s blog entry “How much does this really matter?”. This article’s primary focus is to underscore the stupidity residing within the boundaries of “the greatest nation on earth”. According to the assembly of statistical facts as the National Foundation of Science is credited with obtaining, “66% do not understand DNA, “margin of error,” the scientific process, and do not believe in evolution. 50% do not know how long it takes the earth to go around the sun, and a quarter does not even know that the earth goes around the sun. 50% think humans coexisted with dinosaurs and believe antibiotics kill viruses.” The piece also complimented our nation’s stupidity by stating: “88% believe in alternative medicine. 50% believe in extrasensory perception and faith healing. 40% believe in haunted houses and demonic possession. 33% believes in lucky numbers, ghosts, telepathy, clairvoyance, astrology, and that UFOs are aliens from space. 25% believes in witches and that we can communicate with the dead. The article then begins to move on to question legitimacy of understanding this elementary composition of obvious facts.

Maybe because of my high appreciations for the field of science, or my battle hardened yet still firm belief that science tremendously benefits society, I would classify the country as a whole (based on these results) prone to become shockingly accurately “the stupidest country on earth”. Presently, competition is brewing in the world. We as a nation are plummeting into the abyss, others are mockingly dethroning us from our previous position. We must act accordingly, for if we do regard this crisis as a mere fluctuation in the normal conduct of the nation, we will be deceived. If inhabitants of America do not even understand the concept of the planet earth circling our nearest star, I can’t possible envision success as bestowed upon brain dead individuals. A decrease in the success rate within America will also provoke the common stereotype dubbing us “stupid” to become one of truth. Do we want to be frowned upon by neighboring countries? Do we want to become in actuality “the stupidest”? No, we must take action.

To achieve this fete, it would be plausible to institute a more rigorous science curriculum in schools dotting the nation, for the adults who have proved brain invalid through these results have produced such due to their initial school careers. If the present schoolchild generation is to be more forcefully educated in factual realities of life, of course test scores will rise and as a result, this depression will rise.

I also do not understand an instance where people who fit these results may make a living. What institution in their right mind would allow the enrollment of some individual who can’t even comprehend basic science? How is a person able to nourish a family with the absence of a collage earned job? If understanding is not met in these topics, people who are unlucky enough to have been “educated” by faulty science teachers will inevitably spend their days as garbage collectors and other related professions. What a life that would be, boring, dirty, and lonely. Do we want to see our nation’s workforce comprise of un- marginal numbers of unskilled workers? No, all these hindrances of our possibly utopian society (after renovation of course) may be avoided if schools would devote more time and effort to science studies.

To me, it is most disheartening to face these facts. I guess it is partially the belief instilled in generations who have achieved so poorly that science is evil. People too immature simply listed to their grandmas from the 1600s (when science was considered a real evil) and meekly avoid the whole topic. Although I am not one to talk, I still respect people's decisions to elude the subject, but to me, not understanding the concept of the earth traveling around the sun is very embarrassing. Scientific discoveries have benefited man kind since its institution. Take for example cancer. Every moment, people are infected with this notorious disease, and what saves their butts? Science which derived Chemo therapy. How about the flu vaccine (also a product of scientific discovery), this year alone would turn into a scramble of confusion and cover from the infected if not for the medicine. I am not trying to convey the message that science is the all powerful, but understanding simple aspects may save a person from extreme embarrassment.

PLN 20

Soldiers, the enthusiastic young men willing to endanger their lives as protection agencies for the inhabitants of a warring nation. Their sacrifice inevitable as soon as foot was set on the unforgiving battleground; cannons boom, guns whistle, men screaming for comfort. Blood, suffering, pain, and emotion have all been pursued by any protector, whether these be greeted on the beaches of Normandy or the streets of Baghdad, they are equals. All men who have so gallantly surrendered their precious lives for the sake of our well being are undoubtedly the most unselfish and courageous individuals to walk the face of this earth. They should not be nor will ever be disregarded as mere memories in my opinion.

The article I have taken the liberty to discuss is titled “Vets will share their stories with students” and was found in the Denver Post blog. The primary objective of this composition is to inform the public of present student’s disregard for the heroic men who risked all for the country’s well being. The article also moves on to explain actions being completed to ensure an understanding of these men’s struggles. The piece states “Some kids aren't sure whether we fought with or against the Germans, and I see a lot of teachers who know just as little as they do,”. The article explained how Jim Hart and other brothers in arms attempt to inform today’s youth on the great struggles of their times. The problem surrounding this feat is the tendency of a multitude of students not to appreciate the men’s accomplishments. For this reason, the 7th Congressional District's Oral History Project was developed. The project’s goal is to essentially become educated on past and brutal wars. The project involves students attending Aurora, Colorado to interview veterans (primarily from the WWII era). Their recordings will then be transferred to the library of congress’ archives.

How could any individual simply ignore the whole second war? The veterans of this cruel struggle for peace should all be regarded as the greatest generation; no matter ethnicity, religion, or action pertaining to a specific chapter in a war’s chronology, they are all equals. Personally, I believe that more information concerning the vets who served their time in these notorious conflicts should be incorporated into classrooms around the globe, not just interviews. As the quote stated, many simply did not even understand which powers belonged to which alliances. To me, this would become truly disheartening after such a prolonged discussion of my experiences if I were a veteran. I would agree with a classification of this interviewing practice to be of valid nature to educate students, but the idea of this project not being of mandatory nature obscures my view. To me, only the students who actually did initially bother to account for veteran’s recollections on their oral presentations would only undertake this project. Because it is optional, other students will not peruse this amazing opportunity and of course, they will require the information most drastically. I would believe it to be a great deal more efficient to simply adopt a more rigorous curriculum concerning veterans, wars, and all such related aspects of war. This would become a mandatory for the class and more students would as a result, understand the numerous achievements as accomplished by the greatest generation.

PLN 19

Of course, we all during our times of adolescence and wonderful youth have developed a symbolic and immensely tolerated bond between our comic superheroes. Of the numerous include superman, wonder woman, and defiantly the heroic stature of Spiderman. Who could let the images of the gallant spider man rescuing innocent soles from inevitable death? The “friendly neighborhood” super hero not only represents justice bound within superhuman form, but also a lovable and sensitive individual (as seen in the three current movies). It is these traits and countless more which define the ultimate figure America has come to adore so.

On the topic of Spiderman, the factual story discussed in this entry concerns an innocent five year old boy from Brazil completing the task of saving a newborn baby from perilous danger as would the renowned spider man. The entry was located in the “Global Voices Online” blog and was titled “Brazil: 5 years old boy dressed as Spiderman saves baby”. Ironically, both the boy and Spiderman are credited with similar achievements in similar fields plus they apparently share the same tastes in apparel style. The sequence of events concerning this child hero were perceived to be as such: at the moment, a dynamic fire raged in a neighboring house to where the emerging “Spiderman” resided; the courageous youth was clothed in a spider man costume and yelled “I’m Spiderman” before taking a suspenseful leap into the burning structure. Later, he emerged from the rubble holding a one year old infant. The youth was only a mere five years of age; a worthy candidate for a praised award of some sort. His name was Riquelme and should as his more fictional counterpart, represent justice, heroism, courageousness, and many other terms affiliated with this unbelievable feat.

Although Riquelme is defiantly regarded as a hero, heroic deeds are a common scene. Although they be not of such a life threatening stanza, they are nonetheless still significant in an affected individual’s perception. Heroism in its strictest sense may be seen to represent any act be it great or small that impacts in a favorable product. I have become victim to many acts of heroism as portrayed through the actions of my friends and family. Personally, I view my parents as heroes; they are constantly offering help and support directed towards my every day life. My friends are likewise always present to provide emotional support whenever I may require it and to this, I return the favor. Many people are heroic; it is not of legitimacy if an individual may be perceived as a heroic figure solely due to an ability to be compared to Spiderman. People who are able to be compared to superheroes are still truly heroes, but people who lovingly assist in day to day matters still should be considered for the title. They have still donated their time and effort to a wonderful cause and are therefore classified accordingly.

PLN 18

Scanning the contents of the Denver Post blog, I happened across a very controversial article discussing the notion of introducing birth control pills in 12 school hosted clinics. This piece was known as “Do schools have birth-control role?”

As the teen pregnancy rate constantly rises, task force officials have proposed a campaign to stock 12 schools with a supply of birth control pills. This operation would target six Denver high schools, but also the equivalent amount of secondary schools.

Personally, I believe that the task force personnel should not attempt to define the conduct of a school’s clinic. Their proposal of adoption of such pills does not act in accordance with what I personally hold as true. This outrageous idea of supplying schools with such pills is preposterous, not only will the billing associated with this act will be seen to rise steadily at an alarming rate (last time I checked, birth control pills weren’t cheap; according to kidshealth.org, they cost $20 to $50 a month) but their presence will actually encourage more sexual related practices. After an extended period of time, schools may loose their valuable cash to an ineffective movement. The article stated that only “Of every 1,000 girls ages 15-17 in the city, 54.5 will become pregnant in the city, compared with 24.3 throughout Colorado”. When combined, for every 1000 girls, roughly 78.8 will face pregnancy at a young age, that’s not even ten percent. Schools which fund this pill fiasco will only waist their cash in vain, for not many will even depend on these pills. The bulk of the ordered medicine will most likely simply sit in confinement until they become invalid and must be discarded. What a waste!

Also, the presence of these pills may drive individuals to actually commit to a will to perform sexually oriented practices, isn’t that what we are trying to dilapidate? I do not visibly see the benefits associated with this waist; only a waist of money and increased levels of sexual practices will arise from this whole dim-witted project. The world needs to realize that its teenaged inhabitants are not adults; they should not be undertaking such adult situated practices. Why should we set their stages by adding birth control pills to our agendas? This will only encourage such practices; once teens understand the fact that they will be protected at their schools, they pursue the unimaginable. This increases the teen birth rate drastically, isn’t that what we have been collaborating against?

Indirectly, I have been introduced to the idea of teen sexual activity through books. The other characters always seemed so disheartened at the fact that their friends performed such madness. I have always sympathized with the downcast characters, for they did nothing truly wrong to provoke such events. Think about the reactions of friends and family when the news is broken, I would be visibly dead if I had a daughter who one day told me of my future grandchild. I do wish to forestall that event until she would be of legitimate age, so I do not favor this idea of adopting pills in schools.

PLN 17

Following an inspection of available blogs, I happened across Mr. Craig’s blog entries. Surprisingly, I am currently a member of his second hour biology class, so I thought it legitimate that I express my feelings towards some of his actions he accounted for in his blog. The one I have chosen was titled “Allowing Re-Takes To Improve Student Learning”.

Throughout the article, Mr. Craig primarily discusses his policy of presenting a special opportunity directed towards his students. This is the idea of allowing sections of tests in his course to be reattempted if the initial strive for success (as made by a student of his class) was completed in vain. His policy dictates as such: if a student receives a mark lower than an eighty percent on the “critical thinking” portion of his exams and wishes to redeem their grade, they may attend a review meeting after which Mr. Craig will test the student’s knowledge verbally. The student is presented with the opportunity to “reincarnate” lost points on the section (of the test) as long as the overall percent of the points they successfully earned back does not exceed eighty percent of the total grade. In other words, students are able to earn as many points as necessary to raise their grade (on the test portion) to eighty percent. He also stated that he would not permit a student to leave his retake session unless they truly showed signs of understanding. Otherwise, he does everything in his power to truly make a student understand a subject.

This to me demonstrates true determination to teach. I believe that I am truly honored to be pupil to a teacher who obviously cares much about the levels of understanding in his students. The idea of allowing retakes on a very critical and unforgiving portion of his tests is a great. The idea of teaching is not to instill in students ability to earn sufficient grades, but to instill in them knowledge. By allowing retakes, Mr. Craig is not only assisting in the understanding of knowledge by his students, but he is also sparing the grief the student will encounter with the prospect of receiving a poor mark. Wow, he truly kills two birds with one stone!

PLN 16

Following a thorough inspection of my available blogs, one in particular blog entry (formulated by the cool cat teacher blog) caught my attention. It was christened “If my friend Scott, a double amputee can run an ironman, what's your excuse”.

This article primarily focuses on the subject of miracle achievement by a so called “underdog”. Following a truck crash which resulted in an amputation of both his shins and feet, invalid Scott decided to test himself against some of the most brutal and unforgiving races. He vowed not only to compete in notorious racing events, but also to complete them too. Plus, the man also lined up sponsors and began a foundation aimed at enabling physically challenged athletes to peruse their dreams of racing. A couple of weeks ago, Scott defied world philosophy with his completion of an ironman triathlon. The notorious event encompassed many fields of physical exercise including, swimming, running, and biking. The idea of an invalidly situated man completing such a triathlon was unheard of. For this reason, Scott became the proud barer of the title addressing the idea of being the first ever handicapped individual to complete an ironman triathlon. That meant swimming 2.4 miles, then biking 112 miles, and finally running a 26.2-mile marathon with prosthetic legs. He had 17 hours to complete the task; ultimately, he achieved his goal in about 15 min. less than time permitted him to.

Scott should be seriously considered as a miraculously situated individual. Not only did he defy widely accepted ideas (that no handicapped person could complete an ironman) but he also founded an organization whose goal is to assist similar people in their plights to become true athletes like Scott. Scott is truly an amazing person.

In my lifetime, I have had the pleasure of becoming acquainted with a challenged individual. His name was Dillon (he was faced with a disease which rendered his legs incapable of moving, so he was always in a wheelchair); I met him at a camp known as “Geneva Glen”. Although Dillon was nothing close to athletic, I understand that he would have loved to simply run around for once in his life. Scott sets a great example; if someone as challenged as him could successfully complete the impossible, Dillon could too.