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UltimateToolKit for MCPE
The right app if you want Minecraft PE Mods, Maps, Seeds and Texture Packs! Download now and you'll have a new Minecraft Pocket Edition expirience Internet connection is required for many great features althought the UTK won't consume much of your data plan, but that depends on your usage. ★★★About:★★★ I'm Christoph, a 13 Year Old Au…
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Author has written 1 story for Harry Potter.
Hey All!
Soccer season is over. I'm free to type (in the few spare moments between skiing and school). I hope you all haven't given up on me!
I'll post a chapter A SAP!
I hope you've read my stories! I love comments-doesn't matter if they're criticizing... so PLEASE review!
I like Mexican food (spicy!) and chocolate and cherries and strawberries...and shirley temples
I play soccer (football everywhere else) and I ski...
And I like to read and write (quite obviously)...
...If you wanted to know...
Please review. I really need it!

subset: commoncrawl


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+386 1 563 69 59
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text:
In 2006 when my son Brian was 11 and still in grade school, I watched a video of a speech on an amazing new website I stumbled upon which forever changed the way I looked at Brian's APD and the way he learns.
It also changed the way I viewed my life and what I was doing for a living.
The website was TED.com and the video was Ken Robinson's "Schools kill creativity."
Brian was just beginning 6th grade and his teacher didn't like boys who didn't sit still and weren't 100% focused on the tasks at had. I was tired of educating teachers on how Brian learns. He had a handful of great teachers who understood – the rest hated teaching kids.
But Sir Robinsens lecture about kids and creativity was like the Mormon Tabernacle Choir chiming in to sing back up to my "Brian is smart, he just learns a little differently, and when he looks like he is day-dreaming he is actually looking at the problem in pictures" solo gospel.
And it made me look at school in a completely new way.
Last week I received my regular TED newsletter and was excited to see that Sir Ken Robinson was back at TED doing what he does best: being a champion for the children in schools with his new lecture Bring on the learning revolution!
I am happy to say that middle school and high school have been a completely different experience for my son Brian and the teachers are amazing.
Especially his math teacher Mr. Barnum and his science teacher Mr. Benenson.
They should be invited to speak at TED.
And Brian?
He'd just like to go to college on a football scholarship to study astronomy and math.
And for any of you parents out there with kids who are struggling in school: your child will turn out fine – but you must never give up!
I never made my son feel like he wasn't smart or treated him like he wasn't doing his best. He was. But sitting all day in the same class with the same teacher is like a death sentence to kids with APD (and most boys).
These special kids need our help . . . and teachers like Mr Benenson and Mr Barnum . . . and people like Sir Ken Robinson lecturing on their behalf .
And TED.
And they will be just fine.
Until next time –
This content is published under the Attribution-Noncommercial-Share Alike 3.0 Unported license.


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This 12-page educational comic book introduces readers to the Global Precipitation Measurement (GPM) mission. Using the Japanese anime art style, the comic book explains the satellite technology and the mission goals and applications. Supplemental... (View More) materials to support the story include an overview of the GPM mission, a description of the satellite and its instruments, examples of the data it collects, descriptions of some of the constellation partners, and a glossary of science terms used in the comic. Links are provided to additional related resources, including a template for learners to create their own comic. The Japanese anime/manga style of art was chosen because the GPM mission is a collaboration between NASA and JAXA, the Japan Aerospace Exploration Agency. (View Less)
This site features information about constructing a LEGO model of the Global Precipitation Measurement (GPM) Mission Core Observatory. Two options for building the GPM model are provided: students can construct a 3D model on the LEGO website or... (View More) build an actual LEGO model of the satellite (information is provided for purchasing individual parts or for purchasing a pre-packaged kit). In addition to learning about the primary components of the GPM satellite, students will also learn facts about the mission, its technology and instrumentation. (View Less)
This online repository includes captioned images designed to tell a story about the science of light. Developed for the United Nation's International Year of Light 2015 (IYL2015), the images showcase the incredible variety of light-based science... (View More) being researched today across the electromagnetic spectrum, across scientific disciplines, and across technological platforms. (View Less)
In this activity, children use common craft materials and ultraviolet (UV)-sensitive beads to construct a person (or dog or imaginary creature). They use sunscreen, foil, paper, and more to test materials that might protect UV Kid from being exposed... (View More) to too much UV radiation. Includes background for facilitators. This activity is part of the "Explore!" series of activities designed to engage children in space and planetary science in libraries and informal learning environments. (View Less)
Materials Cost: $5 - $10 per group of students
Students are tasked with virtually designing a spacecraft to withstand the harsh environment of the Van Allen Radiation belts- the location of many communication, GPS and weather satellites. The details of the challenge, along with videos on... (View More) radiation, a materials list (including descriptions, densities, costs, and testing), and subsystems information are included. (View Less)
This Science On a Sphere video and docent show (script and playlist), explores factors that render Earth habitable and influence Earth's energy budget. The video gives an overview of NASA's Search for "Goldilocks Planets" - planets that are not too... (View More) hot or too cold for liquid water. (View Less)
This game gives students a chance to experience what it's like to be an air traffic controller, finding safe paths for airplanes around bad weather, using GOES-P data. SciJinks is a joint NASA/NOAA educational website targeting middle school-aged... (View More) children and their educators. It explores weather and Earth science through articles, videos, images, and games. (View Less)
This project engages students in the science and engineering processes used by NASA Astrobiologists as they explore our Solar System and try to answer the compelling question, "Are we Alone?" Students will identify science mission goals and select... (View More) an astrobiologically significant target of interest: Mars, Europa, Enceladus or Titan. Students will then design their mission to this target in search of their chosen biosignature(s). Students will encounter the same considerations and challenges facing NASA scientists and engineers as they search for life in our Solar System. Students will need to balance the return of their science data with engineering limitations such as power, mass and budget. Risk factors play a role and will add to the excitement in this interactive science and engineering activity. Astrobiobound! will help students see how science and systems engineering are integrated to achieve a focused scientific goal. Includes an alignment document for NGSS and Common Core State Standards. (View Less)
This website features a range of interactive games, hands-on projects and fun facts about Earth, the Sun, our Solar System and Space.
This article describes how NASA radar studying rainfall can also teach us about bird migration. Includes an activity for building your own birdseed wreath. Targeted for children ages 10-12.


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Microgenetic Analysis Of Efl Readers Dialogic Interactions Education Essay
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This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.
The present study aimed at investigating foreign language learners' reading comprehension development through implementing a sociocultural technique. The focus was on teacher scaffolding as a form of regulation to investigate their possible movement to a higher level in the ZPD. 24 Iranian university students were chosen as the participants of this study. Microgenetic analysis of the learners' interaction with tutor revealed the learners' potential and appropriation to self-regulation. The teacher's graduated help was a determining factor in moving learners along the ZPD to higher levels. Starting from implicit regulations and giving appropriate level of help seemed to play important roles in learners' cognitive development. Episode by episode, the gradual assumption of responsibility and movement from other-regulation to self-regulation were noticed as learners adopted a more active role in initiating, revising and repairing in the process of reading. Movement of the learners within their ZPD to higher levels was clear not only by the actions undertaken by the learners, but also by the performance of the tutor as he gradually used less help because learners showed signs of independency and self-regulation. The findings of the present study also support the idea that different learners have different ZPDs in dealing with similar task.
Key words: Reading comprehension, Sociocultural theory, Teacher scaffolding, Dialogic interaction
Reading is a multifaceted process and its understanding requires that we investigate several different processes that are involved in it. It is probably true to say that more time is spent teaching reading than any other skill (Nunan, 2001). Though there are plenty of researches in this area, reading comprehension continues to be a problematic area for foreign language students (Dreyer and Nel, 2003) and traditional reading comprehension models do not seem to solve learners' reading comprehension problems.
For many years reading has been viewed purely from cognitive perspective and a great deal of research has focused on the cognitive aspect of reading. For those who are working in this area reading is considered as a receptive skill and the central question is what cognitive processes underlie and account for success and failure in learners' attempt to master the second/foreign language in general and second/foreign language reading in particular (King, 1987; Rueda, MacGillivray, Monzo, & Arzubiaga, 2001; Segalowitz & Lightbown, 1999). For cognitive theorists and researchers the main areas of inquiry include memory, information processing approaches, attention and noticing. Claros (2008) stated that
cognitive theorists conceived language learning as a cognitive and individual process in which knowledge is constructed as the learner 1) is exposed to comprehensible input, 2) is given opportunities to both, negotiate meaning, 3) and receive negative feedback. They tend to agree that a learner needs to be exposed to input. However, there is no agreement on the type of input needed and much less, how such input is processed in order to become acquired (p.145).
The main criticism leveled against this view to language learning in general is that the social context of learning is overlooked to a great extent. This criticism, which is drawn upon from sociocultural theory of learning, tries to put more focus on the social factors in the process of learning. It states that learning is not an individualistic process and it needs to be done in a social context with the help of some peers or expert teachers (Lantolf & Thorne, 2006; Yang & Wilson, 2006; Zuengler & Miller, 2006). Unlike cognitive approaches which view learning as something that is to be learned based on some predetermined stages, sociocultural theory points out that learning takes place in a sociocultural environment and views learners as active constructors of their own learning contexts (Johnson, 2006; Mitchel & Myles, 2004; Williams & Burden, 1997). Sociocultural theory, like cognitive theory, is concerned with cognitive development but unlike cognitive development it puts social factors first. In other words, sociocultural theory states that without social interaction with other more knowledgeable peers, cognitive development will not occur. Indeed, mediation and scaffolding are prerequisite for cognitive development to take place (Aljaafreh & Lantolf, 1994; Lantolf & Thorne, 2006). In this regard, reading which was viewed traditionally as a purely individualistic skill has been looked from a completely different perspective. From the viewpoint of sociocultural theory of learning (Lantolf, 2006: Remi & Lawrence, 2001), reading is a social skill which requires an active participation and interaction of the learners involved in it.
Sociocultural theory states that "human activities take place in cultural context and are mediated by language and other symbolic systems" (Huong, 2003, p. 33). The theory emphasizes the importance of social interaction and social mediation for learning to take place and is based on the interdependences and interconnection of social and individual processes in the co-construction of knowledge. The Zone of Proximal Development (ZPD) is a central concept in sociocultual theory that tackles the important role of teachers as mediators and is at the heart of the concept of scaffolding (Huong, 2003; Clark & Graves, 2004; Kozulin, 2004; Lantolf & Thorne, 2006; Lantolf & Poehner, 2008). ZPD refers to "what an individual can accomplish when working in collaboration with others versus what he or she could have accomplish without collaborations with others" (Zuengler & Miller, 2006, p. 39).
ZPD is such an important concept in sociocultural theory because it refutes a static view of learning. Rather than evaluating students' actual stage of development, or level of L2 proficiency, Vygotsky (1986) argues that what should be evaluated is their potential to perform with the assistance and guidance of a more knowledgeable peer. It is precisely through this engagement that the novice becomes able to perform independently and to develop an expert mediational system. The notion of ZPD is used in conjunction with the concept of scaffolding (Guerrero & Villamil, 2000), as scaffolding is a tool to move the learner in the zone. The concept of scaffolding was first used by Vygotsky and Luria (Cited in Guerrero & Villamil, 2000) to refer to how adults introduce cultural means to children. It was then used by Bruner (1987) as a metaphor for mother's verbal efforts to maintain conversation with a child. In the same line Ferreira (2008) pointed out that "Scaffolding is a type of interaction that occurs in the ZPD or that can construct it" (p. 11). The scaffolding concept has been delineated by different people in the literature (Bruner, 1987 Donato, 1994). Aljaafreh and Lantolf (1994) pointed to three mechanisms of effective help or scaffolding that should occur in the learners' ZPD. They stated that the intervention or help should be
Graduated: starting with help which is more implicit and gradually becomes more specific until the appropriate level is reached
Contingent: help should be offered only when it is needed and withdrawn as soon as the novice shows signs of self-control and ability to function independently.
Dialogic: discovering the learner's ZPD is a dialogic activity which is undertaken by both interacting participants.
In attempting to make connection between classroom interaction and second language development, researchers have tried to use the mechanisms of scaffolding in the ZPD within L2 scenarios. Considering research studies in the sociocultural field, it is worth mentioning that most of the researches have been carried out using different types of scaffoldings and meditational tools to assess learners' language development in their ZPD and studies on scaffolding have traditionally examined tutor-learner or expert-novice situations (Adair-Hauck & Donato,1994; Aljaafreh and Lantolf, 1994; Diaz, 2009; Hong, Wei, Guanghua & Wanxia, 2011; Jadallah, Anderson, Nguyen-Jahiel, Miller, Kim, Kuo, Dong & Wu, 2011; Kim, 2010; McMahon, 2000).
In an early study investigating the effectiveness of expert-novice interaction, Aljaafreh and Lantolf (1994) scrutinized the effects of negative feedback (error correction) or other regulation on the microgenetic development of second language learners. In an eight week tutorial writing sessions focusing on error correction of articles, tense markings, prepositions and modal verbs, they found out that both implicit and explicit feedback were effective on the learner's ZPD. Their findings suggest that there are different ZPDs for different learners and different features and that both implicit and explicit feedback may be needed depending on the learners' ZPD. In this regard, they pointed out that the kind of feedback provided for the learners is related to how the learners notice the error and how they are able to eradicate them. In addition to the above findings, they claimed that too much feedback may inhibit development or self-regulation.
Using the data from their earlier study, Lantolf and Aljaafreh (1995) investigated regression, or what some L2 researchers refer to as backsliding, in writing development of two L2 learners: One Japanese and another Portuguese. They found that microgenetic development is not a smooth linear process, but entails forward movement and regression. Nassaji and Swain (2000) made use of Aljaafreh and Lantolf's regulatory scale to examine a tutor's oral feedback on the written composition of two adult Korean learners of English. The focus of analysis in this study was on the corrective feedback on appropriate article use in English. One of the students was provided with assistance which was within her ZPD and the other student was assisted in a random manner. Through a qualitative analysis of the data they found that the ZPD student performed better than the non-ZPD student, and that while the ZPD student used articles less accurately in her first composition than the non-ZPD student, she did better than the non-ZPD student in her final writing task. The analysis also suggested that the ZPD student developed both microgentically and macrogenetically, whereas the random assistances were not effective for non-ZPD student. In addition, it was found that non-ZPD student produced better result with more explicit help than less explicit help.
Nassaji and Cumming (2000) focusing on learning grammatical forms in expert-novice interaction linked the ZPD concept to the pragmatic use of language. They found that in journal-based communicative interactions, the learners managed to appropriate the target language features as the result of expert scaffolding. That is, the learners were able to attend to forms which were introduced under the peers' assistance. In an investigation of the classroom interaction in one lesson in a partial immersion program in a school in China, Pie (2005) found out that the teacher who had managed to estimate the learners' current actual level of developments was able to scaffold properly according to their ZPDs. The teacher had taken care of her students, individual differences and their needs and managed to guide them differently at different times while regarding each learner's developing pace.
As can be seen from the above mentioned literature, almost all studies were case studies which implemented microgenetic approach to learners' development in the ZPD. In addition, investigation of learners' microgenetic development in these studies has been carried out with regard to learners' knowledge of language form, writing skill and their revision ability. The present study aims at investigating foreign language learners' reading comprehension development through implementing a microgenetic approach. The focus is on teacher scaffolding as a form of regulation in learners' reading comprehension task to investigate their possible movement to a higher level in the ZPD. Microgenetic analysis of the episodes from the learners' interaction with tutor reveals the learners' potential and appropriation to self-regulation.
Non-English majoring students in general English classes in Mazandaran University, Iran were chosen as the participants of this study. Reading comprehension was the only skill covered in these classes and it seemed appropriate to choose these students as the participants of the study. They consisted of 43 learners at the beginning of the course but some of them were excluded from the study for the following reasons: some of the students did not participate in the class sessions appropriately and some others changed their classes or dropped the course. In addition, some of the students were exclude because the data collected from their groups were of low quality for the researchers to transcribe. The final pool of participants of this study was 24 students (12 male and 13 female) and their age range was 18-30. This study used intact groups; i.e. actual university classes. They formed eight subgroups in which each consisted of three students: one high, one low and another middle level of proficiency.
In order to determine the level of proficiency of the learners for locating them in different subgroups, a version of Nelson Test of Language Proficiency (400 B) was administered to all learners. It consists of four parts: close passage, grammatical structures, vocabulary and pronunciation. All parts were in the form of multiple choice questions. There were in all 50 items and the time allotted was 50 minutes. The test was pilot-tested on a similar group of ten students and the reliability of the test scores according to the KR.21 formula turned out to be 75.78 which was suitable for this study.
3.1 Procedure
All the students were expected to do the reading tasks from the required textbook and each session they were asked to do 2 to 4 tasks as part of the course syllabus for a total of about 10 sessions. The textbook used for this study was 'Reading academically: a task-oriented approach' (Yaqubi & Rayati Damavandi, 2009). The book was designed to develop basic reading skills of the university students. Each session lasted about 80 minutes and the classes were held once a week. The learners were informed that they would receive teacher scaffolding during their collaboration as they were divided into 8 groups of three learners to do the tasks collaboratively with the help of the tutor.
Rea-Dickins (2006) states that teacher scaffolding is a general term which is used to encompass all forms of assistance that teachers may provide to promote their learners' language awareness, development and achievement. In the teacher scaffolding group, at first the tutor asked the learners in each group to read the task carefully and do it collaboratively. They were asked to read the tasks together and do their best to accomplish the required task with the help of each other and tutor. While learners were busy doing the task in their groups, the tutor observed and participated in the process where necessary. Whenever the learners asked a question or whenever an error occurred, and if the reading process failed, the tutor began the scaffolding techniques. The scaffolding techniques used in this study followed the three mechanisms of effective help in the ZPD proposed by Aljaafreh and Lantolf (1994). Based on Vygotsky's theory, Aljaafreh and Lantolf stated that for intervention to be effective within the learners' ZPD, it should be graduated, contingent and dialogic. The help provided by the tutor for the learners of this study was in the learners' appropriate level to encourage them to work at their potential level of ability. In other words, the tutor tried to give them the minimal level of assistance needed to work out the required tasks and if not useful, more help would be given. The tutor tried to give learners graduated help, from implicit to explicit, until they reached the appropriate level.
Another characteristic of teacher scaffolding mechanisms provided by the tutor was providing help only when it was needed. When the learner had problem and/or error in performing the needed task, the appropriate level of help would be given, and when there was no need for assistance, no help would be provided, consequently. In this regard, when the learners were in the other-regulation phase (dependency on others) the help was provided, and as the learners showed signs of independency and self-regulation the guidance was no longer given. In addition to the graduation and contingency of the scaffolding techniques, the dialogic nature of the help provided for learners was also of crucial importance in the sociocultural theory of learning. Indeed, the scaffolding given to the learners were in the form of dialogic interaction and negotiation which happened between tutor and learners. It is through this dialogic activity which the ZPD and development of the learners are identified. In addition, the students reading comprehension was scaffolded in all the three phases of reading: pre, while and post reading. The dialogic interactions of the learners and tutor in the subgroups were audio recorded and transcribed for further analysis.
In the analysis of the results of this study, we made use of the transcripts of the interactions between the tutor and tutees. As Ellis and Barkhuizen (2005) pointed out, the first step in doing a qualitative microgenetic analysis is selecting relevant episodes for analysis. A relevant episode was defined as an episode containing an effort or committing an error in doing reading comprehension tasks and the tutor's scaffolded help. To analyze the qualitative data of the study, the researchers looked for evidence of mediated microgentic development within the learners' ZPD. The aim was to determine whether the learners showed evidence of shifting from other-regulation to self-regulation. By other-regulation we meant reliance on the tutor or other peers in order to perform and self-regulation it entailed complete self-generated and automatized performance. In doing so, Aljaafreh and Lantolf's (1994) implicit to explicit regulatory scale was adapted and used to consider the frequency and quality of help the learners received from the tutor (Appendix 1).
It should also be noted that majority of the participants' interactions were in Persian, with English used partially for referring to or reading different parts of the text. To facilitate the understanding by the readers, English version of the episodes is presented here. The notation system used in the transcripts is as follows:
[ ] Extra explanations that need to be mentioned
( ) are used when participants translate a word or phrase
" " are used when participants are reading from the text.
Bold is used when words were said in English (text which is not in boldface was said in Persian)
Episodes A and B are taken from the dialogic interactions between the tutor and learners on using dash ( _ ) in a reading comprehension task. They show an intra-session microgenetic development. It seems that in both episodes learners cannot complete the task without the tutor's help but the level of help given in the two episodes are of varying degree. The scaffolded help given to the learners started from the most indirect way of assisting learners in achieving the correct answer, which was reading the related parts of the text and asking questions, and as needed, providing more help in a gradual and progressive manner. Upon receiving level 5 help on Aljaafreh and Lantolf's regulatory scale (turn 4) provided by the tutor in episode A, student A is able to get to the right answer while student C is not. Student C needed more helps to discover how to handle the task appropriately. In fact, student C was not able to understand the point until he received help at level 9 on regulatory scale (turn 11). However, in the second encounter of the task (episode B), the learners needed much less help to carry out the task appropriately. Indeed, they were able to carry out the task upon receiving the third prompt on the regulatory scale (turn 5) and through a confirmation check question from the tutor (turn 6). In episode B the learners' responsive actions are quite different and show a shift toward self-regulation. A remarkable reduction in the amount of help needed by the learner to carry out the task and take over the problem is noticed. The tutor does not have to provide any help for the learners, who are able to self-initiate (turn 1) and complete the task simply on the basis of tutor's indirect question (Aljaafreh & Lantolf, 1994). The difference in the amount of help needed in the first and the second encounter of similar task can be taken as a sign of an improvement in the part of the participants. It indicates that the interaction between the tutor and the tutees on the first encounter of the task helped the tutees to move along in their ZPD such that they were able to carry out the same task with fewer levels of help when encountered the second time.
Episodes A, Session 1
S1 (student 1): "different societies at different times have allowed slavery"
T (Tutor): why did the writer use dash in the above example?
S2 (student 2): to define
T: what to define?
S2: a word, Slavery.
T: Slavery?
S2: "a practice in which"
S1: nothing is defined
T: dash is not used here?
S1: dash is used, but the rest is mentioned.
T: what happened after dash? Something is not explained after the dash?
S1: no, after dash "a practice
T: read the sentence again carefully
S1: aha, yes.
T: so, what is explained?
S1: slavery
Episodes B, Session 1
S1: The entire sentence is explanation?
S2: "the sport of archery"
T: where did you use dash?
S2: after archery
T: one dash is needed here?
S3: another dash should be used where the explanation is finished?
T: yes.
Episodes C, D and E are extracts from the interactions on guessing the meaning of new words from contextual clues that illustrate both inter- and intra-session development of the learners. In episode C, the learners rely on the tutor's feedback to accomplish the required task and the tutor, at first, does this without having to resort to explicit level of help trying to reject unsuccessful attempts at arriving to the correct answer (turn 4, level 4 help). At this point, the learners take the responsibility for finding the answer but are not able to complete it until they receive help at level 5 on the regulatory scale. It seems clear that the tutor feels the need to move on to an explicit level of help after the learner said "I don't know" (turn 6) and that the learners could not have reached to the correct answer without the tutor's help. Episode D, which is taken from a different tutorial session, deals with similar task of guessing the meaning of words from context. In this episode, the tutor's rejection of unsuccessful attempt at guessing the meaning (turn 6) is a sufficient help to elicit the appropriate response from the learners, who immediately proceed to produce the correct meaning of the words based on the context. Taken from the same tutorial session as that of episode D, episode E also indicates learners' trial to get the meaning of unknown words from the context. This time the learners are much closer to self-regulation as they were able to carry out the task with minimal level of help from the tutor. Through reading a related part of the text (turn 2), learners were able to expand their ability to guess the meaning of words in this context. It shows that learners are high in their ZPD and close to intramental functioning as they are able to solve their reading comprehension problems through implicit strategies. Episodes C, D and E reveal a movement of the learners towards independent performance as gradually they were given less help and they could carry out the required task with minimal level of help.
Episodes C, Session 2
[They are trying to guess the meaning of is bordered]
S4: what is the meaning of the word that is written in bold face?
S5: board means (takhte)
S6: is bordered
T: board means (takhte), how about bordered?
S5: is bordered means (gharar darad). What do you think A?
S4: I don't know. I think…
T: "is bordered on the south by the republic of the Sudan". Indeed, it says from south it is what with Sudan?
S4: neighbor?
T: something like this. When it says this country is bordered on north by this country, it means this country is?
S4: (ham marz or hamsaye)
Episodes D, Session 5
T: air consists of small pieces called molecules
S8 : basic chemical materials
S7 : no, no
T: what is the meaning of element?
S9: (madeye avalie)
T: no, no
S7: ( ajza, joze shimiaie)
S9 : (onsor)
T: yes
Episodes E, Session 5
S9: what is the meaning of respiration?
T: "through respiration, humans and other animals take in oxygen and release or send out carbon dioxide"
S9: (tanafos)
T: yes, you did not need to check your dictionary
S9: from the context we got the meaning.
Episodes F, G and H represent the students' attempt to find the details of reading comprehension and the tutor's assisted help in three different tutorial sessions (inter-session development). A detailed qualitative analysis makes it clear that the dialogic interaction of the learners and tutor has the potential to move learners along the ZPD to a higher level of self-regulation and independency. Learners' attempt in doing the task, as is shown in episode F, is started with reading and translating the text word by word without a clear outcome. Upon receiving tutor's level 9 help (turn 1), they tried to modify their way of reading the text to get the details of it. Their further attempt in this episode leads the tutor to provide another assisted help which is much more implicit than the first one (turn 3, level 5). The next episode in this part shows a similar task done by learners at the presence of tutor. As they struggled in finding the correct answer, the tutor asked a reminder question regarding how to read the text to extract some details of it without reading it completely and word by word. Upon receiving this kind of help, they were able to use the previously mentioned scaffolded help in reading to find the details. Episode H, which is also concerned with a task of skimming the text to extract some specific information, shows a development in learners' performance. Learners are actually applying the same rules in doing a similar task of getting some details from the text without tutor's help or assistance. Indeed, the tutor is present as a potential dialogic partner in reading the text and doing the required task. Learners are able to generalize on the basis of feedback given at the former sessions to a latter session. It shows a marked development in the learners' cognitive system that results from their interaction with a more capable tutor.
Episodes F, Session 4
[They are reading the text to find the three main symptom of Alzheimer]
[They are reading and translating the text word by word for a relatively long time]
T: read the first sentence of the paragraph and see if it is related to your answer or not. If it's related to your answer read the rest of the paragraph. And if it is not, jump to the next paragraph. Because the first sentence is usually the topic sentence of the paragraph.
[They are reading the first sentence of each paragraph to get to the answer]
S11: I think the answer is in the 4th paragraph. A progressive decease shows it symptom gradually.
T: aha. So read this paragraph carefully
T: do not translate
S10: symptoms are shown gradually
S11: Symptoms disappear with the patient's death. Seem forgetful
S12: when it starts.
T: did you get to the answer?
S11: yes
Episodes G, Session 5
[Reading the text to find the reasons for forgetting]
S13: people are under stress, accident or head injury
S15: I think it is the third paragraph
S14: another one is Alzheimer
T: did you follow the rule I told you, read the first line of the paragraph?
S13, S14, S15: yes yes
T: read the other paragraphs
S13: if time passes, people become forgetful
T: passage of time
S15: brain forget things that it did not need any more for a long time
T: it is the passage of time, yes?
S15: yes
T: how many reasons did you find?
S15: many
T: three main reasons are mentioned in the text, not thirty!!!! Read the first paragraph, and the first line of other paragraph to get to the answer.
S13: one reason: not practice or review
T: the second one?
S13: the place that information is stored is difficult to reach
T: it is not a reason for forgetting
S15: outside factors
T: outside factors
S15: passage of time
Episodes H, Session 9
S16: read the text and fill the blanks
S17: there is an example. What is the meaning of memory? And it is explained
T: of course yes.
S16: type of memory
T: type of memory or types of memory?
S18: types of memory. There are three types.
T: yes. It is also written in the outline: a, b, and c.
S16: factual
T: yes
S17: "one type is motor skill memory"
S16: tell people how to move and do physical activities.
S17: another is this one: emotional memory
Different ZPDs for different learners and different tasks
An important dimension of the negotiated help and microgenesis first proposed by Aljaafreh and Lantolf (1994) is that "different learners often have different ZPDs for the same target language form and will therefore require different levels of help" (p. 473). With regard to the present study, the researcher has tried to find out whether learners' have different ZPDs in dealing with the same reading task and whether different levels of regulation is needed for accomplishing the same tasks by different learners. Episodes I and J represent two different groups' interaction in carrying out the same reading comprehension task: 'According to the paragraph below, what problems may fat people have to face?' Viewing the final outcome, it is clear to state that both groups of learners came up with the final answer correctly, but considering the learners' potential level of development, a more informative picture emerges. When both episodes are investigated in more details, it is evident that in episode I little or almost no help is required from the tutor to carry out the task, while episode J reveals that a wide range of help is necessary before the learners even begin to realize what the task is. It seems that even without the help in turn 3 learners in episode I are able to do the task appropriately, whereas in episode J the tutor, after using some implicit levels of help, is compelled to provide more explicit regulations. In terms of regulatory scale, all levels of help are used for learners in episodes J, but for learners in episode I, only levels 1 and 2 are needed. Therefore, the same task represents different ZPDs for different learners. In the case of Episode I, the ability in doing the task is high in the ZPD and the learners are very close to independently doing the task. In the case of episode J, on the other hand, the ability in doing the same task is low in the ZPD and the learners are in need of more explicit help for doing the task. In this regard, it is not reasonable to assume that the same task represents similar problems for each learner as learners approach it from a different location in the ZPD.
Episodes I, Session 3
T: what does the task ask you?
S19: what problems may fat people have?
T: ok, number one is done as an example, "obese people may be unable to do physical activities". Read the text and do the rest.
S20: blood pressure,
S21: diabetes
T: louder please. What did you write?
S20: I'm not sure is it correct or not.
T: it makes no problem. Don't worry. Read it.
S20: they will have bad feel because they seem bad.
T: or they look bad
S20: seem is not correct?
T: look is better here. It talks about appearance.
S19: "others may treat them unfairly". Or because they look fat, others may treat them unfairly?
T: yeah
Episodes J, Session 4
S22: according to paragraph below, did you face fat people?
T: no, how did you understand it?
S22: to face means (robero shodan)
T: Face means (robero shodan) yes, but here it did not say that you face fat people
S23: you no.
S24: most of the people are faced with obesity?
T: no. "According to the paragraph below, what problems may fat people have to face?" You are asked to write the problems of fat people. One is written as an example. Read the text and write the other problems.
S22: fat people are not able to do physical activities.
T: yes, it is the first one that is written as example. Write the other problems.
S22: obesity may cause other problems, like diabetes, high blood pressure, cancer, breathing problems.
T: "others may treat them unfairly" is it a problem?
In the case of teacher scaffolding or expert-novice interaction, teacher's graduated help was a determining factor in moving learners along the ZPD to higher level. Starting from implicit regulations and giving appropriate level of help seem to play important roles in learners' cognitive development. It is clear in almost all interactions, both intersession and intra-session episodes, that learners developed in the second encounter of the task. It shows that learners were able to generalize on the basis of the feedback given on the former tutorial to a latter session. In other words, learners moved toward independent performance as they were given less help and they were able to carry out the task with minimal levels of help. It shows a remarkable development in the learners' cognitive development which is the result of dialogic interaction accompanying with contingent and graduated help.
Microgenetic approach to data analysis makes it clear that the learners moved within their ZPD. Episode by episode, the gradual assumption of responsibility and movement from other-regulation to self-regulation is noticed. Learners adopt a more active role in initiating, revising and repairing in the process of reading. Movement of the learners within their ZPD was clear not only by the actions undertaken by the learners during the reading process, but also by the performance of the tutor as a potential dialogic partner. As noted throughout the analysis, the tutor gradually used less help because learners showed signs of independency and self-regulation.
The above findings are consistent with the Vygotskian sociocultural perspective in that learning depends crucially on regulation and mediation provided by other more knowledgeable peers (Lantolf & Poehner, 2008). From this point of view, learning is not an individualistic process that a person can do alone, but is an interactive and collaborative undertaking that requires other people. The dialogic nature of the interactions that occurred among leaners and tutor has the potential to activate learners' ZPD to take the responsibility of their learning task. In this regard learners move through the hierarchy to the higher potential level.
In line with the above mentioned argument, the findings of the present study also support the idea that different learners have different ZPDs in dealing with similar task (Aljaafreh & Lantolf 1994). The results of the present study show that different learners approach the same reading comprehension task from varying locations of their ZPD. It heightens the need for providing different levels of help, regulation and feedback for different learners with varying levels of ZPD. The tutors' responsibility as an active participant in the interaction is to pinpoint the learners ZPD and to provide appropriate levels of help for them to deal with problematic area.
The results of the study show that teacher-driven help and feedback lead to development and self-regulation of learners in their ZPD. It can be attributed to the following reasons. Learners in the teacher scaffolding context get the most out of their interactions with a more knowledgeable peer (tutor) who provided graduated, contingent and dialogic interaction. Learners were highly motivated in doing reading comprehension tasks as they were able to carry out the task appropriately with the help of the tutor. And finally, sociocultural teaching techniques may empower learners with different reading strategies to cope with different tasks and skills in reading comprehension process.
In conclusion, the findings of this study recommend the use of more social and cooperative techniques in the context of language learning and teaching. It is more in favor of a collaborative learning environment which requires the presence of an expert-peer that provides learners with the appropriate level of help and opportunities to correct themselves and at the same time to learn the strategic processes needed for the learning of new and difficult skills. This allows EFL learners to be active constructors of their own learning environments. It is also worth mentioning that the dialogic interaction in the sociocultural context helps the learners to move from other-regulation to self-regulation; from the dependency on others to independency (Lantolf, 2006; Lantolf & Thorne, 2006). It means that this teaching technique is more facilitative and helpful for EFL learners to gain mastery and independency on their reading material.


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Quick Look
Property brokered by
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Presented By:
Beth Smith
(404) 862-3282
Email Agent
Beth Smith
(404) 862-3282
Email Agent
Property DetailsDesigner's home w/ 10' ceilings on all 3 levels of gorgeous custom upgrades in popular Swim/Tennis neighborhood. Very private lot-excellent for entertaining! Large living rm flows into formal dining rm & screen porch overlooking lush backyard. Updated chef's kitchen w/ breakfast area opens to huge family rm w/ fp & sunrm. Upstairs master suite w/ lge sitting room w/ fp, spa bath, 2 vanities, & walk-in closets. Plus 3 bedrooms/2 baths. Terrace level w/ 5th bedrm/bath, kitchen, fam rm w/ fp, rec rm, gym. ENTIRE TERRACE FURNITURE INCLUDED WITH SALE -OVER $50,000 IN VALUE!
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Additional Property InformationThis listing located at 7865 N Spalding Lake Drive, Sandy Springs, GA has five bedrooms and five bathrooms. The property is currently selling at $850,000.
This property is listed by Beth Smith of Harry Norman, Realtors® located in Georgia.


text:
I'm clean tidy and love a laugh. I love History. I have my own business and I work from home. My horse means the world to me so ideally I'm looking for a place to suit him also. I don't smoke and seldom drink.
I'm clean, quiet, gym and fitness focussed
Calm and happy place, everyone is always friendly and up for a chat.
private home now with two spare rooms can help with furnishings quiet area close to schools
There is 3 bedrooms available for rent . Whole house furnished expect bedrooms 30 minutes from Brisbane and Sunshine Coast
Modern 4 bedroom brick house just north of the hospital. Double bedroom with ceiling fan. Ideally we would like visitors kept to a minimum.
The property is in Caboolture and about 5minute drive to get on the highway, so not too far from anything.
I'm very easygoing and open minded. I respect everyone. Working full time as a engineer.
I am A Relatively Quiet Person Who Likes Outside Gardening, Music, Exercising, Healthy Living Clean & Tidy Non Smoker Looking for similar type female (Out-side Smoker....is ok) to share a house with. Someone who knows the meaning of respect. I have the furniture but need someone to help with the every day bills and I also have two guinea pigs that i fuss over so am sorry but no aggressive animals will suit. Please feel free to contact me by any means....Cheers!
I keep to myself whenever I'm at home which is between working 8hr day shifts 5 and a half days a week. I'm a first year apprentice at a hair salon on Bribie Island. I live with family at the moment, but there's not enough room for me to have my own space so moving out is my best option. I love to socialise and get to know people. If I had to choose between hitting the club or staying at home watching Netflix in my p.j's, it would be chilling at home. I do have a partner who I've been with been with for a while now, which is why I'm hoping for a place to stay temporarily. I promise that I'm super friendly and peaceful to live with.
Just looking for a place even if it's a granny flat, want someone I'd feel comfortable with, and having my own space too. I'm neat and friendly and also very tidy. I'm 20 and studying and work casually
I can keep to myself but also get along with others. I work quite a lot so I'm not always home. I do have an inside kitten that I 100% look after myself and clean up after, however I don't want to get rid of her and would like to keep her with me if possible. I'm reliable when it comes to paying rent and food, and I have my own car and licence so I won't need to rely on anyone.
Hiya, I'm em, I'm 21, full time singer/songwriter and work 4 days a week as a social media/marketing intern in the city. Not really fussed about location as I get my license in 2 weeks. I have my little cat with me ☺ Am looking for a lovely home, I'm very clean, pay my rent on time, I am responsible and play my piano almost every night haha so if you don't mind music, and a cat with no tail please shoot me a message ☺
Need somewhere to stay asap :)
Hi my names michael im 35 currently not working atm looking for a granny flat unit house to rent im very clean and tidy and am quite and respectful
clean tidy polite friendy pay rent on time
I'm extreamly clean...keep to myself..easy going guy.. loves animals..non smoker..occaisionally drinks ..ive just finished up travelling and working around Australia I do leave to overseas in October and looking to have a stable accomodation in the mean time.
Hey I'm Josie and my partner /Ronan and I have been together four years and we are looking for a place to move into in May. We are a happy friendly younge couple. A little about us: We are clean non smokers. That are not afraid to help out/ we don't mind cleaning and helping out when where we can. I am studying in Brisbane and have Part time work in northlakes my partner is an apprentice chippy, who works in northlakes. Why we need a new place: The place we are living now is way to far away from my work and uni and Ronans work. (we live near toowoomba) and are in desperate need of a closer place to live. Nitty gritty: We do have one dog who loves other dogs and is very friendly, loves kids (out side dog).
Hi my name is Tori Amelia Haronga I'm 18 years of age . I'm a really caring friendly person and love to do my own thing . I currently study full time from home . I also have To pet guniea pigs that live me as well . I'm honest and trustworthy and love to have few chat with people
Hi! Our names are Beth and Alex. We both work, Alex as full time and myself part-time and studying. We also have a super cute bengal x kitten who's fully indoors and house-trained. We were ideally looking for an existing house-share to help someone out that might be leaving but we'd be really open to a team-up as well. We're both incredibly respectful of other people's space and laid-back. Alex is a car and motorbike enthusiast and enjoys going out on the weekends with likeminded people. I (Beth) am an animal lover and an adventurer and I love being out with friends and exploring whenever I get the chance. We also both like our quiet time at home during the week, and enjoy cooking and cleaning so you can gaurantee we'll help out with that. We were really looking for similar minded people to co-exist with and just have a great first experience moving out. Thanks!
My name's Jem andI'm from Brisbane. Im very productive in a transitional stage in life. I like to fight or train, anything active. I'm pretty well an everyday smoker.
Very clean and tidy, non smoker and don't drink, work long hours have quiet life rest of time.
I am friendly to others and pets. I have no furniture to bring with me. I have my own gaming consoles and a small TV to connect to.
I'm a quiet and friendly person.
Work all day then take my dogs for a run easy going honest
I have a bubby personality, I am clean, love to cook and im currently studying full time to become a nurse. Also work part time.


text:
I'm kind of a city person, for a number of reasons. ( I used the term "city person" pretty lightly. I'm not street smart. I haven't been to that many big cities. I'd probably get lost, stolen from, stepped on, and otherwise abused on a subway. I have no sense of direction. I just like cities.) 1. I like food. I mean, I really like it. This Sunday, I ate some chocolate – covered – pretzel stuffed pancakes with caramel sauce on top and, as of 10 AM on Wednesday, that first bite moment is still the highlight of my week. 2. I like to look at things. Cities are stuffed blue in the face with novelties – old skyscrapers, street art, cobblestone roads. When I walk around, I do a lot of almost running into things because I'm so busy trying to take it all in. 3. I like to walk. I appreciate the fact a lot of big cities are set up in a way that lets me walk wherever I want to go, or walk just for the sake of walking and stumble across food or novel things in the meantime.
The city of Grand Rapids satisfies all of those desires nicely. I've eaten cookie dough cheesecake and turkey quinoa salad and sweet potato sushi and barbecue quesadillas and feta cheese bread and a jalapeno popper omelet and banana bread French toast; I've had espresso in various forms at The Lantern, The Bitter End, Madcap, Local Mocha, Go Java, and the local Starbucks and Biggby franchises. I've seen a 10-foot-tall blue giraffe and walked through an elevated tunnel that crosses several blocks and wandered through what used to be the grand early 20th century Pantlind Hotel and tried to act cooler than I am at the Grand Rapids Art Museum and geeked out at the marble-columned public library and pretended to have a deep understanding of hockey at a Griffins game and walked the river and taken photos on the lit-up blue people bridge at night and by the Pearl Street Bridge mural of the fish jumping out of the water. I've probably walked at least fifty miles. I don't know. That's a very rough estimate, based on no actual data.
I like all of those things about cities, and that list of experiences should make it hard to choose just one location to recommend. Except it's not. I like food and novelties and walking, but I absolutely love people watching. And the best people-watching I've found so far has been on a bench in Rosa Parks circle.
Some tips, if you're looking to have the same results that I did:
1. | Go alone. Chances are that if you bring a friend or two to people watch with you, a) your well-meaning friend will distract you from your task or b) someone will tell a joke or trip on a sidewalk crack the two of you will become a spectacle, thus becoming the watched rather than the watchers. When people watching, it's of utmost important that you remain unobserved, a meticulously camouflaged stock character reading the newspaper or drinking a coffee.
2. |That being said, be safe. Don't go people watching by yourself and follow voices into an abandoned building. Don't go people watching by yourself in an unfamiliar area late at night. Don't go people watching by yourself in a stranger's car. As interesting as all of those experiences would almost definitely be, I can't recommend any of them in good conscious.
3. | That being said, keep an open mind. Strangers aren't inherently dangerous. Not every person dressed in old clothes is going to approach you and ask for money. And not everyone who asks for money is going to use it to buy drugs. (And even if they do – I can't help but wonder – so what?) Assume the best – be smart – but assume the best.
If you find the right park bench in Rosa Parks Circle, you can sit comfortably with enough room for your backpack on one side and another person on the other. (Another reason to go alone: your backpack needs somewhere to sit. The other person needs somewhere to sit. Rosa Parks Circle benches are 3-person benches, so it works.)
If you're around on a cloudless, almost - fall day, you chance a meeting with the peacekeeper of Rosa Parks Circle. He's not the police, but he says they're tight. When I met him, he was monochromatic in black boots, jeans, and band t-shirt. His face is blurry now – I know that he definitely had a constellation of facial piercings and his hair was longish. I vaguely recall tattoos, but that could very well be my mind completing a stereotype to make him fit into my understanding of the world better. He was fresh from his most recent peace-keeping mission – he'd broken up a fight the night before, held things under control until the police showed up.
"People know not to mess with me."
Which easily could have been seen as a threat, but I continued eating my turkey sub and let him continue talking. He had plans to go pick up his wages from his employer later that day, and I told him about how I was killing time waiting for the bus to Holland. He likes movies – he listed off a dozen that day that I've still never heard of other than from him. If you meet him, he's good for a recommendation about anything that's showing at the time.
As we talke, conversation stalled a couple times - I didn't feel obligated to turn it over again, but chewed through the pauses. His boss is a good guy, he told me. They eat dinner together sometimes - they were planning to later that night. I wish I could remember more of the conversation.
I stood up to go catch my bus – and I admit, I left earlier than I needed to because I was sick of how uncomfortable the encounter made me. He told me that I was beautiful, and I said "thanks" and "have a good day." I walked towards Monroe; he didn't follow, although the paranoid part of my brain wouldn't have been surprised.
I'd recommend the bench in Rosa Parks circle. Some tips, if you're looking to have better results than I did:
1. | Introduce yourself like they teach you to in interviews when you meet someone for the first time. Look him or her in the eye, give your name and ask for theirs, shake hands. Treat whoever asks to sit down like they matter without looking first, because they do and looking isn't the most useful way of gathering information, anyway.
2. | Offer your extra apple – not like you would to someone who you're sorry for, but like you would to a friend. Just casual, ya know?
3. | Stay until the bus comes. Ask for more stories, and then nod and listen. Make eye contact – again, even if you keep getting distracted by the piercings or you'd rather just not. Glean as much vicarious human experience as you can and pour out dignified personal interaction.
It'd probably be helpful if I could remember the exact bench – your best bet is to keep trying them until you find one that works. I'm sure it depends on the day and the season and other factors like that. Also, I wouldn't be mad if you updated me on how it goes.


text:
Friday, April 18, 2008
Amen and Namaste
The novel itself is fascinating, in my mind. It has two separate storylines which will ultimately connect at the end in an explosion of brilliance and luminosity--just as soon as I figure that part out. The first storyline (told from the point of view of the archangel Gabriel) is an exploration of the role of God, the angels, and mankind in the Old and New Testament--it focuses on God's expectations of men and angels, and vice versa, from Genesis to the birth and rebirth of Christ. Ultimately, it concludes that Christianity's insistence on black-and-white ethics and morality is damaging to both heaven and earth, especially in light of many not-so-nice things the Father has done in the past. There is a middle ground, it's just a matter of finding it. The second storyline is about an involuntary prophet living in a not-so-distant future fascist state that bears a striking resemblance both to the US today and to the laws of heaven as dictated by God. It explores the role of academia in society, the necessity of intellectual freedom, and the degeneration of individual rights, as well as the juxtaposition of salvation and enlightenment in theology.
You don't have to tell me that it's a bit arrogant and pompous. I already know that.
But it's also an incredibly large project. For the first three or four weeks after I moved to Colorado, I spent six to eight hours a day on the book, straining my eyes and my back and actually damaging my laptop keyboard. So far, I believe it's the best thing I've ever written, but it's absolutely nowhere near completion. I've been working on it for about a year, and I'm only about a quarter of the way done--with the first draft. I'm anticipating I'll be working on this until I'm at least 30, which is fine by me. Most of the greatest works in the English language took years and years to complete, and I comfort myself with that knowledge on a daily basis. Tolkien is one example, as is Milton. Chaucer. We can't all be Jack Keruoac and spit out a book in four weeks, after all, and I'm not sure I would want to be even if I could, given the other options.
So you can see why I'm a mite bit concerned that I can't seem to focus enough to work on it. It takes me a little while to get into the novelist mind-set--plus, I'm on the computer all day at work, so it's less than appealing to run home and boot up. That's why I was pretty excited to get the spark several days ago--I was up late, re-reading what I've done and making changes to the outline, changing my perspective on where my characters are coming from and where they're going. It was a good beginning, and I'm hoping it can lead to positive results in the semi-near future.
What's bothering me, though, is where I received this inspiration. It wasn't a spark of creativity sometime during the day, it wasn't my inner self whispering in my dreams. It was the Mormons.
Let me explain. For the last six months, my family has been visited by Mormon Elders once or twice a week. They will generally stop by, chat, eat and drink, and leave. Period. End of story. There's been very little talk of God in our visits with the various young men, and even less talk of the Church. We would discuss what they do and who they see, but never what they believe.
Our most recent Elders, however--they trade-off every six weeks--haven't followed this exact mold, and I can tell they're bound and determined to save my soul. The problem is that I have no interest in salvation. Spiritual health does not equal baptism and church attendance, in my mind. When I mentioned that I was writing a book about a modern-day prophet--essentially a Latter Day Saint--their ears perked up, and we began to discuss, in a purely academic vein, the theory of heaven, of life after death, of the role of faith or lackthereof. I invited them to come back, to discuss the Degrees of Glory, which, in Mormon tradition, is the different "levels" after death--Spiritual Paradise, Spiritual Prison, and Hell. They gave me a pamphlet and told me to read it "prayerfully."
When they returned, they gave me lots of food for thought. We discussed being a Christian vs. just being a good person, the role that angels play as messengers (versus God or Christ speaking for Themselves), basic Church history. Basically, the works. But when they packed up their Bibles and their Books of Mormon, they asked if they could pray, as that was what they normally did after they discussed the Good Book(s). I was immediately on my guard, as I had made clear--crystal clear, I thought--that I have had exceedingly bad experiences with organized religions and Christians as whole, and I will not join their Church. I did not attend the art festival I was invited to, I did not watch General Conference. But their very respectful, non-denominational prayer for my happiness and peace made me suspect that--though they know I have no intention of becoming Mormon--they think, or at least hope, that they'll be able to convert me, despite the fact that I ended it with an "Amen and Namaste" and told them I generally preferred meditation to prayer.
As soon as I realized their hopes, however, I felt immediately guilty. Here I was, using their good will and hopes for my "salvation" against them, as research for my heretical, virtually anti-Christian book. Their hair would stand on end if they even suspected how far I'm pushing the envelope in my novel. Cruel and vindictive God who cares little for humanity? Check. Homosexuality (or at the very least homo-social) on part of said God? Check. Final conclusion that it's better to Fall into a third category of spiritual world--neither heaven nor hell--which looks an awful lot like a personal search for enlightenment? Double check. This is not really something these good missionaries would really approve of, and my selfishness made me feel both guilty and ashamed.
Apparently, however, guilt and shame was what it took to jump-start my inner novelist, and I stayed up into the wee hours sifting through my past brainstorms to weave in my newest revelations. The Mormons are coming back on Sunday--after all, it's not merely a black-and-white ethical issue.
Monday, April 14, 2008
Hang in There!
And, yes, I know the theory behind the website is that cats don't have lips and so can't pronounce "have." Were they able to speak, they could only say "has," which was made somehow more cool here by changing the s to a z. If this were truly the guidelines for the accompanying text, however, it would have to say, "I can haz cheezdurger." And since when were cat ladies "cool," anyway?
Whatever happened to the good old "hang in there" posters? You know, the ones that are cloyingly sweet but at least practice passable language arts? Are those somehow less cool than the annoying "I can haz cheezburger"?
I'm officially boycotting this website. I might even start a major--and I mean major--leaflet campaign. Hang in there, English! I'm in the minority, but I might still save you, yet.
Thursday, April 10, 2008
The Hero with the Swiss Army Knife
--Will Rogers
In today's world of The Hills and American Idol, it's nigh impossible to find anything thought-provoking in popular culture. And so it is that Bill Watterson, the artist behind perhaps the best comic strip ever, Calvin and Hobbes, finds himself toward the top of my list of Literary Heroes. While he worked in a medium that some might claim is fundamentally un-literary (because the "funnies" tend to inhabit a world that has little to do with the stuffiness that most people probably associate with literature), I believe that he dealt with literature-esque themes in a more accessible and highly popular manner, while always fighting to stay true to his own vision.
The first thing that stands out as being particularly praiseworthy about Bill Watterson's work is his manner of addressing serious social and philosophical issues. Watterson himself pointed out that, "Reading those turgid philosophers [...] may not get you a job, but if those books have forced you to ask yourself questions about what makes life truthful, purposeful, meaningful, and redeeming, you have the Swiss Army Knife of mental tools, and it's going to come in handy all the time." And so he employed his own Swiss Army Knife of mental tools in many of his strips. While some might say that his strips were not specific enough to hold concrete arguments one way or the other on many of these issues, Watterson was carefully using non-specific references to allude to political events so as to avoid dating his works. Few reading Doonesbury would say that the strips from ten years ago hold as much value to a modern reader as they did at the time, if only because the issues of 1998 are so very different from the issues of 2008. (For some reason, Clinton's political problems are seeming more and more petty when compared to today's political problems.) Still, Watterson addresses these broad topics with wit and fervor, and while he does not present arguments, per sei, he does present food for thought in an incredibly smart way.
I also admire Watterson immensely for standing up for what he believed in--namely, the integrity of his comic strips as works of art. He despised the commerical and financial emphasis that newspapers put on comic strips, as well as the restrictions that emphasis inevitably put on artists. He also refused to sell out--there was never any Calvin and Hobbes merchandise sold in stores, unlike the many Garfield and Peanuts lunchboxes and pencil sets that were made available by the bucketload. It is this respect for art as art that puts Watterson apart from much of the rest of the media. Imagine how much money he could have made if he had allowed the sale of a stuffed tiger--every kid in America would want one, as well as most of the adults. But this also would have cheapened what Hobbes stood for, as well as what the strip stood for. Watterson, himself, perhaps put it best:
"The so-called 'opportunity' I faced would have meant giving up my individual
voice for that of a money-grubbing corporation. It would have meant my purpose
in writing was to sell things, not say things. My pride in craft would be
sacrificed to the efficiency of mass production and the work of assistants.
Authorship would become committee decision. Creativity would become work for
pay. Art would turn into commerce. In short, money was supposed to supply all
the meaning I'd need."
It is this idealism that I respect the most, the idea that one can stand up for what one believes in, and succeed.
Finally, I admire Watterson for ending his strip when he did. While its popularity hadn't diminished, he knew enough about himself--and the world in which he worked--to be able to acknowledge that the strip couldn't get any better and would probably get worse, and the fight to save Calvin and Hobbes from the world wouldn't get any easier and would probably get harder. The last strip of the series, so final yet optimistic, still brings tears to my eyes, in part because he didn't let it go out with a whimper. He didn't grind his strip onto the public for years and years until the funny had worn off and the interest died. Instead, he respected his work enough to let it end completely naturally, preserving its freshness for years to come. He is, I believe, an intellectual hero, and I salute him.
Wednesday, April 9, 2008
How would you like to curl up with a good book?
This schedule leaves me with roughly four hours a day, which I am forced to break into family time, music, reading, writing, and yoga. Unfortunately for me and my cognitive development, reading--and therefore writing--has been left out of the loop.
7-8 hours: sleeping (or at least laying in bed trying to sleep)
1 hour: getting ready for work
9 hours: working
1 hour: walking to and from work.
1 hour: eating dinner, preparing for work the next day, etc.


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It might look weird as hell, but the Slingbox 500 is still the best way to stream live TV from your home's cable connection to any device in the world, and Amazon's knocking $85 off its list price today.


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5/11/2017 » 5/14/2017Call for Sessions: Mary Jaharis Center Sponsored Panel, 52nd International Congress on Medieval Stud
5/11/2017 » 5/14/2017Rethinking the Post-Gothic in Medieval Iberia
5/19/2017 » 5/20/2017The Medieval Iberian Treasury in the Context of Muslim-Christian Interchange
5/25/2017 » 5/28/2017The Medieval in American Popular Culture
6/9/2017 » 6/10/2017The Legacy of Thomas Frederick Tout (1855-1929)
Purpose: To select the recipients of the Olivia Remie Constable Award.
Composition: A chair and two members appointed by the Committee on Committees.
Term: Three years, rotating.*
Sarah Davis-Secord (2020), Univ. of New Mexico
Kavita Mudan Finn (2019), Independent Scholar
Theresa Vann (2018), College of Saint Benedict/Saint John's Univ., Chair
* The date in parentheses is the final year of the incumbent's current term in office. The administrative year for committees runs from annual meeting to annual meeting.


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Weekly Media Roundup: April 19, 2017
By Luci Manning
Sew Bain Club Sends Handmade Clothing to Nicaragua (Cranston Herald, Rhode Island)
Nearly a dozen girls have been spending their afterschool time learning to design clothes and use a sewing machine for a good cause. The girls in the Sew Bain afterschool club, part of Afterschool Ambassador Ayana Crichton's Bain afterschool program, work three days a week to hand-sew clothing to donate to children in Latin America. "They are really very kind to one another and have become like a little family in here," program head Rachel Bousquet told the Cranston Herald. "They give each other ideas, they are really encouraging each other and they help each other."
Standing Up for Their Own – Locally and Globally (Jackson Clarion-Ledger, Mississippi)
Eight high school students recently had a chance to lobby for youth programs as part of a special trip to Washington D.C. The Youth Ambassadors pilot program, from Jackson-based Operation Shoestring and ChildFund International, brought the students to Washington to meet with U.S. Sen. Thad Cochran and staff from the offices of several others members of the Mississippi delegation to discuss the importance of afterschool and summer programs in low-income communities in the U.S. and around the world. "It let our students know they can share their perspectives and that change is a complicated and protracted process," Operation Shoestring executive director Robert Langford told the Jackson Clarion-Ledger.
Letter: Ending Farm and Garden Would Be a Major Loss (Berkshire Eagle, Massachusetts)
In a letter to the editor of the Berkshire Eagle, 16-year old Julianna Martinez expressed worry that critical funding for her afterschool program will be eliminated under President Trump's proposed budget: "Farm and Garden is more than just an after-school program. It's a place where I can be myself and feel welcomed just as I am…. And it's not just me. 21st Century programs like Farm and Garden mean so much to many of us youth. They provide activities to keep us out of trouble. They teach skills that help us be successful in the future…. I have never enjoyed anything as much as I enjoy being in Farm and Garden program. It has brought joy and warmth to my heart every week. Please, President Trump, do not take that away from me."
Dogs Help Teach Life Skills, Offer Unconditional Love (Indianapolis Star, Indiana)
Paws and Think has expanded its programming to pair dogs with struggling students to help them learn important life skills and spend time with a loving canine companion. Through the Pups and Warriors program, students at Warren Central High School train dogs who will soon go up for adoption, honing social and emotional learning skills and building confidence. "The dogs not only instill love and attention, they help the kids blossom," Paws and Think executive director Kelsey Burton told the Indianapolis Star. The dogs benefit too, learning basic obedience skills that will help them be better pets once they're adopted.
learn more about: POTUS Service Youth Development
Weekly Media Roundup: April 12, 2017
By Luci Manning
Congress Urged to Keep Funding After-School Programs in Hawaii (Hawaii Tribune-Herald, Hawaii)
The Afterschool Alliance and more than 1,400 organizations send a letter to Congress this week urging representatives to reject President Trump's budget proposal that would eliminate funding for afterschool programs. The budget cuts would affect some 6,000 Hawaii students. "We would like (Congress) to put the 21st Century (program) back into the budget," Afterschool Ambassador Paula Adams told the Hawaii Tribune-Herald. "Afterschool programs… are making a huge difference in our children's lives and they are proving to be effective in who our children are in general."
Editorial: Hungry Kids Only Learn All the Wrong Lessons (Salisbury Daily Times, Maryland)
The Salisbury Daily Times editorial board argues that afterschool programs turn children into better students and better citizens, pushing back on the idea that afterschool programs don't improve academic performance. They write: "Anyone, including the president, who thinks keeping fed and supervised after the school day ends is a waste of federal tax dollars, is sadly mistaken. ... The programs threatened by the president's proposed budget provide academic enrichment, supervised STEM (science, technology, engineering, and math) activities, arts and social experiences, homework assistance, nutrition and socialization opportunities. They help youngsters develop skills they need to grow, learn and become productive, responsible citizens. Isn't that what we want, as a community?"
Don't Close Doors on Successful After-School Academic Program (Plain Dealer, Ohio)
In an op-ed for the Plain Dealer, Annemarie Grassi, CEO of the afterschool program Open Doors Academy, details the effectiveness of the 21st Century Community Learning Centers program: "Teachers report substantial progress in homework completion and overall behavior. Strong improvements have been documented for mathematics grades (36.5 percent), English grades (36.8 percent), and state tests in elementary reading and high school math. Given that many of the young people enrolling in the programs enter with notable academic deficits, these outcomes are striking. ... The 21st Century Community Learning Centers federal grant program is characterized by high impact, financial efficiency, strong results, and a solid return on investment. ... We urge the president to protect 21st Century funding and thereby stand behind an initiative that truly works – for everybody."
About 700 FPS Students Could Be Left without After-School Programs (Fremont Tribune, Nebraska)
About 600 to 700 Fremont Public School students could lose access to afterschool programs under President Trump's budget proposal. The programs work to narrow the achievement gap and provide academic enrichment in coordination with the school curriculum, particularly helping lower-income students who may not have access to beneficial extracurricular activities. "We are giving kids the opportunities to participate in these activities and a lot of our teachers express that each year they see achievement from the beginning of the school year to the end of the school year raise in subjects like math and reading specifically," Leah Hladik, program director of Fremont Expanded Learning Opportunities, told the Fremont Tribune.
learn more about: Afterschool Ambassadors Budget Economy Federal Funding
Weekly Media Roundup: April 5, 2017
By Luci Manning
Trump's Budget Proposal Would Gut South Carolina After-School Programs (Charleston Post and Courier, South Carolina)
If President Trump's budget were to pass, South Carolina afterschool and summer programs serving some 13,000 students would lose $16 million dollars in federal funding. Many of these programs are run out of high-poverty schools like Pepperhill Elementary in North Charleston, where more than 100 students stay after school to get homework help, enjoy a healthy meal, and work on science projects. The program has improved students' test scores and academic achievement, and is also a huge help to working parents. "A lot of our parents are single parents who work two or three jobs," assistant principal Jamie McCarthy told the Post and Courier. "Not being able to have this would be taxing not only to our children, but to our families."
Extended School-Day Programs Deserve Support (Keene Sentinel, New Hampshire)
On Sunday, the Keene Sentinel editorial board noted its support for maintaining afterschool funding on the local and national level. They wrote: "[Afterschool programs] provide more than babysitting services. They provide additional structure to the day for students, and added learning opportunities and focused time to work on school assignments. They also often include physical activities at a time when childhood obesity is a growing concern. They even partner with other organizations to offer even more learning venues … with Trump proposing to cut 21st Century Community Learning Center grants … it's going to be up to local boards and residents to determine whether they'll fall by the wayside or continue to augment learning, provide social structure, and allow parents to work."
Reject Trump's Funding Cut for Afterschool Programs (Green Bay Press-Gazette, Wisconsin)
Afterschool Ambassador Eric Vanden Heuvel made the case for afterschool funding in a letter to the editor of the Green Bay Press-Gazette: "It was astonishing to hear the budget chief say that there's "no demonstrable evidence" that afterschool works ... Study after study has provided evidence that afterschool programs work. They help improve students' grades and test scores. They help improve attendance and behavior during the regular school day, building blocks of future success. They help develop lifelong habits like physical activity and making healthy choices. They keep kids safe during a time of day when they might otherwise find trouble. They make it possible for their working parents to keep their jobs ... Federal support for afterschool is modest, but crucial. Congress should reject the president's proposal to cut it."
GRPS: Trump Budget 'Shocking' (Grand Rapids Press, Michigan)
The Grand Rapids Board of Education expressed strong opposition to President Trump's proposed budget cuts to public education last week. The board plans to contact Michigan's U.S. representatives and senators to urge them to reject the budget, which would strip more than $120 million for afterschool programs and teacher training from the state. Grand Rapids Board of Education President Tony Baker told the Grand Rapids Press that it's the first time he can recall the district formally responding to a proposed federal budget.
learn more about: Budget Economy Federal Funding POTUS
Weekly Media Roundup: March 29, 2017
By Luci Manning
Trump Proposal Hits After-School Programs (Houston Chronicle, Texas)
Almost 130 afterschool programs in the Houston area may lose federal funding under President Trump's proposed budget calling for the elimination of the 21st Century Community Learning Centers initiative. More than 103,000 students across Texas participate in afterschool programs and their participation results in demonstrable academic benefits like increased attendance and improved test scores. "For a lot of these kids, we feel like we're the difference," Communities in Schools senior project director Kam Marvel told the Houston Chronicle. "Offering 15 additional hours of education a week improves the chances of passing the test and increases exposure to certified teachers."
21st CCLC Funds, Afterschool Programs in Danger from Proposed Cuts (Lake News, Missouri)
Some 1,500 students in Lake area schools take part in afterschool programs like Afterschool Ambassador Colleen Abbott's LEAP program (Learning Enriched Afterschool Program), engaging in STEM learning, physical education, and homework help. Despite the improved test scores, grades, and attendance records of participating students, LEAP and other programs may lose funding under the president's proposed federal budget. Abbott believes these programs are essential not only for students but also for working parents. "The families we support are hardworking individuals who strive to provide for their kids in order to give their children opportunities to succeed," she told the Lake News.
Local After-School Programs Face Cuts with Trump's Proposed Budget (Press of Atlantic City, New Jersey)
President Trump's proposed budget cuts to afterschool programs would be devastating for students and parents in New Jersey, according to advocates and program operators. "Losing this would be a devastating blow to our students and families," Wildwood supervisor of curriculum Josepha Penrose told the Press of Atlantic City. "This does allow more parents to work knowing their children have a safe place to go after school." Programs like the Boys & Girls Club serve 26,000 students in 57 school districts across the state and give students a safe, engaging place to spend the hours after school ends and before their parents get home from work.
After School Funding a 'Critical' Need for Kids (Argus Leader, South Dakota)
In a letter to the Argus Leader, Afterschool Ambassador Heather DeWit explains why afterschool programs are critical for her children and other students throughout South Dakota: "The caring adults in after school and summer programs have made a positive difference for both my children. They have had opportunities to make a difference in their world, been supported by positive role models and learned new things, all while I was busy at work... The economic toll we would face in South Dakota. if working parents lost this critical support, the risk factors our children would face, and the incredible benefits our children would lose, make this an obvious area where cuts would be tragic."
learn more about: Budget Congress Economy Federal Funding Federal Policy POTUS
Weekly Media Roundup: March 22, 2017
By Luci Manning
Trump's Budget Would Scrap $120M for Michigan Teacher Training, After-School Programs (MLive, Michigan)
Low-income students in Michigan would lose out on important educational and social experiences under President Trump's proposed budget, which eliminates federal funding for afterschool programs. The budget cuts would result in a loss of more than $120 million for teacher training and afterschool programs in the state. "These cuts would have a devastating impact on the lives of our students, the families we support and the communities we live in," Afterschool Ambassador Maria Mitter told MLive. Mitter supervises afterschool programs at 20 sites through Eastern Michigan University, which has received $2.7 million in federal funds.
Give Caregivers Way to Afford Services (Honolulu Star-Advertiser, Hawaii)
Afterschool Ambassador Paula Adams explains how the loss of federal funding for afterschool programs would hurt Hawaii students in a letter to the editor in the Honolulu Star-Advertiser: "They'll be latchkey kids, on their own, on the streets, some getting involved in risky behaviors, and all losing the opportunity to be constructively engaged and learning under the watchful eye of caring adults. It's up to Congress to make sure the president doesn't succeed in killing federal afterschool funding – and up to all of us to make sure our members of Congress know how much we value afterschool programs."
After School Funding Could Be Cut; Glen Iris Principal Weighs in (WBRC, Alabama)
Many Birmingham parents don't know how they would care for their children if federal funding were eliminated for afterschool programs, as proposed in President Trump's budget. "Those families depend on the 21st Century [Community Learning Centers] grant money that funds the afterschool programs," Afterschool Ambassador and Glen Iris Elementary School principal Michael Wilson told WBRC. "[These] 120 kids, rather than stay here where it's affordable and safe and nurturing, might be on the street in the afternoon." Programs in the area provide a safe space for students to spend time after school ends and a chance for them to explore subjects that they may not have time for during the school day, like coding.
Federal Budget Cuts Could End After-School Programs (KUTV, Utah)
President Trump's proposed budget would affect some 5,000 Granite School District students who benefit from 19 afterschool programs supported by the 21st Century Community Learning Centers initiative. "It's devastating," Afterschool Ambassador Margaret Peterson, executive director of the Community Education Partnership of West Valley City, told KUTV. "How can you abandon our children? They're the future of America." Peterson elaborated that taking away funding for afterschool programs will mean that students will miss out on valuable educational opportunities; studies show that students who participate in these programs exhibit significant academic improvement.
learn more about: Budget Congress Economy Federal Funding POTUS
Weekly Media Roundup: March 15, 2017
By Luci Manning
Catonsville Elementary School Community Service Group Expands (Baltimore Sun, Maryland)
Over the course of the school year, Westchester Elementary School students have run a candy drive for troops overseas, written thank-you notes to their teachers and compiled goodie bags for firefighters and police officers as part of a community service-focused afterschool program. EPIK Kids in Action shows the children ways they can give back to their community, preparing them for the 75 hours of service they need to log before they graduate high school. "Watching them serve and be excited about serving others is really cool," teacher Maria Buker told the Baltimore Sun. "To see the big heart that's inside of them, the fact that they want to do this and not run home and play video games, to make a human impact, you can't put words on that."
Citywide Poets Helps Detroit Youths Discover Themselves (Detroit Free Press, Michigan)
A poetry-focused afterschool program is building Detroit-area teens' self-confidence by giving them a creative outlet and training them in writing and public speaking. Citywide Poets runs writing workshops after school and during the summer, offering students performance opportunities, pairing them with mentors and even helping them publish their poems. "I was a very shy child that didn't like speaking or talking," 16-year-old Wes Matthews told the Detroit Free Press. "I didn't like my own writing. But after a while, I… [believed] in myself and the power of expressing yourself through poetry."
Acquiring Hockey Skills and a Sense of Community, Youngsters Warm to Golden Knights (Las Vegas Sun, Nevada)
More than 60 After-School All-Stars students had a chance to learn hockey skills from the Vegas Golden Knights at a special event last week. Students met with team executives and played street hockey, oversized Jenga and beanbags with the NHL players. The Golden Knights partner with Toyota to run a youth hockey clinic in the area, and this event was another way for the team to engage with the community. "It has been a tremendous experience for the students," ASAS executive director Jodi Manzella told the Las Vegas Sun. "For them to experience what it's like to have partners in the community like the Golden Knights and Toyota to show the kids that there are people, businesses and organizations that want to invest in them. It's truly priceless for the students."
Oakley Library Haven for Teens at Afterschool Program (East Bay Times, California)
Students in Freedom High School, and their younger siblings and peers, now have a safe space to decompress after a long week at Oakley Library's Teen Haven. The Friday afterschool program provides snacks and activities for the students before they head home for the weekend, giving them a place to spend time with their friends, meet new people and relax by playing games, doing crafts or watching movies. According to the East Bay Times, the program is free for students from sixth through 12th grade and is run by the Oakley Library Youth Squad.
learn more about: Health and Wellness Youth Development Community Partners
Weekly Media Roundup: March 8, 2017
By Luci Manning
Chefs of the Future Contest Has Kids Cookin' Good (Daily News, New York)
Thirteen youths competed this weekend to see who could come up with the healthiest, most interesting recipe in the Recipe Rescue competition, part of an afterschool program run by the Department of Youth and Community Development and Compass. The students chopped, mashed, baked and diced their ingredients to cook up recipes like basil chicken burgers and baked sweet potato fries. The aim of the competition was to develop student interest in culinary arts and dietary awareness, according to the Daily News.
Big City University Provides Academic Enrichment Fun (Cleveland Daily Banner, Tennessee)
An afterschool program is helping struggling students in Bradley County Schools rediscover the fun in academia. The program, Big City University, focuses its attention on students from low-income families and those who are failing two or more subjects at school, pairing them with academic tutors and leading fun enrichment classes in science, art and physical education. "We focus on character education, academics and on building and growing the community," director Stephanie Reffner told the Cleveland Daily Banner.
It's Full Steam Ahead for Kids (Daily News of Los Angeles, California)
Robots, catapults, miniature tanks and other clever inventions were on display at Los Angeles Unified's Northwest STEAM Fest 2017, a tech showcase for students in San Fernando Valley Schools. Students from more than 100 schools in the area came to the event to show off their creations from their extracurricular science, technology, engineering, art and math programs. "It's all in the name of science. Engineering. What I think is cool," 15-year old Amanda Basinger, who built a da Vinci-inspired machine that fires off ping-pong balls, told the Daily News of Los Angeles.
Mayor Meets with K.E.Y. Zone Girls' Group (Duluth Budgeteer, Minnesota)
Young women in the K.E.Y. Zone afterschool Girls' Group had the chance to meet with a female role model last week, Duluth Mayor Emily Larson. Mayor Larson spoke to the girls about her job and what it's like to be a woman in a leadership position, bolstering their self-confidence and encouraging them to pursue whatever career they want when they grow up. "For the past several weeks we've been talking to the girls about what it means to be a leader and how you can become a leader for something that you're passionate about," Girl's Club leader Shelby Chmielecki told the Duluth Budgeteer. "I think it's really important for the girls to see a woman leader who works at the local level and to see that it's an attainable goal."
learn more about: Health and Wellness Nutrition Science Academic Enrichment Youth Development
Weekly Media Roundup: March 1, 2017
By Luci Manning
New Arapahoe Programs Boost Schools' Test Scores (Riverton Ranger, Wyoming)
Students in the Fremont County School District have improved their performance on key academic assessments, thanks in part to a new series of reading, math and afterschool programs. The schools' 21st Century Community Learning Centers program aims to improve graduation rates and to combat alcohol abuse, while a special committee to improve academic performance in the district funds swimming lessons, recreation programs and more. "We give our students the opportunity to succeed, and they shall," school district Board of Trustees chair Charlene Gambler-Brown told the Riverton Ranger.
Youth Program Shines Light on Richness of Nation's African American Past (Anderson Herald Bulletin, Indiana)
Students from the Anderson Girls and Boys Club helped educate the public about African American culture at a special Black History Month program this week. The event featured individual and group performances from several Girls and Boys Club members and groups, and was attended by Mayor Thomas Broderick and other city leaders. "The importance of this is for our youth to learn about our history and our culture," afterschool program director Larry McClendon told the Anderson Herald Bulletin.
Four Years after Oscar, Young Artist Still Paints (San Diego Union Tribune, California)
A San Diego afterschool program helped a young homeless girl nurture her artistic talent in a journey that led her all the way to the Academy Awards. Four years ago, then 16-year-old Inocente Izucar won an Oscar for best documentary short for a film based on her own life as a young woman who used art to create an alternate reality free of abuse, homelessness and poverty, according to the San Diego Union Tribune. She now produces films and sells her artwork, but always makes time to visit A Reason to Survive (ARTS), the afterschool program that helped her thrive and helps other youth cope with adversity through painting and other artistic endeavors.
Davis' Next Gig: Inspiring Detroit Girls (Detroit Free Press, Michigan)
World champion figure skater Meryl Davis may not be competing in the 2018 Winter Olympics, but she is nurturing the next generation of young figure skaters. Figure Skating in Detroit is a new program inspired by former skater Sasha Cohen's program of the same name in Harlem, meant to inspire young girls of color to learn to skate and find their passion in life. The program will provide free skates, equipment and training for 300 girls in its first year through introductory workshops, a summer day camp and a year-round afterschool program. "The program will help expose young girls of color, who may not have traveled much further beyond their neighborhood, to skating, education and leadership," director Geneva Williams told the Detroit Free Press. "It's about girl power."
learn more about: Health and Wellness Academic Enrichment Arts