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Paul R. Lehman, The public apology of Levi Pettit shows serious challenges relative to understanding ethnic bigotryMarch 30, 2015 at 3:25 pm | Posted in African American, American history, Bigotry in America, blacks, discrimination, Disrespect, equality, Ethnicity in America, European American, fairness, freedom of speech, justice, Oklahoma, Oklahoma education, race, Race in America, racism, segregation, whites | Leave a comment
Tags: African American, African Americans, america's race problem, American Education, American History, bigotry, black, Civil Rights, Confronting Myths, current-events, European Americans, Frat song, Levi Pettit, Prejudice, public apology, race, Race in America, racism, racist, Sen. Anastasia Pittman, The University of Oklahoma, white
The public apology by Levi Pettit in the company of some African American community representatives has created a number of questions that warrant discussion. A few of those questions include: Why did Pettit choose to apologize to this group of citizens? Why did Levi Pettit select Senator Anastasia Pittman to seek redress? Why did the group of African American citizens accept Pettit's apology? What did the public apology accomplish? To many people, the public apology of Pettit with the African Americans was a photo opportunity that only served to created additional questions.
In answer to the question of why Pettit chose Sen. Pittman and the other African Americans that composed the group to offer his apology, he stated "I did not want to apologize to the press or to the whole country until I came here and apologized to the community most directly impacted." This statement reflects a gross sense of ignorance and a lack of understanding of what his words and actions on the frat bus really meant. Pettit's thinking that this group of African Americans were "most directly impacted" is misguided and underscores his lack of understanding regarding what he did.
The group that Pettit should have met with and offered a public apology was The University of Oklahoma community, the students, organization leaders and civic leaders because those are the entities he mostly represented. His comments and actions reflected the lack of education and knowledge of history relative to the African American experience in America from Plymouth Rock to Selma, and the blame must be shared by those groups as well as the rest of society. Unfortunately, Pettit must have thought that African Americans are a monolith and that by making an apology to this particular group of African Americans, he was apologizing to all African Americans. He was grossly mistaken.
The fact that Pettit selected Sen. Pittman to assist with his plans for his apology could rest with the fact that she represents a large number of African Americans in Oklahoma City by virtue of her political office. In essence, more African Americans could be reached through Pittman, than any other public African American figure. With her social influence, she was able to bring together a group of religious and community leaders to share in this public apology by Pettit. Some people believe that Pittman showed a lack of judgment by not involving and bringing into the group other non-African American representatives from the clergy and civic organizations. By not doing so suggest that she accepted the narrow understanding of Pettit's bigotry in that it affected "mostly" African Americans.
One wonders why this group of African Americans would allow themselves to be placed in a situation of compromise by Pettit. Does he need a public showing of African Americans forgiving him for his words and action, so he could move forward with his life? The sincerity of his apology is not what is in question here, but the use of people who were not directly involved in his words and actions suggest the need for a shield against future criticism. Pettit's statement "I never considered myself a racist, I never considered it a possibility," should have been a warning to the African Americans that this young man was totally ignorant about being a racist as well as racism. Evidently, many of the African American group members were not aware of Pettit's comments or were equally uninformed. In other words, what purpose did Pettit's apology serve the group since they did not represent all African Americans? In addition, since Pettit stated that he did not consider himself a racist, for what was he apologizing? The only possible thing the African American group could accept an apology for would be Pettit's ignorance of racism. However, the group knowing that a student attending a university must have completed high school and demonstrated a control of basic knowledge relative to the world and America, why would they believe that Pettit did not connect the "rope" in his frat song with lynching?
To many people, Pettit's public apology was simply a media photo opportunity that allowed him to save face by pleading ignorance before a group of forgiving African Americans. Being sorry for an action or denigrating ethnic references does not mean a full comprehension of the problem. Stories, pictures, words relative to the African American experience in history might serve to inform Pettit's understanding of the challenges faced in the past and present, but until he realizes that his real audience is his family and all European Americans, and that American bigotry is a fabric of his and our daily existence, his apology is just words, as Shakespeare said "full of sound and fury signifying nothing."
Pettit is the only person who gains from the photo opportunity because he is able to show how he has been affected by his experience. Unfortunately, for Pittman, and the African American group, the suggestion as a result of the public apology is that anytime someone who is not an ethnic American says or acts in a disparaging way towards African Americans, all that needs to be done is to contact an important African American community leader and request a group meeting, open to the public for the media's sake, and ask for forgiveness. Then, right there in front of the world, all will be forgiven, and life can go on.
The problem in forgiving someone for being a racist is that nothing is forgiven; the fact that the term racist is used underscores the ignorance of the problem. Racism is not an action or activity; it is a mindset that society engendered and perpetuates as normalcy in American society. The reason Pettit could never consider himself to be a racist is because he was always taught to look outside of himself for what he considered racist behavior, something quite different from the song he was singing on the frat bus. The problem with Pettit and the public apology is the suggestion that problems of American racism can be intelligently addressed; they cannot. They can only serve to perpetuate the myth of race.
Paul R. Lehman, Flawed School evaluation formula uses race in assessing achievement gaps.December 2, 2013 at 10:06 pm | Posted in discrimination, equality, European American, minority, Oklahoma education, Race in America, socioeconomics, The Oklahoman, whites | Leave a comment
Tags: A-F letter grading formula, Charles Murray, class differences, Coming Apart, demographics, ethnic minorities, Harvard University, Janet Barresi, Kim Archer, letter grades, Megan Cliford, Oklahoma Department of Education, Oklahoma State Department of Education, Oklahoma State University, Oklahoma University, school performance, University of Oklahoma
Researchers at Oklahoma University and Oklahoma State University did an analysis relative to the grading of schools in an A-F system and found that system was flawed for a variety of reasons. This analysis was supported by a number of teacher and educational organizations in recognizing the failure of the A-F system to give an accurate assessment of the schools. According to an article in The Oklahoman, "Education Department criticizes grades study," (12/1/13) the Oklahoma State Department of Education had some concerns with the analysis by the two Oklahoma Universities.
The writer of the article, Kim Archer, gave more specific information about the study:
In mid-October, researchers from the University of Oklahoma's Center for Education Policy and Oklahoma State University's Center for Educational Research and Evaluation released an analysis of the A-F school grading formula that concluded Oklahoma's school evaluation system has fundamental flaws that make letter grades virtually meaningless and ineffective for judging school performance.
The analysis of the grading system has been questioned by "Megan Clifford, a Harvard University strategic data fellow 'on loan' to the state Education Department for the next two years, [she] conducted her own analysis of the system with input from her Harvard professors." Clifford stated that one problem with the OU/OSU analysis was "that it relied on a 'small, nonrepresentative sample of state data." Consequently, the article continued, "State Superintendent Janet Barresi asked Clifford to see if she could replicate the OU/OSU research findings to determine how to use results from the critiquing study."
As a result of the request, the department decided to look at three primary concerns of the A-F grading system from the OU/OSU analysis. First, the analysis indicated that "Differences between predicted A-F letter grades are small and effectively meaningless;" next, the analysis found that "Summarizing a school's test performance on math, reading and science is neither a clear nor reliable indicator of school performance;" and finally, that "letter grades mask achievement gaps between poor and minority children and their wealthier, nonminority peers."
In her response to these three concerns of the OU/OSU analysis, Clifford found for the first concern, that the "differences between 'A' and 'F' schools were much greater" than the analysis suggested. Her response to the second concern relative to performance grades, she stated that "It definitely is accurate in telling everyone what percentage of students at the school are proficient in" course and levels from low to high achievement levels. Her final response relative to gaps between poor minority children and their wealthy peer, was that "there is an achievement gap based on race, but that poor students in an A school did better than a poor student in an F school."
While these concerns might appear to be logical and appropriate with respect to criticism of the OU/OSU study, they in effect support the conclusion of that report. In essence, the idea of a fair and accurate A-F letter grading formula must first of all take into consideration the specific demographics of each school. Once that is done, the value of each letter grade must be established based on the demographic information of especially the social, economic and educational levels of the communities in which the schools are located. In no manner should all the schools be assessed by the same standards, because they are generally, all different.
In his book, Coming Apart, Charles Murray talked about the problems we face in America today based on class structure. The problems have some influences on collecting data. From his book we learn that "a new upper class and a new lower class have diverged so far in core behaviors and values that they barely recognize their underlying American kinship." Based on five decades of statistics and research, he added that "divergence that has nothing to do with income inequality and that has grown during good economic times and bad." With this information in mind, an A-F letter grading formula would favor one group while it discriminates against another if the standards for the evaluation are based on one group, the upper class.
In addition, Murray noted that
The top and bottom of white America increasingly live in different cultures, Murray argues, with the powerful upper class living in enclaves surrounded by their own kind, ignorant about life in mainstream America and the lower class suffering from erosions of family and community life that strike at the heart of the pursuit of happiness. That divergence puts the success of the American project at risk.
So, regardless of the approach taken to assess each school with a letter grade, consideration must be given to the uniqueness of each school and the children attending those schools. If these concerns are not taken seriously, then the results of any evaluation will be faulty and unreliable.
Clifford's assessment of the achievement gaps associated with race is of concern when race is never defined, but assumed. We would have to examine the data from the schools to determine how race is identified and used relative to the students. Since the concept of race defined by color or some other method is defective, one wonders just how the results from unreliable information can accurately reflect student or school performance. If the objective for evaluating each school is to discover what areas need addressing, then an accurate assessment that takes into consideration the basic demographics and other relative information must be brought into the equation-one size does not fit all.
The assessment by the University of Oklahoma and Oklahoma State University were accurate when they indicated that the A-F school grading formula was flawed and made "letter grades virtually meaningless and ineffective for judging school performance." We would hope that Clifford takes another look at the data in an effort to recognize what is best for the schools and their students. Whether it was meant to serve as a reward/punishment system, the A-F grading formula does just that when it passes judgment on the schools and the students representing those schools. We can do a better job in addressing the needs of our schools through evaluations
Ethnic ignorance part of the debris cleaned-up by student volunteersJune 2, 2013 at 1:31 pm | Posted in African American, American Bigotry, desegregation, Disrespect, ethnic stereotypes, Ethnicity in America, European American, Ladanae Thompson, minority, Oklahoma, Oklahoma education, Prejudice, public education, Race in America, The Oklahoman | 1 Comment
Tags: African Americans, American Education, Confronting Myths, current-events, Douglass High School, ethnic stereotypes, ethnicity, European Americans, Ladanae Thompson, Little Axe, Matt Tilley, Prejudice, society, The Oklahoman, tornado clean-up, volunteers
An article printed in The Oklahoman (5-2-13) showed just how uninformed and steeped in ignorance certain segments of society still are. The article, "Douglass Students battle stigma through volunteering," involved a group of Douglas High school students, a predominately African American school, traveled to a small town in Oklahoma that had been hit by a tornado to help with the clean-up efforts. Being neighborly, they wanted to show their compassion and caring towards the people who had been affected. Upon arriving at the town, some of the town's people were alarmed at the sight of all these African American youths. Their first reaction was defensive because they though these young people had ridden in busses to their town to loot and steal whatever they could from the damaged area of town. The article noted that "A resident expressed fears of looting when the group arrived for the cleanup effort Friday." The local people, evidently, relied on stereotypes relative to the school and its African American students for their fears.
According to the article, "The Oklahoma City School's sophomore class helped clean up tornado damage in Little Axe, but first some local residents had to be convinced that the young people were there for a good purpose." Little Axe is a rural community about 20 miles from Norman, Oklahoma with a population of predominately of European Americans. So, seeing several busloads of young African Americans in the town was not a customary occurrence. However, to assume these students had come to Little Axe in school buses to loot and steal defies common sense. In any event, we are told that "Matt Tilley, a 10th-grade English teacher and trip organizer, said Wednesday that he had to vouch for the students." We wonder what is meant by Tilley having to "vouch for the students." We know what the word "vouch" means, but why would students sitting in big yellow school buses need to be validated by their teacher to the local resident? Although the article did not state it, we must assume that Tilley is European American, and the resident would not accept the word of the students.
The students apparently thought that volunteering to help at a site damaged by a tornado would be welcomed. We learned that "About 120 students worked in teams for four hours to remove tree branches and debris from residents' home and take it to the curb." In addition, "Many of the students had never volunteered before nor had they seen such intense tornado damage." So, this trip was an opportunity for both the students and the residents to learn something about each other.
The reaction of the residents of Little Axe made a serious and troubling statement about the lack of information in our society regarding the changes in the negative stereotype of ethnic Americans. What we can recognize in the residents reaction is that society in general, and the media specifically helps to promote the negative stereotypes of ethnic Americans rather than the positive. In effect, most Americans see or read about non-European Americans generally in a negative context. The positive activities and events associated with Ethnic Americans are not usually promoted. We can use this article as an example of limited access to the media. The chances are the efforts of these young Douglass High students would not have been covered by the press and come to public awareness had it not been for the negative reaction they received from some of the residents of Little Axe. The attention these students would have received by the media without the negative reactions from Little Axe would not have been considered worthy of reporting. Could it be that the actions of these students did not fit the stereotype?
For years Americans have been living in segregated communities not interacting with people who do not look like them. Our educational institutions as well as the media contribute to the ignorance we have concerning our fellow citizens. So, when we are confronted with people we are not accustomed to seeing in our community, the lack of accurate and current information about these citizens serve to create fear and negative stereotypes we have been fed for far too many years.
One student commented on the reaction of a resident's fear stated that "'They had heard so much news from Douglass about fights or stealing, they probably expected it to happen there, too, but it never happened.'" Society and the media have a long history is creating and promoting negative stereotypes regarding ethnic Americans. Because the majority of stories involving ethnic Americans is negative and generally involves crimes, the fear of some ethnic Americans is created. What are obvious to many ethnic American males are the actions of mature European American women who clutch their purses tighter, lock their car doors, and cross the street to the other side when they see an ethnic American walking towards them. Although these actions are good measures to be taken in generally for safety reasons, it takes the sight of an Ethnic American to trigger the response.
What the people of Little Axe did not realize is that the world and society has and continues to change whether they know it or not. Their community seems to be closed to all but the inhabitants and anyone else became suspect especially if he or she happens to be ethnic American. However, something happened, according to the article, "When the residents saw what the students could do, their attitudes changed. The young students saw tears, received thank you notes and were invited back to Little Axe." The experience turned out to be a learning one for both the students and the residents. The Douglass students were looking for an opportunity to contribute in a positive way: "Our class motto is 'with our own hands,' and it's basically saying when a road to success can't be found we build one with our own hands, and that's pretty much what we did,' Douglass sophomore Ladanae Thompson said." She added that "We helped clean up. We helped another community with our own hands; that is what the class of 2015 is trying to do."
We trust that the residents of Little Axe and similar communities can benefit from this experience where people can discard long-held negative stereotypes and beliefs of ethnic Americans and embrace the common sense reality of people just wanting to help other people. We will, however, need the media, our educational institutions and society to step-up their contributions in presenting a more balanced and realistic picture of America with all its diversity.
Paul R. Lehman, Racism should not be considered a permanent feature of American societyMarch 17, 2013 at 4:43 pm | Posted in African American, American Bigotry, American Racism, Bigotry in America, blacks, discrimination lawsuit, Disrespect, equality, Ethnicity in America, European American, Hispanic whites, integregation, minority, Oklahoma education, Race in America, socioeconomics, U. S. Census, whites | 3 Comments
Tags: African Americans, black, Confronting Myths, current-events, ethnicity, European Americans, eye shapes, politics, race, racism, research, science, society, U.S.Census, white
A number of articles recently focused on the topic of racism and how it negatively affects the mind and body of its victims. Studies ranging from stress and depression to heart problems have been conducted showing the detrimental effects of racism. As interesting and informative as these studies and articles are in bringing this awareness to the public eye, nothing has been said about avenues of approach to try and eliminate the problem of racism. Most articles and studies treat racism as if it is an indestructible social phenomenon that is with society to stay. If that is the considered sentiment, then what use are the studies and articles complaining about it? We have some alternatives that can be considered if we are sincere about wanting to address the issue.
Yes, we know that race is a social construct, but that does mean we must accept it as a permanent feature of American society. Polio was a problem in society until penicillin was discovered. What we as a society must do in addressing racism are to understand its cause; we know its affects. One of the causes of racism is our acceptance, support, and promotion of it. Since we know that the concept of biological races is made-up, we also know that it's divertive, racism is also made-up. So, why do we continue to accept them as though they are legitimate features of our society? Maybe we think that if we continue talking about them, they will go away. So far that approach has not and will not work. We need to start with our conception or view of race first, before we can address the problems associated with racism.
Because we readily accept the idea of multiple biological races as a certainty, we can easily convince ourselves that superficial physical differences such as skin color, eye shapes, hair texture and numerous other physical elements constitute a so-called racial difference. They do not. The fact that we know that race is a social construct does not come from someone's idea or suggestion. Science has offered empirical data to support that fact through DNA. For a number of years now, especially since the O.J. Simpson trial, we know that the science of DNA has provided us with conclusive data that can be duplicated time and again to underscore its reliability. So, when the scientists tell us that all human beings belong to one race, why do we not accept, believe, and communicate that concept- changing information? The fact that race by color has never been accurate or trustworthy does not seem to be enough to cause us to change our so-called racial stereotypes. We need to communicate to our society and the world that we recognize and agree with our scientists that the concept of multiple biological races is formally debunked. Knowing the truth and accepting it, however, are two different and challenging things.
Once we accept the concept of a one race world, we will then be in a position to understand that the concept of racism is equally false. We certainly cannot and should not ignore cultural and other man-made differences, but we cannot identify those differences as racial or biological. Along with the acceptance of a one race world comes the change of our own self-concept and of others as being a part of a world family. DNA scientists tell us that if we selected two people from opposite geographical locations on the planet, we could go back only six generations before we discover a common ancestry between those two people. That fact alone should tell us how much alike we are to one another. Still, we prefer to hold on to our old, false concepts of race. If we no longer identified people according to their color, how would we identify them?
The answer to that question came in 1945 from a group of world-renowned scientists assembled by the United Nations under the rubric of UNESCO. They decided that the word race was not suitable for use as a social identity because it was not accurate and reliable. They offered instead, the words ethnic group and ethnicity to be used instead of race, not a replace for it. However, during that time, American society was very much involved with the concept of race because of the privileges and opportunities it provided for those who eugenics identified as being of the white race. Many American immigrants from Italy, Poland, Russia, and Greece, along with Jewish people, were not favorably or readily welcomed here. Most were not yet considered white or America n because at that time America recognized only two races—white and black (Negro). The fact that UNESCO suggested the use of ethnic group and ethnicity instead of the word race was bad new, however, had it been accepted, the change would have negatively affect those immigrants who desperately wanted the white identity in order to enjoy all the rights and privileges of that segment of society. So, today in spite of all the data to the contrary, the U.S. Census still include on its form two races black and white.
Today in America some people hold on to their so-called racial identity and beliefs more than their religion. They do so because it might be the only positive thing of social value they have even if it is only make-believe. To many of those people, they believe it is their right to be biased and discriminate against people who do not look like they look. Because of the many negative stereotypes created about non-European ethnic Americans over the years, many people grow up in America embracing that negative stereotypes. A recent statistic concerning the practice of "Stop and Frisk" showed that out of the total number of people stopped, 88% were innocent. In addition, out of that 88%, African Americans represented 87% (check the MHP Show 3-16-13). If we as a society refuse to communicate the facts and truth about the falsity and inaccuracy of race and racism, nothing will change.
The fact that articles appear on a fairly regular basis dealing with the injustices of race and racism is evidence enough that it still exists. Because of the fact that we do not seek aggressively to debunk these concepts, we cause measurable harm to the mind and body of innocent people who do not yet know that they do not belong to a white, black, brown, yellow or any other color race. They do not need to agonize over what race is theirs—it is human. They can pick and choose their ethnic identity based on their culture and ancestry, American Indian, African American, Asian American, and Hispanic (Specify) American, or some other, but under no circumstances should it be black or white because that is where the concept of race and racism in America began. More on this topic later.
Paul R. Lehman, Roger Clegg and charges of racial discrimination in OU's admissions policyNovember 4, 2012 at 1:37 pm | Posted in Affirmative Action, African American, blacks, college admission, desegregation, equality, Ethnicity in America, European American, fairness, integregation, justice, Michael J. Sandel, minority, Oklahoma education, Prejudice, public education, Race in America, The Oklahoman, whites | 2 Comments
Tags: admission policy, Affirmative Action, African Americans, American Education, american indian students, black, discrimination, European Americans, GPA, Lsat, medical school admission, Michael J. Sandel, Mismatch, politics, racial preferences, research, Roger Clegg, Sander and Taylor, science, some statistical data, The Oklahoman, University of Oklahoma, white
Roger Clegg, president and general counsel of the Center for Equal Opportunity, presented some statistical data in an article "On racial admission preferences at OU," in The Oklahoman recently (10-26-12). The article and data suggests that African American and American Indian students receive preferential treatment when admitted to The University of Oklahoma (OU). In addition to presenting the information, Clegg makes a certain charge:"A study released this week by the Center for Equal Opportunity has found evidence of racial discrimination in law, undergraduate and medical school admission at the University of Oklahoma."
Clegg continues by noting that "The study, which analyzes data obtained from the university, found that blacks were admitted to all three schools with lower academic qualifications than students from other racial and ethnic groups. Some evidence of preferential treatment for American Indian applicants was noted as well." The fact that African American and American Indian students submit applications for admission with lower academic qualifications than other ethnic American groups should not come as a surprise when we consider from whence they come. Common knowledge underscores the fact that African American as well as other ethnic American students who come from socially and economically challenged communities do not receive an educational experience equal to that of more affluent students. So, why would the test scores lower grade point averages come as a surprise, especially from African Americans considering their special experiences in a biased society?
The article got specific regarding the charge of discrimination: "At the law school, we found black-white median LSAT gaps of 6 (equivalent to a combined math-verbal SAT gap of over 100), and a gap in undergraduate GPAs. Indeed, 105 whites were rejected despite higher LSAT scores and undergraduate GPAs than the median black admittee in the two years studied." What exact ally is the point being made here? If admittance was based only on examination scores of the LSAT and GPAs, the number of African Americans and American Indians would not exist at all, except for those students coming from upper-middle-class or affluent communities and schools. Statistics show that schools in the lower socio-economic communities generally produce poor to median students. All we have to do to verify this information is to take a look at the schools in Oklahoma where the applicants graduated.
Let us be clear about what is being suggested in this study. Data concerning admittance at the University of Oklahoma was given to the Center for Equal Opportunity. The Center released the data along with the charge of "racial discrimination" and "racial preference" with a special focus on African Americans. For years, beginning with statehood to 1948, African Americans were denied admittance to all of Oklahoma's institutions of higher education with the exception of Langston University, a predominantly undergraduate African American school. The primary reason for denying admission to the African Americans was their ethnicity or as noted, their race. If that was the primary reason for their being denied entrance, should not part of the resolution take in the fact of their ethnicity? Just how would Clegg suggest the problem be addressed that provides an equal opportunity to all?
Whether intended or not, Clegg characterizes African American students as villains for seeking admission to the school at OU knowing full well that their scores and GPAs are not as high as the European American students. What are these students supposed to do when their society and academic experiences do not adequately prepare them to compete equally at the college and university level? One of the problems with these kinds of studies is created via the language used. The very name of the Center for Equal Opportunity is an oxymoron; since "opportunity" is based on chance or break, how can that be equal? Unfortunately, the word equal is a mathematical word, not a social one. The possibility of two people being equal does not exist. To use it with respect to college and university admittance suggests that all students must be treated the same. The problem with using that word is the creation of unequal experiences for some when attempting to correct the admittance problem for others. The appropriate word and action to use is fair or fairness because it allows for changes to be made without the restrictions associated with being equal.
As in my previous blog regarding Affirmative Action, the book Mismatch, by Sander and Taylor is referenced to show that preference is given to African American students. Clegg says "None of this is surprising: Nearly every selective school in the country uses racial preferences unless a court or state has told it not to." If the schools want to treat the once denied African American students fairly, then they must show preferences; that is just plain common sense. Simple admittance will not address the over-all problem. Attention to the students' education prior to college or university must be given serious and necessary attention as the book Mismatch suggests.
Concerning the charge of discrimination by Clegg we must wonder who else is being discriminated against. We know the African American and other ethnic American students are who are forced to compete unfairly with students from more affluent families and communities. We know the European American students with the high test scores and GPAs are who are rejected in favor of students whose parents attended OU. We do not know for certain, but Clegg seems to place the blame on the university and the African American students, but we wonder why.
Maybe we can find some food for thought in the words of Michael J. Sandel, author of What Money Can't Buy when he says "Democracy does not require perfect equality, but is does require that citizens share in a common life. What matters is that people of different backgrounds and social positions encounter one another, and bump up against one another, in the course of everyday life. For this is how we learn to negotiate and abide our differences, and how we come to care for the common good." Sometimes a simple word is sufficient.
Paul R. Lehman,Opinion misguided on Affirmative Action and State Question 759October 28, 2012 at 1:11 pm | Posted in Affirmative Action, African American, Bigotry in America, blacks, college admission, desegregation, equality, Ethnicity in America, European American, integregation, justice, Oklahoma, Oklahoma education, public education, segregation, state Government, whites | 3 Comments
Tags: Affirmative Action, African Americans, American Education, black, college admission, current-events, European Americans, Mismatch, Oklahoma, President Lyndon B. Johnson, public schools, race, State Quesion 759, Stuart Taylor and Richard Sander, The Oklahoman, white
The "Opinion" writer for The Oklahoman has again brought up the topic of State Question 759 which to ban Affirmative Action in state government. This time, however, his comments are misguided and illogical. The title of the article is "Merit must trump race in state government," shows just how confusing his thoughts are on Affirmative Action. Until Affirmative Action was put in place, race was always used to keep African Americans and women out of state government. Before Affirmative Action, merit was not even a consideration for office in state government. However, since opponents of the state question have voiced their opposition to it, those for its banning are offering their views.
One of the primary problems involved with banning Affirmative Action is the lack of understanding about what it concerns. Many of the opponents of Affirmative Action focus simply of college and/or university admission programs that supposedly favor African Americans applicants over European American applicants. Therefore, since these programs single out race as the criteria for acceptance, the programs must be discarded. What is missing from this action is the reason for Affirmative Action in the first place. Nowhere in this legislation are mentioned the words African Americans, blacks, Negroes, Colored or any other noun describing or identifying an ethnic group. But, because of the efforts of African Americans and other Americans citizens, the measure sought to make unconstitutional discrimination of people for reasons of race, color, sex, creed, or national origin.
If we were to stop and look at the record of American society in the areas of school admissions for women and other ethnic Americans prior to Affirmative Action, we would see a marked change for the betterment of those applicants. Also, if we checked the record for women and ethnic Americans in fields and professions like, firefighters, law enforcement, postal workers, medicine, law, and construction, we would hopefully understand just what Affirmative Action has done and continues to do for society.
However, since the "Opinion" writer focused on African Americans specifically, let us look at what President Lyndon B. Johnson said about this measure he signed: "Nothing is more freighted with meaning for our won destiny than the revolution of the Negro American…[we were called Negroes then]. In far too many ways American Negroes have been another nation: deprived of freedom, crippled by hatred, the doors of opportunity closed to hope…But freedom is not enough." He explains what he means by that last statement: "You do not wipe away the cards of centuries by saying; Now you are free to go where you want, and do as you desire, and choose the leaders you please. You do not take a person who, for years, has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, 'you are free to compete with all the others,' and still justly believe that you have been completely fair…."
The article states that "Affirmative action's harsh reality is to harm those it is supposed to benefit. In their book, 'Mismatch: How Affirmative Action Hurts Students Its Intended to Help, and Why Universities Won't Admit it,' authors Stuart Taylor and Richard Sander outline affirmative actions destructive consequences." Indeed, the authors document cases where institutions admitted students who were not academically prepared for the rigors they faced. Although the focus was on African Americans, this situation applies to students of all ethnic groups. The problems in Affirmative Action are the results of institutions attempting to put it in force. Contrary to the "Opinion" writer's support of banning the program, the authors made recommendations to make the program more effective.
Unlike President Johnson's comment about unfairly expecting people having been deprived of freedoms to go right into competition with others who have had more experiences and opportunities, some Americans expect African American students to do just that—compete in an unfair arena. They think to do otherwise is to discriminate against the European Americans. To be sure, the problems created by institutions attempting to impliment Affirmative Action are real and serious, but not unsolvable. What seems strange regarding Affirmative Action is the fact that it was created to address the years of discrimination and unfair, unjust, and unequal treatment of African Americans in general, but women and other ethnic Americans as well, but when the program is implemented, arguments by European Americans charging discrimination are brought to the fore. Evidently, some people believe the problems of the past can be addressed by not disrupting a thing in the present. Go figure.
Regardless of the many problems associated with institutions implementing Affirmative Action programs, the fact that doors of opportunity have been opened to African Americans, women, and other ethnic Americans is a positive change for society. The idea that merit alone should be the key to admission leaves much to be addressed. Since we know that many African Americans represent the lowest level on the economic and unemployment ladder, we also know that the level of education received by African Americans living at that level will also be influenced. So, why would the expectations for students coming from underserved institutions be placed at the same level with those coming from middle-class and affluent communities? Who decides what merit is? How is merit acquired? Where is merit acquired? Who decides who get merit? What good is merit if having it does not address the primary problem of diversity? As the title of the "Opinion" suggests, "that merit must trump race," what's to prevent the status quo from remaining the status quo if only the same people qualify for merit?
Yes, we agree that implementing Affirmative Action has and will continue to create challenges for society, but we also know that going forward allowing more Americans to participate in and contribute to society is better than going backwards. Banning Affirmative Action as State Question 759 wants to do is a step backwards. We need to stop looking at this program thinking it applies to educational institutions, but consider its over-all contribution to society.
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Phone: 817-441-5103
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Hi! My name is Brittany Crimmings and I teach fifth grade writing/social studies at Stuard Elementary. Currently, I am in my 19th year of teaching. I have taught first, second, third, and fifth grade. I also worked in the gym at McAnally for two years. I have three children- Cobe, Kylie, and Baylee. Cobe is attending the University of Arkansas. Woo Pig Sooie! Kylie graduated AHS last year and is attending junior college this year. I also have a junior, Baylee, at AHS. I am married to my high school sweetheart,Ryan. Go Sam Houston Texans! I have two dogs, Frog and Ivy. We recently got a kitten who lives upstairs named Fendi. My goal every year is to make learning fun and relate our lessons to real life. If you ever have concerns or questions, please contact me.

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Our goal is to create synergy between faculty teaching and researching in the field of social entrepreneurship to build long term impact. Our values include empowering others, respect and integrity for those we serve, and encouraging collaboration with partner faculty and institutions.


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John Kasich is cheerleading the rise of a group of Republicans in Congress who are willing to challenge GOP leadership on immigration. No, he's not supporting the House Freedom Caucus' fight to get a vote on president Trump's immigration priorities. The outgoing governor of Ohio and deluded would-be 2020 presidential candidate is siding with the liberal House Republicans who are trying to force a vote to give illegal immigrant DACA recipients U.S. citizenship.
Kasich went on CNN Thursday to praise House RINOs who are threatening to file a discharge petition to trigger an automatic vote on amnesty. He thinks it's a "really cool thing" that these Republicans are working with Democrats to override GOP leadership to pass a policy that will nullify U.S. sovereignty and encourage the importation of more vicious gangsters and deadly drugs into the country.
Ohio Governor Joh Kasich says there is a rise of a new type of Republican who wants to bypass GOP leadership and act on DACA pic.twitter.com/vh5gGUTKPp
— CNN Newsroom (@CNNnewsroom) May 31, 2018
"What you're seeing happening now is that there are a group of Republicans who are getting fed up with inaction for these young people," Kasich said. "What you're seeing is a group of people saying we've had enough, we don't care about the political, we want to achieve something that we think is justice and it's really cool thing."
He said that despite President Trump's guaranteed veto, Republicans should move forward with amnesty legislation.
"It doesn't matter whether the President Trump is going to sign it or not," Kasich said. "Send it to him. Let him veto it. Let him say that he wants 800,000 people to be shipped out of the country. Eight hundred thousand people that there's no reason to ship them out of the country."
He also criticized House Speaker Paul Ryan, R-Wisc., who has opposed the discharge petition on grounds that it would guarantee immigration reform dies.
"I like Paul. On this issue, I just think he's dead wrong. I think the Republican Party has gone dormant," Kasich said.
The Republican Party has gone dormant, but not because it won't pass amnesty legislation. The Republican Party is dormant because of tedious, power-hungry, two-faced puny weasels like John Kasich who shun conservative principles, spit on the Republican Party platform, fight to end-run around the conservative base and help Democrats, and then sycophantically suck up to the liberal media for a few minutes of TV time in exchange for trashing fellow Republicans for acting like Republicans are supposed to.
Now, a non-dormant, awake, or active Republican Congress would be championing conservative legislation and keeping long-held promises the GOP made to voters, like fully repealing Obamacare. Where was Kasich when the House Freedom Caucus launched a discharge petition last year to force a vote on keeping that particular promise? Oh, right, Kasich was running around trying to protect Medicaid expansion, vocally opposing efforts to even partially repeal Obamacare, and sanctimoniously lecturing Obamacare's opponents by claiming the "soul" of the nation was at stake. This is someone, you will recall, who told voters he wanted to repeal Obamacare when he was interested in running for president in 2016.
Kasich is a phony, a national electoral loser, and the last person in America Republicans in Congress should listen to. If Republicans want to give voters a reason to show up for them in November, they need to drop the talk of amnesty for illegal immigrants and get to work passing a bill with President Trump's immigration priorities.
Chris Pandolfo is a staff writer and type-shouter for Conservative Review. He holds a B.A. in politics and economics from Hillsdale College. His interests are conservative political philosophy, the American founding, and progressive rock. Follow him on Twitter for doom-saying and great album recommendations @ChrisCPandolfo.
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Lean Hog futures settled with $1.125 to $2.30 gains in most contracts on Monday. Short covering drove the rally, although open interest dropped only 749 contracts. April dropped 11,519 on index fund rolling to June. The CME Lean Hog Index was down 4 cents from the previous day @ $51.71 on March 7. The USDA pork carcass cutout value was up $1.38 on Monday afternoon at an average weighted price of $66.42. The national base hog carcass value was up $1.24 on Monday at an average weighted price of $47.20. Monday's USDA estimated FI hog slaughter was at 475,000 head, 10,000 head larger than last Monday and 16,000 head above last year.
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The broad plot of the Ramayana and author Amish's fantastical worlds converge in this second novel of a trilogy: Sita, Warrior of Mithila. The narrative takes us from Sita's adoption by the king and queen of Mithila to her kidnapping by Ravana, focusing mainly on her development as a warrior and leader.
Rivalry between the sages Vishwamitra and Vashishtha sets up the separate training of their protégés, Rama and Sita — each as a "propagator of Good" called "the Vishnu".
Instead of competing, Rama and Sita become husband and wife, and before they can fulfill their plan as partners, they are interrupted by the pressures of the stock-plot: a 14-year exile and Sita's kidnapping.
Amish identifies essential characteristics of Rama and Sita: Rama is a one-woman man and such a stickler for the law that he does not exempt even himself, and Sita is an adopted child and gutsy woman who tends to "cross the line".
Unorthodox Sita offers to help Rama win the Svayamvara contest and, of course, Rama declines. We get fresh explanations for some of Ramayana's standard troubling moments—Rama is exiled because he uses a forbidden biological weapon (though his father stipulates the exile also), and Shurpanaka cuts off her nose accidentally (while Lakshmana gets the blame).
Amish also withholds information, which helps engage the reader.
Sita's portrayal as a warrior to whom her husband Rama bows, and as a pragmatic leader, refreshes the old idea of her as a demure victim. Additionally, the story is made relevant through the contexts and concerns of today.
There are rich and poor sections of society, delinquent youth and unsafe spaces for women. The juvenile rapist of Manthara's daughter escapes the death penalty under Rama's governance. When Sita disobeys her foster mother to venture into the slums of Mithila, she has to defend herself violently against attackers and later gets extra-curricular lessons in impulse-control and non-violence.
While polemic is absent, this is clearly a book with a message, even a nationalist message. Rama and Bharat have a "desire to serve Mother India" (181) and Amish even succumbs to the phrase "make India great again."
Caste rigidity and excessive non-violence that emasculated the warrior spirit are discussed as the reasons for the downfall of Bharat. A conversation between Sita and Bharat compares the masculine and feminine ways exemplified by Rama
and Sita.
When Bharat says that Rama's method lacks freedom, Sita insists that it is effective—when the leader follows the law, it electrifies the youth.
Information sprinkled throughout the novel—whether about the ekamukhi rudraksha or Charvaka philosophy, and numerous Indian terms glossed using italics—teach about Indian heritage.
The writing is replete with stock-phrases—"His smouldering eyes gave the reply" (5), or "her eyes flashed fire" (46)—but occasionally, a fresh and relevant usage impresses, "like banging your head against an anthill" (56).
Descriptions of the Agastyakootam landscape where Sita journeys are striking. Mythological fantasy + convention + fight scenes + spectacle + India = success. No car chases, but there's a chariot race, and Sita escapes by doing the Silambam jump.


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(Reuters) – Britain's Peter Higgs and Belgium's Francois Englert won the 2013 Nobel prize for physics for predicting the existence of the Higgs boson – the particle key to explaining why elementary matter has mass – the award-giving body said on Tuesday.
The two scientists had been favorites to share the 8 million Swedish crown ($1.25 million) prize after their theoretical work was finally vindicated by experiments at the CERN research centre's gigantic particle collider.
"The awarded theory is a central part of the Standard Model of particle physics that describes how the world is constructed," the Royal Swedish Academy of Sciences said in a statement.
"According to the Standard Model, everything, from flowers and people to stars and planets, consists of just a few building blocks: matter particles."
Physics was the second of this year's crop of Nobels. The prizes were first awarded in 1901 to honor achievements in Science, literature and peace in accordance with the will of dynamite inventor and business tycoon Alfred Nobel.
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{"Medium / Black":"10094","Large / Black":"10094","Large / White":"10094",}
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Smartphone apps are the modern equivalent of the guidebook, the sat nav and, of course, the camera. With the right apps, you can check the local weather, find a local restaurant, convert to the local currency, book a hotel, and find onward transport.
How did we ever travel without apps? Here are some of the best ones that every traveller should have installed on their smartphone.
1. XE Currency
You're standing in duty free trying to work out whether that bottle of gin is worth buying or not. Or perhaps you're at an ATM trying to remember the exchange rate so you know how much money to get out. Cue XE Currency, a really simple app that lets you convert between multiple currencies using real-time rates. Although it's useful when you're on holiday, it's also a great help when doing online research for an upcoming trip.
2. Skyscanner
Who needs travel agents? Although it's possible to book flights, hotels and car hire around the world using this travel search app, Skyscanner is mostly about flights. As well as looking at single and return flights, Skyscanner can be used to calculate the routing options and price for multi-stop trips, and much more. Its Cheapest Month Search lets you look for the cheapest month to travel to a specific destination, while its Travel Everywhere and Inspire Map let you search for the price to multiple locations in a given time period, or search within a price range.
3. Uber
Uber is taking over the world, and if you usually rely on expensive taxis when abroad, consider changing your ways. As well as saving money, you're likely to get a ride faster than if booking a cab with a hotel reception. It can also be a great way of meeting local people, since some Uber drivers are happy to chat while they drive. Although it's great for getting round cities, Uber is at its best when you have to go somewhere beyond the reaches of public transport. In the U.S. that's almost everywhere.
4. Rome2Rio
How do I get from here to there? Instantly presenting your options for travel is Rome2Rio, a really simple app that presents a map showing plane, train, bus, car, ferry, driving and walking options for a specific time and date for any route in the world. It deals in prices (though some are estimates), journey times and booking details supplied by over 5,000 companies in more than 160 countries, which makes it so useful not only for planning a trip, but for researching side-trips and day trips when you're on holiday. For backpacking trips, it's invaluable, and ditto for road trips; if driving is an option, it links to Google Maps for instant turn-by-turn navigation.
5. Google Maps
Skirt the whole Apple vs Google debate and go straight for the search engine's superior mapping app. Why is it better? Customisations and downloads. Found a museum, attraction or restaurant you want to visit? 'Star' it to make it easier to find on Google Maps once you're in-situ. Although it doesn't work offline as good as it does online, the turn-by-turn navigation is good enough for using as a sat nav in a rental car when you're on holiday. Just remember to go to Offline maps/Custom map while on WiFi to choose an area to download.
6. Google Trips
This relatively new app is Google's best yet for travellers. However, it does require you to be fully embedded into the Google ecosystem since it combs your Gmail account and extracts all (well, most) emails relating to your itinerary. Train, bus and flight e-tickets, and hotel reservations are stored in a wallet, but there's much more to Google Trips than organisation. It also works as a destination guide, with providing ideas for things to do split into categories such as top spots, indoor, outdoor, kid friendly, and A-Z. Another section called day plans creates an itinerary or a walking tour, and plots everything on a Google Map. It also transfers all 'starred' locations from the Google Maps app, but the best thing? If you press the download button while on WiFi, it all works offline.
7. SeatGuru
Long haul travellers who don't use the SeatGuru app aren't doing it right. Although it works just as well with short-haul flights, who really cares where they sit on a two-hour hop? However, if you're on a 14-hour slog, that's a different matter. Is your assigned seat next to the toilet, over a wing (and so subject to more engine noise), or right at the back where there's no recline option? Does your seat have a USB slot or a power socket? You can find out everything about the plane you're going on just by entering your flight number, and get updates.
8. Booking.com
Though many travellers now use Airbnb, it's hard to beat Booking.com for sheer convenience, despite its annoying quirks. For instance, you can search for hotels, B&Bs and apartments and see them on a map, but you must change it to 'lowest price first' or another filter to avoid being stuck with the default 'top picks' list, which contains paid-for listings. It then keeps all of your accommodation vouchers in a bookings wallet, gives you exact check-in and check-out times, and allows you to both phone and navigate to the property via whatever mapping app you want.
9. Dark Sky
It might sound like something to do with astronomy, but Dark Sky has become one of the most popular weather apps of all in the past few years. The reason is its hyper-local weather modelling that's often scarily accurate. You can peruse the recent past, present and future with a sped-up animation of radar animations of cloud cover, which can be so useful if you're planning a hike or a boat trip when a storm is approaching. However, it's the 'raining in 10 minutes' warnings that are the best reason to have this app on your phone.
10. GPSMyCity
The walking tour is back in fashion. As well as being the best way to discover a compact city, treading the streets is way more fun than an overpriced open-top bus tour. It's also now completely free thanks to GPSMyCity, which contains over 6,500 self-guided walks in 1,000+ cities around the world. Each city can be downloaded individually, and its guided walks navigated using a smartphone's offline GPS sensor.
Looking on some inspiration on where to go?


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The important point in considering the mastoidect-omy for placement of a cochlear implant is that this is much smaller than that utilized for chronic ear disease. In contrast to the standard method of saucerizing the mastoid cavity, this is not performed in cochlear implant surgery. There are two areas that need to be skeletonized, and the single most important one of these is the bony external auditory canal. If the bony external auditory canal is not thinned appropriately, then the angle through the facial recess and the size of the posterior aspect of the mastoidectomy become much more difficult and much larger, respectively. It is important to skeletonize the bony external auditory canal, but not to violate the integrity of this structure. Should this occur, the greatest postoperative risk is that of the electrode array extruding through the skin of the external auditory canal. Consequently, it is necessary to reinforce this area with either a graft composed of thick AlloDerm (LifeCell Corp., Branchburg, NJ) or a bone graft harvested from the cortex of the skull. The second area that needs to be skeletonized is that of the tegmen mastoideum. This allows greater ease in completing the facial recess and developing the cochleostomy. An additional advantage is that of providing better exposure and consequently better light delivery, which results in better visualization within the facial recess and middle ear. It is also important to continue this action forward into the zygomatic root for the same reasons (Fig. 28-4). In contrast, the posterior as well as inferior aspects of the mastoidectomy are not saucerized. It is also important to create bony overhangs in these inferior and posterior aspects of the mastoidectomy cavity that are helpful in retaining the electrode array, which is ultimately coiled into the mastoid. These differences in the mastoidectomy technique also facilitate performance of cochlear implantation in very young children (6 to 12 months of age).
For those individuals who have undergone a canal-wall-down mastoidectomy procedure in the past and require cochlear implantation to rehabilitate their hearing loss, a two-stage procedure is required. First, mastoid obliteration with removal of all epithelium, oversewing the external auditory canal, and filling the resulting dead space with abdominal fat is performed. Three to 6 months later, cochlear implantation can be undertaken. If no active disease is present, a one-stage procedure may be considered; however, this is not recommended due to the risk of bacterial contamination.
Once the mastoidectomy has been completed, the facial recess dissection is performed. The size of the facial recess is the same for individuals of any age, and based on the anatomic measurements of human temporal bones, the facial recess is of adult size at by at least 2 weeks of age.2 Facial nerve electromyo-graphy is appropriate during this portion of the operation, and this cochlear implant surgeon (P.A.W.) always uses facial nerve electromyography during the dissection of the facial recess and during creation of the cochleostomy as well as insertion of the electrode array (NIM-2, Medtronic Xomed Inc.). A general guideline for determining the position of the facial recess is a direct inferior extension of the short process of the incus. Because there is no mechanical function of the incus in an ear receiving a cochlear implant, there is no adverse consequence for removing the incus buttress, which normally is preserved to maintain the suspensory ligament attached to the incus in this position. This has the advantage of delivering additional light into the middle ear and allows direct extension in an inferior direction below the short process of the incus. The
FIGURE 28-4 The mastoidectomy necessary for placement of a cochlear implant is limited, relative to that required to treat chronic ear disease. Skele-tonization of the external auditory canal is important to facilitate access via the facial recess approach (posterior tympanotomy). Overhanging bone is created posteriorly and inferiorly to facilitate retention of the coiled electrode placed within the mastoid at the conclusion of the procedure. Skele-tonization of the tegmen mastoideum and dissection into the zygomatic root facilitates light delivery into the mastoid and subsequently into the middle ear via the facial recess. CT, chordae tympani nerve.
vertical segment of the facial nerve is skeletonized, and a 1.5-mm diamond bur with a long shaft is helpful during this portion of the dissection. The dissection is carried inferiorly to the level of the chorda tympani nerve, and in some of the patients undergoing cochlear implantation surgery the chorda tympani nerve is divided to provide adequate access and visualization of the round window niche. Preoperative counseling of the patient or the parents is necessary so that they understand the consequences of dividing the chorda tympani nerve. The lateral limit of the facial recess is the tympanic annulus, and for the majority of patients this should be partially skeletonized to maximize the size of the facial recess.
Although it is possible to create a small facial recess, most experienced cochlear implant surgeons do not do this and prefer widely opening the facial recess. This provides much better visualization of the round window niche and delivers additional light via the microscope into the middle ear. These factors facilitate completion of the cochleostomy and insertion of the electrode array. The tympanic annulus can be well visualized, with exposure of the promontory and epithelium of the middle ear also readily apparent.
During the facial recess dissection, violation of the tympanic annulus and tympanic membrane results in contamination and direct communication with the external auditory canal. This raises the possibility of postoperative infection and cholesteatoma formation. There are two options if this occurs, and one is to repair this area and stage the cochlear implantation. The other is to repair this area with a medial graft, which could be composed of temporalis fascia or thin AlloDerm. This is then supported with Gelfoam and/or muscle grafts. Should this be necessary, an important point is that the incus should be disarticulated and removed. This provides better access to the annulus and tympanic membrane for adequate apposition of the reconstructed material to the native tissue from the tympanic cavity side, and obviates the need for external auditory canal skin incisions and development of a tympano-meatal flap.
Placement of the electrode array within the scala tympani is accomplished via a cochleostomy. This cochleostomy is positioned relative to the round window membrane, and the single most important aspect in being able to appropriately place the electrode array within the scala tympani is visualization of the round window niche. The electrode
inserted within the scala tympani is shown in Figs. 28-5 and 28-6, and the specific electrode insertion techniques are described later. This landmark is critical to determine the relative position of the basal portion of the scala tympani. When completing the facial recess a temptation that often impacts the inexperienced cochlear implant surgeon is to begin preparing the cochleostomy when only the promontory is visualized. This leads, however, to the most common reason for failure to place the electrode array: the inadvertent opening into the hypotympa-nic air cell tract and extracochlear insertion of the electrode array.3 If the drilling begins too inferiorly, dissection in this area can resemble an ossified basal turn of the cochlea. Often the hypotympanic air cell tract appears like the open scala tympani following successful completion of a cochleostomy. The ob
FIGURE 28-5 Cochleostomy position relative to the round window niche. It is important to visualize the bony overhang of the round window niche before beginning the cochleostomy. Removal of this overhang and subsequent exposure and visualization of round window membrane ensures that the cochleostomy is positioned with the midpoint centered on the lower margin of the round window, and located anterior in position to the round window membrane.
FIGURE 28-5 Cochleostomy position relative to the round window niche. It is important to visualize the bony overhang of the round window niche before beginning the cochleostomy. Removal of this overhang and subsequent exposure and visualization of round window membrane ensures that the cochleostomy is positioned with the midpoint centered on the lower margin of the round window, and located anterior in position to the round window membrane.
FIGURE 28-6 Electrode insertion through the cochleostomy follows the scala tympani.
vious result is an incomplete electrode insertion and ultimately no activation of the primary afferent neurons in the spiral ganglion. Another important anatomic landmark to keep in mind when experiencing difficulty in identifying the scala tympani is the position of the intratemporal internal carotid artery. With anterior dissection, when the scala tympani has not been adequately identified, the posterior aspect of the intratemporal carotid artery can be exposed, and this is an especially important consideration when performing cochlear implant surgery in children between the ages of 6 and 12 months. A high index of suspicion must be maintained during the surgical dissection, if the round window membrane and round window niche are not visualized at the beginning of the creation of the cochleostomy. This also underscores the importance of identifying this key landmark before beginning the cochleostomy. Those factors that help in the visualization of the round window niche include a wide facial recess and skeletonization of the bony external auditory canal.
Once the round window niche has been visualized, the use of a 0.6-mm diamond bur with a long shaft allows dissection of the niche until the round window membrane is directly seen. It is important to position the cochleostomy anterior to the round window membrane, as utilizing this position facilitates the angle of insertion of the electrode array. Should the round window be opened and the electrode array inserted through the round window, the angle of insertion is too acute and results in excessive pressure on the electrode array against the lateral wall of the cochlea during the attempted advancement of the electrode array. This excessive force applied to the electrode array can result in damage.
The design of the cochleostomy varies depending on the electrode array used. The smallest cochleostomy is associated with the Med-El C40H electrode array, and the diameter of the cochleostomy only needs to be 1.3 mm in diameter. For the Med-El C40 /, the diameter of the electrode array increases from :|0.5 x |0.6 mm at the apex (distal tip) to :|1.3 mm at the proximal, thicker part of the array just before the marker ring. The marker ring is : |1.5 mm in diameter. Thus, the cochleostomy can be as small as 1.3 mm, and should be no larger than 1.5 mm to allow proper sealing of the cochleostomy with the marker ring. Small strips of fascia should be placed around the cochleostomy to further seal the peri-lymphatic space from the middle ear. The cochleost-omy required for placement of the Nucleus Contour electrode is typically 1.5 to 2 mm. The electrode array itself has a diameter at the tip of :|0.5 x|0.6
mm, and the diameter at the basal portion of the array is 0.8 mm.
In the past, the largest cochleostomy size was associated with the Clarion devices. For the old HiFocus I electrode array, a round cochleostomy was prepared and this measured 2.5 mm in diameter. In contrast, the present HiFocus electrode utilizes a round cochleostomy, 1.5 mm in diameter, when the metal insertion tube is used; however, a 2-mm cochleostomy is necessary when the Teflon insertion tube is used. The electrode array itself has a diameter at the tip of 0.6 mm and the diameter at the basal contact is 0.8 mm.
With all three devices, once the cochleostomy has been created it is important to irrigate the scala tympani via the cochleostomy to remove air bubbles and to wash bone debris from the scala tympani. This bone debris, if left in place, will induce ossification at this site, and it is important to minimize this because of the potential need for reimplantation in the future should a device fail. This is particularly important in young children being implanted between the ages of 6 and 12 months, as there is a higher likelihood that they will encounter a device failure at some point during their entire life span than an adult patient receiving a cochlea implant. Lactated Ringer's solution with a 5-cc syringe and a 24-gauge suction tip is ideal for the irrigation and refilling of the scala tympani.
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Homer Watson House and Gallery
1754 Old Mill Road
Kitchener, Ontario N2P 1H7
519 748 4377
Every May, The Homer Watson House and Gallery in Kitchener Ontario Canada exhibits three solo quilt exhibitions.
Mended World Exhibition opens at Homer Watson House and Gallery
This year the Mended World exhibition is featured. Mended World at the Homer Watson consists of the Manitoulin Circle Project (four large panels made with the Manitoulin Community 2009-2013) plus Cloud of Time, Judy's stitching that marks 365 days (2013-14). Mended World exhibition will be occupying the main gallery space.
This is the third time that Judy Martin has had a solo exhibition in the main gallery space at the Homer Watson. Previous exhibitions titles : The House With the Golden Windows, 1995 and My Hand Sings Red, 2001
Amanda McCavour will show floating garden made entirely of thread (2011-2012)
Maggie Vanderweit will exhibit her many wonderful
experiments with eco-printing in her feature exhibit:
Please join us at Homer Watson House Gallery for our monthly educational Lunchtime Lecture on May 14 featuring exhibiting artist Maggie Vanderweit!
12-1 pm
Fibre Art: Process and Demonstration
Professional artist and business owner, Maggie Vanderweit, will discuss her current exhibition and interpret her theme on May 14 from 12-1 pm. Vanderweit will also discuss how she created the fabric used with the "Wrap & Rust" method to create her solo exhibition "What Remains", featuring hand-crafted fibre art. The event will also include a question and answer period with the local artist as well as tasty appetizers!
Maggie Vanderweit is an award-winning textile artist in Waterloo Region, her work is displayed and sold in galleries, shops, textile museums, and in international textile shows. She creates original contemporary art with hand-painted, natural and rust dyed fabrics, silk fusion, felt, hand embroidery, beading, collage and intricately machine quilted surfaces. Recognized for her outstanding innovation, Vanderweit is featured in a number of publications and presents a variety of lectures, retreats and workshops. In her lecture "Fibre Art: Process and Demonstration", she will draw from her solo exhibition currently on display at Homer Watson House & Gallery's 2015 Quilt Exhibition. Vanderweit will bring samples of finished and unfinished pieces for reference during this Lunchtime Lecture.
In addition to our educational and interesting lecture, we will also serve light refreshments and provide tours of Homer Watson's former home. Please remember to bring a lunch!
Admission for this event is $10.00 per person. Complimentary admission is offered to those who hold a valid Homer Watson House Gallery membership.
Follow this link to find out more information about events surrounding these exhibitions.
$57.00 members | $63.00 non-members
$15.00 Material Fee (Optional)
Experimental Layers Workshop by Amanda McCavour
Saturday, July 11 | 10 am - 4 pmJoin Amanda in the studios as students construct dynamic, textured, mixed media surfaces through the use of machine and hand embroidery. With the use of a water soluble stabilizer, students will be encouraged to experiment with a variety of materials to create textured, embellished grounds where stitches hold the surface and materials together. Students will leave with wearable art pieces.
$57.00 members | $63.00 non-members
$15.00 Material Fee (Optional)
ALL CREDIT FOR THIS POST TO : JUDITH MARTIN who posted today at at 7:10 AM and gave permission to EMAIL, POST TO FACEBOOK, POST TO TWITTER, POST TO PINTEREST


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World of football pays tribute to footballing legend
Clubs, players and fans have been mourning the loss of Cyrille Regis over the weekend.
A book of condolence was opened at the Ricoh Arena for fans to remember one of their FA Cup final heroes.
Wolves and Villa also celebrated the life of a man who transcended football rivalries. And at Everton, where West Bromwich Albion were the visitors, there was an emotional minute's applause.


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Photo Director, Educator And Visual Producer
Amber Terranova is an experienced New York-based photo director, educator and visual producer. She is currently a BFA faculty member at The School of Visual Arts and consulting with Magnum Photos Education. Amber has extensive marketing, photo directing, commissioning and consultancy experience for multiple major brands and publications around the world. In 2013 Amber was the interim Director at the Bilder Nordic School of Photography in Oslo, Norway. Amber is committed to photography education and to helping photographers realize their creative and career potential. She has taught photography workshops in the US, Europe, Asia and has been a guest lecturer at several institutions. In addition, she has judged a number of international photo competitions. Amber is an advisory council board member for CENTER, a non-profit that honors, supports, and provides opportunities to gifted and committed photographers.
Amber also offers a 12-hour mentorship, click here to apply.
In a 30-min session Amber Terranova will review your portfolio and give you a general opinion on your work with useful tips to improve and further develop it.
Amber also offers a 12-hour mentorship, click here to apply.In the portfolio review session, Amber can do a general overview of one project or touch on several projects. Together you can fine tune the narrative thread throughout your work by discussing your goals for the work, editing an artist statement, looking at a maximum of 30 photos which represent either one portfolio or edits from several projects. In this session, a beginner can seek feedback to move the project forward. An established photographer can come with more specific questions.
Amber also offers a 12-hour mentorship, click here to apply.In a consultancy session, Amber can offer advice on the next steps and help build a strategy (toolkit) for your production, whether that is a personal project, commercial portfolio, documentary or fine art series. Topics that can be addressed are publishing goals (examples: installation, interactive online platforms, editorial, book form); artist statements; portfolio editing and sequencing; grants lists targeted to your project; client list targeted to your work; or marketing and promotion tips from how to pitch your project in a short email to being persistent but polite in your follow up.
Select your first class below, the following will be agreed with your mentor after the first session.
Total to pay
£102 (inc VAT)
Or pay using PayPal
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text: Ann's background in urban ecology, geography, and art history, has created a deep rooted interest in the design of social spaces. She is focused on understanding how design can play a role in shaping human interaction with nature but also other people. She is interested in how landscape architecture can have the potential to create more empathy between people while encouraging healthy and thriving ecological systems. While at the GSD, Ann's research into micro climates as well as her studio experiences both domestic and abroad gave her an appreciation of landscape architecture at a variety of scales, from the individual experience to the nationwide. After spending a lifetime in the Northeast, Ann is very excited to explore the design and the landscape of Pacific Northwest.


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Love Song to My Body
I love hearing John Denver sing "This Old Guitar." It's about all the things his beat up, scratched up, old hand-me-down guitar ever did for him.
It makes me think of writing a love song to my body.
People, the things my body has been through! Two births, one c-section, botched foot surgery, emergency ruptured tubal surgery, cut from stem to stern again a year later, hysterectomy and bladder suspension, and serious leg surgery after a fluke fall. And I deal with Hashimoto's to boot!
Yet, I'm still kickin!
I love my body! It's my body! I love that it birthed my babies, hiked some trails, led me to amazing places, snorkeled some rarely seen reefs, and now kisses my sweet husband, snuggles my darling girls, and hugs my adult children.
It's my vehicle to experience all the things I've known, and I am grateful!
I love it when people say my son and I share the same laughing eyes, or that my oldest daughter has my smile, and they love my laugh. My body is reflected and mirrored to me in my precious offspring, and they can share the joy I feel inside.
This old guitar it taught me to sing a love song.
Taught me how to laugh and how to cry.
I'll never tell you I don't feel a twinge, or wish my abs had seen less of a scalpel, or that I still had the intact strength of my 20's, but I am doing my best to be grateful for what I have been given.
It opened up the space for us to be.
What a lovely place and a lovely space to be.
Thank you, body. You may not be pretty by the world's standards, but you are beautiful to me!


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How to Make a Container Garden
When a gardener does not have suitable growing space for placing vegetables and flowers into the soil, a resourceful gardener turns to container gardening. As long as you have a sunny spot that is large enough to hold containers, you can make a container garden and grow almost any vegetable or flower. Use containers of varying sizes and shapes, and place the plants into the potting soil in the same way you would place them into the ground, waiting until the weather has warmed sufficiently in the spring.
Select a location for the container garden. Depending upon the light requirements of your plants, situate the container garden in full sun or in partial sun. Plants needing full sun require between eight and 10 hours of sunlight each day. Plants needing partial sun require between three and four hours of sunlight each day.
Place the containers in the area where you will create the container garden and arrange them while they are empty. Once you have filled them with soil, many of them may be too heavy to move. Situate them in a pleasing arrangement. If you will grow climbing flowers or vegetables, install small trellises behind these containers to support the climbing plants.
Use small containers to grow beets, carrots, Swiss chard, lettuce and green onions. Use medium containers to grow beans, peppers and cherry tomatoes. Use large containers to grow cabbage, cucumbers, eggplant, tomatoes and summer squash. Fill the containers to the top with potting soil. Plant flower plants in any size of container, filling the containers with an abundant grouping of flower plants that will grow attractively together.
Sow the seeds in the containers or plant the plants in the containers according to the specific planting instructions for each seed or plant. Follow instructions for seed spacing and depth to place the plants into each container.
Water the soil generously immediately after you finish planting. Keep the soil moist by watering the containers every day until water runs out the bottom drainage holes.
Thin the seedlings when the second set of leaves appears by pulling the weakest plants out of the soil to create the final spacing required for each kind of plant.
Fertilize the plants by mixing the fertilizer with water according to the recommended strength for the size of the containers. Pour the fertilizer over the soil to fertilize the plants every three weeks.
Add 1 to 2 inches of mulch to cover the soil, if you desire. The mulch will keep the soil moist and keep the roots of the plants cool.
Deadhead flowers growing in containers when the blossoms fade on the plants. Clip the blossoms from the plants immediately beneath the blooms. Harvest vegetables when they ripen by pulling or clipping them from the plants.


text: 4250 Words Are you dauntless, Konstantin? Are you happy and sagacious in your high tower, surrounded by your servants and your sycophants? Do you feel safe, with the Death so far below? Don't. I'm coming for you. I've slipped through your gates, and I'm climbing to you with the...Read More


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Wednesday, October 31, 2018
Congratulations, Prea! We look forward to seeing what content you produce!
Prea Persaud, lecturer in Hinduism, has been selected to participate in the American Examples working group which seeks to "develop research on religion in America that is portable, cross-cultural, comparative, and theoretically driven." In the Spring 2019 workshop, participants will produce an edited volume for the NAASR Working Papers series published by Equinox. More information about the workshop and participants can be found here: https://blogs.religion.ua.edu/ae/


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ThaLoops has launched their first virtual instrument Solution Urban Vault, created for urban music producers making beats in Hip-Hop, Trap and Pop music genres.
Solution Urban Vault features over 180 one-shot sample instruments integrated with ThaLoops signature layering method for organic and analog feel. Urban Vault sound library combines the character of the old school, crate digging, dirty, damaged audio feel that beat-makers love from one-shot sample format with the modern layering method provided in Solution virtual instrument to get the powerful merged sound.
Solution Urban Vault features
Solution Urban Vault (VST/AU) is available at ThaLoops store for intro price of $49. For more information visit:
https://www.thaloops.com/urban-vaultCome on the FREE COURSE TOUR
Great home recording starts with a great home recording studio. It doesn't need to be expensive if you know how to select the right equipment for your needs.Download Now
Get the Audio Masterclass Newsletter, subscriber-only info and special offers too.


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Get on and off our buses as often as you like in 48 hours and explore the many tourist attractions the city has to offer. When you board the bus, you'll be given a brochure with a plan of the city and details of the routes with a description of the stops.
This ticket includes:
- All stops
- Hop On Hop Off service as often as you like
- Free WiFi
- Free App walking tours
Location: Rome
From 28.8 €


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Vanilla sponge layered with fresh cream and fresh strawberries and finished with roasted nibbed almonds
6-8 portions
Advice Suitable for vegetarians
Keep refrigerated between +2°C and +5°C and consume within two days from the date of collection / delivery.
Some of our products do include nuts (including peanuts), all of our products are made in a bakery that contains nuts (peanuts) so there may be trace elements of nuts in all of our products.
Due to their hand-made nature, the finished products may vary slightly from the images displayed.
Wheat, Egg, Milk, Soya, Nuts (almonds)
Vanilla Sponge, Fresh Cream, Strawberries, Nibbed Almonds