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    <title>A Day In The Journey</title>
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    <link rel="service.post" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1" title="A Day In The Journey" />
    <updated>2010-03-03T17:33:33Z</updated>
    <subtitle>some scenery before the Destination...</subtitle>
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<entry>
    <title>the realm of Asclepios: part 2b</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/the_realm_of_asclepios_part_2b.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=350" title="the realm of Asclepios: part 2b" />
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    <published>2010-03-01T04:14:51Z</published>
    <updated>2010-03-03T17:33:33Z</updated>
    
    <summary>And now, for the second half of our show! It&apos;s a doozy! *quick montage of public works pictures, interstate highways, the Transcontinental Railroad, elementary schools, universities, venture capitalists, and pharmaceutical labs....voiceover by Dennis Haysbert reminds us that we&apos;ve covered areas...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
    
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        <![CDATA[<p>And now, for the second half of our show! It's a doozy!<br />
*quick montage of public works pictures, interstate highways, the Transcontinental Railroad, elementary schools, universities, venture capitalists, and pharmaceutical labs....voiceover by Dennis Haysbert reminds us that we've covered areas wherein government involvement is positive and even necessary for facilitating simplicity of trade, bolstering private investment, and facilitating consistency of coverage/quality...and now reasons 4 and 5 in favor of government involvement in the private sector--*</p>

<p><b>4) Protecting consumers from faulty products</b><br />
An area of deep importance to every American is the area of food and drug purity. The dawn of industrialism coupled with increased transportation options meant a great variety of new and helpful products such as packaged foods, canned goods, and medicines. Unfortunately, there was little to no regulation on these products at the local or federal levels. This resulted in adulterated food products, both <a href="http://www.ehow.com/about_5516990_usda-do.html">foods that were diluted or polluted</a> in order for manufacturers to get more money for less product and foods that were adulterated with <a href"=http://pubs.acs.org/doi/abs/10.1021/jf900628u">toxic chemicals or heavy metals.</a> (Notice that this penchant for adulterated foods and drugs occurred during the heydey of unrestrained capitalism. Market forces are not capable of controlling everything.) Of course, in any trade or buying scenario, the principle of <a href="http://www.merriam-webster.com/dictionary/caveat+emptor">caveat emptor,</a> but reason suggests it is supremely unethical for a government to turn a blind eye to intentional food or drug adulteration. Even those skeptical of FG involvement in general understand that ensuring consumer protection from dangerous products is a social good. Particularly in the case of faulty food and drugs, it becomes important to have a strong set of consistent standards along with the means and wherewithal to enforce said standards. State governments do not have the resources, ability, or jurisdiction to accomplish this in a meaningful way. Roosevelt recognized this and passed the <a href="http://eh.net/encyclopedia/article/Law.Food.and.Drug.Regulation">Pure Food and Drug Act</a> in response. This became <a href="http://www.fda.gov/AboutFDA/WhatWeDo/History/default.htm">the Food and Drug Administration (FDA),</a> the need for which has only grown as the market for processed foods, pharmaceuticals, and imported food and drugs has grown. A secondary example in this area is the <a href="http://www.ehow.com/about_5516990_usda-do.html">United States Department of Agriculture (USDA).</a> The role of the USDA is limited to agriculture, but it still provides consistent and resource-ready <a href="http://www.usda.gov/wps/portal/!ut/p/_s.7_0_A/7_0_1OB?navtype=SU&navid=LAWS_REGS">protection from faulty products.</a> This protection, while not directly outlined in the Constitution, is a positive and necessary part of ethical and welfare-promoting government.</p>]]>
        <![CDATA[<p><b>5) Protecting consumers from unscrupulous behavior</b><br />
The final area for which I will use argue to argue that FG involvement can be and is beneficial even though not directly designated for it is consumer protection from unscrupulous behavior. While the previous point does overlap, I am going to center largely on fraud in this argument. In the first hundred years of the nation, travel was largely limited. It took time to get from place to place, and fast getaways were largely not feasible. With the development of rail travel, this situation began to change. Up until this time, local law enforcement was looked to for providing consumer fraud protection. By the turn of the century, it was becoming more and more obvious that this was an untenable situation. As a result, the <a href="http://www.fbi.gov/fbihistory.htm">Federal Bureau of Investigation (FBI)</a> was established. While we tend to think of the FBI as solving things like cross-state-line kidnappings and serial killer mysteries, the FBI also investigates <a href="http://www.fbi.gov/cyberinvest/cyberhome.htm">cyber fraud,</a> <a href="http://www.fbi.gov/hq/cid/pubcorrupt/pubcorrupt.htm">government and election fraud,</a> and <a href="http://www.fbi.gov/whitecollarcrime.htm">corporate fraud.</a> As the nation and its business has become more and more connected, a federal organization that has investigative powers has become more and more necessary. Without a strong, consistent, federal involvement, many hustlers would be able to escape prosecution.</p>

<p><br />
Now, having gone through these 5 areas that are not specific, designated roles of the FG and argued that FG involvement is supremely beneficial to American citizens, let me apply the whole kit and caboodle to HCR. It's just what you've been waiting for, I know. </p>

<p><i>1. Simplicity of Trade</i><br />
Currently, health coverage is a strange, capitalist wonderland. Don't get me wrong, capitalism isn't a bad thing. When the market for something that should be as ubiquitous as health care becomes a strange, capitalist wonderland, there might need to be some fundamental changes. I use "wonderland" in the hopes of bringing to mind images of Lewis Carroll and his narrative of Alice's unruly adventures. In the realm of health coverage, every state sets its own regulations for who can sell and what can be sold. I am not advocating that get rid of this formula willy-nilly. Neither is <a href="http://www.whitehouse.gov/health-care-meeting/proposal">the President (WH).</a> Neither do either of the other majority bills (<a href="http://energycommerce.house.gov/index.php?option=com_content&view=article&id=1687&catid=156&Itemid=55">House (HR) bill</a> [<a href="http://www.speaker.gov/newsroom/legislation?id=0327">also here</a>] and <a href="http://thomas.loc.gov/cgi-bin/query/D?c111:2:./temp/~c111jK8ACd::">Senate (S)</a> [<a href="http://dpc.senate.gov/dpcdoc-sen_health_care_bill.cfm">also here</a>]. The <a href="http://www.gop.gov/solutions/healthcare">Congressional minority (GOP)</a> have proposed allowing insurers to sell across state lines. I'll get to the pros and cons of that momentarily. This roller coaster of regulations becomes problematic in that there is no standard, foundational set of minimum regulations. Thus both the insured and the insurers have to revamp and retool in each state. Furthermore, each insurer has different combinations of benefits, types of coverage for different premiums, and uses equivocating terminology. This is not the idea situation for a comparison shopper, to say the least. And comparison shopping for health coverage is certainly more vital, with the outcome more essential, than any other shopping we might do. By allowing FG oversight, we are allowing for the creation of a set of minimum coverage standards (that leaves everything else up to the states, notably) and providing an exchange that clarifies comparison shopping for the health coverage consumer.</p>

<p>*As to allowing insurance sales across state lines: as I have thought about this, it seems that the only way this will not turn into a mirror of the credit card "find the state of least regulation and pelt everyone from there" situation is to still have a federally established set of minimum standards and regulations. Thus, you still end up with...federal regulations. Otherwise, allowing interstate health coverage sales is simply an almost total deregulation of the insurance industry that ends up stripping states of their power to set regulations within their borders. This might even have the result of forcing states to refuse to allow health care outlets to accept plans they deem unfit, leading to more state regulations and monies invested in enforcing them. Not really a win for states or consumers. </p>

<p><i>2. Bolstering private investment</i><br />
I have previously mentioned that pharmaceutical R&D if often supplemented by FG monies. In the scenario of HCR, this would certainly continue. Another aspect of this bolstering of private investment comes with the mandate attached to the bill. In order to facilitate the removal of denials/exceptions based on pre-existing conditions as well as the ability to drop enrollees, the WH bill, the HR bill, and the S bill call for mandate coverage purchase (with a fine in the form of a tax should one choose not to purchase coverage). This much maligned mandate is actually a bolster to enable insurance companies to function as they're meant to (and, unfortunately don't always). All insurance depends on a risk pool: the bigger the risk pool, the more easily companies will recoup their payouts. Furthermore, the group of Americans who have the highest rate of uninsured (<a href="http://aspe.hhs.gov/health/Reports/05/uninsured-cps/index.htm#age">18-34</a> <a href="http://www.pbs.org/newshour/indepth_coverage/health/uninsured/whoaretheuninsured.html">year olds</a> are by and large going to be far less likely to file claims than the demographics currently most insured. By adding the vast majority of this young demographic into the risk pool, companies will have more liquidity, suffer less risk, and be better able to cover the expenses of the ill (a consideration to be taken seriously as the Baby Boomers have entered the demographic that <a href="http://www.healthinaging.org/agingintheknow/chapters_ch_trial.asp?ch=2#Health%20Care">uses their health coverage the most.</a> Having a larger risk pool is better for coverage providers and more advantageous for those who need coverage payouts.</p>

<p><i>3. Facilitating consistency of coverage/quality</i><br />
As in other areas, having minimum set of standards at the federal level is greatly beneficial to society. Requiring all insurance providers to conform to a single set of minimum standards means that no matter which company is providing coverage, the consumer is assured a certain set of coverage and quality standards across the board. This lessens the ability of unscrupulous insurers to game the system by offering sub-standard coverage at ultra-low to those who only discover the coverage and quality gaps when they need coverage the most. Having nationwide minimums means that health care providers are always assured of payment for a given set of circumstances. This reduces the risk for enrollees that claims for treatment they have received will be refused and ensures doctors that basic care costs will always be covered regardless of the insurer with whom they are dealing. A nationwide minimum set of coverage standards sets a consistent foundation of coverage and quality for every insurance purchaser.</p>

<p><i>4. Protecting consumers from faulty products</i><br />
The previous point briefly touched on how minimum standards prevent unscrupulous insurers from bilking consumers when their health care is in the balance. When insurance fraud prosecution is limited to each state, fraudulent insurers have the opportunity to move on to another state and perpetrate the same fraud there. Federal oversight makes fraud prosecution simpler and more expansive even when states continue to hold regulating powers. The presence of federal minimum standards places federal resources at the disposability of state needs. The greatest tool offered by the HCR bills is that of the coverage plan exchange. In order to participate in the exchange, insurers must <a href="http://www.cbpp.org/cms/index.cfm?fa=view&id=2823">meet minimum standards of coverage</a> as well as provide clearly comparable information on benefits and <a href="http://www.whitehouse.gov/health-care-meeting/questions/buy-own-insurance-3">providers.</a> (For a PDF outline of the plan, including the Exchange, see the address at the bottom of the post. This provides the consumer with clear comparisons and the confidence of all plans being vetted for proper coverage. In other words, faulty insurance products will be significantly avoided through both the inclusion of federal oversight and the creating of insurance exchanges (whether one nationwide exchange or federally-overseen state exchanges).</p>

<p><i>5. Protecting consumers from unscrupulous behavior</i><br />
As in the above area, both federal oversight and transparent insurance exchanges will be able to cut down on unscrupulous behavior both by insurers and providers. Of course, these HCR bills don't go as far as they could in eliminating unnecessary charges and fraudulent claims, the simple act of creating more accountability moves farther down that path. Helping the system to move toward less unnecessary testing and away from such a great amount of per-procedure payments will add to progressively eliminating unscrupulous behavior on the part of a percentage of providers (note: I realize that many doctors who do a plethora of procedures don't do so because they are unscrupulous, but the end result is unintentional system-gaming. It is good to move away from a system that encourages this. For an interesting article on how too many procedures is worse for us all not better, <a href="http://www.newyorker.com/reporting/2009/06/01/090601fa_fact_gawande?currentPage=all">read this.</a> It's a little long, but worth it.) Federal involvement also helps states to pursue unscrupulous insurers and the small minority of intentionally unscrupulous health care providers with greater ease (similarly to how it has done so in other areas of fraud, etc.). </p>

<p><br />
All right. I seem to have gotten rather lengthy on this point as well. I hope you can see that merely because something is not a specifically designated area for government involvement (S or FG) does not mean that involvement is not positive and beneficial, even necessary. Further, I feel the need to point out that an application of governmental involvement not being specifically mentioned in the Constitution is no reason to label it "un-Constitutional." A thing is un-Consitutional because it contradicts or breaks the Articles or Amendments of the Constitution, not because it suggest a new application of government roles, in this case, regulating commerce as necessary to improve the system of health coverage in the areas I've outlined above. Each area has historically been deemed a proper one for FG involvement, and each area is a part of the commerce of health care. </p>

<p>Whew. That's certainly quite enough for one post. In our next episode: Are we creating a too narrowly run system with HCR, even....*gasp*...resorting to socialism??? Hm. Perhaps my tone there is a spoiler for my position. haha. Until next time.</p>

<p><br />
<b>PS</b><br />
<a href="http://www.nytimes.com/2010/02/28/weekinreview/28abelson.html?ref=weekinreview">Excellent article in the NYT about why something must be done.</a><br />
Even with a requisite skepticism of the Times, it's quite thought-provoking.<br />
<a href="http://wonkroom.thinkprogress.org/2010/02/22/obama-health-plan/">Brief comparo of the three proffered bills</a> <br />
The PDF of the President's plan can be found here: www.barackobama.com/pdf/issues/HealthCareFullPlan.pdf (I couldn't link it the way I wanted, likely because it's the automatic download address. Apologies.</p>]]>
    </content>
</entry>
<entry>
    <title>the realm of Asclepios: part 2a</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/the_realm_of_asclepios_part_2a.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=349" title="the realm of Asclepios: part 2a" />
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    <published>2010-02-25T03:58:35Z</published>
    <updated>2010-02-25T04:11:57Z</updated>
    
    <summary>In our last episode: our fair authoress discussed the nature of health as or as not an inalienable right and then wrangled through the idea that even if something is not an inalienable right, it may still be something society...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>In <a href="http://www.adayinthejourney.com/life/the_realm_of_asclepios_part_1a.html">our last</a> <a href="http://www.adayinthejourney.com/life/the_realm_of_asclepios_part_1b.html">episode</a>: our fair authoress discussed the nature of health as or as not an inalienable right and then wrangled through the idea that even if something is not an inalienable right, it may still be something society as a whole is better off insuring as many people as possible. *cue snazzy intro music to this episode*</p>

<p>Having thoroughly discussed (to the tune of two lengthy bog posts) my first premise, I am now moving on to the second: it is not the designated role of government to run health care. </p>

<p>The argument that the federal government should not involved in any way, shape, or form in the health care market/system is often predicated on the point that providing for or over-seeing health care and health coverage is not one of the 18 Constitutionally designated roles of Congress--which get applied broadly to "federal government." (The fact that this stance ignores the very broad--purposefully so, I would submit--applications of "making all laws..." notwithstanding.) I would agree that health care is not a specifically designated role of Congress or the federal government as a whole (the FG). Like the premise that health care is not an inalienable right, this premise could be hotly debated. Also like the previous premise, whether it is true or not is no reason that Congress or the FG cannot or should not get involved in an area of commerce or industry. There are five main reasons I wish to address in which government (state and federal) involvement is a positive, and largely necessary thing:<br />
1) to facilitate simplicity of trade<br />
2) to bolster private investment in risky/capital heavy endeavors<br />
3) to facilitate consistency of coverage or quality<br />
4) to protect consumers from faulty products<br />
5) to protect consumers from unscrupulous behavior</p>]]>
        <![CDATA[<p><b>1) Facilitating simplicity of trade</b><br />
The strongest example in favor of this area on involvement is utilities. Now, a large portion of utilities (power, water, etc.) is provided by private companies. These companies, however, contract, not with individual landowners or companies but with governments. This practice has a long <a href="http://www.galvinpower.org/history/energy-timeline-power-through-time">history dating almost back to the first electricity infrastructure</a>. Electricity <a href="http://countrystudies.us/united-states/economy-6.htm">is not the only area </a>of public works that early and consistently garnered federal oversight, regulation, or subsidy. There is a reason why this works so well: it facilitates simple trade. Consider the scenario if individual homeowners bought contracts for their electricity or sewage or water (in the cases where septic tanks and wells are not practical or possible, of course.). The confusion, the tangle of infrastructure would be crippling in most residential areas and impracticable in business and urban areas. The fact is that government purchased and regulated contracts make the public works trade not only simple but, in many areas, feasible. </p>

<p><b>2) Bolstering private investment in risky or capital heavy endeavors</b><br />
There are many quite precedent-setting or socially beneficial endeavors that post significant risk or require significant capital investment to begin/complete. In these areas, government involvement can make or break the project. Various industries depend on federal grant monies to fund <a href="http://www.nsf.gov/statistics/seind96/ch4_rds1.htm">research and development,</a> particularly into areas where there is a high risk of non-return on investment or into new, untested avenues. As a firm capitalist, please understand I support all private endeavors into development, into invention, into creation; as a pragmatist, I know that private investors cannot always enter new and risk-filled areas without bolstering. A major piece of the westward development and industrialization of America, the Trans-continental Railroad, was established with both <a href="http://memory.loc.gov/ammem/gmdhtml/rrhtml/rrintro.html"> FG land grants and subsidies.</a> Governments, both state and federal, have more ability to raise and guarantee capital than most private investors. This makes their involvement in large-scale or risky endeavors positive, and often necessary.</p>

<p><b>3)Facilitating consistency of coverage and/or quality</b><br />
There are three main examples that support the idea of government involvement in order to facilitate coverage and quality consistency. The first is one we have visited already: public works. Not only does government involvement simplify trade and implementation of public works, it insures that a minimum standard is adhered to by providers. Providers who fail to comply must fix the problems or they are replaced by another provider. A second example is that of interstate highways. (The interstate system is also an example of area 2, a capital heavy investment, btw.) In order to feasibly develop the most advantageous coverage and guarantee a minimum standard of safety, federal regulation and investment was necessary. This investment has been both long-term (the main impetus behind this came from <a href="http://www.historynet.com/president-dwight-eisenhower-and-americas-interstate-highway-system.htm#hide>President Eisenhower</a>) and substantial (<a href="http://www.fhwa.dot.gov/interstate/faq.htm> a 90/10 split fed/state</a>). Without the FG, there would likely be no interstate highway system in this country due to the extremely high overhead and big-picture planning necessary. </p>

<p>Before I move on to point 4 and 5, I'd like to take a moment and re-integrate education into the discussion. In  <a href="http://www.adayinthejourney.com/life/the_realm_of_asclepios_part_1a.html">my last</a> <a href="http://www.adayinthejourney.com/life/the_realm_of_asclepios_part_1b.html">posts</a> I discussed the benefits of education as parallel to the benefits of widely affordable health coverage and care. I also pointed out that numerous of the founders and early colonial leaders saw the benefits of a universally accessible education, to the point that publicly funded education was discussed and proposed. Now, I'm sure the point will be raised that both ideologically and constitutionally, education was deemed at the time to be a state-by-state matter. I would agree that in application it was, and is today largely a state-by-state, or even district-by-district matter. The intervention of the federal government in education has been largely two-fold: providing necessary funds to districts and state that are in need of financial assistance, and providing minimum education standards to which state curricula and programs must accede. Of course, logically neither the Founders nor the Constitution could be expected to specifically address the role of the federal government in our current education system: when both were around, the nation was rather small and loosely bound due to the nature of communication at the time. I feel it is quite reasonable, however to infer from the expressed attitudes of the Founders toward education in general, and the necessity of a general education for the preservation of the republic, that they would understand the practical necessity of federal oversight and supplemental funding. It's just realistic. Like other areas, as this country has grown, the necessity of federal oversight and involvement has grown. In oder to simplify trade, bolster funding, and maintain a minimum consistency of coverage and quality, education must have some level of government involvement. I submit that the area of health care and coverage is at the point where a comprehensive involvement of the FG has become both positive and necessary.</p>

<p>And despite my endeavor to keep the discussion of this premise to a single post, this one looks long. Therefore, I will pause here and continue this episode after the break. haha.</p>]]>
    </content>
</entry>
<entry>
    <title>the realm of Asclepios: part 1b</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/the_realm_of_asclepios_part_1b.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=348" title="the realm of Asclepios: part 1b" />
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    <published>2010-02-16T02:13:48Z</published>
    <updated>2010-02-16T02:21:26Z</updated>
    
    <summary>...continued from previous entry... While the ability to receive health care may not be considered an inalienable right, I submit that it is greatly beneficial to our nation as a whole to insure that every citizen has access to health...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>...continued from previous entry...</p>

<p>While the ability to receive health care may not be considered an inalienable right, I submit that it is greatly beneficial to our nation as a whole to insure that every citizen has access to health care. Furthermore, I deem it beneficial to insure that said access is affordable. I have noticed a break down of the debate around this point. I emphasize that access should be <i>affordable</i> for good reason. When it is noted that every American should have access to health care, the discussion becomes disingenuous. Those critical or skeptical of HCR that reply that every American does indeed have access to health care. This is true. Any and every American can find a clinic in their area or a hospital emergency room. A hospital emergency room is required to provide care regardless of ability to pay. Every American does have access to health care. But this response is disingenuous because that is not really the point being raised. True access to health care requires affordability. This is why I emphasized at the beginning the difference between health <i>care</i> and health <i>coverage</i>. When proponents of HCR contend that every American should have affordable access to health care, they are really contending that every American should have affordable health coverage. " Why should they?" you might ask. "If they can't afford insurance, who says they should have affordable access health care? Why is it better?" It is better for several reasons: </p>]]>
        <![CDATA[<p>   <b>*First:</b> right now, the health care system and the US government already shoulder the cost of the uninsured who resort to using the ER as their doctor. While it may be argued that this cost is not crippling to the system, it's still there. In fact, one of the reasons hospital care and ER bills are so high is coverage of uninsured/uncovered ER visits (as well as insured people who are just lazy and use the ER, sidelining valuable resources, but that's a different post entirely.). You may not like it, but you're already paying for the health care of the uninsured in the most inefficient way possible: reactionary care.<br />
    <b>*Second:</b> with wealth comes responsibility. The book of Proverbs is filled with the idea that rulers and the wealthy have a responsibility to provide for the well being of the poor/less fortunate. This is a part of biblical justice that particularly applies to this nation. Let's face it: America is a wealthy nation. And the more that I have considered it, the more that I have come to feel that as a wealthy republic, we should seek to use said wealth justly. And if a responsible use of individual wealth is to help the poor and downtrodden, should a citizen-government do the same? Don't get me wrong, I'm not arguing that everyone should get free Botox, but providing a system of health coverage that enables every citizen access to preventative and basic health care? Yes, I have come to feel that is an application of using our wealth in a just and responsible way. ***<br />
    <b>*Third:</b> which is a stronger, happier, more productive citizenry: a healthy one that faces no financial worries for basic care; or one with a significant segment worried about illness, bills for illness, or staying in a bad job merely for health coverage? In this day and age, health care is ubiquitous. Promoting some form of affordable coverage for basic health care is not like promoting the idea that every citizen should be able to attend Harvard. It is like insuring that every citizen has access to basic education. Preventative and basic care enable the citizens of this country to function at their best. Being able to afford preventative and basic care enable the citizens of this country to do so without fear, worry, or undue financial burden. Consider this: of the over <a href=http://www.reuters.com/article/idUSN155757020080416>850,000 bankruptcies</a> in 2007, <a href=http://voices.washingtonpost.com/health-care-reform/2009/06/new_study_shows_medical_bills.html>62% were due to health care bills</a>. Granted, any number of those individuals/families may have had their credit mazed out before medical bills became the straw of camel-back destruction, but is it acceptable that health care bills should in any way influence, contribute to, or exacerbate the path to bankruptcy? Again, if someone is bankrupting themselves because they want to look like their favorite celebrity, that's got to be on their own shoulders, but that's not typically what we're talking about here. It is societally beneficial to remove latent worry about affording health care.</p>

<p>Like education, health care may not be considered an inalienable right. It is, however, beneficial to society. Particularly where preventative and basic care are concerned, utilizing our collective wealth to provide affordable coverage to the less fortunate raises the collective health standards of the nation. The mere fact that a thing is not an inalienable right should not preclude our willingness to provide it if it is deemed beneficial to our nation as a whole. I will elaborate on this a little more in my next post when I address the issue of designated responsibilities of government.</p>

<p><br />
***Nota bene: some references to the treatment of the poor in Proverbs.<br />
<a href=http://net.bible.org/verse.php?book=Pro&chapter=29&verse=14>judging fairly brings an established throne</a><br />
(and on in Deuteronomy)<a href=http://net.bible.org/verse.php?book=Deu&chapter=15&verse=11</a>Isrealites commanded to bless the poor</a><br />
<a href=http://net.bible.org/verse.php?book=Pro&chapter=14&verse=31>showing favor to the needy honors God</a><br />
(oh and one in Job) <a href=http://net.bible.org/bible.php?book=Job&chapter=31#n29>Job lists neglecting the poor as things offensive to God</a><br />
<a href=http://net.bible.org/verse.php?book=Pro&chapter=21&verse=13>don't</a> <a href=http://net.bible.org/verse.php?book=Pro&chapter=17&verse=5>mock</a> <a href=http://net.bible.org/verse.php?book=Pro&chapter=28&verse=27>or neglect</a> the <a href=http://net.bible.org/verse.php?book=Pro&chapter=19&verse=17>the poor</a>.<br />
<a href=http://net.bible.org/verse.php?book=Pro&chapter=31&verse=20>Wisdom reaches out to the poor</a><br />
This is just a selection of numerous passages that encourage provision for the poor. And that doesn't even count the <a href=http://net.bible.org/verse.php?book=Luk&chapter=14&verse=13>words of Jesus</a> regarding <a href=http://net.bible.org/verse.php?book=Luk&chapter=11&verse=41>the poor.</a></p>]]>
    </content>
</entry>
<entry>
    <title>the realm of Asclepios: part 1a</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/the_realm_of_asclepios_part_1a.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=347" title="the realm of Asclepios: part 1a" />
    <id>tag:www.adayinthejourney.com,2010://1.347</id>
    
    <published>2010-02-16T02:12:49Z</published>
    <updated>2010-02-16T06:11:27Z</updated>
    
    <summary>I&apos;m going to begin with a small disambiguation. In these posts, I will refer to receiving medical care and treatment (eg: a doctor&apos;s visit) as health care. I will refer to means of paying for care (eg: insurance plans, Medicaid,...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>I'm going to begin with a small disambiguation.<br />
In these posts, I will refer to receiving medical care and treatment (eg: a doctor's visit) as health care. I will refer to means of paying for care (eg: insurance plans, Medicaid, etc.) as health coverage. The equivocation of these terms, to me, has contributed to both ignorance and willful misleading in this discussion.</p>

<p>As I mentioned in my last post, I began with three basic premises about health care that I believed necessitated a certain stance on the issue. Through my journey, I discovered that while my premises weren't necessarily false, I had made them more narrow than necessary. I had determined the end to which I thought they pointed without examining whether that application was indeed the only application.</p>

<p>I was going to attempt to deal with my first two premises at the same time, since they are applicationally related, but the post was long. Really long. Therefore, this post will simply deal with the idea that that receiving health care is not an inalienable right. This premise was my reason for determining that it was needless, and possibly dangerous, to force our current system of paying for/providing health coverage in order to insure that every citizen has health coverage or even health care.  Now, many of my readers may agree with this premise, some may disagree. Whether or not you subscribe to this premise, my point is this: it is really a reason to walk away from the proposed models of health care reform (HCR), or even going so far as having a government-run, single-payer system. I will admit that I'm not convinced of the superiority of a single-payer system at this time, but I will note that holding to this premise does not make the a single-payer system illegitimate. At this point, you might be wondering how I justify this position. Well, here goes my explanation:</p>]]>
        <![CDATA[<p>It is good to delineate between things that are inalienable rights and things that are not. This is the basis for making determinations regarding human rights violations. We consider it a human rights violation to imprison someone for disagreeing. We don't consider it a human right violation if a child cannot afford schooling. This is because we view liberty and its exercise to be inalienable while we do not view receiving an education to be so. While it is worthwhile to make distinctions between inalienable rights and benefits/priviledges/whatever you wish to call the other things, we should not allow our list of inalienable rights to limit our perspective when it comes to providing benefits to all citizens. Take education, for example. (By the way, I will be using education as my example several times, largely because it is an acceptable, entrenched, publicly provided service.) </p>

<p>It has long been recognized that it is of particular interest in this country to ensure a general education for all citizens. It is particular because of the fact that America's government is directly enacted, governed, and guided by the votes of her citizens. An uneducated populace is a disaster for a republic such as ours. Even the Founders recognized the importance of education. Thomas Jefferson was a staunch advocate of <a href="http://www.vcu.edu/engweb/transcendentalism/ideas/edhistory.html">Thomas Jefferson</a> public <a href="http://etext.virginia.edu/jefferson/quotations/jeff1370.htm</a>education, going so far as to propose a <a href=http://www.loc.gov/exhibits/jefferson/images/vc64.jpg>Bill for the More General Diffusion of Knowledge</a> which would provide for three years of general education for all Virginia children, plus scholarships for the College of William and Mary. Hm. Sounds rather like Jefferson would have approved of at least the goal of modern public education if perhaps have felt some academics lacking. Then there's John Adams, who seemed to feel that education was a <a href=http://www.wisdomquotes.com/003155.html>worthy expense.</a> Benjamin Franklin, who wrote that "the only thing more expensive than education is ignorance," put forth at least a few <a href=http://www.ushistory.org/franklin/biography/app03.htm>proposals for education in Pennsylvania</a> that would tend greatly toward providing public education for said state's citizens. Even George Washington seemed to feel that education was a non-negotiable for maintaining a strong republic capable of rebuffing tyranny. His <a href=http://www.infoplease.com/t/history/true-washington/adulthood.html>Farewell Address</a> touches on the importance of education.</a> (You'll find that five paragraphs from the bottom.) In all, the early Americans and the Founders were quite convinced of the <a href=http://www.teachersnetwork.org/everywhere/Brady/mod2.3revolution_period2.3.htm> necessity of education to the preservation of our republic, </a> even going to far as to propose different methods of providing said education to all citizens. It is clear (and further examination by my readers would make it even more so), that general education is a desirable thing to insure and provide. </p>

<p>Whew. This is getting long. The point to be made above is this: while something like education may not be considered an inalienable right, it is widely (and early on) acknowledged that an education populace is far more beneficial, and even necessary, than an uneducated one. Thus, it is beneficial, and even right, for the government to provide for a general education. This general education does not supplant, undermine, or eliminate privately offered alternatives; but instead, supplements and challenges it. Merely because something is not an inalienable right does not mean that it is not a good and excellent thing to insure to all citizens, even to the point of the government providing the structure and funding for such a thing. I spent a great part of this post outlining this fact using education. Let me spend a small part (part 1b, in fact) applying it to health care and health coverage.</p>]]>
    </content>
</entry>
<entry>
    <title>entering the realm of Asclepios: Intro.</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/entering_the_realm_of_asclepio.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=346" title="entering the realm of Asclepios: Intro." />
    <id>tag:www.adayinthejourney.com,2010://1.346</id>
    
    <published>2010-02-09T02:22:52Z</published>
    <updated>2010-02-09T02:28:16Z</updated>
    
    <summary>Well, I suppose I&apos;m going to be stirring the pot a bit after all. A friend (who has a thought provoking blog of her own here) mentioned that she was curious about my thoughts on health care reform, in particular...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
            <category term="responses" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>Well, I suppose I'm going to be stirring the pot a bit after all. A friend (who has a thought provoking blog of her own <a href="http://thisjourneyismyown.wordpress.com/">here</a>) mentioned that she was curious about my thoughts on health care reform, in particular the options currently in the media spotlight. So here goes. Of course, there must be the requisite disclaimers seeing that this is a rather more testy subject than it should be (really--I mean words like "death panels," "socialist," "weak," "Nazi," "Hitler," "end of America," "not good enough so we're all going to die miserably without care," "heartless," and "treacherous" are being used. It's a little overboard on both sides of the spectrum, and more vocally so, sadly to me, on the self-identified conservative side.) Therefore, I would like to mitigate an eruption of any kind not knowing who will read this.<br />
	1) I am merely pointing out the position to which I have come and how I have come there. Please do not assume or infer that I am stating everyone should hold to this opinion. I absolutely understand why those who oppose these approaches to health care reform (HCR) do oppose them. I just happen to disagree at this point for the reasons I will enumerate in subsequent posts.<br />
	2) It is perfectly acceptable to post comments of disagreement. I do expect decorum to be utilized which entails not using ad hominem attacks (which debate no point and merely result in devolution of argument and defeating discussion) while endeavoring to avoid merely parroting talking points rather than explaining the reason behind or application of the points. <br />
	3) I couldn't care less about anyones political labels of affiliations in any discussion. I care merely for the ideas they communicate. Thus, any use of "Well, that's because you're a _________________," or "Well, I'm a _________________, so I believe X." I don't care. The only relevant part to the discussion at this or any hand is the exchange of ideas not identification.</p>

<p>I hope I've covered everything. haha. If not, I retain the right to add to the list in the future. </p>

<p>	Now. On to the topic at hand. I suppose the simplest way to explain my journey is to walk it again, but truncated. Trust me, you don't want to belabor your way through my hours of confused thought hashing. I began my journey with three main beliefs regarding health care: 1) receiving health care is not an inalienable right, 2) it is not the designated role of government to run health care, and 3) this country would be not only ill-affected itself while also ill-affecting others were we to find ourselves in the midst of a limiting and narrowly run system. I finished my journey still basically holding to those beliefs. You may find that surprising. The difference in my stance did not necessitate a change of those positions, you'll find. Nevertheless, I will address the second one with several examples to show that believing it is not the designated role of the government to do something is not the same as believing they should not do it. </p>

<p>When I began to ponder the bill, I was convinced that my three premises necessitated a stance against the bill. I had many concerns about the effects of the bill on individuals, health care providers, the economy, taxes, quality of care, and availability of care. I discovered fairly soon that in order to get counters to these concerns, I was going to need to branch out beyond my usual circle of information sources. To be honest, my usual circle of information sources weren't really disseminating or discussing information. I have sadly discovered that a great deal of vocal conservative reaction to these bills is, "This is socialism," "It's a big, fat tax!" and "Look at Medicare! Do we want government running health care?" Granted, there is some of that type from the other side: "If you're against health care reform, you're sentencing millions to death!" and "Insurance companies just want to rape and pillage for the bucks! Government cares enough to want people to live!" You get the idea. (I'll probably right a post about the incredible devolution of political debate in this country in the last few years, but it has to wait. I get too snarky about it currently.) At any rate, I branched out. I read a lot of statistics about health care and health coverage systems world-wide. I read a lot about national deficits, how they affect economies, and how much is too much. I read a lot about what the bills proposed, what they required, what they would change, and what they would cost. And I graded papers and did homework whilst all these things roiled around in my brain. I was really struggling to figure out what the bills were really about as well as how to align it with my political and ethical ideals. </p>

<p>Up to this point in the process I had one, and only one, sounding board: a British friend that I acquired over the summer. This had advantages and disadvantages: while he could ask the interesting questions, listen to my frustrated questions, and offer his perspective on the NHS (and a transient experience with ours via short personal experience and the anecdotes of meeting people as he traveled the US), he couldn't really offer the comparative analysis for which I was looking. Granted, what I really wanted (and would still like) is a side-by-side, comprehensive comparison of multiple aspect of our system, the Canadian system, the British NHS, and the anticipated results of these bills. I know, I know: my desires are extensive, which is why I have yet to realize them. haha. The greatest advantage here was having someone with which to discuss my thoughts. Unfortunately, too many of the people I know are either unable to discuss the issue for various reasons (no knowledge, confrontation-avoidance) or unwilling to engage outside of their ideological comfort zone. Ultimately, an even greater help was that he was able to steer me to those who could answer or at least address the main questions I was having. </p>

<p>Thus, I began working through my questions and concerns. To make it all short, what I intend to do is address my stance and its development through my three premises. I will also (probably when I address the role of government in the health care debate) address this rampant use of the word "socialism" in regards to any government move to subsidize coverage premiums or offer a so-called "public option." At any rate, this could be quite interesting or profoundly boring. Consider this point the "Intro." Get set for the coming parts.</p>]]>
        
    </content>
</entry>
<entry>
    <title>of tenuous misanthropy and not so tenuous tests</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/vocation/of_tenuous_misanthropy_and_not.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=345" title="of tenuous misanthropy and not so tenuous tests" />
    <id>tag:www.adayinthejourney.com,2010://1.345</id>
    
    <published>2010-01-20T02:48:28Z</published>
    <updated>2010-01-20T03:00:22Z</updated>
    
    <summary>I really would like to write something informative and thoughtful and to the point, but lately I&apos;m finding that my reactions to things are just snarky and aggravated. Maybe it&apos;s the cold. Maybe it&apos;s the feeling that I&apos;ve come to...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
            <category term="vocation" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>I really would like to write something informative and thoughtful and to the point, but lately I'm finding that my reactions to things are just snarky and aggravated. Maybe it's the cold. Maybe it's the feeling that I've come to a place where I can voice some opinions with some and other opinions with others, but never al of my opinions to anyone without causing anger of aggravation or disappointment. And then I go to war with myself: the rebellious part of me really wants to post inflammatory things just to get a reaction that I can them mock with "See? I told you" sarcasm. The other part of me more realistically eschews beginning a debate that I will tire of and wish to just quit prematurely. And none of me really wants to deal with anyone else's preconceived notions at this moment. Don't get me wrong, I have preconceived notions, too. It's just that some days I don't mind taking them into account, and other days I just want to punch the wall. Ok. Maybe not punch the wall, but you do get the point. I'm fighting a certain level of misanthropy at the moment for completely unknown reasons. Although I suppose it all comes back to the fact that I feel as though I must divide myself in order to retain approval. Or at least, equilibrium, as I've already mentioned that I wouldn't mind really aggravating some people at the moment. I've never exactly understood my penchant for rebelling when considered in light of my nigh desperate desire for approval. Sigh. At any rate, I'll probably go on to include at least a minor rant in order to justify this wanton revelation of personal emotional status. I'm not sure which one I should include, though. I'll probably avoid it, though, since all the things I can manage to find words about are political. And I tend to try to avoid that particular teapot tempest around here. </p>

<p>Instead, I'll say this: I hate giving tests. </p>

<p>Seriously.</p>

<p>I haven't figured out, yet how to teach Language without them, but I hate them. I'm working on how to either get rid of them entirely or change the format of the ones I'm using to be more advantageous to my goals for my students. Perhaps I should specify more particularly the context in which I hate tests. I hate the Language tests that accompany this curriculum. I also don't like giving Language tests to elementary level students. At the high school level, I gave numerous tests to my Literature students, don't get me wrong; but I feel that tests, especially unit tests are of little use in an elementary Language classroom. And here's why, parts I and II.</p>

<p>I: Why I don't like the tests in this curriculum.<br />
I dislike the tests in this curriculum for three reasons:<br />
	A) They are too spaced out, which means they end up weighing too heavily in the grading structure even with the weigh modifications I make. This also means that they cover a great deal of material. More on that in my third reason.<br />
	B) Many sections have multi-step instructions. While this may seem like a minor problem, for 5th grade students it isn't so minor. Especially when said students are tremendously concerned with making a good grade/not forgetting the information they need. So what happens it this: They read the first instruction, and eager to insure they manage it right, they move directly through the exercise completing step one. At this point, many of them might remember that there are more instructions. These students go back and read instruction 2. Again they immediately go through and just complete step two. The ones who felt a sense of completion after finishing step one have already gone on to the next section without realizing they missed an instruction. The students who did remember will usually complete step two, but rarely remember that there was a step three. To make it worse, these instructions are not divided up, they are in a single paragraph with numbers like this 1) placed before each step. I rarely used multistep instructions with high school students. Doing so with elementary students, who are just beginning to grasp critical thinking and application of processes, is really making things unnecessarily difficult.<br />
	C) While the units in the book are generally confined to small groups of skills (modifiers or punctuation use or prepositional phrases), the tests tend to be vaguely cumulative. If every lesson contained review skills, this would not be a problem. Instead, review skills are relegated to a couple of review pages at the end of the unit. During the unit they've been almost exclusively focused on a single skill or closely related group of skills. Now, I do review in class, but the written work does not typically contain review. 5th grade students are barely at a level where they are able to easily recall past information and apply it to a new set of circumstances (different sets of exercises). This is compounded by the relatively long length of time between the tests. </p>

<p>II: Why I hate tests in elementary curriculum in general:<br />
	Frankly, as noted above, elementary students aren't at a cognitive level to perform well on tests. They are also starting to develop a certain level of test stress that can impede strong performance. Like I've mentioned previously, I have tested and would test (were I still teaching at that level) high school students. The reason for the difference has much to do with the developmental difference between elementary and high school students. High school students have a deeper ability in test-taking situations to take acquired knowledge and apply it. Elementary school is where they need to develop this knowledge, and in my experience, this is better done through written work and quizzing rather than outright tests. I also find that parents tend to place far more weight than necessary on test grades, leading to teachers' tendency to review/put on the study guide <i>problems that are identical to the test problems.</i> I would far rather offer them multiple ways to learn/express the skill and give small, focused quizzes on that material. This would alleviate the stress of tests from students and parents while still allowing me to evaluate knowledge/skill acquisition. Tests just seem to create an atmosphere of higher stress and unreasonable expectations with little more benefit than other evaluative approaches at the elementary level. At any rate, that's where I've come to stand on the issue of tests in elementary curriculum. I think there are just better ways on a regular basis to achieve student evaluation.</p>

<p>Conclusion?<br />
Having used several 5th grade grammar curricula, I feel this one's method of using tests is deeply flawed. A curriculum that I have used before and truly enjoyed pedagogically, reviewed all necessary skills almost every day and tested weekly or bi-weekly. Further, the tests were, in essence, just another worksheet page that happened to count as a test. This, in my experience, rendered a much better result: tests were less stressful and were a better representation of what the students actually grasped on a day-to-day basis. I have a feeling I'm going to be spending some time reconfiguring these tests and how they work in the curriculum. Right now, I feel like I'm handing a lot of my students a huge mountain to overcome two or three times a quarter. That's not really advantageous for them in showing what they know or for me in evaluating it. Tests have a place, but maybe not in the form with which we are familiar. The way they currently exist, I hate them. Time to re-evaluate, I suppose.</p>]]>
        
    </content>
</entry>
<entry>
    <title>personalization overload, pt. 2</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/personalization_overload_pt_2.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=344" title="personalization overload, pt. 2" />
    <id>tag:www.adayinthejourney.com,2009://1.344</id>
    
    <published>2009-12-10T02:57:18Z</published>
    <updated>2009-12-10T02:59:12Z</updated>
    
    <summary>**Continued from previous post... When I mentioned this topic previously, I connected it in kind to the problem with adult inability to deal with unexpected or out-of-the-ordinary emotion in that it is a problem of rearing and education. In order...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>**Continued from previous post...</p>

<p>When I mentioned this topic previously, I connected it in kind to the problem with adult inability to deal with unexpected or out-of-the-ordinary emotion in that it is a problem of rearing and education. In order to become adults who value the opportunity to personalize but do not require it, in fact, sacrifice that desire when it's for the best, children must be taught how. For example, I will give you a scenario: parent takes child into a fast-food restaurant and says, "You can have anything you'd like." This happens over and over until the child expects to get what they would like every time. There is no guidance to the child's decision, no instruction teaching them that their choice is a privilege to enjoy rather than right to demand in every circumstance. Now comes an instance when, for whatever reason, the child is unable to order whatever he wants. We all anticipate the result: an attitude, a tantrum. New scenario: a parent offers guided choices. "You may get a hamburger meal. What side would you like: apples or french fries? What drink would you like: lemon slice or iced tea?" On another day: "Today Mommy needs to choose. Let's get chicken fingers and apples, ok? I'll let you choose next time." On another day: "Today is special, you may order what you'd like from the menu as long as you get a sandwich or chicken with it." And so on, offering the child guided choices when appropriate. Now comes an instance when the child may not choose. I think we will all anticipate a much more pleasant response from this child. Child A has become a creature who expects every desire and whim to be fulfilled. Child B enjoys the personalization of his order, but understands that he can't always have what he wants.</p>

<p>(And I do not think this type of scenario is limited to a home experience. I believe there are numerous classrooms and curricular experiences that cater to children's whims and limit their experience to only what they know or want to know.) </p>

<p>The key here is that adults allow children the opportunity to choose while not indulging their selfishness. When we indulge a child's selfishness behind the justification that we want them to be happy, we actually set them up for discontent and unhappiness. A child reared to expect to have things exactly the way he likes every time will end up being a sorely disappointed adult when he discovers that rarely in life do things actually conform to our every personalized whim. Except of course, for my [redacted] sets of icons. :-P (I'll never divulge the information that hints at my selfish weakness for computer individuality. haha) The thing is, individuality can be an incredible strength. Americans revel in the freedom to be individual, to seek their individual well-being and happiness. This isn't a bad thing. We must, however, remember that the primary weakness of individuality is selfishness. Unchecked self-interest is not a good thing for an individual or for society. It is an incredible gift to be able to choose things that fit us, to have the options to listen to the music we like, to have the color car we enjoy, to choose from a plethora of desktop icons and wallpapers. The problem lies when we are unwilling to concede our desires for something better; when we fail to acknowledge that our ability to choose injures someone else; when our determination to have what we want becomes a selfish grasping, when our desires have devolved into petulant whims. Henry Ford is famous for saying, "Any customer can have a car painted any colour that he wants so long as it is black." Amazingly, he sold plenty of just, plain black Model T Fords. His customers knew that if they wanted his affordable, available automobile (alliteration unintentional) they would need to sacrifice their desire for individual color. I am skeptical that his car's colorful limitations would do so well in today's market. The viewpoint has changed. We've allowed our sense of and desire for individuality to become our excuse for self-service and selfishness. It isn't pretty. If we want to restore the nobility of the Individual, Rugged or otherwise, we must purpose to teach children the balance of desiring personalization and deferring to what's best, that using discretion in our choices sometimes means sacrificing our individual desires (particularly those of the whim strain) for what's best, that having a choice placed in boundaries for that best (eg. uniforms in school) is not a removal of some fundamental right to which they are entitled and can therefore express their discontent in any way they choose. When we expect every aspect of our life to fit our personalization plan, we have become petulant creatures of selfish whims. This is not the American spirit of individuality at all; it is something far uglier and even sinister. </p>

<p>This is a long post, and I failed to offer warning. I'm not even sure I managed to say everything I intended. haha. Perhaps that put some readers off. I feel it is important, though. If we wish others, those looking in on us, to see the nobility of the spirit of individuality rather than its pitfall vice, we must, as parents and educators, imbue upon children the understanding of discretion, of care for the best, of sacrificing selfishness for kindness. To me, a significant part of this process is teaching them how to handle their desires for personalization in their lives. The home and the classroom are excellent training grounds for this process. The Individual can be a noble figure when the Individual is taught to look out for his brethren even in the way he views personal choices.</p>]]>
        
    </content>
</entry>
<entry>
    <title>personalization overload</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/personalization_overload.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=343" title="personalization overload" />
    <id>tag:www.adayinthejourney.com,2009://1.343</id>
    
    <published>2009-11-24T07:35:14Z</published>
    <updated>2009-12-10T02:58:53Z</updated>
    
    <summary>Having allowed the following thoughts to carom around in my head for a couple of weeks (all the while shunting other thoughts around and through), I think I&apos;ve formulated a post. haha. As I mentioned in the last post, I&apos;ve...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
            <category term="vocation" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>Having allowed the following thoughts to carom around in my head for a couple of weeks (all the while shunting other thoughts around and through), I think I've formulated a post. haha. As I mentioned in the last post, I've been thinking about how  we as Americans, as Westerners, too often find ourselves expecting to have things "personalized," and how our educational experience enhances or discourages this need to have every thing we own or do personalized. Now there are a couple of disclaimers that I must make before beginning:<br />
1) I am only addressing this aspect of American life because it's the only culture with which  I have personal experience. I suspect, by observation, that this need for personalization is present in other cultures (especially as it presents in multiple cultures here within the US regardless of cultural origin). However, I cannot speak to these cultures because I have only observed and not lived.<br />
2) I am not here to decry all desiring to have things "your way." People are different from each other, have different likes/dislikes, and different senses of aesthetics. This post isn't about desire, it's about expectation. So please don't accuse me of trying to inflict sameness on the world. haha</p>

<p>So the reason this topic came to my mind was...myself. About four months ago, I bought a new MacBook to replace the iBook that was constantly full. 50G of space just isn't what it used to be. :-P As I pondered which to get and what to add to it, I was also pondering something else: Colorware. For those who don't know, Colorware provides a fantastic personalization service for the owners of certain electronics: they will take your product and custom-color it by applying a polymer-based coating. It's awesome. And $500. And yet, my desire to have a significantly unique MacBook found me with my mouse one click away from "Purchase." At which point I stopped myself. $500 dollars to give my lappy a custom color-coating when I could satisfy my need for a unique, personalized lappy with an amazing decal for a hundredth of the price? I did, however, discover another way to personalize my computer: one candybar purchase and [redacted] hours later, I have [redacted] sets of options with which to personalize every icon used by my computer. As the reality that I had spent [redacted] hours hunting down just the right icons for my lappy set in, I began to ponder the phenomenon of self-centeredness that seems to pervade society today. I have some ideas as to how it happened, mostly beginning with doting parenting, but nevertheless, we have a large group of people who do not merely desire to have things their way, but expect it. In fact, in some/many cases has become an extreme: my way, or else. These are the types who send back their hamburger because it came with pickles despite being ordered without when they could just take the pickles off. So the question becomes raised: Is the problem having the freedom to have things uber-personalized? I don't think that's the problem.</p>

<p>***To be continued in a second post...</p>

<p>*I mentioned some copywrighted and patented things up there. Those companies own that stuff, k? :-P</p>]]>
        
    </content>
</entry>
<entry>
    <title>11-11</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/heroics/1111.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=342" title="11-11" />
    <id>tag:www.adayinthejourney.com,2009://1.342</id>
    
    <published>2009-11-11T16:42:36Z</published>
    <updated>2009-11-11T17:07:53Z</updated>
    
    <summary>In Flanders Fields Lt. Col. John McRae, MD In Flanders Fields the poppies blow Between the crosses row on row, That mark our place; and in the sky The larks, still bravely singing, fly Scarce hear amid the guns below....</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="heroics" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p><b>In Flanders Fields</b><br />
<i>Lt. Col. John McRae, MD</i></p>

<p>In Flanders Fields the poppies blow<br />
Between the crosses row on row,<br />
That mark our place; and in the sky<br />
The larks, still bravely singing, fly<br />
Scarce hear amid the guns below.</p>

<p>We are the Dead. Short days ago<br />
We lived, felt dawn, saw sunset glow,<br />
Loved and were loved, and now we lie<br />
In Flanders fields.</p>

<p>Take up our quarrel with the foe:<br />
To you from failing hands we throw<br />
The torch be yours to hold it high.<br />
If ye break faith with us who die<br />
We shall not sleep, though poppies grow <br />
In Flanders fields.</p>

<p><img alt="Poppy.jpg" src="http://www.adayinthejourney.com/photos/Poppy.jpg" width="500" height="375" /></p>]]>
        
    </content>
</entry>
<entry>
    <title>emotions, those pesky things we don&apos;t know how to process</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/absorbing/emotions_those_pesky_things_we.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=341" title="emotions, those pesky things we don&#39;t know how to process" />
    <id>tag:www.adayinthejourney.com,2009://1.341</id>
    
    <published>2009-10-09T01:23:43Z</published>
    <updated>2009-10-09T01:55:22Z</updated>
    
    <summary>I should be grading right now. Instead I&apos;m spending time dumping thoughts into a blue-ringed rectangle. Awesome. At any rate, there are two things caroming around in my head. That&apos;s your vocabulary word for the day: caroming. It means to...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="absorbing" />
            <category term="life" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>I should be grading right now. Instead I'm spending time dumping thoughts into a blue-ringed rectangle. Awesome. At any rate, there are two things caroming around in my head. That's your vocabulary word for the day: caroming. It means to collide and bounce away, like billiard balls. Aren't you glad to learn that? I'm sure you'll use it as soon as you can. :-D Both things deal with education and resulting human ability to respond. Doesn't that sound exciting. </p>

<p>The first thing has been on my mind for a few weeks. It started with a friend's tweet regarding the way some people responded to a rather horrific event and was further fueled by a similar reaction on the part of a television audience to an unexpected and serious admission. In both cases, the response was highly inappropriate: laughter. A knee-jerk reaction to these responses would understandably be, "What's wrong with people? How can they find this entertaining or humorous? They must be inhuman or completely base." I do not think this is the problem at all. Bear with me as a tell an illustrative story. Back in my college World Drama class, we viewed a recording of a college performance of <i>Cyrano de Bergerac.</i> The performance was really quite good, and the duo scene of Cyrano and Roxanne in the convent garden was quite moving and tragic. Near the end of the scene, Cyrano leans against a tree. Being a stage tree, this tree was equipped with wheels. Unfortunately, the stage hand who had placed the tree failed to lock said wheels causing the tree to move a visible distance when Cyrano leaned against it. The audience, in the midst of this tragic, heart-breaking scene, responded with laughter. My World Drama professor proceeded to lead the class in a discussion of how emotionally immature audiences (in this case, about 85% required-to-attend college students) will often react with laughter when they have no idea what else to do. In other words, when we as humans are met with something emotionally unexpected, something for which we are unprepared, something we don't know how to process properly, we laugh. It isn't that we lack compassion, empathy, or humanity. It is that we lack tools to appropriately process emotionally heavy or embarrassing moments. Like a horrific event caught on video. Or an unexpected admission of moral and ethical failure. So what does this have to do with education? This: as high school classes and curricula have moved toward factual coverage of large quantities of material and catering of said material to only the experiences of the students, we have moved away from teaching them to think critically and process their responses to things outside of their experiences. Granted, you cannot teach emotionally maturity; that takes time and experience to fully develop. You can, however, teach students (using subject material to do so) how to understand, relate, and respond to both ideas and emotional reactions. By teaching them to think and ponder, we give them the tools to aid their emotional development as well. We can expect teens and college students to respond bluntly and immaturely to emotions they don't understand how to process yet. Part of becoming an adult, however, is learning how to respond, or not respond, to overwhelming emotions. Properly constructing pedagogy is a part of that process. If we as educators, parents, and mentors are not teaching these things, we are failing the next generation, not just personally, but socially, culturally, and politically, as well. </p>

<p>The second point is not fully developed in my mind, yet. It concerns the way we as Americans, as Westerners, too often find ourselves expecting to have things "personalized," and how our educational experience enhances or discourages this need to have every thing we own or do personalized. It isn't ready for press, yet, though. Therefore, you may considered yourself teased. :-P </p>]]>
        
    </content>
</entry>
<entry>
    <title>objective case and other tidbits</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/objective_case_and_other_tidbi.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=340" title="objective case and other tidbits" />
    <id>tag:www.adayinthejourney.com,2009://1.340</id>
    
    <published>2009-09-26T21:51:28Z</published>
    <updated>2009-09-26T23:11:07Z</updated>
    
    <summary>I invariably have a small amount of trouble teaching my students about objective case. I&apos;m not sure why. It&apos;s pretty simple: when you use a pronoun as the object of a preposition, a direct object, or an indirect object, you...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
            <category term="vocation" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>I invariably have a small amount of trouble teaching my students about objective case. I'm not sure why. It's pretty simple: when you use a pronoun as the <i>object</i> of a preposition, a direct <i>object</i>, or an indirect <i>object</i>, you use <i>objective</i> case. Apparently, this little nugget of grammar wisdom is skipped over too often, which is why people say things like, "Between you and I" (wrong), "My sister went to the mall with my mom and I" (also wrong), and "You are giving that to who?" (wrong, wrong again). There is a lovely little moment in The Office (US series) that deal with this controversy. I tried briefly to find the video clip, but YouTube is a vast marshland of video clipage through which I was unwilling to wade. Here, instead, is the text of the discussion:<br />
<i>    Ryan: You know what I really want? What I really want is for you to know (the computer system) so you can communicate it to your people here, to your clients, to whomever ...<br />
    Michael: (Snort) OK.<br />
    Ryan: What?<br />
    Michael: It's whoever not whomever.<br />
    Ryan: It's whomever.<br />
    Michael: No. Whomever is actually never right.<br />
    Jim: Well, sometimes it's right.<br />
    Creed: Michael is right. It's a made-up word used to trick students.<br />
    Andy: No. Actually, whomever is the formal version of the word.<br />
    Oscar: Obviously, it's a real word, but I don't know when to use it correctly.<br />
    Michael (to camera): Not a native speaker.<br />
    Kevin: I know what's right. But I'm not going say, because you're all jerks who didn't come to see my band last night.<br />
    Ryan: Do you really know which one is correct?<br />
    Kevin: I don't know.<br />
    Pam: It's whom when it's the object of a sentence and who when it's the subject.<br />
    Phyllis: That sounds right.<br />
    Michael: Sounds right, but is it right?<br />
    Stanley: How did Ryan use it, as an object or a subject?<br />
    Ryan: As an object.<br />
    Kelly: Ryan used me as an object.<br />
    Stanley: Is he right about that ... ?<br />
    Toby: It was: Ryan wanted Michael, as the subject, to explain the computer system, the object, to whomever, meaning us, the indirect object, which is the correct usage of the word.</i></p>

<p>There you go. Short, simple, and sweet lesson in the use of objective case. So what brings this up in my blog today? This:<br />
<img alt="whom.jpg" src="http://www.adayinthejourney.com/photos/whom.jpg" width="212" height="171" /></p>

<p>Now I realize the quality is rather awful as I was using my cell phone and had the setting such that I couldn't zoom. I apologize. The sticker says: Who freed who? Suddenly I understand why my students grapple with simple grammar concepts: adults surround them with ignorance. The end. </p>

<p>Now that I have that out of my system, on to other tidbits. <br />
     * I'm in the middle of Season 3 of Lost. I'm very, very confused and completely addicted.<br />
     * You shouldn't drive too fast in a raging downpour. This is not because of any visibility issues, mind you, but because water splashing up into your engine is a bad thing. <br />
     * The school where I teach uses ABeka for the main portion of the Reading program. We also supplement using the Houghton Mifflin Reading series because it involves more critical thinking skill development, and it's the curriculum the state schools use for Reading at the lower grades. Last year, because I was catching up with myself all year due to coming in at the beginning of the second quarter, I only used the parts of the HM workbooks that stood alone (ie, didn't require reading the selections from the HM readers). This year I started using the HM readers as well. They're really quite nice. The stories are engaging (albeit a little dated at times--a problem that's inherent in some ABeka stories as well, so no biggie), there are many pictures to aid in teaching predicting skills, and really excellent summary questions that include writing connections. I really wish I had been able to integrate this more into the curriculum last year. Of course, I did integrate other comprehension and critical thinking exercises. It will be much easier and better with this particular resource, though.<br />
     * Toe socks are fun.<br />
     * Funny story: Yesterday, I was bustling about the classroom as usual. I had finished the Language lesson and walked over to my desk, set down my Language book, and picked up my Spelling book. I then taught the Spelling lesson and the Reading lesson. About 25 minutes later, I walk to the door at the back of the classroom to line up the students to switch classes before PE. I can see my computer monitor and notice that my open document is currently scrolling up and up and up. I look at it for a moment and realize that it's been scrolling up and up and up for 25 minutes. I realize that when I set down my Language text, the corner of it had landed on the "Enter" key of the number pad. When all is said and done, I had a Word document that was 1497 pages long. Yes, 1497 pages. Needless to say, I went to the top, copied the two pages I was supposed to have into another document and just deleted that one. Hahaha. What a day!</p>

<p>I supposed that's plenty enough for now, all. Have a great weekend!</p>]]>
        
    </content>
</entry>
<entry>
    <title>somber</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/somber.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=339" title="somber" />
    <id>tag:www.adayinthejourney.com,2009://1.339</id>
    
    <published>2009-09-11T22:15:38Z</published>
    <updated>2009-09-26T23:10:36Z</updated>
    
    <summary>Some links: timeline names first responders memorial service 09 That is all....</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="heroics" />
            <category term="life" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>Some links:</p>

<p><a href="http://babalublog.com/2009/09/september-11-2001-the-timeline-2/"target=_new>timeline</a></p>

<p><a href="http://babalublog.com/2009/09/september-11-2001-in-memoriam/"target=_new>names</a></p>

<p><a href="http://www.life.com/image/first/in-gallery/33492"target=_new>first responders</a></p>

<p><a href="http://www.life.com/image/first/in-gallery/33532/new-york-remembers-911"target=_new>memorial service 09</a></p>

<p>That is all.</p>]]>
        
    </content>
</entry>
<entry>
    <title>how to catch an elf instead of doing work</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/life/how_to_catch_an_elf_instead_of.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=335" title="how to catch an elf instead of doing work" />
    <id>tag:www.adayinthejourney.com,2009://1.335</id>
    
    <published>2009-09-05T02:22:51Z</published>
    <updated>2009-09-05T18:49:32Z</updated>
    
    <summary>Around this time of year (ie a week and a half before school starts), I begin trying desperately to avoid the final stages of school preparation. Mind you, it isn’t that I don’t have a moderately sick love of school...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
            <category term="vocation" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>Around this time of year (ie a week and a half before school starts), I begin trying desperately to avoid the final stages of school preparation. Mind you, it isn’t that I don’t have a moderately sick love of school things, or that I don’t appreciate the beauty of having well-done preparations. Rather it is my constant fault of getting to the 3/4 or 7/8 mark and being “done.” Surely my readers understand that feeling. It’s the one where you’ve been spring cleaning and you only have to beat out the rugs and mop the kitchen, but you have just reached your limit…you’re done. It’s the one where you’ve complete 5 hours of the 6 hour drive and you are beyond ready to have arrived…you’re done. This is where I find myself at this point in the approach to the school year: wanting to have the completed and beautifully organized lesson plans and preparations all finished, but no longer having the desire to finish them.</p>

<p>Typically, I reach this point and brace myself to soldier through. This year, however, I stumbled upon a better plan. More accurately, a friend slipped a thought into my brain, and I latched on. Rather than soldiering through, I should find some other person to complete my work for me. I should, in fact, capture an elf! Yes, the more I thought it through, the more it made sense. After all, elves do beautiful work. Their quality is unmatched; their ardour to complete a task unquenched.  The idea of hiring one did, I will say, cross my mind, but was almost immediately stymied by the realization that elves do not typically advertise in the “job wanted” section of the newspaper. Furthermore, I suspected that money was not an object of their desire, and I could think of nothing that I possessed that elves might find a fit trade for their labour. No, no. The more I pondered the situation, the more I was left with only a single path: I must capture an elf if I wished to avoid my work.</p>

<p>The first question raised was, of course, what could I use to capture an elf? This proved to be problematic for my brain at that moment, so I pushed the question aside for later examination. Instead, I turned to the next question at hand: where to begin looking for my elf. Of course, it is common knowledge that the elven kind prefer greenery and poetic scenery, so I began my search in the gardens. </p>

<p>I looked into the rose vines first, thinking that although the blooms were spent, the nature of the rose would be attractive to the elves. Yet, I found none.</p>

<p><img alt="roses.jpg" src="http://www.adayinthejourney.com/photos/roses.jpg" width="600" height="450" /></p>

<p><b>I turned next to some obliging daylilies. </b></p>

<p><img alt="lily fronds.jpg" src="http://www.adayinthejourney.com/photos/lily%20fronds.jpg" width="600" height="450" /></p>

<p><b>Again, there was no elf to be found.</p>

<p>I checked among other flowers and plants that seemed conducive to housing or hiding elves. </b></p>

<p><img alt="plant search.jpg" src="http://www.adayinthejourney.com/photos/plant%20search.jpg" width="600" height="450" /></p>

<p><img alt="scraggle.jpg" src="http://www.adayinthejourney.com/photos/scraggle.jpg" width="600" height="450" /></p>

<p><b>I even ventured to look into a particularly intriguing tree.</b></p>

<p><img alt="tree.jpg" src="http://www.adayinthejourney.com/photos/tree.jpg" width="450" height="600" /></p>

<p><b>Yet all my efforts were to no avail. </p>

<p>Seeking more information, I asked the local feline cabal. </p>

<p>They pointed me in the direction of a clump of rushes near the pond.</b></p>

<p><img alt="rushes.jpg" src="http://www.adayinthejourney.com/photos/rushes.jpg" width="600" height="450" /></p>

<p><b>Although I looked quite carefully, I still had not found my elf. </p>

<p>At this point, it began to rain, so I was forced to postpone my search for a time. The rain was lovely, and I crossed my fingers in the hope that it might cause the elves to venture out afterward in search of after-storm beauty. </b></p>

<p><img alt="rain.jpg" src="http://www.adayinthejourney.com/photos/rain.jpg" width="600" height="450" /></p>

<p><b>I began poking around behind the back shed, but my search was abruptly halted by a canine constable who advised me that trespassing in the area of the shed was “highly discouraged.”</b></p>

<p><img alt="canine constable.jpg" src="http://www.adayinthejourney.com/photos/canine%20constable.jpg" width="461" height="288" /></p>

<p><b>I obligingly removed my search to another location.</b></p>

<p><img alt="susans.jpg" src="http://www.adayinthejourney.com/photos/susans.jpg" width="600" height="450" /></p>

<p><b>After having exhausted every place I thought likely to house an elf, I began to feel my quest a lost one. Out of places to check, I decided to sit by the pond and wait for inspiration.</b></p>

<p><img alt="ponder edges.jpg" src="http://www.adayinthejourney.com/photos/ponder%20edges.jpg" width="600" height="450" /></p>

<p>It was lovely. Frogs were singing. Mist was rising from the pond. The sun began to set in rare form. I paused, contented, to watch for a moment. </p>

<p>As the stars, and the mosquitoes, began to come out, I decided I had better be content to abandon my quest and finish my work on my own. My grand scheme for capturing an elf and save myself some trouble had fallen to ruin around me as I had been completely unable to even find one. I suppose it was all good and well, however, since I had never quite figured out how I might capture one anyway had I managed to find it. “Perhaps another year will bring success,” I thought as I returned to the house and my laptop and my meticulously saved lesson plans.</p>]]>
        
    </content>
</entry>
<entry>
    <title>brief interruption</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/responses/brief_interruption.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=338" title="brief interruption" />
    <id>tag:www.adayinthejourney.com,2009://1.338</id>
    
    <published>2009-08-29T16:52:56Z</published>
    <updated>2009-08-29T16:57:30Z</updated>
    
    <summary>...to say that I was reading a blog and read this statement: &quot;Twilight is something that I hated because I am old and I no longer have any tolerance for romance!&quot; Aside from the lack of a comma in her...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="responses" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>...to say that I was reading a blog and read this statement: "<i>Twilight</i> is something that I hated because I am old and I no longer have any tolerance for romance!"</p>

<p>Aside from the lack of a comma in her compound sentence, I am bothered by this sentiment. I would brush it off as joking (which the exclamation point would support), but I have read her review-ish statements regarding <i>Twilight</i>, and her joke is only partial. It's why she rather doesn't like the book she is discussing in the review in which this statement appears. I just want to say that I certainly hope at no age to lose my tolerance for romance in its many and varied forms. I don't wish to be so jaded/cynical that I dislike a book or a film or a song or a story because it happens to be a romance. That is all I have to say this barely morning. You may return to your regularly scheduled activities.</p>]]>
        
    </content>
</entry>
<entry>
    <title>one week down</title>
    <link rel="alternate" type="text/html" href="http://www.adayinthejourney.com/vocation/one_week_down.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www.adayinthejourney.com/cgi-bin/mt/mt-atom.cgi/weblog/blog_id=1/entry_id=337" title="one week down" />
    <id>tag:www.adayinthejourney.com,2009://1.337</id>
    
    <published>2009-08-23T20:01:53Z</published>
    <updated>2009-08-23T20:23:45Z</updated>
    
    <summary>So the first week of school is down. Just about 35 left to go. haha It feels like it went really well. Such an interesting group of kids. Since I only teach Language Arts, the 5th graders switch classes between...</summary>
    <author>
        <name>Renee</name>
        <uri>http://www.adayinthejourney.com/</uri>
    </author>
            <category term="life" />
            <category term="vocation" />
    
    <content type="html" xml:lang="en" xml:base="http://www.adayinthejourney.com/">
        <![CDATA[<p>So the first week of school is down. Just about 35 left to go. haha It feels like it went really well. Such an interesting group of kids. Since I only teach Language Arts, the 5th graders switch classes between me and my team teacher. Last year, we just switched at lunch. This year is a little more complicated. Because my team teacher was averse to teaching Math (not that I blame her), the 6th grade Math teacher also teaches 5th grade Math. This means that both my homeroom and my team teacher's homeroom have to have Math in the morning, since the Math teacher only teaches half a day. The result is that we must switch classes for Math in the morning. So, I teach both sections of Language in the morning opposite of the Math class. Then, in the afternoon, we switch for Reading as well. I only teach one of the classes Spelling because of the craziness of the schedule. We are slowly rounding the edges off of all the switching. Once again, I'm fascinated by the difference between the two classes. There's always such a different chemistry or vibe or something with each class. It keeps me on my toes, I guess. haha</p>

<p>A couple of my students have already decided to try and fix me up. It occurred in this manner:<br />
girl: so are you married, Ms. D?<br />
me: i am not.<br />
not-a-shy-bone boy: you should be; you're one gorgeous woman!</p>

<p>Next day:<br />
not-shy boy: Ms. D, can I totally hook you up with a guy?<br />
me: I don't know. It depends on your idea of taste.<br />
not-shy boy: *gasp* Ms. D, I have awesome taste! You doubt me?</p>

<p>Yeah. It's amusing. It might become obnoxious, but we'll see. Students are awesome. Totally awesome.</p>

<p>In other news, two more grad classes are down. I'll be embarking on the next two beginning tomorrow. I suppose I could begin them today, but why? :-P </p>

<p>Working my way through season two of Lost. Oh man.</p>

<p>I also watched for the first time <i>Bridget Jones's Diary</i> and <i>Nick and Nora's Infinite Playlist</i>. I enjoyed them both. The first is moderately a girl movie. I found myself rather unempathetic to Bridget at times, but overall, I definitely got her. And the movie was quirky in the fun way. <i>Nick and Nora</i> is an odd little indie flavoured film with a fantastic soundtrack. It's unexpectedly laid back so the when you get to the end, it's just...there. You wait for the moment, and you smile when the pieces fit. </p>

<p>Well, off to input lesson plans. The previously promised fairy capture tale will be arriving as soon as I capture the final picture. So if you're waiting in anticipation, it won't be long. :-)</p>]]>
        
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