Wednesday, June 10, 2009
Aw, dem cute li'l puggles....
Reproductively, monotremes are like a VCR-DVD unit, an embodiment of a technology in transition. They lay leathery eggs, as reptiles do, but then feed the so-called puggles that hatch with milk — though drizzled out of glands in the chest rather than expressed through nippled teats, and sometimes so enriched with iron that it looks pink.
Monotreme sex determination also holds its allure. In most mammals, a single set of XX chromosomes signifies a girl, a set of XY specifies a boy. For reasons that remain mysterious, monotremes have multiple sets of sex chromosomes, four or more parading pairs of XXs and XYs, or something else altogether: a few of those extra sex chromosomes look suspiciously birdlike. Another avianlike feature is the cloaca, the single orifice through which an echidna or platypus voids waste, has sex and lays eggs, and by which the group gets its name. Yet through that uni-perforation, a male echnida can extrude a four-headed penis.And they are smart, too, with a neo-cortex that dwarfs ours, as a proportion of total brain mass.
Tuesday, June 9, 2009
just checking
Only one of the eastern PA schools- Central HS in Philly, has a substantial percentage of subsidized lunches. Taken as a whole the rankings might mean that a) the wealthiest school districts in PA aren't all that good, even by their own (testing) standards and b) the struggling districts in PA don't have a chance of making the list.
I wouldn't suggest that these tests are the only measure of a school, of course. But it is interesting.
I note that Pennridge, Palisades, Easton, Hunterdon, CB west, and New Hope-Solebury all failed to turn up on the list.
This is interesting, and worth thinking about (from the person who crunched the data):
AP, IB and Cambridge are important because they give average students a chance to experience the trauma of heavy college reading lists and long, analytical college examinations. Studies by U.S. Department of Education senior researcher Clifford Adelman in 1999 and 2005 showed that the best predictors of college graduation were not good high school grades or test scores, but whether or not a student had an intense academic experience in high school. Such experiences were produced by taking higher-level math and English courses and struggling with the demands of college-level courses like AP or IB. Several other studies looked at hundreds of thousands of students in California and Texas and found if they had passing scores on AP exams they were more likely to do well academically in college. In the latest Texas study, even low-performing, low-income students who got only a 2 on an AP test did significantly better in college than similar students who did not take AP in high school.
I wouldn't suggest that these tests are the only measure of a school, of course. But it is interesting.
I note that Pennridge, Palisades, Easton, Hunterdon, CB west, and New Hope-Solebury all failed to turn up on the list.
This is interesting, and worth thinking about (from the person who crunched the data):
AP, IB and Cambridge are important because they give average students a chance to experience the trauma of heavy college reading lists and long, analytical college examinations. Studies by U.S. Department of Education senior researcher Clifford Adelman in 1999 and 2005 showed that the best predictors of college graduation were not good high school grades or test scores, but whether or not a student had an intense academic experience in high school. Such experiences were produced by taking higher-level math and English courses and struggling with the demands of college-level courses like AP or IB. Several other studies looked at hundreds of thousands of students in California and Texas and found if they had passing scores on AP exams they were more likely to do well academically in college. In the latest Texas study, even low-performing, low-income students who got only a 2 on an AP test did significantly better in college than similar students who did not take AP in high school.
To send a student off to college without having had an AP, IB or Cambridge course and test is like insisting that a child learn to ride a bike without ever taking off the training wheels. It is dumb, and in my view a form of educational malpractice. But most American high schools still do it. I don't think such schools should be rewarded because they have artificially high AP or IB passing rates achieved by making certain just their best students take the tests.
Damn, more rain.
I can't believe it.
Something I can believe is how poor Pennsylvania's showing is on Newsweek's list of the best public high schools in America. 19 schools. That doesn't seem to compare well with states of similar size (e.g. Ohio with 25 schools, NC with over 50). Eastern PA is represented by Council Rock North, Central Bucks East, Central Philadelphia, Conestoga (in Radnor), and Masterton Lab (in Philly). That's it for one of the wealthier regions in the northeatern US.
Basically, the rankings reflect the total number of International Baccalaureate, Cambridge, and AP tests divided by number of seniors. The top rankings are almost all southern schools- I wonder what sort of student body they have. There is a lot of interesting information embedded in this chart.
You can sort by clicking on the columns, and there is information on the relative wealth of the school districts.
Something I can believe is how poor Pennsylvania's showing is on Newsweek's list of the best public high schools in America. 19 schools. That doesn't seem to compare well with states of similar size (e.g. Ohio with 25 schools, NC with over 50). Eastern PA is represented by Council Rock North, Central Bucks East, Central Philadelphia, Conestoga (in Radnor), and Masterton Lab (in Philly). That's it for one of the wealthier regions in the northeatern US.
Basically, the rankings reflect the total number of International Baccalaureate, Cambridge, and AP tests divided by number of seniors. The top rankings are almost all southern schools- I wonder what sort of student body they have. There is a lot of interesting information embedded in this chart.
You can sort by clicking on the columns, and there is information on the relative wealth of the school districts.
Monday, June 8, 2009
Graduation
As usual, it was good theater. John, TAS's co-founder, read a passage from the Dhammapada. Two students then "performed" John Cage's 4'33". I followed with some comments on silence (no one missed the irony). A graduate then read the poem that Zen Master Chang Sik Kim wrote for the occasion.
After we handed out the twelve diplomas some of the graduates took center stage to speak. They were wonderful and varied comments, lovely and funny. I am always so moved by this part of the ceremony.
Here is the text of my talk:
Why begin with a piece of music that is not a piece of music? We sat here in silence, or did we? We sat, or for some us today, stood, as we often have this year quiet and trying to be attentive. Why do we need John Cage’s 4’33” to help us do that? For one thing, a piece of music that isn’t one is kind of funny, kind of a practical joke. It was intended that way in part, in 1952, up in the Berkshire mountains at Tanglewood.
It was also a bit of diabolical Zen humor, a koan, a conundrum- tweaking the noses of a classical music crowd to get them to listen to themselves and what is around them and to ask “can’t everything be music? Amidst all the muttering and complaining a thunderstorm broke over the performance space. There is your answer: what the thunder said.
The answer is yes. Everything is music. And silence is the core. Architecture is an organization of space, of material around usable space. A cup is useful because it is empty and can hold something. A bowl, a glass, a window, a doorway, a tunnel all bind space into some purpose of ours. That is from the Dao De Ching, the book the school is giving to each of the graduates. Thanks to Emma and Julian, we have shaped our own little tunnel, this time of silence, to focus us on what we feel and who we are.
Silence is at the core. A good teacher listens- that is silence. A good parent watches and listens- that is silence. We can let a hurtful comment hang in the air, and not say anything back, and let one person’s words speak back to them, that is a function of silence. Reflection is possible with silence. It is the classical Zen image of an enlightened mind: a perfect mirror, no dust, no distortions.
If you try playing music, or writing poetry, or painting, or cooking there is a moment where one must just follow where the material takes you. It is the same with teaching or helping others, you’ve got to follow. Sometimes it is very mixed, very unclear what is the right thing to do, but silence can do the heavy lifting...
For instance, I received some advice a few years ago. It came from the old chinese book the I Ching. My interpretation of the passage was this: when going into a confused, difficult situation organize your mind around being quiet, observe things carefully, and let the situation unfold over time. You will know when and how to act. Then take responsibility for the conseqences for they are the will of heaven.
In this John Cage piece, he extends the idea of space into music. Great musicians use space, in music space is called a rest- and rests are what form rhythm. 4’33” is all rests; or, as it say in the musical score: “Tacet”, which is latin for “it is silent”. It takes the music and unbounds it: is it the sound in your head? Or those in the room? Is it the wind outside? or the weather, or the whole world? or the entire of creation? It all comes pouring into this wonderful, witty silence for a few minutes.
There is, of course, no true silence. We have a moment of silence every day at lunch. Most of the time I initiate it. For some reason the tradition has evolved that spontaneously one student or another ends it. He or she says: thank you. Sometimes it is such a sweet and perfect stretch of time, sometimes it closes too quick. Often we are just hungry. But all that impatience and desire and waiting just hangs in the air, as if to be understood. It is always, always a perfect reflection of the school at that moment.
Silence is necessary because some feelings are too complex for words, and some phenomena so fleeting and some sounds so faint they would be otherwise entirely lost to us. Those fleeting worlds are ourselves being revealed to ourselves in silence.
And this knowing self- which makes space and silence for the world and its many beings to pour into, is also a following self. It seeks to connect with everything: that is our nature, it follows where the world is going and joins in. This is where compassion comes from.
Here at Tinicum we do noise pretty well, we do silence pretty well. It is all just music.
After we handed out the twelve diplomas some of the graduates took center stage to speak. They were wonderful and varied comments, lovely and funny. I am always so moved by this part of the ceremony.
Here is the text of my talk:
Why begin with a piece of music that is not a piece of music? We sat here in silence, or did we? We sat, or for some us today, stood, as we often have this year quiet and trying to be attentive. Why do we need John Cage’s 4’33” to help us do that? For one thing, a piece of music that isn’t one is kind of funny, kind of a practical joke. It was intended that way in part, in 1952, up in the Berkshire mountains at Tanglewood.
It was also a bit of diabolical Zen humor, a koan, a conundrum- tweaking the noses of a classical music crowd to get them to listen to themselves and what is around them and to ask “can’t everything be music? Amidst all the muttering and complaining a thunderstorm broke over the performance space. There is your answer: what the thunder said.
The answer is yes. Everything is music. And silence is the core. Architecture is an organization of space, of material around usable space. A cup is useful because it is empty and can hold something. A bowl, a glass, a window, a doorway, a tunnel all bind space into some purpose of ours. That is from the Dao De Ching, the book the school is giving to each of the graduates. Thanks to Emma and Julian, we have shaped our own little tunnel, this time of silence, to focus us on what we feel and who we are.
Silence is at the core. A good teacher listens- that is silence. A good parent watches and listens- that is silence. We can let a hurtful comment hang in the air, and not say anything back, and let one person’s words speak back to them, that is a function of silence. Reflection is possible with silence. It is the classical Zen image of an enlightened mind: a perfect mirror, no dust, no distortions.
If you try playing music, or writing poetry, or painting, or cooking there is a moment where one must just follow where the material takes you. It is the same with teaching or helping others, you’ve got to follow. Sometimes it is very mixed, very unclear what is the right thing to do, but silence can do the heavy lifting...
For instance, I received some advice a few years ago. It came from the old chinese book the I Ching. My interpretation of the passage was this: when going into a confused, difficult situation organize your mind around being quiet, observe things carefully, and let the situation unfold over time. You will know when and how to act. Then take responsibility for the conseqences for they are the will of heaven.
In this John Cage piece, he extends the idea of space into music. Great musicians use space, in music space is called a rest- and rests are what form rhythm. 4’33” is all rests; or, as it say in the musical score: “Tacet”, which is latin for “it is silent”. It takes the music and unbounds it: is it the sound in your head? Or those in the room? Is it the wind outside? or the weather, or the whole world? or the entire of creation? It all comes pouring into this wonderful, witty silence for a few minutes.
There is, of course, no true silence. We have a moment of silence every day at lunch. Most of the time I initiate it. For some reason the tradition has evolved that spontaneously one student or another ends it. He or she says: thank you. Sometimes it is such a sweet and perfect stretch of time, sometimes it closes too quick. Often we are just hungry. But all that impatience and desire and waiting just hangs in the air, as if to be understood. It is always, always a perfect reflection of the school at that moment.
Silence is necessary because some feelings are too complex for words, and some phenomena so fleeting and some sounds so faint they would be otherwise entirely lost to us. Those fleeting worlds are ourselves being revealed to ourselves in silence.
And this knowing self- which makes space and silence for the world and its many beings to pour into, is also a following self. It seeks to connect with everything: that is our nature, it follows where the world is going and joins in. This is where compassion comes from.
Here at Tinicum we do noise pretty well, we do silence pretty well. It is all just music.
We are back....
Sorry about the long delay, but now that school year is over, and especially that last manic phase of it (which brings to mind the static charge that builds up in front of the goal right before a shot is made), I have the brain space to blog again.
You can expect three postings a week, perhaps more. It will take a few days to get back into the rhythm.
For now, this is one of those "duh" articles: a movement to return to "client-centered medicine". What an interesting idea. Wouldn't it be something is this became part of psychiatric training?
By stepping off the big-clinic treadmill, where doctors are sometimes asked to see a different patient every 15 minutes, Dr. Batlle has joined the vanguard of physicians trying to redefine health care. These doctors spend more time with patients, emphasize prevention and education to keep them healthy and can handle many medical problems without referrals to specialists.
You can expect three postings a week, perhaps more. It will take a few days to get back into the rhythm.
For now, this is one of those "duh" articles: a movement to return to "client-centered medicine". What an interesting idea. Wouldn't it be something is this became part of psychiatric training?
By stepping off the big-clinic treadmill, where doctors are sometimes asked to see a different patient every 15 minutes, Dr. Batlle has joined the vanguard of physicians trying to redefine health care. These doctors spend more time with patients, emphasize prevention and education to keep them healthy and can handle many medical problems without referrals to specialists.
In many cases, this kind of care can reduce a patient’s medical bills. That’s more crucial than ever: according to a study published online by the American Journal of Medicine, 60 percent of all bankruptcies in the United States in 2007 were driven by health care costs.
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