Dispatches From North Of The Border

339 Life Opportunities: All 339 Books Referenced In “Gilmore Girls”

2016-10-10T16:57:00.001-04:00

If you want to be a stronger life person through reading then jump in and read, read, read and read. I didn't compile this list but I am so happy to share this even if only one person finds it here.

There are other "lists" and I urge you to find them and choose the one for you. The 10 books list, 100 books list or just 1 important book list to enter your life and being. This 339 books list is potentially a life commitment that will make you stronger, better and wiser.

Here are some useless, unique facts that you may wish to know in advance:

If you read 1 book a week on the list it will take you six and one-half years
If you read one of these books every two weeks, it will take 13 years to complete all the reads
If you decide to purchase each of these to create a library it will cost you a minimum of $7000 and a new IKEA "Billy" bookcase
The cost of these books is FREE if you use your public library (you already paid for them)

1. 1984 by George Orwel
2. Adventures of Huckleberry Finn by Mark Twain
3. Alice in Wonderland by Lewis Carroll
4. The Amazing Adventures of Kavalier & Clay by Michael Chabon
5. An American Tragedy by Theodore Dreiser
6. Angela’s Ashes by Frank McCourt
7. Anna Karenina by Leo Tolstoy
8. The Diary of a Young Girl by Anne Frank
9. The Archidamian War by Donald Kagan
10. The Art of Fiction by Henry James
11. The Art of War by Sun Tzu
12. As I Lay Dying by William Faulkner
13. Atonement by Ian McEwan
14. Autobiography of a Face by Lucy Grealy
15. The Awakening by Kate Chopin
16. Babe by Dick King-Smith
17. Backlash: The Undeclared War Against American Women by Susan Faludi
18. Balzac and the Little Chinese Seamstress by Dai Sijie
19. Bel Canto by Ann Patchett
20. The Bell Jar by Sylvia Plath
21. Beloved by Toni Morrison
22. Beowulf: A New Verse Translation by Seamus Heaney
23. The Bhagava Gita
24. The Bielski Brothers: The True Story of Three Men Who Defied the Nazis, Built a Village in the Forest, and Saved 1,200 Jews by Peter Duffy
25. Bitch in Praise of Difficult Women by Elizabeth Wurtzel
26. A Bolt from the Blue and Other Essays by Mary McCarthy
27. Brave New World by Aldous Huxley
28. Brick Lane by Monica Ali
29. Bridgadoon by Alan Jay Lerner
30. Candide by Voltaire
31. The Canterbury Tales by Chaucer
32. Carrie by Stephen King
33. Catch-22 by Joseph Heller
34. The Catcher in the Rye by J. D. Salinger

35. Charlotte’s Web by E. B. White
36. The Children’s Hour by Lillian Hellman
37. Christine by Stephen King
38. A Christmas Carol by Charles Dickens
39. A Clockwork Orange by Anthony Burgess
40. The Code of the Woosters by P.G. Wodehouse
41. The Collected Stories by Eudora Welty
42. A Comedy of Errors by William Shakespeare
43. Complete Novels by Dawn Powell
44. The Complete Poems by Anne Sexton
45. Complete Stories by Dorothy Parker
46. A Confederacy of Dunces by John Kennedy Toole
47. The Count of Monte Cristo by Alexandre Dumas
48. Cousin Bette by Honore de Balzac
49. Crime and Punishment by Fyodor Dostoevsky
50. The Crimson Petal and the White by Michel Faber
51. The Crucible by Arthur Miller
52. Cujo by Stephen King
53. The Curious Incident of the Dog in the Night-Time by Mark Haddon
54. Daughter of Fortune by Isabel Allende
55. David and Lisa by Dr Theodore Issac Rubin M.D
56. David Copperfield by Charles Dickens
57. The Da Vinci -Code by Dan Brown
58. Dead Souls by Nikolai Gogol
59. Demons by Fyodor Dostoyevsky
60. Death of a Salesman by Arthur Miller
61. Deenie by Judy Blume
62. The Devil in the White City: Murder, Magic, and Madness at the Fair that Changed America by Erik Larson
63. The Dirt: Confessions of the World’s Most Notorious Rock Band by Tommy Lee, Vince Neil, Mick Mars and Nikki Sixx
64. The Divine Comedy by Dante
65. The Divine Secrets of the Ya-Ya Sisterhood by Rebecca Wells
66. Don Quixote by Cervantes
67. Driving Miss Daisy by Alfred Uhrv
68. Dr. Jekyll & Mr. Hyde by Robert Louis Stevenson
69. Edgar Allan Poe: Complete Tales & Poems by Edgar Allan Poe
70. Eleanor Roosevelt by Blanche Wiesen Cook
71. The Electric Kool-Aid Acid Test by Tom Wolfe
72. Ella Minnow Pea: A Novel in Letters by Mark Dunn
73. Eloise by Kay Thompson

74. Emily the Strange by Roger Reger
75. Emma by Jane Austen
76. Empire Falls by Richard Russo
77. Encyclopedia Brown: Boy Detective by Donald J. Sobol
78. Ethan Frome by Edith Wharton
79. Ethics by Spinoza
80. Europe through the Back Door, 2003 by Rick Steves
81. Eva Luna by Isabel Allende
82. Everything Is Illuminated by Jonathan Safran Foer
83. Extravagance by Gary Krist
84. Fahrenheit 451 by Ray Bradbury
85. Fahrenheit 9/11 by Michael Moore
86. The Fall of the Athenian Empire by Donald Kagan
87. Fat Land: How Americans Became the Fattest People in the World by Greg Critser
88. Fear and Loathing in Las Vegas by Hunter S. Thompson
89. The Fellowship of the Ring by J. R. R. Tolkien
90. Fiddler on the Roof by Joseph Stein
91. The Five People You Meet in Heaven by Mitch Albom
92. Finnegan’s Wake by James Joyce
93. Fletch by Gregory McDonald
94. Flowers for Algernon by Daniel Keyes
95. The Fortress of Solitude by Jonathan Lethem
96. The Fountainhead by Ayn Rand
97. Frankenstein by Mary Shelley
98. Franny and Zooey by J. D. Salinger
99. Freaky Friday by Mary Rodgers
100. Galapagos by Kurt Vonnegut
101. Gender Trouble by Judith Butler
102. George W. Bushism: The Slate Book of the Accidental Wit and Wisdom of our 43rd President by Jacob Weisberg
103. Gidget by Fredrick Kohner
104. Girl, Interrupted by Susanna Kaysen
105. The Gnostic Gospels by Elaine Pagels
106. The Godfather: Book 1 by Mario Puzo
107. The God of Small Things by Arundhati Roy
108. Goldilocks and the Three Bears by Alvin Granowsky
109. Gone with the Wind by Margaret Mitchell
110. The Good Soldier by Ford Maddox Ford
111. The Gospel According to Judy Bloom
112. The Graduate by Charles Webb

113. The Grapes of Wrath by John Steinbeck
114. The Great Gatsby by F. Scott Fitzgerald
115. Great Expectations by Charles Dickens
116. The Group by Mary McCarthy
117. Hamlet by William Shakespeare
118. Harry Potter and the Goblet of Fire by J. K. Rowling
119. Harry Potter and the Sorcerer’s Stone by J. K. Rowling
120. A Heartbreaking Work of Staggering Genius by Dave Eggers
121. Heart of Darkness by Joseph Conrad
122. Helter Skelter: The True Story of the Manson Murders by Vincent Bugliosi and Curt Gentry
123. Henry IV, part I by William Shakespeare
124. Henry IV, part II by William Shakespeare
125. Henry V by William Shakespeare
126. High Fidelity by Nick Hornby
127. The History of the Decline and Fall of the Roman Empire by Edward Gibbon
128. Holidays on Ice: Stories by David Sedaris
129. The Holy Barbarians by Lawrence Lipton
130. House of Sand and Fog by Andre Dubus III
131. The House of the Spirits by Isabel Allende
132. How to Breathe Underwater by Julie Orringer
133. How the Grinch Stole Christmas by Dr. Seuss
134. How the Light Gets In by M. J. Hyland
135. Howl by Allen Ginsberg
136. The Hunchback of Notre Dame by Victor Hugo
137. The Iliad by Homer
138. I’m With the Band by Pamela des Barres
139. In Cold Blood by Truman Capote
140. Inferno by Dante
141. Inherit the Wind by Jerome Lawrence and Robert E. Lee
142. Iron Weed by William J. Kennedy
143. It Takes a Village by Hillary Rodham Clinton
144. Jane Eyre by Charlotte Bronte
145. The Joy Luck Club by Amy Tan
146. Julius Caesar by William Shakespeare
147. The Jumping Frog by Mark Twain
148. The Jungle by Upton Sinclair
149. Just a Couple of Days by Tony Vigorito
150. The Kitchen Boy: A Novel of the Last Tsar by Robert Alexander
151. Kitchen Confidential: Adventures in the Culinary Underbelly by Anthony Bourdain

152. The Kite Runner by Khaled Hosseini
153. Lady Chatterleys’ Lover by D. H. Lawrence
154. The Last Empire: Essays 1992-2000 by Gore Vidal
155. Leaves of Grass by Walt Whitman
156. The Legend of Bagger Vance by Steven Pressfield
157. Less Than Zero by Bret Easton Ellis
158. Letters to a Young Poet by Rainer Maria Rilke
159. Lies and the Lying Liars Who Tell Them by Al Franken
160. Life of Pi by Yann Martel
161. Little Dorrit by Charles Dickens
162. The Little Locksmith by Katharine Butler Hathaway
163. The Little Match Girl by Hans Christian Andersen
164. Little Women by Louisa May Alcott
165. Living History by Hillary Rodham Clinton
166. Lord of the Flies by William Golding
167. The Lottery: And Other Stories by Shirley Jackson
168. The Lovely Bones by Alice Sebold
169. The Love Story by Erich Segal
170. Macbeth by William Shakespeare
171. Madame Bovary by Gustave Flaubert
172. The Manticore by Robertson Davies
173. Marathon Man by William Goldman
174. The Master and Margarita by Mikhail Bulgakov
175. Memoirs of a Dutiful Daughter by Simone de Beauvoir
176. Memoirs of General W. T. Sherman by William Tecumseh Sherman
177. Me Talk Pretty One Day by David Sedaris
178. The Meaning of Consuelo by Judith Ortiz Cofer
179. Mencken’s Chrestomathy by H. R. Mencken
180. The Merry Wives of Windsor by William Shakespeare
181. The Metamorphosis by Franz Kafka
182. Middlesex by Jeffrey Eugenides
183. The Miracle Worker by William Gibson
184. Moby Dick by Herman Melville
185. The Mojo Collection: The Ultimate Music Companion by Jim Irvin
186. Moliere: A Biography by Hobart Chatfield Taylor
187. A Monetary History of the United States by Milton Friedman
188. Monsieur Proust by Celeste Albaret
189. A Month Of Sundays: Searching For The Spirit And My Sister by Julie Mars
190. A Moveable Feast by Ernest Hemingway

191. Mrs. Dalloway by Virginia Woolf
192. Mutiny on the Bounty by Charles Nordhoff and James Norman Hall
193. My Lai 4: A Report on the Massacre and It’s Aftermath by Seymour M. Hersh
194. My Life as Author and Editor by H. R. Mencken
195. My Life in Orange: Growing Up with the Guru by Tim Guest
196. Myra Waldo’s Travel and Motoring Guide to Europe, 1978 by Myra Waldo
197. My Sister’s Keeper by Jodi Picoult
198. The Naked and the Dead by Norman Mailer
199. The Name of the Rose by Umberto Eco
200. The Namesake by Jhumpa Lahiri
201. The Nanny Diaries by Emma McLaughlin
202. Nervous System: Or, Losing My Mind in Literature by Jan Lars Jensen
203. New Poems of Emily Dickinson by Emily Dickinson
204. The New Way Things Work by David Macaulay
205. Nickel and Dimed by Barbara Ehrenreich
206. Night by Elie Wiesel
207. Northanger Abbey by Jane Austen
208. The Norton Anthology of Theory and Criticism by William E. Cain, Laurie A. Finke, Barbara E. Johnson, John P. McGowan
209. Novels 1930-1942: Dance Night/Come Back to Sorrento, Turn, Magic Wheel/Angels on Toast/A Time to be Born by Dawn Powell
210. Notes of a Dirty Old Man by Charles Bukowski
211. Of Mice and Men by John Steinbeck
212. Old School by Tobias Wolff
213. On the Road by Jack Kerouac
214. One Flew Over the Cuckoo’s Nest by Ken Kesey
215. One Hundred Years of Solitude by Gabriel Garcia Marquez
216. The Opposite of Fate: Memories of a Writing Life by Amy Tan
217. Oracle Night by Paul Auster
218. Oryx and Crake by Margaret Atwood
219. Othello by Shakespeare
220. Our Mutual Friend by Charles Dickens
221. The Outbreak of the Peloponnesian War by Donald Kagan
222. Out of Africa by Isac Dineson
223. The Outsiders by S. E. Hinton
224. A Passage to India by E.M. Forster
225. The Peace of Nicias and the Sicilian Expedition by Donald Kagan
226. The Perks of Being a Wallflower by Stephen Chbosky
227. Peyton Place by Grace Metalious
228. The Picture of Dorian Gray by Oscar Wilde
229. Pigs at the Trough by Arianna Huffington

230. Pinocchio by Carlo Collodi
231. Please Kill Me: The Uncensored Oral History of Punk Legs McNeil and Gillian McCain
232. The Polysyllabic Spree by Nick Hornby
233. The Portable Dorothy Parker by Dorothy Parker
234. The Portable Nietzche by Fredrich Nietzche
235. The Price of Loyalty: George W. Bush, the White House, and the Education of Paul O’Neill by Ron Suskind
236. Pride and Prejudice by Jane Austen
237. Property by Valerie Martin
238. Pushkin: A Biography by T. J. Binyon
239. Pygmalion by George Bernard Shaw
240. Quattrocento by James Mckean
241. A Quiet Storm by Rachel Howzell Hall
242. Rapunzel by Grimm Brothers
243. The Raven by Edgar Allan Poe
244. The Razor’s Edge by W. Somerset Maugham
245. Reading Lolita in Tehran: A Memoir in Books by Azar Nafisi
246. Rebecca by Daphne du Maurier
247. Rebecca of Sunnybrook Farm by Kate Douglas Wiggin
248. The Red Tent by Anita Diamant
249. Rescuing Patty Hearst: Memories From a Decade Gone Mad by Virginia Holman
250. The Return of the King by J. R. R. Tolkien
251. R Is for Ricochet by Sue Grafton
252. Rita Hayworth by Stephen King
253. Robert’s Rules of Order by Henry Robert
254. Roman Holiday by Edith Wharton
255. Romeo and Juliet by William Shakespeare
256. A Room of One’s Own by Virginia Woolf
257. A Room with a View by E. M. Forster
258. Rosemary’s Baby by Ira Levin
259. The Rough Guide to Europe, 2003 Edition
260. Sacred Time by Ursula Hegi
261. Sanctuary by William Faulkner
262. Savage Beauty: The Life of Edna St. Vincent Millay by Nancy Milford
263. Say Goodbye to Daisy Miller by Henry James
265. The Scarlet Letter by Nathaniel Hawthorne
266. Seabiscuit: An American Legend by Laura Hillenbrand
267. The Second Sex by Simone de Beauvoir
268. The Secret Life of Bees by Sue Monk Kidd

269. Secrets of the Flesh: A Life of Colette by Judith Thurman
269. Selected Hotels of Europe by Fodor's
271. Selected Letters of Dawn Powell: 1913-1965 by Dawn Powell
272. Sense and Sensibility by Jane Austen
273. A Separate Peace by John Knowles
274. Several Biographies of Winston Churchill
275. Sexus by Henry Miller
276. The Shadow of the Wind by Carlos Ruiz Zafon
277. Shane by Jack Shaefer
278. The Shining by Stephen King
279. Siddhartha by Hermann Hesse
280. S Is for Silence by Sue Grafton
281. Slaughter-house Five by Kurt Vonnegut
282. Small Island by Andrea Levy
283. Snows of Kilimanjaro by Ernest Hemingway
284. Snow White and Rose Red by Grimm Brothers
285. Social Origins of Dictatorship and Democracy: Lord and Peasant in the Making of the Modern World by Barrington Moore
286. The Song of Names by Norman Lebrecht
287. Song of the Simple Truth: The Complete Poems of Julia de Burgos by Julia de Burgos
288. The Song Reader by Lisa Tucker
289. Songbook by Nick Hornby
290. The Sonnets by William Shakespeare
291. Sonnets from the Portuegese by Elizabeth Barrett Browning
292. Sophie’s Choice by William Styron
293. The Sound and the Fury by William Faulkner
294. Speak, Memory by Vladimir Nabokov
295. Stiff: The Curious Lives of Human Cadavers by Mary Roach
296. The Story of My Life by Helen Keller
297. A Streetcar Named Desire by Tennessee Williams
298. Stuart Little by E. B. White
299. Sun Also Rises by Ernest Hemingway
300. Swann’s Way by Marcel Proust
301. Swimming with Giants: My Encounters with Whales, Dolphins and Seals by Anne Collett
302. Sybil by Flora Rheta Schreiber
303. A Tale of Two Cities by Charles Dickens
304. Tender Is The Night by F. Scott Fitzgerald
305. Term of Endearment by Larry McMurtry
306. Time and Again by Jack Finney
307. The Time Traveler’s Wife by Audrey Niffenegger

308. To Have and Have Not by Ernest Hemingway
309. To Kill a Mockingbird by Harper Lee
310. The Tragedy of Richard III by William Shakespeare
311. A Tree Grows in Brooklyn by Betty Smith
312. The Trial by Franz Kafka
313. The True and Outstanding Adventures of the Hunt Sisters by Elisabeth Robinson
314. Truth & Beauty: A Friendship by Ann Patchett
315. Tuesdays with Morrie by Mitch Albom
316. Ulysses by James Joyce
317. The Unabridged Journals of Sylvia Plath 1950-1962 by Sylvia Plath
318. Uncle Tom’s Cabin by Harriet Beecher Stowe
319. Unless by Carol Shields
320. Valley of the Dolls by Jacqueline Susann
321. The Vanishing Newspaper by Philip Meyers
322. Vanity Fair by William Makepeace Thackeray
323. Velvet Underground’s The Velvet Underground and Nico (Thirty Three and a Third series) by Joe Harvard
324. The Virgin Suicides by Jeffrey Eugenides
325. Waiting for Godot by Samuel Beckett
326. Walden by Henry David Thoreau
327. Walt Disney’s Bambi by Felix Salten
328. War and Peace by Leo Tolstoy
329. We Owe You Nothing – Punk Planet: The Collected Interviews edited by Daniel Sinker
330. What Colour is Your Parachute? 2005 by Richard Nelson Bolles
331. What Happened to Baby Jane by Henry Farrell
332. When the Emperor Was Divine by Julie Otsuka
333. Who Moved My Cheese? by Spencer Johnson
334. Who’s Afraid of Virginia Woolf by Edward Albee
335. Wicked: The Life and Times of the Wicked Witch of the West by Gregory Maguire
336. The Wizard of Oz by Frank L. Baum
337. Wuthering Heights by Emily Bronte
338. The Yearling by Marjorie Kinnan Rawlings
339. The Year of Magical Thinking by Joan Didion

Ontario and the Accessibility for Ontarians with Disabilities Act (AODA): It's a ruse to allow systemic discrimination

2016-09-22T13:52:00.001-04:00

I penned this response to Urban Toronto about an online article, written by a staff reporter, which puported to cover an all access meeting held September 15, 2016. The following is the link to the article followed by review of their reporting of the meeting.

Spotlight on Wheel-Trans and the AODA at TTC Accessibility Forum

Urban Toronto, unfortunately you got the message totally wrong on the Toronto Transit Commission (TTC) forum on accessibility! The message really is that the TTC lacks accessibility and discriminates against persons with disability.

Less than 50% of Toronto subway stations are accessible. Urban Toronto's #ableism shows in how you write a puff piece supporting the TTC, the City and Toronto and the Government of Ontario in their continued assertion that they can and will violate the 1982 Charter of Rights and Freedoms.

By way of a very simplistic example, if only 50% of Toronto subway stations allowed users to enter what kind of TTC and public reaction would there be? One simply needs to look at what happens when one subway station is closed temporarily whether on weekends or during rush hours.

Noticeably absent from the forum were the TTC Chair Josh Colle and Mayor John Tory. This city will continue to discriminate against all disabled until they will be "discrimination free" by 2025. Horse Puckey! All Toronto citizens will be ten years older in 2025 and they will discover the TTC, City of Toronto and The Ontario government have lied to us for twenty years. A ruse to support discrimination.

As for 2016, all TTC signage everywhere should read "No Disabled Allowed" here.

Imagine if those signs read "No Blacks Allowed" or "No LGBTQ Allowed".

This discrimination wouldn't be allowed to stand for even one day, yet another group, also guaranteed non-discrimination by the Canadian Constitutional and the " Charter of Rights and Freedoms" has their rights violated daily.

I thought we decided in 1982 with "The Constitution Act" that these types of actions were illegal and discriminatory?

Unfortunately my Canada discriminates against persons with disability. I am not ashamed of my disability but I ashamed to live in Canada.

William A. Hoch

Twitter: @MacBerry

Finding Work-Life Balance #Infographic

2015-09-12T10:47:00.001-04:00

Find more education infographics on e-Learning Infographics

SOURCE: http://goo.gl/W8J9KY

2015-08-25T20:47:00.000-04:00

Toronto Restaurants and Clubs of the 1970s & 1980s

Clubs:

1) The Generator - Yonge St., west side, south of Eglinton. (late 70s to early 80s)
2) The Piccadilly Tube - Yonge St., west side, north of Dundas. (late 70s, where the Atrium on Bay now stands)
3) The Apocalypse Club - College Av., north side, at Crawford. (late 80s/early 90s)
4) The Siboney Club - Augusta Av., Kensington. (late 80s/early 90s)
5) Cafe on the Park - Eglinton Av. West, north side, east of Younge. (early 80s)
6) Diamond Club - Sherbourne St. north of Wellesley. (1984-1991, later became The Phoenix)
7) The Rondun Tavern - Dundas West at Roncesvalles. (demolished 1985)
8) The Algonquin Tavern - Yonge St., north of Finch. (demolished 1986)
9) Colonial Tavern - Yonge St., east side, south of Shuter. (late 1940's to 1986)
10) Bamboo Club - Queen St. West. (1984 - 2002)
11) Cabana Room - Spadina Hotel - Spadina Av., north of King.
12) El Mocambo - Spadina
13) Nickelodeon - Yonge St., south of Dundas, upstairs. (closed in early 80s)
14) Dominos/Komrads Yonge St., north of Wellesley. (early-mid 80s)
15) Opera House - Queen St. East at Broadview.
16) Nag's Head Tavern - Eaton's Center, second floor. (closed mid 80s; became Lime Rickey's)
17) The Turning Point - Bloor St. West. (late 70s, early 80s)
18) Xanadu - Mt. Pleasant Av., south of Eglinton. (early 80s. Later DeSoto's)
19) Edge Club - Carleton Av. (late 70s, early 80s)
20) Hannibal's - Yonge St., north of Sheppard. (closed early 90s)
21) Morissey Tavern - Yonge St., north of Bloor. (closed mid-90s)
22) Music Hall - Danforth Av.
23) Empire - Yonge St., west side, north of College.
24) Frankenstein's - Yonge St., east side, south of Gerard - next door to Bermuda Tavern, upstairs. (short-lived punk club 1983)
25) The Ports of Call - Yonge St., east side, north of Summerhill. Later "The Ports" (demolished mid-80s)
26) Larry's Hideaway - Carleton St., south side. (closed mid-80s, burned down in 1991)

Restaurants:

1) Garbo's - Queen St. West - east of Spadina. (early 80s, later became Tortilla Flats)
2) Harvey Wallbangers - Yonge St., east side, north of Queen. (closed 1982)
3) The Hayloft - Esplanade. (1970s)
4) Old Spaghetti Factory - Esplanade.
5) Cafe New Orleans - Yonge at St. Joseph.
6) Mr. Greenjeans - Eaton Center
7) Howard Johnson's - Yonge St., south of Dundas. (closed mid-80s)
8) Hernando's Hideway - Yonge St., at Wellesley

Teens and Media Over the Years 1995 - 2005 - 2015

2015-06-12T16:28:00.004-04:00

Find more education infographics on e-Learning Infographics

http://goo.gl/6F9uC3

"The Rule": The Benedictine Way of Leadership

2015-04-28T12:41:00.000-04:00

The important narrative below arrived on my computer via GOOGLE search while I was inspired to learn as much as I could about St. Benedict. This personal quest for information came about as I watched a 2014 documentary on PBS entitled "The Rule" by independent film directors, Marylou Tibaldo-Bongiorno and Jerome Bongiorno.

I invite you to read (below) and then share these writings of this anonymous 2008 blogger from San Beda College in the Philippines. His words seem to have been understood and written in a blog St. Benedict and His Rules adapted from the book The Benedictine Rule of Leadership: Classic Management Secrets You Can Use Today by Craig Galbraith (2004).

Finally, you really should look at the documnetary "The Rule" and learn about and enjoy the amazing education work of the Benedictine Monks of Newark.

__________________________________________________________________________

Benedictine Way of Leadership

"We can learn to lead by discovering the power that lies within each one of us to make a difference and being prepared when the call to lead comes. But when that time comes, there are certain rules that you must apply to achieve success.

As a student of San Beda College, we must equip ourselves with a proper work attitude in the corporate world. Because of the Benedictine Rule of Leadership, we are taught on how to strike balance a true Benedictine Character and Industrial competitiveness. Benedict's renowned practicality makes his way of life appropriate wherever people live and work together. His values can be applied to the family, the parish, the school, and the workplace.

1. The Benedictine Rule Of Leadership:

Rule of Common Interest:
Superior organizations are at all times shaped as elite fraternities, with a clearly stated common purpose. Mission statements must be precise declarations of the common purpose, as well as promises of organizational behavior.

Rule of Selection and Formation:
Organizations are only as good as their people; superior organizations should not be easy to join, and the primary motivator for selection and formation is the promise of fraternity and stability. There must be no preferential treatment of members.

Rule of Merit and Seniority:
This rule explains how to deal with job-assignment issues. Age should not be considered a relevant measure of talent, and, while seniority must be honored because it creates continuity and a reference point for experience, merit should always be the determinant for rewards or positions of authority.

Rule of Focused and Independent Ventures:
Benedict believed organizations should remain lean, self-sufficient and focused on a common objective. He warned against too many levels of management or bureaucracy, and of the dangers of centralization and hierarchy. He believed that subsidiary or offshoot groups should be economically autonomous, maintaining only cultural and philosophical bonds.

Rule of Innovation:
Benedict recognized that paradigms would be challenged and periodically upset. He believed innovation within the existing paradigm would come from the lower levels of the membership, while innovation that challenged the paradigm would come from senior members. Innovations that break the paradigm had to come from outside the organization.

Rule of Ethics:
The rule states that ethics is a fundamental, structural part of the organization and its management system; ethics cannot be forced, so the leader must create an environment in which members naturally make the proper ethical decisions. The ethical leader must ensure that there are no fraud, dishonesty and greed in business practice. He or she must give emphasis to disciplinary acts and have corporate cohesion.

Rule of Stability:
Vow of stability means building strong and sure foundations, avoiding unnecessary and foolish risks, and investing for the long term. A leader must invest in their training, make the workplace enjoyable, and ensure that they remain on board for the long run. Maintaining stability in his relationships with subordinates means building a strong is a good start to achieve success. For the Christian leader, seeking stability means building a solid, disciplined spiritual life and knowing and holding to one's spiritual values despite the pressures of competition and a constantly shifting marketplace. This rule provides for continuity in leadership succession, ideals, culture and job security.
Stable organizations provide continuity â€“ continuity in leadership succession, in organizational ideals and culture, and in job security. The three keys to stability are community, fairness and tenure. The rule does allow for organizational transfers, but only under proper conditions and if a certain process if followed.

Rule of Purposeful Ritual:
Cohesiveness is an all-important bonding process. It is the Positive power inherent in the motion of "elite fraternity". it creates the sense of group "togetherness". However, St. Benedict said that it comes from a management process. it can be traced to purposeful ritual. Ritual provides a powerful sense of stability in a troubled world. the rule also carefully lays out the nature and times of different prayers, and how they change it according to the season. Customary is a document that describe the special custom, celebration, ideal, and other standards of behavior fit the community. it reflects the collective experiences and wisdom of the community. Rituals, must be tied clearly and unambiguously to the shared common objective of the group to be achived. Ritual cannot be contrived or fake. It must be cyclical events and consistently applied. It must be aesthetically pleasing and does not create cohesiveness.

Rule of Group Reliance and Mutual Respect:
Building and nurturing a cohesive working team, St.Benetict would likely offer mutual reliance. Members must learn to rely on other community members. In a Truly cohesive organization, reliance is deep, intimate, and multidirectional. Mutual respect must be given for any and all members of the team,regardless of social status, job title, or station in life. He calls the emphasis on mutual respect between group members the "good zeal", of the community.

Rule of Discipline:
Benedict held that leaders should see discipline as a lesson plan, not as punishment. Benedict believed that cohesive organizations gave second and third chances. He stated that there should be no favoritism in matters of discipline and that the ultimate penalty of discharge from the community, while sometimes necessary for the health of the group, was as traumatic as an amputation and had to be very carefully considered.

Rule of Counsel:
Benedict's idea was that executive appointments should be democratic. Any member of the organization could become a leader, regardless of seniority, as decisions had to be based on merit alone. For St. Benedict, efficiently accomplishing a set of complex and diverse task, require a blend of single-leader management structure and the cohesive dynamics of modern team management. The rule outlines a strict process for selection of senior executive. It also establishes how that senior executive must subsequently interact with the group. He believed that the initial selection of Chef Executive Officer should be a largely democratic process. Sound judgement thus become the standard in Benedictine model. Age, rank, and seniority should be irrelevant. Only the best and the most deserving need apply. Merit is the most consideration.

Rule of Grumbling:
Benedict discouraged complaining, but recognized that grumbling was a major indicator of the health of his organization. He declared that the source of grumbling ought to be found and any problems fixed. Subordinate grumbling is a vital sign that is believed to be the best indicator of health of an organization. Vital signs are not just monitoring devices. Tracking grumbling should be an obsession for the senior executive. Leaderâ€™s decisions may be the root cause for subordinate grumbling. Grumbling is contagious and infectious. Some grumbling may, in fact, be justified; if so, fix the problem.

Rule of Leader:
The Rule of Leader explains that actions speak louder than words. Leaders were to teach by example, and were to keep track of, and study, their own failures and successes.

Rule of Humility and Moderation:
Benedict thought the basic leadership virtue was humility. Leaders had to show aptitude and objective, but their enthusiasm was to derive from a aspiration to look up and contribute to the health of the organization, not from individual personality. He believed that true humility was a skill one had to learn and practice.

Rule of Iron Resolve:
Effective managers need to be good administrators and leaders attributes are the inner or personal qualities that constitute effective leadership. To a practicing executive it seems obvious that an effective leader's behavior is a critical factor and will depend not only on his or her own innate personal attributes including ethics and his or her own acquired skills but also on the situation, people and tasks involved. Persistence, honesty, and humility. Persistence pays off! Honesty may not always get you what you want, but I believe it should be a core value in all aspects of life. And humility is self-explanatory. People want to relate to you and feel like they are being seen eye-to-eye. Arrogance tends to alienate others."

Saint Benedict and His Rules

Developing 21st Century Critical Thinkers

2014-12-13T09:51:00.000-05:00

Courtesy of: Mentoring Minds

Higher Education’s New Normal: Changes Over The Last Thirty Years

2014-12-12T20:33:00.000-05:00

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The Long-Term Advantages Of Early Childhood Education

2014-12-07T11:06:00.000-05:00

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How Extra-Curricular Activities Can Give You A leg Up

2014-12-01T14:31:00.000-05:00

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The 7 Habits of Highly Effective Teachers Who Use Educational Technology #Infographic

2014-11-23T22:27:00.000-05:00

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Source: http://www.markbates.ca/wp-content/uploads/2012/11/7_Habits_Highly_Effective_Teachers_Who_Use_Technology.png

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2014-11-13T13:52:00.000-05:00

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What is Differentiated Instruction? #Infographic

2014-11-04T12:25:00.001-05:00

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Educators: Building Your GOOGLE Toolkit #Infographic

2014-11-01T18:01:00.000-04:00

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What Does It Take To Be A Teacher in 2014

2014-10-11T10:18:00.000-04:00

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2014-08-18T22:45:00.000-04:00

The Coming Race War Won't Be About Race

By Kareem Abdul-Jabbar, TIME Magazine

18 August 2014

Ferguson is not just about systemic racism — it's about class warfare and how America's poor are held back, says Kareem Abdul-Jabbar

Will the recent rioting in Ferguson, Missouri, be a tipping point in the struggle against racial injustice, or will it be a minor footnote in some future grad student’s thesis on Civil Unrest in the Early Twenty-First Century?

You probably have heard of the Kent State shootings: on May 4, 1970, the Ohio National Guard opened fire on student protesters at Kent State University. During those 13 seconds of gunfire, four students were killed and nine were wounded, one of whom was permanently paralyzed. The shock and outcry resulted in a nationwide strike of 4 million students that closed more than 450 campuses. Five days after the shooting, 100,000 protesters gathered in Washington, D.C. And the nation’s youth was energetically mobilized to end the Vietnam War, racism, sexism, and mindless faith in the political establishment.

You probably haven’t heard of the Jackson State shootings.

On May 14^th, 10 days after Kent State ignited the nation, at the predominantly black Jackson State University in Mississippi, police killed two black students (one a high school senior, the other the father of an 18-month-old baby) with shotguns and wounded twelve others.

There was no national outcry. The nation was not mobilized to do anything. That heartless leviathan we call History swallowed that event whole, erasing it from the national memory.

And, unless we want the Ferguson atrocity to also be swallowed and become nothing more than an intestinal irritant to history, we have to address the situation not just as another act of systemic racism, but as what else it is: class warfare.

By focusing on just the racial aspect, the discussion becomes about whether Michael Brown’s death—or that of the other three unarmed black men who were killed by police in the U.S. within that month—is about discrimination or about police justification. Then we’ll argue about whether there isn’t just as much black-against-white racism in the U.S. as there is white-against-black. (Yes, there is. But, in general, white-against-black economically impacts the future of the black community. Black-against-white has almost no measurable social impact.)

Then we’ll start debating whether or not the police in America are themselves an endangered minority who are also discriminated against based on their color—blue. (Yes, they are. There are many factors to consider before condemning police, including political pressures, inadequate training, and arcane policies.) Then we’ll question whether blacks are more often shot because they more often commit crimes. (In fact, studies show that blacks are targeted more often in some cities, like New York City. It’s difficult to get a bigger national picture because studies are woefully inadequate. The Department of Justice study shows that in the U.S. between 2003 and 2009, among arrest-related deaths there’s very little difference among blacks, whites, or Latinos. However, the study doesn't tell us how many were unarmed.)

This fist-shaking of everyone’s racial agenda distracts America from the larger issue that the targets of police overreaction are based less on skin color and more on an even worse Ebola-level affliction: being poor. Of course, to many in America, being a person of color is synonymous with being poor, and being poor is synonymous with being a criminal. Ironically, this misperception is true even among the poor.

And that’s how the status quo wants it.

The U.S. Census Report finds that 50 million Americans are poor. Fifty million voters is a powerful block if they ever organized in an effort to pursue their common economic goals. So, it’s crucial that those in the wealthiest One Percent keep the poor fractured by distracting them with emotional issues like immigration, abortion and gun control so they never stop to wonder how they got so screwed over for so long.

One way to keep these 50 million fractured is through disinformation. PunditFact’s recent scorecard on network news concluded that at Fox and Fox News Channel, 60 percent of claims are false. At NBC and MSNBC, 46 percent of claims were deemed false. That’s the “news,” folks! During the Ferguson riots, Fox News ran a black and white photo of Dr. Martin Luther King, Jr., with the bold caption: “Forgetting MLK’s Message/Protesters in Missouri Turn to Violence.” Did they run such a caption when either Presidents Bush invaded Iraq: “Forgetting Jesus Christ’s Message/U.S. Forgets to Turn Cheek and Kills Thousands”?

How can viewers make reasonable choices in a democracy if their sources of information are corrupted? They can’t, which is exactly how the One Percent controls the fate of the Ninety-Nine Percent.

Worse, certain politicians and entrepreneurs conspire to keep the poor just as they are. On his HBO comedic news show Last Week Tonight, John Oliver ran an expose of the payday loan business and those who so callously exploit the desperation of the poor. How does an industry that extorts up to 1,900 percent interest on loans get away with it? In Texas, State Rep. Gary Elkins blocked a regulatory bill, despite the fact that he owns a chain of payday loan stores. And the politician who kept badgering Elkins about his conflict of interest, Rep. Vicki Truitt, became a lobbyist for ACE Cash Express just 17 days after leaving office. In essence, Oliver showed how the poor are lured into such a loan, only to be unable to pay it back and having to secure yet another loan. The cycle shall be unbroken.

Dystopian books and movies like Snowpiercer, The Giver, Divergent, Hunger Games, and Elysium have been the rage for the past few years. Not just because they express teen frustration at authority figures. That would explain some of the popularity among younger audiences, but not among twentysomethings and even older adults. The real reason we flock to see Donald Sutherland’s porcelain portrayal in Hunger Games of a cold, ruthless president of the U.S. dedicated to preserving the rich while grinding his heel into the necks of the poor is that it rings true in a society in which the One Percent gets richer while our middle class is collapsing.

That’s not hyperbole; statistics prove this to be true. According to a 2012 Pew Research Center report, just half of U.S. households are middle-income, a drop of 11 percent since the 1970s; median middle-class income has dropped by 5 percent in the last ten years, total wealth is down 28 percent. Fewer people (just 23 percent) think they will have enough money to retire. Most damning of all: fewer Americans than ever believe in the American Dream mantra that hard work will get them ahead.

Rather than uniting to face the real foe—do-nothing politicians, legislators, and others in power—we fall into the trap of turning against each other, expending our energy battling our allies instead of our enemies. This isn't just inclusive of race and political parties, it’s also about gender. In her book Unspeakable Things: Sex, Lies and Revolution, Laurie Penny suggests that the decreased career opportunities for young men in society makes them feel less valuable to females; as a result they deflect their rage from those who caused the problem to those who also suffer the consequences: females.

Yes, I’m aware that it is unfair to paint the wealthiest with such broad strokes. There are a number of super-rich people who are also super-supportive of their community. Humbled by their own success, they reach out to help others. But that’s not the case with the multitude of millionaires and billionaires who lobby to reduce Food Stamps, give no relief to the burden of student debt on our young, and kill extensions of unemployment benefits.

With each of these shootings/chokehold deaths/stand-your-ground atrocities, police and the judicial system are seen as enforcers of an unjust status quo. Our anger rises, and riots demanding justice ensue. The news channels interview everyone and pundits assign blame.

Then what?

I’m not saying the protests in Ferguson aren't justified—they are. In fact, we need more protests across the country. Where’s our Kent State? What will it take to mobilize 4 million students in peaceful protest? Because that’s what it will take to evoke actual change. The middle class has to join the poor and whites have to join African-Americans in mass demonstrations, in ousting corrupt politicians, in boycotting exploitative businesses, in passing legislation that promotes economic equality and opportunity, and in punishing those who gamble with our financial future.

Otherwise, all we’re going to get is what we got out of Ferguson: a bunch of politicians and celebrities expressing sympathy and outrage. If we don’t have a specific agenda—a list of exactly what we want to change and how—we will be gathering over and over again beside the dead bodies of our murdered children, parents, and neighbors.

I hope John Steinbeck is proven right when he wrote in Grapes of Wrath, “Repression works only to strengthen and knit the oppressed.” But I’m more inclined to echo Marvin Gaye’s “Inner City Blues,” written the year after the Kent State/Jackson State shootings:

Inflation no chance

To increase finance

Bills pile up sky high

Send that boy off to die

Make me wanna holler

The way they do my life

Make me wanna holler

The way they do my life

What Students Remember Most About Teachers

2014-08-13T10:16:00.000-04:00

What Students Remember Most About Teachers

Posted on January 26, 2014 by pursuitofajoyfullife

Dear Young Teacher Down the Hall,

I saw you as you rushed past me in the lunch room. Urgent. In a hurry to catch a bite before the final bell would ring calling all the students back inside. I noticed that your eyes showed tension. There were faint creases in your forehead. And I asked you how your day was going and you sighed.

“Oh, fine,” you replied.

But I knew it was anything but fine. I noticed that the stress was getting to you. I could tell that the pressure was rising. And I looked at you and made an intentional decision to stop you right then and there. To ask you how things were really going. Was it that I saw in you a glimpse of myself that made me take the moment?

You told me how busy you were, how much there was to do. How little time there was to get it all done. I listened. And then I told you this:

I told you to remember that at the end of the day, it’s not about the lesson plan. It’s not about the fancy stuff we teachers make — the crafts we do, the stories we read, the papers we laminate. No, that’s not really it. That’s not what matters most.

And as I looked at you there wearing all that worry under all that strain, I said it’s about being there for your kids. Because at the end of the day, most students won’t remember what amazing lesson plans you've created. They won’t remember how organized your bulletin boards are. How straight and neat are the desk rows.

No, they’ll not remember that amazing decor you've designed.

But they will remember you.

Your kindness. Your empathy. Your care and concern. They’ll remember that you took the time to listen. That you stopped to ask them how they were. How they really were. They’ll remember the personal stories you tell about your life: your home, your pets, your kids. They’ll remember your laugh. They’ll remember that you sat and talked with them while they ate their lunch.

Because at the end of the day, what really matters is YOU. What matters to those kids that sit before you in those little chairs, legs pressed up tight under tables oft too small- what matters to them is you.

You are that difference in their lives.

And when I looked at you then with tears in your eyes, emotions rising to the surface and I told you gently to stop trying so hard- I also reminded you that your own expectations were partly where the stress stemmed. For we who truly care are often far harder on ourselves than our students are willing to be. Because we who truly care are often our own worst enemy. We mentally beat ourselves up for trivial failures. We tell ourselves we’re not enough. We compare ourselves to others. We work ourselves to the bone in the hopes of achieving the perfect lesson plan. The most dynamic activities. The most engaging lecture. The brightest, fanciest furnishings.

Because we want our students to think we’re the very best at what we do and we believe that this status of excellence is achieved merely by doing. But we forget- and often. Excellence is more readily attained by being.

Being available.
Being kind.
Being compassionate.
Being transparent.
Being real.
Being thoughtful.
Being ourselves.

And of all the students I know who have lauded teachers with the laurels of the highest acclaim, those students have said of those teachers that they cared.

You see, kids can see through to the truth of the matter. And while the flashy stuff can entertain them for a while, it’s the steady constance of empathy that keeps them connected to us. It’s the relationships we build with them. It’s the time we invest. It’s all the little ways we stop and show concern. It’s the love we share with them: of learning. Of life. And most importantly, of people.

And while we continually strive for excellence in our profession as these days of fiscal restraint and heavy top-down demands keep coming at us- relentless and quick. We need to stay the course. For ourselves and for our students. Because it’s the human touch that really matters.

It’s you, their teacher, that really matters.

So go back to your class and really take a look. See past the behaviours, the issues and the concerns, pressing as they might be. Look beyond the stack of papers on your desk, the line of emails in your queue. Look further than the classrooms of seasoned teachers down the hall. Look. And you will see that it’s there- right inside you. The ability to make an impact. The chance of a lifetime to make a difference in a child’s life. And you can do this now.

Right where you are, just as you are.

Because all you are right now is all you ever need to be for them today. And who you are tomorrow will depend much on who and what you decide to be today.

It’s in you. I know it is.

Fondly,

That Other Teacher Down the Hall

Two of my former Kindergarten students enjoying a quiet moment together at Campbelton Beach, P.E.I.

2014-07-03T07:48:00.002-04:00

What Is A Teacher?

By Natasha Walizer

A teacher is the one who listens to the "strange" boy talk about his fascination with dragons and not judge. A teacher listens intently to the very animated child and might not understand what he is speaking of, but a teacher listens.

A teacher is the one who listens to the 7th grade girl complain about her over-protective mother and how she wishes she could wear what clothes she wants. A teacher calmly tells the child that her mother is just being a good mom and taking care of her. A teacher watches the teenager roll her eyes and inside cries because a teacher worries about what trouble that girl could get into one day.

A teacher sits next to the small boy, even though his clothes and he smells. A teacher wonders of the last time he bathed or his clothes were washed for him, but he can't add two digit numbers so a teacher sits by his side and helps him.

A teacher will call home to message machines over and over again trying to get through to the parent of the child who has been missing from school for days at a time without any reason. A teacher will take a 30-minute duty free lunchtime to call home and speak to the parent of a gifted child who again has done brilliantly on a class project.

A teacher wants to recognize the hard work children have done even though it is expected from some of them.

A teacher believes there are no bad students, just challenging ones.

A teacher will question and teach her students how to question.

A teacher can take criticism from students. A teacher will stay up until midnight to change the next day's lesson plans because the students said they needed to be taught in a different way than previously taught.

A teacher stands in the cafeteria and watches certain children waste food, throwing away what they don't eat while others have been given a free lunch and ask for people's extras because they know there is nothing at home. A teacher thinks of their own lunch in the classroom and knows they could go with less. A teacher looks at the students who do not have that choice.

A teacher pulls apart two girls or two boys bigger than them while they try to rip out each other's hair for no better reason than one supposedly said something about the other. Even though a teacher might get hurt, a teacher doesn't want the students to hurt each other.

A teacher puts extra pencils, crayons, and notebooks in a cart at the back-to-school sales because a teacher knows there will always be someone who needs them.

A teacher gets angry when a child has such potential and wastes it. A teacher sympathizes with the children who want nothing more than to be able to "get it" but they do not have that gift.

A teacher wipes the nose of the little kindergartner who fell on the playground and everyone laughed at him. A teacher cleans him up and lets him sit in the classroom while recess finishes. He's too embarrassed to go back outside.

A teacher will question why those students who cannot sit still must sit still through hours of state testing. A teacher knows a better way of assessing these children's knowledge, but a teacher must do what the state says. And have a positive attitude about it.

A teacher will stay up late grading papers and projects, writing comments and giving suggestions.

A teacher will step in front of the intruder to protect the students, the children, and someone else's baby.

A teacher will accommodate for a child's needs so that child can be successful in the way he or she needs to be successful. This is not always due to a learning disorder.

A teacher will tell any child "good job" for any simple or complex achievement, a perfect spelling test or their 500th strike out.

A teacher will accept change and adapt, as long as the teacher is given the opportunity and the training to change and adapt.

A teacher will be patient and remind he or herself that the student is only 9 or 13 or 17.

A teacher realizes this is public education. It is not perfect. It never will be. It will constantly change and a teacher must change with the flow, the current trend, and the newest idea.

A teacher will be a mom or dad if the need is there.

A teacher will put a student against a wall on timeout and put them in their place if need be.

A teacher will make the students cry, laugh, get really angry, and question why. A teacher will cry, laugh, get angry, and question why with that student.

A teacher educates every student to achieve his or her best and if someone or something impedes that process of learning, a teacher will make it go away.

A teacher often comes to work when it is still dark outside. A teacher will leave when it is dark again.

A teacher works on the weekends, on holidays, during the summer.

A teacher goes to graduation and hugs the student who called them names, wrote bad things on the Internet about them, lied to their face, and disrespected them. A teacher whispers in that student's ear, "I am so proud of you. I knew you could do it."

A teacher thanks the parents for their support, even when they do not get it.

A teacher thanks their colleagues for their support, even when that teacher doesn't get it.

A teacher doesn't get exasperated with a learning support student. A teacher doesn't tell the student to "try harder" but simply says, "Try again." The student is already trying hard.

A teacher can never leave their work at the office.

A teacher's day does not end when the buses pull out.

A teacher builds relationships and teaches the students to build relationships.

A teacher teaches students, not a subject matter.

A teacher never ever gives up.

A teacher is a gift. Cherish them.

*Published in

HuffPost Education 07/01/2014

America you have changed so much and it's not for the good! ( an open letter to the people of America)

2014-06-30T13:09:00.000-04:00

Dear America:

Given the two SCOTUS rulings by today, The Supreme Court of the United States is, as of today, officially owned by and ruled by corporations and the wealthy.

The same plutocrats in other countries and which America claims are undemocratic in so many other countries of the world are now your destiny fulfilled. Democracy in America died today.

Your "Land of the Free" no longer exists and to just live there, it certainly has become the "Home of the Brave" and not in a military sense.

Plutocracy or oligarchy ... it doesn't matter because the U.S.A. is a morally bankrupt country run by corporations and the wealthy 1%ers.

As Justice Ruth B Ginsburg wrote on her Twitter feed today:
"The court (SCOTUS), I feel, has ventured into a minefield."

Good luck America you will very much need it in the future.

William A. Hoch

P.S. I know you can do better and my hope is you will make the changes needed at the ballot box in 2014 and in 2016.

Words To Live By! Ladies and Gentlemen of the class of '97. Wear sunscreen.

2014-06-30T10:53:00.000-04:00

Today someone on social media caused my brain to rewind to the June 1997 graduation advice from Chicago Sun columnist Mary Schmich and put to a spoken word video by Baz Luhrmann in 1998. Here are the words (and lyrics?) and why everyone should consider following this important advice everyday.

If you want to skip the required reading you can fast forward to the end of this post and see the advice in a video encapsulation.

The truth is the free advice is a s good today as it was in 1997.

Ladies and Gentlemen of the class of '97.

Wear sunscreen.

If I could offer you only one tip for the future, sunscreen would be it.
The long term benefits of sunscreen have been proved by scientists, whereas the rest of my advice has no basis more reliable than my own meandering experience...
I will dispense this advice now.

Enjoy the power and beauty of your youth; oh nevermind; you will not understand the power and beauty of your youth until they have faded.
But trust me, in 20 years you'll look back at photos of yourself and recall in a way you can't grasp now how much possibility lay before you and how fabulous you really looked...
You're not as fat as you Imagine.

Don't worry about the future; or worry, but know that worrying is as effective as trying to solve an algebra equation by chewing bubblegum.
The real troubles in your life are apt to be things that never crossed your worried mind.
The kind that blindside you at 4pm on some idle Tuesday.

Do one thing everyday that scares you.

Sing.

Don't be reckless with other people's hearts, don't put up with people who are reckless with yours.

Floss.

Don't waste your time on jealousy;
Sometimes you're ahead,
Sometimes You're behind.
The race is long, and in the end, it's only with yourself.

Remember the compliments you receive, forget the insults;
If you Succeed in doing this, tell me how.

Keep your old love letters, throw away your old bank statements.

Stretch.

Don't feel guilty if you don't know what you want to do with your
Life.
The most interesting people I know didn't know at 22 what they wanted to do with their lives, some of the most interesting 40 year olds I know still don't.

Get plenty of calcium.

Be kind to your knees, you'll miss them when they're gone.

Maybe you'll marry, maybe you won't, maybe you'll have children, maybe you won't, maybe you'll divorce at 40, maybe you'll dance the funky chicken on your 75th wedding anniversary.
Whatever you do, don't Congratulate yourself too much or berate yourself either.
Your choices are half chance, so are everybody else's.
Enjoy your body, Use it every way you can... Don't be afraid of it, or what other people Think of it,
It's the greatest instrument you'll ever own...

Dance... even if you have nowhere to do it but in your own living room.

Read the directions, even if you don't follow them.

Do NOT read beauty magazines, they will only make you feel ugly.

Brother and sister together we'll make it through
Someday your spirit will take you and guide you there
I know you've been hurting, but I've been waiting to be there
For you.
And I'll be there, just tell me now, whenever I can.
Everybody's free.

Get to know your parents, you never know when they'll be gone for good.

Be nice to your siblings;
They are the best link to your past and the people most likely to stick with you in the future.

Understand that friends come and go, but for the precious few you should hold on.
Work hard to bridge the gaps in geography and lifestyle because the older you get, the more you need the people you knew when you were young.

Live in New York City once, but leave before it makes you hard;
Live in Northern California once, but leave before it makes you soft.

Travel.

Accept certain inalienable truths, prices will rise, politicians will Philander, you too will get old, and when you do you'll fantasize that when you were young prices were reasonable, politicians were noble and children respected their elders.

Respect your elders.

Don't expect anyone else to support you.
Maybe you have a trust fund, Maybe you have a wealthy spouse; but you never know when either one might run out.

Don't mess too much with your hair, or by the time you're 40, it will look 85.

Be careful whose advice you buy, but, be patient with those who supply it. Advice is a form of nostalgia, dispensing it is a way of fishing the past from the disposal, wiping it off, painting over the ugly parts and recycling it for more than it's worth.

But trust me on the sunscreen...

7 Characteristics of a Digitally Competent Teacher

2014-06-25T20:51:00.000-04:00

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7 Characteristics of a Digitally Competent Teacher

You can integrate digital skills into everyday life: digital skills are transferable.
You have a balanced attitude: you are a teacher not a techie.
You are open to using and trying new stuff: find digital tools and explore how they work.
You are a digital communicator: you can use email and social media with ease.
You know how to do a digital assessment: you’re a sound judge of the quality of information, apps and tools
You understand and respect privacy: you treat personal data with the respect it deserves
You are a digital citizen: you know how to behave online appropriately and you’ll pass it on to your pupils

2014-02-23T17:33:00.001-05:00

You think you know what teachers do. Right? Wrong.

You went to school so you think you know what teachers do, right? You are wrong. Here’s a piece explaining all of this from Sarah Blaine, a mom, former teacher and full-time practicing attorney in New Jersey who writes at her parentingthecore blog, where this first appeared.

By Sarah Blaine

We all know what teachers do, right? After all, we were all students. Each one of us, each product of public education, we each sat through class after class for thirteen years. We encountered dozens of teachers. We had our kindergarten teachers and our first grade teachers and our fifth grade teachers and our gym teachers and our art teachers and our music teachers. We had our science teachers and our social studies teachers and our English teachers and our math teachers. If we were lucky, we might even have had our Latin teachers or our Spanish teachers or our physics teachers or our psychology teachers. Heck, I even had a seventh grade “Communications Skills” teacher. We had our guidance counselors and our principals and some of us had our special education teachers and our study hall monitors.

So we know teachers. We get teachers. We know what happens in classrooms, and we know what teachers do. We know which teachers are effective, we know which teachers left lasting impressions, we know which teachers changed our lives, and we know which teachers sucked.

We know. We know which teachers changed lives for the better. We know which teachers changed lives for the worse.

Teaching as a profession has no mystery. It has no mystique. It has no respect.

We were students, and therefore we know teachers. We denigrate teachers. We criticize teachers. We can do better than teachers. After all: We do. They teach.

We are wrong.

We need to honor teachers. We need to respect teachers. We need to listen to teachers. We need to stop reducing teachers to arbitrary measurements of student growth on so-called objective exams.

Most of all, we need to stop thinking that we know anything about teaching merely by virtue of having once been students.

We don’t know.

I spent a little over a year earning a master of arts in teaching degree. Then I spent two years teaching English Language Arts in a rural public high school. And I learned that my 13 years as a public school student, my 4 years as a college student at a highly selective college, and even a great deal of my year as a masters degree student in the education school of a flagship public university hadn’t taught me how to manage a classroom, how to reach students, how to inspire a love of learning, how to teach. Eighteen years as a student (and a year of preschool before that), and I didn’t know shit about teaching. Only years of practicing my skills and honing my skills would have rendered me a true professional. An expert. Someone who knows about the business of inspiring children. Of reaching students. Of making a difference. Of teaching.

I didn’t stay. I copped out. I left. I went home to suburban New Jersey, and a year later I enrolled in law school.

I passed the bar. I began to practice law at a prestigious large law firm. Three years as a law student had no more prepared me for the practice of law than 18 years of experience as a student had previously prepared me to teach. But even in my first year as a practicing attorney, I earned five times what a first year teacher made in the district where I’d taught.

I worked hard in my first year of practicing law. But I didn’t work five times harder than I’d worked in my first year of teaching. In fact, I didn’t work any harder. Maybe I worked a little less.

But I continued to practice. I continued to learn. Nine years after my law school graduation, I think I have some idea of how to litigate a case. But I am not a perfect lawyer. There is still more I could learn, more I could do, better legal instincts I could develop over time. I could hone my strategic sense. I could do better, be better. Learn more law. Learn more procedure. But law is a practice, law is a profession. Lawyers are expected to evolve over the course of their careers. Lawyers are given more responsibility as they earn it.

New teachers take on full responsibility the day they set foot in their first classrooms.

The people I encounter out in the world now respect me as a lawyer, as a professional, in part because the vast majority of them have absolutely no idea what I really do.

All of you former students who are not teachers and not lawyers, you have no more idea of what it is to teach than you do of what it is to practice law.

All of you former students: you did not design curricula, plan lessons, attend faculty meetings, assess papers, design rubrics, create exams, prepare report cards, and monitor attendance. You did not tutor students, review rough drafts, and create study questions. You did not assign homework. You did not write daily lesson objectives on the white board. You did not write poems of the week on the white board. You did not write homework on the white board. You did not learn to write legibly on the white board while simultaneously making sure that none of your students threw a chair out a window.

You did not design lessons that succeeded. You did not design lessons that failed.

You did not learn to keep your students quiet during lock down drills.

You did not learn that your 15 year old students were pregnant from their answers to vocabulary quizzes. You did not learn how to teach functionally illiterate high school students to appreciate Shakespeare. You did not design lessons to teach students close reading skills by starting with the lyrics to pop songs. You did not miserably fail your honors level students at least in part because you had no books to give them. You did not struggle to teach your students how to develop a thesis for their essays, and bask in the joy of having taught a successful lesson, of having gotten through to them, even for five minutes. You did not struggle with trying to make SAT-level vocabulary relevant to students who did not have a single college in their county. You did not laugh — because you so desperately wanted to cry — when you read some of the absurdities on their final exams. You did not struggle to reach students who proudly announced that they only came to school so that their mom’s food stamps didn’t get reduced.

You did not spend all of New Years’ Day crying five years after you’d left the classroom because you reviewed the New York Times’ graphic of soldiers killed in Iraq and Afghanistan and learned that one of your very favorite students had been killed in Iraq two years before. And you didn’t know. Because you copped out and left. So you cried, helplessly, and the next day you returned to the practice of law.

You did not. And you don’t know. You observed. Maybe you learned. But you didn’t teach.

The problem with teaching as a profession is that every single adult citizen of this country thinks that they know what teachers do. And they don’t. So they prescribe solutions, and they develop public policy, and they editorialize, and they politicize. And they don’t listen to those who do know. Those who could teach. The teachers.

The Answer Sheet By Valerie Strauss

The Top 75 New York Times Best-Selling Education Books of 2013

2013-12-23T09:52:00.001-05:00

By DEBORAH HOFMANN
December 18, 2013 published by The New York Times ©

In lieu of a lesson on this last Wednesday before the holiday break, we asked Deborah Hofmann, the senior editor of the New York Times Best Sellers List, to create a special list for us of the top 75 best-selling education titles of 2013, and to explain how she defined and ranked books for this new category.

We hope it starts conversations, introduces you to new ideas and authors, and provides inspiration for teaching and learning well into 2014.

The Learning Network
Teaching and Learning with The New York Times

Reading List | The Top 75 New York Times Best-Selling Education Books of 2013

By Deborah Hofmann

Welcome to the debut of the New York Times Best-Seller List of Education titles.

This collection of eclectic and far-ranging titles is intended to get people talking and thinking about the many ways we discuss education, how we present sometimes arcane subjects, and how we think about teaching and learning at all ages and in many contexts.

The list was compiled by looking at every adult nonfiction title that was reported each week to the New York Times Best-Seller Lists though Dec. 7, in both print and electronic formats. This includes titles that were released in earlier years, but continue to enjoy sales; for this first experiment, we wanted to cast a wide net to see what turned up naturally.

I classified a title as “Education” after I examined multiple standard sources, including its industry identifiers, reviews and interviews, to create a sort of card catalog of titles that — to this editor’s sensibilities — spoke to an enduring appetite for books that try to teach the reader, or tell us how we learn or why we learn — or, sometimes, why we do not. There were no vetting experts or outside education consultants. Had that been the case, we might still be debating.

Although some titles are familiar for having made the traditional best-seller list that is published weekly in the Book Review, many of the titles are books that were reported, but perhaps often in quantities too low in any given weeks to qualify for the traditional rankings. Cumulatively over the months and in this subgroup, however, they emerge in clearer relief. They are ranked below by their relative reported sales, the same way we rank all books on the best-seller lists.

Please note that I chose not to consider for inclusion any titles that are actively tracked toward ranking among the Childrens’ Best-Sellers List categories, so you will not find classroom evergreens or coming-of-age narratives here.

One might argue that some of these titles are simply too narrow, too literal, or, in some cases, spoofery or farce. But isn’t argument what makes for lively hand-raising and calling out of turn?

1. America the Beautiful, by Ben C. Carson with Candy Carson
2. Thinking, Fast and Slow, by Daniel Kahneman
3. How to Read Literature Like a Professor, by Thomas C. Foster
4. How Children Succeed, by Paul Tough
5. The Last Lecture, by Randy Pausch

6. The Signal and the Noise, by Nate Silver
7. Pathways to the Common Core, by Lucy Calkins, Mary Ehrenworth and Christopher Lehman
8. Far from the Tree, by Andrew Solomon
9. The End of Your Life Book Club, by Will Schwalbe
10. The Smartest Kids in the World, by Amanda Ripley

11. Reign of Error, by Diane Ravitch
12. How Music Works, by David Byrne
13. Charlotte Mason’s Original Homeschooling Series, by Charlotte Mason
14. The Autistic Brain, by Temple Grandin and Richard Panek
15. Naked Statistics: Stripping the Dread from the Data, by Charles Wheelan

16. One World Schoolhouse, by Salman Khan
17. The Theoretical Minimum: What You Need to Know to Start Doing Physics, by Leonard Susskind and George Hrabovsky
18. F in Exams, Richard Benson
19. Letters to a Young Scientist, by Edward O. Wilson
20. On Writing, by Stephen King

21. NurtureShock, by Po Bronson and Ashley Merryman
22. De-Textbook, by Cracked.com
23. F for Effort, by Richard Benson
24. The Whole-Brain Child, by Daniel J Siegel and Tina Payne Bryson
25. Walk in Their Shoes: Can One Person Change the World?, by Jim Ziolkowski with James S. Hirsch

26. Teach Like a PIRATE, by Dave Burgess
27. What You’re Really Meant to Do, by Robert Steven Kaplan
28. Make Good Art, by Neil Gaiman
29. The Education of a Lifetime, by Robert Khayat
30. The Naked Roommate, by Harlan Cohen

31. Sticks and Stones, by Emily Bazelon
32. Intuition Pumps and Other Tools for Thinking, by Daniel C. Dennett
33. College (Un)Bound, by Jeffrey Selingo
34. Confessions of a Scholarship Winner, by Kristina Ellis
35. How to Create a Mind, by Ray Kurzweil. (Penguin)

36. Pandora’s Lunchbox, by Melanie Warner
37. Look Me in the Eye: My Life with Asperger’s, by John Elder Robison
38. This Is Water, by David Foster Wallace
39. Heretics and Heroes, by Thomas Cahill
40. Instant Vocabulary, by Ida L. Ehrlich

41. Onion Book of Known Knowledge, by The Onion
42. Disney U, by Doug Lipp
43. Smithsonian Book of Presidential Trivia, by Smithsonian Institution and Amy Pastan
44. Grammar Girl’s Quick and Dirty Tips for Better Writing, by Mignon Fogarty
45. Things Come Apart, by Todd McLellan

46. Real Talk for Real Teachers, by Rafe Esquith
47. The School Revolution, by Ron Paul
48. What Great Teachers Do Differently, by Todd Whitaker
49. Why Teach? by Mark Edmundson
50. The Shallows: What the Internet Is Doing to Our Brains, by Nicholas Carr

51.Shouting Won’t Help, by Katherine Bouton
52. Teach Your Children Well, by Madeline Levine
53. Big Book of How, by Editors of Time Magazine for Kids
54. Teacher Man, by Frank McCourt
55. Is College Worth It? by William J. Bennett with David Wilezol

56. Here Is Where: Discovering America’s Great Forgotten History, by Andrew Carroll
57. Art As Therapy, by Alain De Botton and John Armstrong
58. A History of Western Music, by J. Peter Burkholder, Donald Jay Grout and Claude V. Palisca
59. My Bookstore, by Ronald Rice
60. Hello! My Name Is Public School, and I Have an Image Problem, by Leslie Milder and Jane Braddock

61. Thinking in Numbers, by David Tammet
62. Who Owns the Learning? by Alan November
63. Good Luck, Graduate, by Gregory Lang
64. First Class, by Alison Stewart
65. A Year Up, by Gerald Chertavian

66. Three Cups of Tea, by Greg Mortenson and David Oliver Relin
67. History’s Greatest Hits, by Joseph Cummins
68. Strings Attached, by Joanne Lipman and Melanie Kupchynsky
69. Hope Against Hope, by Sarah Carr
70. Learning by Doing, by Richard DuFour, Rebecca DuFour, Robert Eaker and Thomas Many

71. Teaching Mathematics for Social Justice, by David Stinson and Anita Wager
72. Information Dashboard Design, by Stephen Few
73. Fire in the Ashes, by Jonathan Kozol
74. What Your Third Grader Needs to Know, by Hirsch, E. D., Jr.
75. All Roads Lead to Austen, by Amy Elizabeth Smith

Sales of both print books and e-books are reported confidentially to The New York Times; retailers were not asked specifically about Education titles. The sales venues for print books include independent book retailers; national, regional and local chains; online and multimedia entertainment retailers; supermarkets, university, gift and discount department stores; and newsstands. E-book rankings reflect sales from leading online vendors of e-books in a variety of popular e-reader formats.

Original URL:
http://learning.blogs.nytimes.com/2013/12/18/reading-list-the-top-75-new-york-times-best-selling-education-books-of-2013/?_r=1

The Western World and 21st Century Indulgences

2013-07-27T21:32:00.000-04:00

The Western World and 21st Century Indulgences

“God Bless America” is the new United States mantra and economic planning model which needs total change and real introspection at each and every level from politics to economics, to war machines and education and to science and creativity.

Oh I forgot, you have to believe in their "god", the god that certain leaders have decided is the official god of the U.S.A. Of course they are a country where church and state must always be separated but I digress.

Indulgences were sold by the Catholic church in the late Middle ages (1400 A.D. - 1500 A.D.) to persons seeking to ensure forgiveness for their earthly transgressions. Wealthy individuals of their time clamoured to have an indulgence granted before they passed on to the beyond.

Today those same types of "indulgences" are being “bought” by the world's wealthy not for safe passage to Heaven but as a means to finding ways to shelter their profligate share of the world's real wealth.

The “1-Percenters” of the 21st Century are creating their own charities and foundations most of which are named after the "donor" (their own names) so they can see how truly important they are to the world and their own money centric world. Charities of this type have increased by 25+ percent since the turn of the century.

These helping the world tax dodges are most prevalent in America where tax laws have been re-written to ensure the succession of family wealth through such shelters as capital gains laws andf other special tax provisions not afforded those struggling to make ends meet on a minimum wage of $7.25 an hour in the U.S. (35 hours * 40 hours * 52 weeks = $15,080 before any taxes are paid). The 1% individuals often pay less tax than the minimum wage individuals pay.

How long can the United States and the western world continue to abuse the majority of their citizens as the wealthy become even wealthier? Will there be "0.001-Percenters'?

American leaders extoll the virtues of “democracy” but the American people need to know that the countries in the world today best at weathering the capitalist hurricane caused by the finance industry are in fact “socialist” countries.

These “socialist” countries are feared as they must be seen as parasites because of their social and economic success, These world ending socialist countries successes have forced terrible diatribes on them by the Republican Party and in particular from the fascist wing of the Republican Party, the “Tea Party” would have Americans believe.

Those scorned “socialist” countries: Canada; Norway; Sweden; Australia and Germany are attacked by capitalists at every opportunity. Five years after the world finance storms ( caused by over zealous American capitalists) laid waste to all but the elite wealthy, have done better than the rest of the world. It has been difficult but no one lost houses because of individual greed, no one leaves hospital with a $5, $500 or $50,000 hospital bill.

The truth is that our “socialism” is not the communist “ism” that many American politicians would have others believe it is. It is a kinder, caring and thoughtful system that still has many flaws but these “socialist” countries have the most stable economics and social systems of the 21st century.

Peter Buffet the authored a New York Times opinion piece on July 27, 2013

The Charitable-Industrial Complex - NYTimes http://nyti.ms/13PHgpr

Peter Buffet: “I’m really not calling for an end to capitalism; I’m calling for humanism.”

The United States, the land that took in the world’s refugees during the late 19th and 20th century has become a fortress country where the compassion and growth that lead to the greatest economic and social growth the world has seen is in danger of disappearing.

The country that cared about and for others must now learn to care for all the people that make their economy work. The time for finger pointing is over and moving on to the new United States must begin.

I fully support “God Bless America” but not in the selfish and self-righteous way that many people of the United States use this term and the inference it now represents based on the last thirty years of "me first" politics and economics.

OH CANADA: Thomas Hobbes is alive and well and living in Stephen Harper's Body

2012-02-05T09:48:00.000-05:00

Cohn: How Canada let Caterpillar strip a plant clean

U.S. heavy equipment maker Caterpillar Inc. announced Friday it was closing its Electro-Motive Canada plant in London, Ont., a month after it locked out about 450 workers.

By Martin Regg Cohn Queen's Park Columnist
This article was first published in TheStar on February 5, 2012

Ask yourself this: Why did Caterpillar buy a plant only to destroy it?

The labour dispute at a London locomotive factory was nasty, brutish and short — a depressingly Hobbesian scenario in which brute strength prevailed over civilized rules of conduct.

There were no strikebreakers wielding clubs at Electro-Motive Canada, because there was no strike to break — the union was locked out on New Year’s Day. There were no replacement workers to bust the union, because the union was merely invited to slit its own wrists — by halving most wages from $34 to $16.50 an hour.

The U.S.-based owner, multinational giant Caterpillar Inc., didn’t so much humiliate 460 skilled workers as ignore them. It started and ended this negotiation with a carefully choreographed plan to pack up, shut down and leave town.

Clever multinationals — and this is one cunning Caterpillar — don’t spend hundreds of millions of dollars to buy a factory only to shutter it. So what was the plan?

Never mind Caterpillar’s cold-hearted tactics. Its clear-eyed strategy exposes our own blindness.

The big bad Americans saw past our myopia — beyond the cash value of the plant’s physical property to size up and seize the company’s intellectual property: the innovation, trade secrets, manufacturing processes and R&D residing in London.

It won’t just relocate the heavy equipment on the factory floor, but harvest the technological know-how subsidized with government incentives and writeoffs. This wasn’t bullying, it was highway robbery — with our politicians watching from the sidelines.

Caterpillar kicked those workers in the teeth, but we should be kicking ourselves for letting it acquire the legal right to do it as it pleased when purchasing the old locomotive plant. There has been much hand-wringing that foreign investment safeguards weren’t triggered, failing to ensure a net benefit to Canada with explicit job guarantees after the takeover.

But lost jobs aren’t our only loss. Be it Nortel or RIM, we need to value the technology and patents in play when foreigners start kicking the tires. The buyers are just as likely to be scavengers as investors. And if their primary goal is to spirit away our intellectual property, they will treat the ancillary human resources as an expendable asset to be stripped away, bargained down or locked out.

The $4.5 billion auction of Nortel patents last year made a mockery of the more modest valuations that the bankrupt company had put on its own treasure trove of intellectual property, nurtured by our tax dollars. Canadians always sell themselves short.

So the first lesson of the London massacre: Ottawa must be vigilant about vetting foreign investment and retaining jobs, but also mindful of valuing — and anchoring — our homegrown intellectual property. Why underwrite our companies if we willingly sell off our embedded brainpower to foreign bidders who leave Canada cash-rich, patent poor and jobless?

If RIM is one day placed in the shop window, are we ready for a fire sale of its technology? What if Bombardier — which also builds locomotives — ever goes on the auction block, patents aplenty?

Another lesson: When it comes to the economy, empathy isn’t enough. Premier Dalton McGuinty adopted a reflexively tepid tone from the start, expressing the vain hope that both sides would come to their senses. Belatedly last week, he ratcheted up the rhetoric by exhorting the plant’s owners to play fair.

But he never picked up the phone to the employer. Nor did he reach out to Prime Minister Stephen Harper to forge a non-partisan common front. When a company treats its workers like dirt, a premier should leave no stone unturned.

McGuinty and Harper must conduct a post-mortem. More Caterpillars are coming, and they will metamorphose into a plague on our intellectual property if we don’t start using our heads. I’ve argued before that globalization can bring benefits, but only if we’re smart enough to play defence as well as offence.

It’s too late to save the jobs in London. Caterpillar has closed a plant and cashiered its workers, but it has opened our eyes: it’s not just the jobs on the factory floor that are lost, but the technology that buttresses them.

A locomotive factory is gone. Now the tech train is leaving the station — with a free pass from our politicians.

Martin Regg Cohn’s provincial affairs column appears Tuesday, Thursday and Sunday in TheStar
(http://www.thestar.com)

mcohn@thestar.ca

twitter.com/reggcohn

This article was first published in TheStar on February 5, 2012 (Toronto, Ontario Canada)

(http://www.thestar.com/news/article/1126357--cohn-how-canada-let-caterpillar-strip-a-plant-clean?bn=1)

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The Top 75 New York Times Best-Selling Education Books of 2013

The Top 75 New York Times Best-Selling Education Books of 2013 ©

The Learning NetworkTeaching and Learning with The New York Times

Reading List | The Top 75 New York Times Best-Selling Education Books of 2013

The Western World and 21st Century Indulgences

OH CANADA: Thomas Hobbes is alive and well and living in Stephen Harper's Body

The Learning Network
Teaching and Learning with The New York Times