Learning From the Past and Connecting to the Future

The State of the Union address was held on January 25,2011. While watching the televised address I kept thinking about the first televised debate between Robert Kennedy and Richard Nixon. I watched this debate in U.S. history last year, and was shocked by how put together and attractive Robert Kennedy looked compared to how uncomfortable Richard Nixon appeared. It has been said that those watching the debate on TV were convinced Kennedy was the winner, but those who listened to the debate thought Nixon was the winner. Just goes to show how important appearance and presences can be.

I realized while watching President Obama give the State of the Union address that seeing the speaker is much more impactful than just hearing or reading their speech. President Obama had a lot of expression in his face while he spoke, he made eye contact with his audience during important moments, and I could see he really cared about what he was addressing. All of these things would go virtually unnoticed to anyone listening or reading the address.

Learning from the PAST…

Similar to Kennedy, Obama wore a navy suit during his TV time. Navy is not as harsh as black, it looks professional, and it doesn’t wash you out like grey does (Richard Nixon made that mistake during his debate against Kennedy). Nixon was also criticized for being sweaty and having a 5-O-clock shadow, making viewers assume he was nervous, sloppy, and uncomfortable. During the debate Kennedy’s skin was glowing with a tan and he was conscience to keep the sweat from his face. Obama looked healthy, fresh-faced, strong, and confident in front of the millions of viewers who tuned in Tuesday night. That is just the way American’s want their leader to be perceived.

So…does presentation matter?

One can argue that it is not about how you present the information but, the information. I am not saying that the information does not matter, but presentation is KEY. You can have the best ideas, but if you don’t present it in the right light, no one will listen. Obama made sure that his presentation was top of the line. Besides the measure he took to make his appearance as appealing as possible, he had speechwriters help him construct the best possible sentences to convey his message in an impactful way. He consulted his advisors about the content in the address, making sure it would be understood and well received by the masses, and he added anecdotes and comedic elements to make the address more entertaining.

All the effort that went into this address made me think about the ways teachers present information. I cannot count the number of times I have zoned out in class because the teacher was just talking at the class. The information was important, but the presentation was dull. Luckily, sometimes there is some effort and creativity put into the presentation, and the results are always positive! I will use Spanish vocabulary as an example. There are some days when my teacher just shows us a PowerPoint with all of the words and translations. However, on certain occasions we will play a vocab game instead, Jeopardy, the fly swatter game, and charades are some of the favorites. It takes a little bit of planning, but the effort is worth it. My history teacher also had a way of making his lectures more entertaining by incorporating in personal anecdotes. While learning about the Soviet Union, he told us about his time in East Germany driving on the highways and getting his car searched by police at the border. It was engaging, funny, and memorable.

Obama’s State of the Union address is being talked about, the U.S. is more informed and more interested about the State of the Union, and he represented America well. President Obama’s extensive preparation is expected, however, there are opportunities in all of our lives where we can take the extra step (even when it is not required); make something more interesting, more exciting, more relevant. It will make a difference, and your efforts will be remembered.

Thanks for reading and I would love to hear your reaction to President Obama’s address and to my post!

Until next time…

Ali

Knots in my Yo-Yo String

While on vacation, in the beautiful Cayman Islands (my beach view), I read Jerry Spinelli’s Knots in My Yo-Yo String: The Autobiography of a Kid. My little sister, Elizabeth came prepared with plenty of books, one of them being Knots in my Yo-Yo String. I started the book thinking it would be interesting to see the kinds of books my younger sister was reading. I don’t know what I expected, but after I read the 148-page book in a couple of hours I realized that the book was not shallow and flowery as I had expected, but deep and reflective.

To be honest, I think this book is better suited for young adults and adults than it is for my 5^th grade sister. The story is the retelling of Jerry Spinelli’s childhood and teenage years. Of course I can see how my sister could enjoy the short descriptive sentences and humorous anecdotes, but I don’t think she could grasp the importance of the things Spinelli remembers and the feelings he had growing up. While reading this book, the three things that stuck out to me the most were, 1. He does not have memories of actually learning. Any mention of school is directly connected to an event like a spelling bee, prom, or playing on the playground during lunch. 2. His relationship with his younger brother. 3. His “List of 16 Things I Wished I Could Do”

Similarly to Spinelli, I took a few moments to reflect on my time in school. Below are the first memories that popped into my head from each grade. 1^st grade I think of the reading loft my classroom had (the only one in the building) and that my teacher was also named Alison. 2^nd grade I remember talking about the election between Bush, Clinton, and Nader. In our mock election, we chose Nader, probably because we liked saying his name. 3^rd grade I learned how to read a chapter book. 4^th grade I remember a clean up game we played, “Magic Garbage” the teacher picked a piece of garbage that was on the ground and the student who picked it up would get a prize (an eraser, pencil, McDonald’s toy, etc.) 5^th grade I remember my amazing teacher Mrs. Beck. She gave us an assignment to make an “All About Me Book” it was the first time I could really be creative on an assignment and I remember being so proud at how neat and well executed it was. From middle school I remember the basketball games, my teachers, and memories with friends. High school I remember my Academy class, mostly my classmates and the feeling that I get when I am surrounded by their incredible minds. I will also remember the packed gyms at basketball games, and going to prom my junior year. Reading Spinelli’s book helped me reflect on what stands out in the 12 or so years of schooling. I can see why some memories stick, but I wonder why out of all the things I could remember, I remember “Magic Garbage” and that my teachers name was also Alison.

In the book Jerry Spinelli admits to not having a great memory of his relationship with his younger brother. I have an abundance of memories with my 14 month older sister, Emily, but when it comes to my 8 year younger sister, Elizabeth, I feel the way Spinelli did. Spinelli, however, enlisted the help of his younger brother while writing his autobiography and asked him what he remembered of their childhood. Much to Spinelli’s surprise, his brother produced beautiful memories of him and Jerry such as Jerry letting him ride on his handlebars. This makes me wonder if our bike rides to the Dairy Bar or picking her up from soccer practice will be things my sister Elizabeth remembers. Jerry’s lack of memories he has with his younger brother also makes me cautious not to miss out on the memories I can still have with Elizabeth.

The 16 things on Spinelli’s list were as childish as “Spit between my front teeth” to as profound as “understand eternity” So, to my readers I ask what was on your list of things you wished you could do when you were 10 years old? I know some of mine were to be as fast and athletic as my sister Emily and to be as adventurous as my little brother, Bobby. Please comment on my post or simply state what was on your list as a 10 year old or what is on your list now. Is there a trend? Is there a big difference?

It is a new year; reflect on yourself, your life, and your memories.

Until next time…

Ali

You can’t get ahead when you are trying to get even.

I go to school every weekday. I wake up early, I arrive on time, I pay attention, and I ask questions. After a full day of school I go to basketball practice for 2 hours. But then I get home and it is back to school work for the rest of the night. I enjoy learning and I like going to school, but as a hard working student, I am confused and intimidated by the notion that “America is in danger of falling behind.” Although I have heard of America’s seemingly lacking education, this article from the New York Times finally provides some facts. According to the PISA Standardized test, students in Shanghai scored the highest out of the 65 countries tested in math, science, and English. Disappointingly, the United States did not even make the top 10, or the top 20. According to this exam American students ranked 23^rd.

Initially, I took these results too seriously, thinking that if the rigor with which I am studying is only earning my country 23^rd place globally, I must be doing something wrong, right? Everyone must be doing something wrong. But then I thought why does my mentality have to be “us” against “them?” In English class we have been discussing the “other.” The “other” refers to those who are not considered the “norm” in their society. My class created a list of the accepted norms in the America society:

· White

· Christian

· Middle class

· Heterosexual

· English speaking

· A businessman

We had an honest discussion about what it is like to be on the outside of this preconceived “norm.” And we discovered that even lacking one of these qualities automatically puts you at risk of becoming an “other.” Labeling a group as the “other” has become a problem in the past years. For example, after 9/11 most people thought all Muslims were terrorists. Because there is not a lot of media around the Islamic culture, people start to believe this notion. Similarly, most people assume Asians are naturally smart. While it does seem that the Asian population takes education more seriously than other cultures, they are not smart merely because they are Asian. They are smart because they have worked hard to become so. I fear that we have already turned Asians into an “other” in terms of education. Instead of striving for perfection in our own school systems, we seem to keep creating excuses as to why places like China and Japan are better equipped for educational success. The same article as above provides some reasons as to why China scored so high on recent exams, “Chinese students spend less time than American students on athletics, music and other activities not geared toward success on exams in core subjects. Also, in recent years, teaching has rapidly climbed up the ladder of preferred occupations in China, and salaries have risen. In Shanghai, the authorities have undertaken important curricular reforms, and educators have been given more freedom to experiment.”

My proposal is to try and combat thinking of things as “us” vs. “them.” Instead of fretting about the successes of the Chinese for their stellar test results, why not congratulate them? If the world truly is becoming extremely globalized, why not celebrate each other’s successes and learn from one and other. The article said that the Chinese are raising the teachers’ salaries and reforming teaching styles, why not try that here? We don’t have to make the same types of reforms as the Chinese, but we should make changes that will benefit us. I think we would like to believe that even though we are not as “smart” as the Chinese, we are better athletes or more well-rounded than our Asian counterparts, but that again creates the “us” vs. “them” mentality. If we dig a little deeper and try to learn more about the students who are scoring higher on their exams, we would probably learn that they are not that different than us. They probably have a favorite class, a favorite teacher, a teacher they don’t like, a crush that sits next to them in class. They probably get nervous before a big test and they probably are just as sleep deprived as us. In order to combat this “us” vs. “Them” thought, we need to start identifying what makes us similar. China is far away from the US, it is easy to create falsities about the country and its people, but what is the point in that?

Please leave your comments, questions, and insights. I am very interested in this topic and would love to hear your opinions as well!

Until next time…

Ali

What’s Your Literary Diet?

Just as I am what I eat, I am what I read. Books fuel my mind and soul. When I finish reading a book, I usually feel satisfied, but in some cases I'm still hungry, and occasionally a book just doesn't sit well in my stomach. Although I don't follow any set literary diet, I have reaped the greatest benefits by reading extensively from a wide variety of materials. Every book I read is essential in its own way, and without the balance provided by each of their nutritional values, I think I would be malnourished. Of course, I can always eat better, but given the number of hours in my day, I strive to maintain a healthy intake and my soul seems to crave that which it needs. So, just as the food pyramid encourages robust physical health, perhaps there is a similar model for books — one that fosters optimal intellectual health.

Grains sit at the base of the pyramid. Most grains are filling and are a necessary staple to any diet. Books at the base of the reading pyramid are no different. I have read many staple books. The works of Dan Brown and Philippa Gregory come to mind; The Da Vinci Code and The Other Boleyn Girl are riveting and masterfully crafted. I admire "grain" books for their intricate story lines, well developed characters, and ability to connect me to the characters and feel everything that they experience. My Sister's Keeper is a perfect example of this. Picoult tied my heart to that book, making it a much more powerful read. Grain books are amazing pieces of literature, but they leave social, political, and racial injustices largely unexplored. So, just like the bread you get at a restaurant before the main course is meant to spark your appetite, reading grain books has encouraged me to find more detailed texts for deeper reading on subjects. For example, Philippa Gregory's stories about rags-to-riches monarchies were so fascinating that they ignited my interest in medieval history and royal lineage, and I have borrowed countless histories from the library trying to set the complex stories straight in my own mind.

Fruits and vegetables are just above grains in the food pyramid. I love fruits. The colors, textures, and tastes make each fruit unique. Each time I read a "fruit" book, I feel as if I have learned something from one of its qualities, be it the book's colorful language or characters, the sweetness or sourness of its message, or the intricate layers the author has crafted to create texture. I always finish a fruit book satisfied. My favorite such book is The Poisonwood Bible, by Barbara Kingsolver; I loved the author's use of multiple narrators to tell the story from varying perspectives. I also marveled at the extended metaphors that were developed throughout the text. Another favorite fruit book is The Red Tent, by Anita Diamant, a wonderfully crafted narrative of a group of women and the bond they share. The allusions and imagery Diamant uses add another level to this epic novel from a unique point of view.

"Vegetable" books are the ones you don't always want to read, but you have to anyway. For me, vegetable books are the books about something that does not interest me. For example, Sophie's World, by Jostein Gaarder, was a thick text about philosophers. It took time to get used the style of writing, long chapters, and dull story line, but after I finished it, I could feel the vegetable-like benefits. I felt healthier for having read a book so far outside my usual diet. The Life of Pi, by Yann Martel, was initially a vegetable book for me, as well. I didn't like the beginning of the book, had a very hard time believing the middle of the book, and was mad when the final plot twist happened and everything I had been told to believe was reversed. I didn't realize how powerful and engaging the writing had been until the book made this unexpected turn. I felt sympathy for the main character and finished the book with a much more open mind. The thing about vegetables – and vegetable books – is that they are rarely as bad as you initially make them out to be. Once you get used to their taste and experience their nutritional value, eating them doesn't seem like such a pain.

"Protein" books are deeply motivating stories, autobiographies about success and perseverance, or the books that make you think. They are meaty, dense with meaningful content that sticks with you. The first protein book I remember reading was Lance Armstrong's autobiography, It's Not About the Bike. Lance's vulnerable and honest voice inspired me to reevaluate the way I lived my life and the things I deemed important. The Post-American World, by Fareed Zakaria, was full of ideas about American culture and "the rise of the rest." It was an enlightening book about the changing of power globally. Protein books give you the power to question the world around you and insight into things that might need to be changed.

Dairy products come next as we move up the pyramid. Not all readers can tolerate "dairy" books. These stories tell the sad or unsettling tales of loss, loneliness, injustice, or desperation. Ceremony was hard to digest, but this beautifully crafted story by Leslie Marmon Silko opened my eyes to how cruel the United States has been to its minority veterans. It also shed light on the reasons behind Native American alcohol abuse and poverty. Toni Morrison's Beloved was similar, in that it highlighted a minority — African Americans — and provided new insight into the struggles they experienced. Although not everyone can tolerate these books, reading them helps us grow, overcome barriers, and stop perpetuating injustices.

At the tip of the pyramid are the fats. These delicious indulgences can be hard to avoid. My favorite "fat" novels are the books in Stephenie Meyer's Twilight series; the quick, shallow text provides a necessary break after a stressful day. I don't advocate reading mass quantities of these books, but I think they are necessary in balancing one's reading diet.

My English class is reading, Reading Lolita in Tehran. When the government starts to ban certain books, in this novel, I couldn't help but think about how my "literary" diet would be affected if the United States censored what I read. Most of the books I mentioned above could be banned for a number of reasons: abuse of alcohol, polygamy, adultery, cheating, and premarital sex. My argument to those in favor of censoring literature is that they should keep in mind their literary diet. Just because the words on the list above are "immoral," does not make the reader immoral. In fact, I have gained much insight and perspective from "immoral" characters than from the model citizens. In order to be a healthy person, you need to nourish yourself with all the food groups. In order to nourish your mind, you need to read from all the different groups.

Until Next time,

Ali

“Stereotypes are devices for saving a biased person the trouble of learning”

Take a moment to think about stereotypes that you or the people around you place onto people you see in passing, celebrities on TV, or maybe even entire countries. Everyone knows stereotyping is wrong, but that doesn't mean we aren't going to do it….Here is a TED talk about the dangers of a single story. If you have a few moments, watch it!

In English class, we are reading, Reading Lolita in Tehran by Azar Nafisi. It takes place after the Islamic Revolution when strict laws were placed on the Iranian citizens. There are many

anecdotes about the oppressive government and unfair ways which are only magnified by the seemingly bright past that Iran once had. The book describes a time, prior to 1979 when Iran was one of the most progressive countries in the Middle East. For example, women were encouraged to get a college education, people were allowed to listen to whatever music they wanted and watch whatever TV shows they desired. They could go on dates, party and the women did not have to wear the robe and head scarf.

Through my research on Middle Eastern women and Reading Lolita in Tehran it is clear that Iranian women can NOT be stereotyped, they are all too different. In the book, Nafisi talks about the women coming to her class (held in her living room) and as they shed their robes and head scarves, "splashes of colors separate one from the next. Each has become distinct through the color and style of her clothes, the color and the length of her hair" (Nafisi 4). When a whole population of women wears the same thing outside of their homes, a black robe and head scarf, it becomes difficult to remember that underneath all that fabric is an individual.

It is not an easy task to place yourself in someone else's shoes, but I ask you to try. Take a moment and think about a time when you were stereotyped. How did it make you feel? How did you respond to their assumptions? After being stereotype are you more conscience not to stereotype others? (please comment with your experiences!)

I am sure people have stereotyped me many times, but one that always comes to mind is the "you are so good at basketball because you are tall" stereotype. Throughout 5^th, 6^th, 7^th, 8^th and 9^th grade people always assumed that I was a good basketball player because of my height. Yes, I understood why they would say that, but there assumptions still diminished all the long hours I spent practicing my dribbling and shooting. At first, I would laugh and not defend the hard work that merited my basketball achievements, but as the years passed I started to tell people that I practiced every day and that my height only helped my basketball abilities, it did not define them. Although this example isn't as severe as the stereotyping Muslim women are subjected to, there are many similarities between the two cases, being the lack of understanding and knowledge around the topic.

Here is an excerpt from a website about Muslim women:

What comes to your mind when you think of a Muslim woman? A mysterious, veiled victim of
male oppression, awaiting Western liberation? A slogan-shouting terrorist? An uneducated foreigner with whom you have little or nothing in common? Unless your social circle includes Muslim friends and acquaintances, the chances are that your impressions of Muslim women have largely been formed by negative media stereotypes - images that usually have little to do with real life, and may have been designed to attract more viewers, sell more products, or gain support for someone's political agenda.

Here is a picture of Iranian women in their robes and head scarves, take a moment to really look at them.

Although there are similarities between these four women, look at the individuality that each of them possesses. Be it the shape or color of their sunglasses, the style of their purses, the style of their hair, the hint of color on their lips, or fit of their robe, these women are each unique. I hope you approach all people, ideas, and places that seem strange, different, or foreign to you with an open mind. Instead of stereotyping, research.

Until next time…

Ali

Be the CHANGE you wish to see in the world

"We must become the change we want to see in the world," these powerful words were spoken by Mahatma Gandhi. I have heard this quote countless times (as I am sure you have too). It is to-the-point, powerful, and easy to remember. But when was the last time you really thought about being the change you wish to see in the world?

…I worry about the depletion of water, but besides turning off my faucet when I brush my teeth, I haven't altered my water usage to being more efficient. I worry about global warming, but I still drive my car places that I could walk to….

The list could continue, but this past week I experienced how empowering it can be to be the change you wish to see in the world. My class is vying to win the Can Food Drive contest at our school (this is done by bringing in the most cans). In years past, all of my classmates, like me, had participated in the Can Food Drive, but on an uncommitted level. This year is different. Our class is committed to collecting cans in our houses, buying cans at the store with any extra money we have, and asking for the help of our families and neighbors. My class has brought in hundreds of cans, all of which will be donated to the local food pantry providing for the needy families in our neighborhood.

Hunger is a problem that many wish to eliminate, but like conserving water or saving the planet, it is never on the forefront of our minds. I always thought that bringing in a few token cans for the food drive was doing my part in the fight against hunger, but if I don't go out of my way to bring in as many cans as possible, then who will? That is the mindset that we need to have while resolving issues…me/you/we need to be the first to change in order for others to follow.

Think about this:

"The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor."

~Vince Lombardi

Take a moment to think about something you have been fully committed too. Think about the effects of the commitment…

Now think about a time when you half-heartedly did something. Think about the effects of the lack of commitment….

(Please comment about either a time when you were committed or when you were not!)

Being committed to the Can Food Drive has made me happy. Sure, winning the contest would be nice, but the process of buying into an idea, or in this case event, has magnified the implications of how fulfilled I feel for contributing to the best of my abilities.

On a similar note…

My class had the honor of meeting Carl Wilkens a few weeks ago. Mr. Wilkens was the only American to stay in Rwanda during the Rwandan genocide. He came to my school and talked to us about his time in Rwanda. Mr. Wilkens saved many lives while in Rwanda by helping many people get food and providing a safe place to live. He was faced with adversity, loss, and obstacles. It would have been easy to move out of Rwanda, but he was committed to helping, and the best way he knew how to do that was to stay. His actions are honorable, heroic, and inspiring.

As a student who is always looking for a way to help better the world…but never really knowing how to make a big impact… hearing Mr. Wilkens's story and participating in the Can Food Drive have been outlets to think about how I can, "be the change I wish to see in the world." I believe that quote is a big part of education. Yes, we go to school to learn about reading, writing, math, and science, but like I said in my older post, that is only half of it. School teaches us how to communicate, problem solve, time manage, work with others, respect others opinions and defend our own opinions. Mr. Wilkens optimizes the things one can accomplish with a good head on their shoulders. Likewise, the Can Food Drive is proving to be something that has expanded the boundaries of our classroom. We are working together to optimize our can buying power, we are communicating by sending buyers to Costco with everyone's money, and we have been problem solving by trying to find sponsors.

The Can Food Drive and Carl Wilkens changed the way I think and have opened my eyes to the impact one can have if they are committed. You don't have to commit to a lot of things, but find something that makes you happy, and pursue that to the best of your abilities.

"Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful"

~Herman Cain

Comparing Apples and Oranges

In the novel Poisonwood Bible, by Barbara Kingsolver, the reader gets to experience two separate cultures, American and Congolese, simultaneously. Many large cultural clashes take place, from religious views to clothing choice.

My Perspective…As a teenager growing up in Illinois, it is interesting to see how the American missionary family, the Prices, is adapting to the very foreign Congolese culture. There are many opportunities as a reader to ask how I would respond in certain situations. One large difference was the clear distinction between the way the Prices raise their kids and the way that the children in the Congo are raised.

My friend Jenna posted a blog about this quote from the novel: “It struck me what a wide world of difference there was between our sort of games… and [a native boy‘s]… I could see that the whole idea and business of Childhood was nothing guaranteed… [It is] invented by white people and stuck onto the front end of a grown-up life like a frill on a dress” (Kingsolver 114). I think the discrepancies in the definition of childhood should be explored, and I think Poisonwood Bible provides the perfect context.

SPOILER ALERT:

The Prices have 4 girls when they venture to Africa and one of them dies while they are there. Kingsolver spent a lot of time throughout the book developing the differences in the Price children compared to those of the Congolese; the games the kid’s play, the chores they do, and the clothes they wear. Also, every few chapters, there was the telling of another Congolese funeral (if you could call it that) for their children. Kingsolver uses very descriptive and sensory rich language to describe the mourning. Until the point when one of the Price daughters dies, this American family had seemed immune to the dark side of Africa. However, once she dies, the mother mourns in a similar way as the Congo women, and although it is a very sad part, it exemplifies the vulnerability of ALL children. It finally brings the Price children onto the same level as the Congo children.

So What?

This made me question, which cultures method for raising children is correct?

In America, by the time a child is 17 parents have spent about $200,000 on them. Factor in college tuition, and the cost of a child is astronomical. Here is a link to an article that talks more about the cost of raising a kid. In Western society, childhood is a time to be innocent, to be worry free, go to school, explore hobbies, and to think that you have all the opportunities in the world ahead of you. Although very different, the Congolese childhood promotes responsibility, independence, and resourcefulness. Is one better than the other?

Because the Congo is very different than America, comparing the childhoods is like comparing apples and oranges. However, the Poisonwood highlights some chilling differences that no child should have to experience. In one passage, a young Congolese girl says she is leaving school. When asked why she says to work at night with Mother. It is then stated that that entails being a prostitute. She is about ten.

The only similarity that these two cultures seem to share is the fact that both childhoods try to prepare the kids for adulthood. It is a vicious cycle for the Congolese, because although these children are taught to survive, they are not taught how to thrive and how to make a better life for themselves. Girls often get pregnant young; miss out on an education, and then get married (usually before they are eighteen.) The society does not know how to function outside of those parameters and that is why education is vital in areas like these. Here is one telling example of the impact of education:

“Women with primary education are significantly less likely to be married/in union as children than those who received no education. In Zimbabwe, 48 per cent of women who had attended primary school had been married by the age of 18, compared to 87 per cent of those who had not attended school (UNICEF estimates based on DHS 1999).” (For more interesting facts from UNICEF, go here!)

This is a very telling fact, and it leads me back to education and its importance. Education fosters excitement, exploration, questioning, and discovery. Can anyone argue the benefits that that would bring to a society? Imagine how much third world countries would prosper if education was accessible and promoted to all.