The poinsettia he'd brought her looked like it was dead. "It's just needs to be watered," his mother had said. Her son had departed, gone back to his ship. Oh, how she'd enjoyed his brief Christmas trip!
To lift up her spirits she'd bought her some tulips; They sat and they bloomed on her floor; She said that she wanted to plant some petunias And gladiolas when the winter was o'er.
Her son was in Norfolk aboard a destroyer, Preparing for a voyage at sea; And when he would call her, his call would o'erjoy her, Making her as happy as could be.
She rocked and watched T.V. and let the time pass And prepared her lesson for her next day's class. She worked hard in the day, but her evenings were hers; And that's how she spent those long winter hours.
The LUCKY BAG she kept on a shelf in her den, Full of the photos of the Midshipmen. She'd look at the pictures of her son inside, And she'd beam with Annapolis pride.
She sat and she rocked and she thought of her son Who soon would be leaving to fire missiles and guns Aboard a destroyer numbered 993 That soon would be sailing out on the sea.
"You can sail the world over, Groton to Dover, Norfolk to Pearl Harbor," she'd say; "You can look for a better Ensign than my son, But there's none finer in the Navy today."
If Shakespeare causes you suc...See MoreOn 5/24/09, Hardy Parkerson, J.D. wrote: > > Ordinary Feller > Author: HardyParkerson > > I,d like to be a learned scholar, > Reading Shakespeare without pain; > But I'm just an ordinary feller, > And reading him drives me insane.
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If Shakespeare causes you such pain, We hope you never teach him. Your students will have nought to gain And never, never reach him.
Hardy Parkerson, J.D. Lake Charles, LA President, Southern Christian University "The World Is Our Campus!"
On 6/03/09, C'est moi wrote: > On 5/24/09, Hardy Parkerson, J.D. wrote: >> >> Ordinary Feller >> Author: HardyParkerson >> >> I,d like to be a learned scholar, >> Reading Shakespeare without pain; >> But I'm just an ordinary feller, >> And reading him drives me insane. > > =============================================== > > If Shakespeare causes you such pain, > We hope you never teach him. > Your students will have nought to gain > And never, never reach him. > > >
SSpilThe college uses Angel for grades and communication. I've used it before so I'm comfortable with it. The homework site is different though. The department purchased it through the text supplier (Cengage) and it is a separate website. I can see all sorts of potential problems.
Thank you for your tips on the homework deadlines.
On 5/28/09, SSpil wrote: > The college uses Angel for grades and communication. I've used it > before so I'm comfortable with it. The homework site is different > though. The department purchased it through the text supplier > (Cengage) and it is a separate website. I can see all sorts of > potential problems. > > Thank you for your tips on the homework deadlines.
Be polite yet firm. You are a professional and will act accordingly and expect others act in a similar fashion. Do not remark on being angry or frustrated, simply state that conversing with students about yourself or another professor in the manner presented as well as discussing the ongoings from a staff meeting are inappropriate and you expect it to stop. Remind him/her that if it continues you have no other recourse but to bring this to the attention of your immediate supervisors.
jimV
On 5/28/09, Paul wrote: > I am a professor at a local university in my area and i > teach philosophy, sociology, emergence of the USA, drama > and psychology. My collegues irritate me so I try to limit > my communication with them. Here is where the problem lays: > students coming up to me and saying, "guess what professor > Stone said about you today?" and them explaining how early > today in, "business policy" professor Stone complained > about an idea I had or what was discussed in the staff > meetings. Our relationship between the professors should > not interfere with the students. It baffles me that he does > this. Should confront him?
On 5/28/09, Paul wrote: > I am a professor at a local university in my area and i > teach philosophy, sociology, emergence of the USA, drama > and psychology. My collegues irritate me so I try to limit > my communication with them. Here is where the problem lays: > students coming up to me and saying, "guess what professor > Stone said about you today?" and them explaining how early > today in, "business policy" professor Stone complained > about an idea I had or what was discussed in the staff > meetings. Our relationship between the professors should > not interfere with the students. It baffles me that he does > this. Should confront him?
I have been reading some posts and it seems they are all about online schools. Are there any professors or grad students on here that discuss real academia issues?
>> [[ What commonly-held *principles* are applied by >> state, faculty, alumni to determine what your >> graduates should have teken to fulfill the larger >> purpose of their university education? (Without a >> commonly-held philosophy among all the evaluators, >> the final estimate of what should be taught and >> learned must only be the results of a poll, no? Are >> the shape of the curriculum and a hierarchy of value >> of the subjects in it only a matter of >> state/faculty/alumni "votes" for them? It >> would seem that a curriculum determined by other than >> a commonly-held philosophy among its professors >> produces a mere cafeteria selection and finally a >> chaos.)]] >> >> [[L. Swilley]] >> bernouli: In a nutshell, I would say the commonly held > "principle" for curriculum development is > outcomes assessment.
Swilley: [[[ And by what principles are outcomes assessed?]]]
bernouli: At our university the widely > embraced educational philosophy is > "learn-by-doing" or "hands-on > learning." > > Whose outcomes you ask? In our departments analysis we > identified 18 customers ranging from #1 - The student > all the way down to licensing agencies that certify our > students. These customers include industry, taxpayers, > the administration, graduate programs, and our state > legislators. We prioritized our outcomes based on a > weighting of the customers.
Swilley: [[[I'm still in the dark. In industries, we ask, "What is it that you make?" In medicine, we ask "What constitutes good health and what means do you employ to secure it?" Consider the following:
[[[Inasmuch as every normal human being has the capacity to understand the world about him and to understand and appreciate those other humans with whom he must live - and through those experiences to kinow himself - it is imperative that he be given as rapidly as possible the intellectual means by which that understanding might be achieved; for without those means, he moves blindly and haphazardly, even dangerously, through circumstances that might otherwise make his and his neighbors' lives comfortable and happy (That he wants to be happy and that he has an inalienable right to happiness are truths that are self-evident.) He must be taught those subjects that reflect basic human interests and essentially different ways of thinking; History (memory, relfections on time, the past); Mathematics (our interest in quantifying, abstracting from the contrete world); Physical Sciences (our eager examinatinoo f the physical world about us); Social Science (our interest and concern in the various aspects of human social and poliktical conduct); the Arts (the "logic" of our imaginative lives). FINALLY - AND MOST IMPORTANTLY - PHILOSOPHY (THE ULTIMATE REALITIES AND ABSTRACTIONS, THE "RULES" FOR THE PRIORITIES AND CONDUCT OF ALL THE FORMER SUBJECTS AND THE DETERMINANT OF THE HIERARCHY OF THOSE SUBJECTS.)]]] > bernouli: All that being said, you can have the best curriculum > in the world, but if you can't deliver it then it means > nothing. So my current cross to bear is student > learning, reading and thinking--not tweaking the > curriculum.
Swilley: [[[My question does not concern delivery - admittedly a problem - but what is to be delivered and why - and which subjects are more important than others. Without a sound conviction about THAT, the best teacher in the world is a loose canon on the deck of education.]]]
On 6/05/09, bernoulli wrote: > On 6/03/09, Kate wrote: >> I have been reading some posts and it seems they are all >> about online schools. Are there any professors or grad >> students on here that discuss real academia issues? > > For years I have been hopeful that there would be some > meaningful topics for professors on this board but for some > reason it gravitates to on-line learning topics. So we can try > again. I sense, however, that there are only a few professors > that regularly post here--less than 5. >
The predominant thought or the mental attitude is magnet, and the LAW is that like attracts like, consequently, the mental attitude will invariably attract such condition as correspond to its nature.
The vibration of mental forces are the finest and cosequently the most powerful in existence..
On 6/06/09, sleuth wrote: > On 6/03/09, All Like Thing " It Can Be" wrote: > =================================================== > Thoughts are sending out that magnetic signal, > that is drawing the parallel back to you! > The predominant thought or the mental attitude is magnet, > And the LAW is that like attracts like! > Consequently, the mental attitude will invariably attract such > condition, as correspond to its nature. > > The vibration of mental forces are the finest! > And consequently the most powerful in existence!
The variation of mental forces are the finest and cosequent...See MoreThoughts are sending out that magnetic signal that is drawing the parallel back to you. The predominant thought or the mental attitude is magnet, and the LAW is that attarct like, cosequently, the mental attitude will invariably attract such condition as correspond to its nature.
The variation of mental forces are the finest and cosequently the most powerful in existence..
"Teacher, teacher, don't whip me! Whip that nigge(x) behind that tree! He stole money, and I stole honey; Ha! Ha! Ha! Ha! Ain't that funny!"
We sung that little song During recess at good old White Oak School: The richest little schoolhouse in Texas, Where football's number one.
And the teacher beat me for doing nothing wrong, Just to show me that she could. And I've never forgotten that lesson! Ha! Ha! Ha! Ha! Ain't that funny!
The school board gave us the best of uniforms; But when we wore them out, They gave them to the Black kids over at Shiloh. Ha! Ha! Ha! Ha! Ain't that funny!
The teacher was the Scoutmaster And took us to Tonkawa; Initiated us by running us through the belt-line In our bathing suits.
As the older Scouts stood and beat us with lanyards On our bare backs and legs, As the Scoutmaster stood and laughed. Ha! Ha! Ha! Ha! Ain't that funny!
I always wondered if the teacher-Scoutmaster Stood in line and beat us too. Or did he just stand by and watch and laugh? But who cares? "Forget it!" they say.
Wish I could; but it's just hard to forget, Even fifty years later. But who cared then? Who cares now?
McNeese has the best of all sports teams. Of the crop of athletes it has the creme. It wins a championship 'most every year. It even has its own golf course real near.
For basketball it doesn't use a gym, For McNeese has the Burton Coliseum. The best of all it has for its athletes. The football field has forty thousand seats.
It has a swimming pool for water sports And health club over by the tennis courts. We're glad the baseball team can now play nights, Especially since the school installed the lights.
In athletics it rates the very best, And with its coaching staff we're quite impressed. We're glad to know that no expense is spared To make sure that our teams are well prepared.
Who cares that it has junked geology, And no longer offers that fine degree!
E.T.On 6/04/09, sleuth wrote: > Must scratch sussie, must scratch sam. > Join the jitter-bug of must scratch land, and Hardie he > look like a tooth pick he is so skinny.
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If Shakespeare causes you suc...See More