WAL-MART: Public Enemy Number 1

Wal-Mart. A friendly name, a friendly place to shop. A place where Smiley is always slashing prices for all of America.

At the expense of America. Smiley might as well be slashing the throats of Americans. It has taken inumerable jobs from American workers and has given them to the Chinese. About 70% of all the goods sold in Wal-mart stores come from China--about $18 billion worth. Shame on you Wal-Mart.

Wal-Mart is killing small town America. They claim they have done more good for the communities of America than not. And dumb Americans are believing it. It is a vicious circle, indeed. The poor, welfare recipients of our country are grateful for cheap (I emphasize CHEAP)goods, not realizing that the jobs used to make these goods could have been American jobs used to help these poor people earn a living. Wal-Mart is committing first degree murder on America. And, Wal-Mart is one of the largest supporters of the Chinese military. Some day this will come back to haunt us. Think about it. We help support China's economy, though their own poor still suffer. Where do you think the money is going if we're spending so darn much on Chinese goods? Not its people, you can bet on that! China is able to build up their military powers due to our support whenever we buy products made in China--a majority of which are being purchased at Wal-Mart stores. And it has been reported that China's military is approaching the U.S. military's technological status, once again due to our support.

When will we wake up and see that there is a high cost to Wal-Mart's low prices? We need to take action. We need to stand up and say, "I will not be a part of this Wal-Mart machine." I, for one will not be a part of the "Smiley mentality." Put a little moustache on Smiley's upper lip. Resemble anyone you've seen before?

http://www.walmartmovie.com/watch.php
http://www.businessweek.com/bwdaily/dnflash/jul2005/nf20050726_3613_db016.htm
http://www.comlinks.com/polintel/pi050223.htm
http://www.willthomas.net/Convergence/Weekly/China.htm

No Teacher Left Behind

Here's a Letter to the Editor I wrote that appeared in the Hays Daily News, Hays, Kansas, November 6, 2005

"Dear Editor,

I write to vent some frustration. I do not intend to be mean—I just want to vent and, perhaps, clarify a couple of things. I am a teacher and I am getting weary.

Our current administration has dictated that no child is left behind. Herein lies my frustration. I am busting my backside to be a better teacher in every way I can. I try to teach kids the things they need to know according to this doctrine. It is hard. It is very, very hard. Here’s why: I have some parents who do not realize that I have around 90 students to teach each day. I want to give each and every one of them my full attention, but time does not allow it. As it is, I end up using way too much of my time dealing with disruptive students, trying to get them to want to learn so that I—and they—do not fail “No Child Left Behind.” Then I also like to contact the parents of these children to see if we can work out recurring problems. Occasionally I find that many of the parents of these children exhibit the same behaviors as their children, so it is not always an easy task to talk a parent into seeing things through a teacher’s eyes. Therefore, this takes even more time. In taking time to deal with these discipline problems, I end up neglecting, to some degree, the needs of the students who truly want to learn—whose parents fully support what I am trying to do. These are becoming the children who are left behind.

Students who WANT to learn are the ones being pushed aside so that I may pamper and devote excessive time to those who DON’T want to learn. Do you see the irony here? I am not alone in my frustration. I have also seen some parents of difficult children wanting to run the show, to demand that their children receive special treatment by teachers, administrators, and paraprofessionals. Everyone is walking on eggshells with these parents. Well, frankly, I’ve become so weary that I am seeking the help of the parents who have the children who DO want to learn, who are not problems on a daily basis. You need to start speaking out. If you think the teachers of your children are doing a good job, you need to tell the school administration, school board, and community how you feel. You need to help defend the privilege of education.

I am tired—I am under stress. I regularly work 10 to 12 hours a day during the school week. Then I go home to grade papers and prepare more for the next day. I also spend 4 to 6 hours at the school on most weekends. In the summers, I am continually researching information for the upcoming year, as well as taking college courses to strengthen my knowledge base to make me a better teacher. I use my time efficiently. I am not complaining about the hours—I love to teach and I love to learn. I am constantly trying to find new ways to facilitate student learning—to make it interesting for them. I am not alone in this quest. I see my colleagues doing the same: neglecting their families and private time to be good teachers. Sometimes we do this, only to find a note or message on the answering machine from a parent who has no intention of supporting what we are trying to do. It’s often like paddling against the current—only it seems more often than not that it is during a storm.

I once received a phone call from a parent letting me know how much I meant to her child as a teacher. That phone call made my day, maybe even my whole year. I teach because I love teaching. All I ask is that I am allowed to do my job.

Educationally yours,
Jennifer T-W
Middle School Science Teacher, Kansas

Seeing in the Dark

Being an adult has its ups and downs as anyone who has reached this point knows. I am older now, I should be more responsible. Especially since I am a teacher--one who influences young minds. But I am also human.

I am of the mindset that in order to reach my students, I often have to think like them. Thus enters, by proxy, the urge to ACT like them. Sometimes, anyway. I had a student who would not believe that it is light that allows him to see (understanding that all of the physical connections from eye to brain are functional). He told me and the class that he can see in the dark. I allowed the students to discuss this for a while, and the concensus--sans this one student--was that one cannot see in the dark. If you think you can see, it is because there is a little light from somewhere reflecting off the objects in some way so you are able to perceive them.

To prove the point, I located a totally dark room--the locker room--to take these junior high school students into. Yeah, I know. Probably a dumb idea in the first place. But these kids are pretty good kids for the most part. I had them line up along the wall while the light was still on. We talked about the persistence of vision--the lingering image your brain holds on to after the light is removed--so they would not misunderstand this initial sensation. I flipped off the switch, they screamed, and then they settled down so I could test them.

Here is where my juvenile behavior ensued. I knew they could not see me, so I asked them what I was doing, based on what they could see. I, of course, focused on the student with the notion that he could see in the dark. I asked, "Jordan, what am I doing now?"

He said, "You're standing there."

Duh. And I said, "Duh. No, what am I doing with my right hand?" I was making the sign of "loser" on my forehead. Of course he had no idea, and I didn't tell him. Then I made some faces and a few other gestures they couldn't see. I asked about all of them and lied that I was holding up so-and-so number of fingers (I guess I was holding up one specific finger in one instance), waving my hand, etc.

Then, I began to take advantage of the darkness, and realizing how easily frightened I was at that age, began to tell them of cave madness, the affliction that hits people who have become trapped in caves for even moderate periods of time. Since those trapped cannot see, their minds begin to play tricks on them, and often their greatest fears "appear" to them in this state. I told them of ghosts and demons people had "seen." They began to get pretty excited and nervous, and I could sense the tension in the air. I smiled evilly, since they couldn't see me. They chattered amongst themselves, recounting and sharing their own memories of fright.

I seized the moment and sneaked away from the bunch and just let them talk, letting them believe I was still there with them. I could hear them, but was a good 25 feet away by the light switch. It was then that I let out a low growling moan that turned into a blood-curdling howl! They screamed like banshees, and I flipped on the light. Boy, were they mad at me!

I asked Jordan if he still believed he could see in the dark. He scowled at me, then laughed. "No, I don't. I think I was being stupid." Then he held up his right hand to his forehead, looked at me and made the "loser" sign.

Evolution in Action

Kansas--Only as Ignorant as the President

Great! Now Bush is in on the debate on what Kansas science teachers are supposed to teach (http://www.kansas.com/mld/kansas/12282026.htm). The conservative members of the Kansas State School Board are trying to persuade the others that teachers should be teaching evolution--but there's a catch. They are also to teach the concept (they call it "theory") of intelligent design right alongside evolution. What the hell does that mean? I have a PROBLEM with them calling it a theory, first of all. A theory is something that not only withstands the test of time, but can also BE tested. It is not a BELIEF, which many people don't seem to understand. It must be able to be tested. Now, if intelligent design can be proven, then we must be able to step back in time, as we do when we look at fossils, and detect the beginning of life. Not based on what was written in the Bible or other religious doctrines, but based on evidence placed on and in the earth. Argue, as you may, that the theory of evolution is based on the same types of detection systems. However, this theory is not based on what I want to believe. It is based on hard, cold evidence that all living things have had to adapt over time to changing conditions--or die out. The continents have moved--a theory. Animals and plants on those continents have had to adapt to adjust to new climates, albeit SLOW-changing climates--another theory. Offspring that were better suited to the changing environment lived to reproduce with the genes they carried. Other offspring not suited, died and did not reproduce. This is the premise of evolution. There is evidence of these things happening in fossils. Do scientists KNOW how life really started? No, that's why it's a theory. Otherwise, it would be considered a law.

You might argue that there is evidence of a God, whatever religion to which you happen to belong. All that is beautiful must surely have been created by God, just look around. What a miracle life is. Yes, it IS pretty darned amazing, isn't it? But whose God do we believe in? Which form of intelligent design am I supposed to teach about. If it is a theory, I must be able to present concrete evidence accumulated over the years. I'm sorry, my friends--there is not concrete evidence. It is a BELIEF, not a theory. A feeling, a need. I believe, but I can not prove anything. Oh, you say, "It's in the Bible. It must be true." I'm sorry, but the Bible was written by human beings based on stories passed down through the generations. Many religions have common stories, but, still, no facts. There are certainly distinct differences in religions, as well. Which one is right? Ah, the question of the day. The question that man has fought over since we've been around. Who is right? Let's kill each other until we all believe the same thing (if you think this is a good solution, I have a number of a great shrink for you).

I am not going to teach the intelligent design "theory" in my classroom. They will have to fire me. I will teach what is scientific. I am a science teacher. Period.

Perhaps schools should offer a separate course called "The Theory of Intelligent Design." My friends, public schools are not for teaching religion (i.e., beliefs). Parents, that's YOUR job. Now do it.

Teenage Moon-Misconception

I was talking with my sister-in-law the other day, and she told me a story--a rather sad story--of a teenage moon-misconception. A 16-year old girl rode along with some of my sis-in-law's family when they came out to Kansas to visit. The girl has spent most of her life in the city among the bright lights, so I suppose I can see where she got the misconception. Anyway, she was riding down a country road with my s-i-l, a bright Kansas full moon shining down upon them, when she thoughtfully queried, "Does every state have its own moon?" Hmmm . . .

Life Where It's REALLY Windy

If you ever were told that Chicago is the "windy city," you've never been to Northwest Kansas. The wind commonly blows 20 mph. This summer has been especially windy, with nearly daily occurences of gusts 30 to 40 mph. Whew! Doesn't do much good to comb the hair--Sinead O'Connor would do great out here (is she still "bald?").

Anyway, tonight in our windy little corner of the world, there was a hot time in the old town. There's a grain storage building (called a grain elevator)--a tall white monolith with smaller, but sizeable grain storage and feed dispensing buildings surrounding it. One of the older, wooden structures caught fire tonight and went up as an inferno! Whether it was due to electrical problems or combustion, I don't know. There is a gas station on the same grounds, so I'm sure the multitudes of firemen were sweating it out. I wonder if it were combustion: the temps last week hovered around 105 degrees daily (could that exacerbate any fermentation or combustability of the grain?). Fire crews came from all over the county, blocked off the highway and put the water to it. Many of the townspeople came to watch (a good portion of the 1500 residents). Sad thing is, across the highway are more giant grain storage bins. I should say were . . . a tornado early this summer took out one and damaged another. What a year!