Note exact quantities are not used to make this recipe. I explained what to look for instead as that is how I actually prepare this dish.
About 5 pounds of boneless skinless chicken
McCormick Roasted Garlic & Herb
Virgin Olive OIl
Unwrap Chicken and place on a plate.
Brush Olive Virgin Oil onto Chicken until it is fully coated.
Cover chicken in McCormick Roasted Garlic & Herb Mix until about half the chicken’s surface area is about ½ covered.
Grill Chicken to 165 degrees fahrenheit.
Place chicken on plate and enjoy!
This dish is a relatively affordable dish as chicken is one of the least expensive proteins that one can buy. The average cost of a pound of chicken, according to a quick google search, is 3 about dollars and one can often find it for much cheaper on sale. The other ingredients in the dish are a bit more expensive per purchase, however, one McCormick Roasted Garlic & Herb and a bottle of virgin olive oil can last for tens of times making this recipe.
This dish is also a relatively healthy dish. Boneless skinless chicken only has 165 calories per serving. In addition to that, it offers an amazing 31 grams of protein. I ate this dish frequently when I was lifting as it was a great source of protein at a low cost. Protein helps us build and replenish muscle and people who are actively training must eat more than the average individual. While olive oil is high in calories it consists of monounsaturated fat as it is thus considered good fat by many nutritionists, rather than trans fats and saturated fats, which are generally considered bad for you.
This meal is not very processed as the chicken is a natural ingredient. Using virgin olive olive olive oil means that the olives were only turned into oil using a machine but no chemicals or additives.
Romantic relationships have existed for centuries. In these relationships each partner is hoping to gain from the relationship. In popular entertainment, such as, plays and movies, relationships are often portrayed as a war between the sexes. In Taming of the Shrew, a comedy written by William Shakespeare, Petruchio’s main objective in the relationship is to exercise control. The same relationship dynamics can be seen in The Wolf of Wall Street. While it is not Jordan and Naomi’s initial goal, their relationship becomes about control as well. Naomi seeks to control Jordan’s habits using sex, while Jordan wants to control Naomi with their shared child. These two narratives reflect that relationships are always about control. The only difference is that now women also try to control men, and have the added weapon of divorce, which makes marital conflict more complex because it gives each side more autonomy.
Throughout the play Petruchio tries to control Katherine. One of his favorite techniques to manipulate her is withholding what she wants, until she agrees with him. In ACT IV of the play, Katherine is excited to return home to see her father for first time since marrying Petruchio. Petruchio sees this as an opportunity to further dominate Katherine. Petruchio decides that before they begin their journey to comment on the brightness of the moon. However, it is day time as Katherine points out. They argue back and forth until Katherine gives in and states,
“Then God be blessed, it is the blessèd sun.
But sun it is not, when you say it is not,
And the moon changes even as your mind.
What you will have it named, even that it is,
And so it shall be so for Katherine.”
(Act IV, Scene v, 21-25)
Katherine gives in to Petruchio because she has no other option. Without the ability to divorce in this era she must agree with him to get what she wants, which is to visit her father. Women had no leverage in this era, without the threat of leaving with half of the marital property. This has led to male tyranny over women as men control the money and are above in the social hierarchy.
However, over the past 400 years a great deal has changed to make the power balance more equitable. In the scene pictured above, Naomi is arguing with Jordan about his activities from the night before. She accuses him of sleeping with other women and yells at him for waking the baby with his helicopter when he returned home at three in the morning. She yelled, “Do you really think that I don’t know what you're up to? You're a father now. You’re a father now! And you're still acting like an infant!” During Shakespeare's era women would never challenge their husbands as they were powerless. However, since Naomi has the threat of divorce and the freedom to withhold sex, the power dynamic has changed greatly. Now both parties in the marriage have the ability to attempt to control one another. The power dynamic has changed enough that in the next scene of the movie Jordan apologizes to her, an act a man would have never performed 400 years ago.
In ACT IV, scene 3, the reader continues to see Katherine controlled by Petruchio and his servants. Petruchio and his servants have not given Katharine food for many days in an attempt to tame her into becoming the ideal wife, one who is obedient to her husband. Katherine complains about this experience to Petruchio's servant, Grumio, attempting to persuade him to give her food.
“Am starved for meat, giddy for lack of sleep,
With oaths kept waking and with brawling fed.
And that which spites me more than all these wants,
He does it under name of perfect love,”
(Act IV, Scene iii, 9-12)
Katherine is confused at this point in the play. She does not understand how being, “starved for a lack of meat, giddy for sleep,” is going to achieve “perfect love.” Petruchio believes that starving and depriving Katherine of sleep will calm her down by not giving her the energy to fight. Without ability to walk away from her abusive husband, Petruchio’s strategy works and she eventually submits to his rule at the end of the play. Total control is Petruchio’s vision of “perfect love.”
In the modern world men still win some arguments. In The Wolf of Wall Street, Jordan commits many illegal acts in order to hide his money from the government. One of his illegal acts is hiding his money in other’s names. When Aunt Emma dies in England, both Jordan and Naomi are devastated, but for different reasons. Naomi is upset because Aunt Emma is one of her closest family members. Jordan is devastated because Aunt Emma is one of the people illegally hiding his money and she never signed the document to pass the money to him upon her death. Naomi desperately wants to go to her aunt’s funeral but Jordan wants to go to Switzerland to forge documentation to have the money passed on to him. They get into a dispute until Jordan ends it by saying, “But I have business in Switzerland. I need to go to Switzerland right now. Bottom Line. Sorry.” At this point in the movie Naomi would be inclined to divorce Jordan because he is unsympathetic, selfish, and unfaithful. However, she is stuck in the relationship because he is the father of her child. Also, despite any progress society has made, the primary earner in a family still has more power. Jordan is the one paying the captain of the ship to sail it to Monaco (he will then drive to his business in Switzerland) and even if Naomi tells the captain to take it to England he would obey Jordan.
Taming of the Shrew and The Wolf of Wall Street teach their observers a great deal about relationship dynamics, especially how they have changed overtime. Naomi had options with her relationship that Katherine could not even imagine during her time period. Women now have the option of divorce and to have their own income. Men still hold power over women but the gap in control is closing. Society still has to make progress before there is truly equal distribution of power in relationships. In order to get this power, women will need to first be seen as economic equals. They need to be paid an equal amount for the same work. This will allow them to no longer have money control them. Since the beginning of time, romantic relationships have been about control. The distribution of control between the two genders has changed over the past 400 years, mainly due to divorce, but men still have more power.
The Wolf of Wall Street. Dir. Martin Scorsese. Perf. Leonardo Dicaprio. 01 Distribution, 2014. DVD.
Shakespeare, William. The Taming of the Shrew. Ed. Barbara A. Mowat and Paul Werstine. New York: Washington Square Press, 1992. Print.
5.5 Weeks in Hell
Wake up at 7am. Do the usual morning tasks. Study on the train. Go to class. Eat lunch. Go to the library. Study for five hours. Eat dinner. Go to office hours. Study on the train ride home. Go to bed at 9pm. Repeat. This became my reality during finals week at the University of Pennsylvania. I was taking Microeconomics, a class usually taught during a whole semester, but I was taking it in a mere 5.5 weeks. Yikes!
When I heard about the Penn Young Scholar Program I knew it was something that I wanted to do. The Penn Young Scholar Program allows local high school students to take college level classes. Unfortunately, I didn’t hear about it until four days before the application was due. My test scores were not the best and I had to scramble to get letters of recommendation from my teachers. I wrote the application essay in one sitting. I didn’t expect to get in because of these factors.
A few weeks later I got an email titled “admission decision.” My heart was pounding and my veins were tingling as I opened the email. I got in! I had never been so proud of myself. My uncharacteristic scream of joy boomed through the house, waking my dad and we had our own celebration at 1am.
The next day I got an email from my college advisor that told me what I had to do. I had to create a Penn email account, my very own .edu email address. After I created it, I just stared at the blank gmail account for a while. Looking at firstname.lastname@example.org was one of the greatest moments in my life. I had traveled from the ignominy Dyslexia to seeing the Penn shield shimmer in my gmail.
I arrived at the first class 45 minutes early. This would be the beginning of the longest 5.5 weeks of my life. To my surprise I was not the first one there. Three students were playing a strange computer game. “Hey,” I introduced myself.
After a brief hello they went back to their game, speaking some game jargon I barely understood. This interaction was the beginning of my concern that the people in my class would be very different than me. As more and more students poured into the room I sensed that I would have trouble relating. Not one person looked like they would share the common interest of sports, which is usually my go to for small talk. Many of them were older than me as they were undergraduates at the University, but some were also still in high school. To make matters worse it appeared that many of the students already knew each other, which was puzzling to me as it was only the first day. I later found out that they met in the dorms and became friends. This would enable them to study together later in the course.
Despite my isolation the Microeconomics class started off fairly well. But I did notice myself acting differently in the classroom than in high school. During the first week I was far quieter than usual and asked few questions. I was scared of the “big stage” of college. I also wanted to sound smart in front of my new classmates, especially after saying something dumb the first time I answered a question. I definitely did not want to be the class idiot, something I never worried about in high school but everybody there just seemed “off the charts” smart. In spite of all this I got 100 percent credit on all homework assignments. Leading up to the first test on that Friday, I had a four hour marathon study session in the library and began to feel somewhat comfortable with the course’s content. Later at office hours, I tweaked my knowledge on the topics about which I had been confused.
Going into the first test, despite knowing the content well, I was very nervous. It was my first college test and there was certain mystique with that. I took the test and it was much like every other test I had ever taken. I had plenty of time at the end test to check my work and twiddle my thumbs. After the 45 minutes of taking the test I submitted it confident in my two pages of work. After the test, my professor was going over the answers of the quiz in the front of class and I got every question correct on test. I began to walk away feeling triumph that I could do the work at Penn. However, a girl in the class called me back and said, “Don’t you want to see the answers to the third page?”
“There was a third page?” I asked in panic.
“Yeah, there was.”
I turned to my professor and pleaded, “There was no third page stapled onto my test.” She showed me the third page of the test devoid of answers. I was heartbroken.
The professor tried to comfort a stressed out me, but my mind was already racing about how much I had botched the quiz. How many points had I lost? Could my grade recover from this? I stewed for the rest of the class about how I missed the last page. I knew I had to focus on next week’s material in order to do well.
I got my grade back for the first quiz. It was an 86%. It was disappointing because I knew the answers to all the question I missed. However, it would had been much worse if there were more questions on the last page.
The following week's material was primarily about elasticity, taxes and subsidies. Words that strike fear into my heart to this day! The work was 10 levels above any work I had ever done before. There were over 6 different formulas and I had to know how and when to use all of them. The graphs had what felt like 20 lines, each showing an intricate detail important to solving problems. I could no longer use the tricks I had used graphing in high school as these were too complex.
I was lost and I had no one to turn to for help. I still didn’t have a classmate I would call a friend and nobody I knew had taken economics in the last 30 years. I continued to do the work the best I could but I knew it wasn’t correct. Worst of all, everybody else in the class seemed to get the work. There was a homework assignment that week that I had spent 6 hours on, but still couldn’t finish. My note to the professor on Canvas read in part, “I spent 5-6 hours working on it over a couple of days but I was still very confused. I fell asleep working at my computer and when I woke up and I just had to submit what I had. If I could at some credit for questions that I did that would be great, but if it doesn't work that way in the class, I understand.” I got no credit on that assignment and no response on that message which annoyed me. But the test on the new content was coming up and there was no way around that. I had to get ready and I was feeling very nervous that I wasn’t going to be able learn the material. On the Thursday before the test I did the same thing I did the previous Thursday, hoping that it would help me master the content. I went to the library and studied for hours. Then at office hours I studied some more.
The test day was Friday. I still was not feeling very confident and I predicted that I would get a modest 75% on the test, which would be my worst grade since the first grade. My professor handed me the test and said “Three pages” as she chuckled a little. I began going through the test and answering the questions not feeling too great about my answers. I turned it in and my teacher went over the answers. I had missed 3 out 4 multiple choice questions. That put my maximum grade for the quiz at a 70%. I quickly excused myself to the bathroom and stirred with anger towards myself. I left bathroom, walked up the hall and screamed “FUCK” in the middle of the McNeil Building. I don’t think anyone heard, but I’m not sure.
I got home and later that night I got an email from canvas saying the test was graded. I didn’t want to look but I forced myself to. I got a 48! I fell into a state of depression that night. My whole identity as a smart guy was challenged. I felt like I was ready to give up. It was the last day that I was allowed to drop the class with no damage to my college transcript and would only have to pay half the cost. The next day I saw my friend Ben and his dad, a college professor, and they persuaded me to stick it out considering I could drop one of three quiz scores. I also figured I was nearly halfway through this hell and if I quit now I would have nothing to show for it. Seeing him also gave me a much needed break from the endless stress of the class.
I knew I had to change in order to be successful. Most importantly, I needed help. I looked up economics tutors in the area and found one. While Paige was far from perfect, as she had not taken Intro to Microeconomics in five years, working together we were able to solve problems. I also knew I needed a friend in the class, even if he or she weren’t the ideal match. I started talking to Leo and Rohan after class. We were able to help each other on the nightly homework problems and it enabled me to talk about the class with someone who was actually there. Finally, I had to commit to working at another level. I had to study as if every day were the day before an exam, which meant at least six hours of studying every afternoon.
After completing the midterm I was sure I got a score in at least the high 70s. I got a 66 which upset me, but it didn’t destroy my grade either. Once again I felt depressed about my score. I considered withdrawing from the course but I still had over 75 percent in the class, as I could drop the lowest quiz. I knew a withdrawal would look like I was failing. I told myself to “gut it out” and that there were only two more weeks of hell and then it would be over.
For the next quiz I studied more than I had for the midterm as I was frustrated about my grade. I knew this quiz had to go well or I wasn’t going to be able to drop the abysmal 48. After the test, I learned I got 2 of 4 multiple choice questions wrong from other students; my professor wasn’t going over the quiz this time. I felt like I couldn’t catch a break as I missed both multiple choice questions where I had eliminated all but two choices. Consequently, the maximum grade I could get was an 80%. I was more nervous than ever waiting for the grade. I felt like I did the short answer question correctly, but one mistake could throw the whole problem, leaving me with an “D” or “F”. I only lost two points on the short answer to a minor error. I was relieved to see a 78%; my chances at “C” were looking good as I had a 76% in the class with the final exam and participation grades left.
More good news was to come during finals week. The course’s grade was going to be curved. Anything between a 76 and 88 was a B. My participation grade came in as perfect; I participated much more as the class went on, and I was feeling good with a 78% going into the final. I calculated that I needed a 72% to end with a “B” for the class. I knew a 72 was not going to be as easy, as it was a cumulative final. I never knew where and how the questions were going to “attack.” I grinded to point that week where everything I did was microeconomics. I worked every waking hour on the course as a “B” would leave a positive impression on my college application; however, a “C” would look decent at best.
I was nervous as I started the final exam. But I soon fell into a zone where I methodically moved through the test. The three hours were over in what felt like no time. I thought I got my 72% but this time I was unwilling to predict a score as I had not been accurate before. After the final I said goodbye to the library where I grinded many long hours and then fell asleep for 16 consecutive hours.
For next four days I obsessively checked my email, waiting for the grade to come in. The email came in that my course grade was posted. I felt my heart pumping and my veins tingling just like at the beginning of the journey when I was clicking the email to see if I got into the program. I got a 76% which meant B! I was as happy as a child in Disney World.
When I started at Penn, I was worried about not being able to handle the work, but I learned when entering a new environment that confidence is very important. My story relates to The Things They Carried in that both deal with entering new environments. When Tim O'Brien, goes to Vietnam his environment changes rapidly. While a change from high school level work to college level work does not compare to entering war, parallels can be drawn. Tim O’Brien and I feared our new environments at first; however, once we gained confidence we were more comfortable and successful in meeting new challenges. In the small picture, I learned that college will be difficult but I will be able to master it with hard work. In the big picture, I learned to expect an adjustment period when entering a challenging environment.
The Pope's recent visit to America was covered extensively by the press, and was largely received as positive. He spoke on a variety of topics and issues, including the role of women in the Church, climate change, single mothers, immigrants and the plight of the less fortunate. While there were crowds in Philadelphia to enjoy these messages, there were not as many people to share the experience as there could have and should have been. Far fewer people witnessed the Pope's visit than originally predicted by Philadelphia’s Government and the World Meeting of Families. The low attendance is proof that Philadelphia’s government is incapable of planning a large scale events without discouraging people from coming.
The City of Philadelphia initially expected up to 1.5 million people to come to the highlight of the Pope's visit, the Papal Mass. Keith Still, a professor of crowd science at Manchester Metropolitan University, estimated that anywhere between 80,000 and 142,000 people came to the Papal Mass on Sunday, September 27. Still, made his estimates by analyzing photographs and assuming four people were in every cubic meter of space. He then looked at how far the crowd stretched down the Ben Franklin Parkway. In response to pressure from media regarding how many people came, Mayor Nutter stated, "It's not like a football game. This is not a situation where you evaluate success based on the score." It is obvious that Philadelphia’s government is embarrassed by low attendance at the Papal Mass, as they have dodged all questions about it. The road closings and the confusion over what public transit stations would be open caused people to avoid this incredible event. The core of Philadelphia’s mass transit system was functioning far differently than normal. Many stations on the Broad Street Line, Market Frankford Line and the Regional Rail Lines were closed. In order to get on Regional Rail System one needed to enter a lottery to buy a special pass. In addition, multiple bridges and highways were closed going in and out of the city; thus, driving also became a difficult option. Fewer people came to the Papal Mass because they did not want jump through hoops to get into downtown Philadelphia.
The elderly are a significant part of the religious population in the United States. The Pew Research Center has done multiple studies on this and is a leader in researching religious and political topics. According to one of their studies, 53 percent of people 65 and older attend religious services at least once week. However, only 33 percent of people between 18 and 29 attend services once per week. This means that a large percentage of the Papal audience could have been the elderly. However, elderly people are often more challenged to walk than young people. In spite of this, Mayor Michael Nutter said, “Philadelphians and visitors to the city for the World Meeting of Families and visit by Pope Francis should be prepared to walk for miles when the events take place.” Many elderly people are not capable of walking miles. Mayor Nutter scared the elderly away because they were worried about not being able complete this walk without injuring themselves. This shows that city government values young people more than the elderly.
Although the Pope’s visit may only seem important to Catholics who were discouraged by the government from coming, it should in fact concern anyone who cares about Philadelphia. The handling of the Pope's visit has already done damage to our reputation as a city capable of holding national scale events. Poor travel systems, lack of attention to the elderly’s needs and the excessive media hype tarnished our reputation. If Philadelphia also mangles the upcoming Democratic National Convention, it will decimate the city’s reputation for holding national functions. For the recent 785 million dollar investment for the renovation of Philadelphia’s Convention Center to be worthwhile, the city must be known as a prestigious place for national events. Philadelphia is one of the most prominent cities in America’s history and it needs to present itself that way on the national stage.
"Religion Among the Millennials." Pew Research Centers Religion and Public Life. Pew Research Center, 16 Feb. 2010. Web. 13 Oct. 2015.
Rhoads, Kelton. "Everyday Influence." Everyday Influence. Www.workingpsychology.com. Web. 13 Oct. 2015.
"Map: Road Closures During the Pope's Visit." Map: Road Closures During the Pope's Visit. Philadelphia Media Network. Web. 13 Oct. 2015.
"Map: Road Closures During the Pope's Visit." Map: Road Closures During the Pope's Visit. Philadelphia Media Network. Web. 13 Oct. 2015.
Avril, Tom. "800,000 at Papal Mass? Better Count Again." Philly.com. Philadelphia Media Network, 30 Sept. 2015. Web. 8 Oct. 2015.
Sisak, Michael. "Philadelphia In A State Of Panic As Pope Visit Nears." Huffington Post. HuffingtonPost.com, 1 Aug. 2015. Web. 7 Oct. 2015.
January 20, 2015
Jim Yardley’s Brave Dragons follows a Chinese basketball team as they rise up from the cellar of the league. He first became interested in the Brave Dragons when former NBA coach Bob Weiss agreed to coach the team. The Brave Dragons are owned by a quirky owner who constantly makes coaching changes, screams at his players for hours, and once even physically assaulted a player. However, the story becomes about much more than this as it delves into Chinese culture. Jim Yardley puts himself into the story as character using Literary Journalism. Jim Yardley’s use of literary journalism puts you into the story Brave Dragons and gives you a realistic perspective into Chinese culture and how it differs from American culture.
One of the major features of literary journalism is storytelling. You are thrust right into the clash of cultures in the first chapter. Negotiating the Chinese culture is like a minefield. Something as simple as eating your lunch can cause an explosion. According to Tracey, Bob Weiss’ wife, “Bob should not leave his chopsticks planted like fence posts in a bowl of rice because this symbolized death.” (16) Bob was not versed in American manners let alone Chinese. This anecdote about eating lunch demonstrates the importance of storytelling, as this same information communicated in nonfiction would lack the sense of immediacy.
Another major feature of literary journalism is the use of voice. In Brave Dragons Yardley uses first person perspective to tell the story of Chinese culture. Jim Yardley was invited to spend the Chinese New Year with the Brave Dragons’ DJ, Ren Hongbing. The first day of the Chinese New Year is a highly celebrated occasion and is described by Yardley as, “The Chinese equivalent of Christmas and Thanksgiving blended together.” (225) On the first day of the Chinese New Year celebration there was a fire in the building where Ren lives. Jim Yardley wants to help the family put out the fire. “‘Eat,’ Ren said. ‘This is not a problem.’ I’ll go take a look.’ He closed the door. I found myself wishing that Ren’s parents had also given birth to Ren Firefighter. I ate a few dumplings and contemplated my predicament. I was Ren’s guest, and I did not want to embarrass him or for him to lose face.” (228) Yardley’s use of literary journalism puts you into his shoes as a character and puts you into his “predicament.” In China it would be “embarrassing” for a guest to help. The use of first person perspective was far more compelling to read than a factual story about how the Chinese honor their guests.
Literary journalism allows the writer to describe scenes and characters in minute detail. Yardley, when describing the utterances of the team’s African center, uses extreme description. For instance, the author states, “It was as if they arrived a long moment after they left his mouth, as if the sound were lingering in the air, vibrating, deliberating whether it would coalesce itself into something recognizable.” (90) Literary journalism is the only medium in which this kind of detail could be applied in a factual story. The use of description enhances the character Olumide. After Yardley portrays Olumide’s voice this way, it changes your perspective on him for the remainder of the story. It gives you the back story for why Olumide’s quotes later in the story are a confusing jumble. Also, one can now understand that the author at times had to interpret Olumide’s words when it put into the story.
One of the hallmarks of journalism is the attempt to be objective. Figurative language classically does not fit into journalism. However, Yardley is freed from those handcuffs by using the conventions of literary journalism. For example Yardley writes, “The Liaoning Pan Pan Dinosaurs’ basketball arena is shaped like a whiskey tumbler, squat with rounded glass walls, glowing on this night with intoxicating promise.” (64) Yardley does more than describe the shape of the arena. He is able to paint a picture of the Chinese obsession for basketball and its promise. Literary journalism allows Yardley to describe the arena with a metaphor instead of blandly stating it.
Brave Dragons is more than a story about a Chinese basketball team. It clearly depicts the interaction between the Chinese and American culture. Literary journalism is the ideal medium to show this interaction. It gives the writer the ability to paint a whole picture complete with nuances of character and personality. Yardley has acknowledged his intent to reveal the conflicts within modern China. Yardley was quoted by the New York Times stating, “Private entrepreneurship exists in perpetual tension with the state.” You can see this throughout the story Brave Dragons. The tension between the state and team is shown in many facets throughout the story. For instance, the team DJ wants to play various types of music at the Brave Dragon's games. However, the state sanctions what music is allowed. Every team in the Chinese Basketball Association must play the same music. This is microcosm of what happens throughout present day China.
Prior to writing this story, Yardley was a journalist for many years. Yet, he chose to use the conventions of literary journalism to tell the story of evolving Chinese culture. Shy of living it oneself, Yardley’s use of literary journalism gives us as realistic of a look into Chinese culture as possible.
Zengerle, Jason. "China’s Basketball Culture." The New York Times. The New York Times, 24 Feb. 2012. Web. 18 Jan. 2015.
Yardley, Jim. Brave Dragons: A Chinese Basketball Team, an American Coach, and Two Cultures Clashing. New York: Alfred A. Knopf, 2012. Print.
(The teacher walks in holding a briefcase) Good morning class. It is just a wonderful day to be here. (Rubbing his eyes) I hope you all had a lovely weekend. What are you doing Russell? Russell can you please put your phone away? Today we are going to review genetics. (Goes to the board and begins to write.) Alright class, let’s begin with something easy. If there are 9 genes that go into eye shape and 10 that go into eye color, how many genes affect your eyes genetic makeup? What do you mean 21? It is as simple as 9+10. Why are you all laughing? Oh… it’s one of your internet jokes.
(Looking flustered) Let’s get serious, now that you all had that laugh. So if the dominant trait is… What’s that sound? Do I hear cell phone? Anyway, brown hair and the recessive trait is blond hair, and the person is heterozygous, will they have brown or blond hair? Why are you all just giving me blank stares? (Begins to tap pencil against desk.) We have been over this ten thousand times. Edward, what’s the answer? (pause for 5 seconds, begins to pace) Come on, don’t just give me “Ums” and “Uhhs.” Seriously, I don’t understand what is wrong with you all; we have been going over nothing but this for the last two weeks.
Russell! Hallway. Now. (Walks quickly towards the hallway in an angry fashion) I’m so damn tired of your phone going off in class! If I catch you again, I’m taking your phone for the rest of the period and telling Principal Jenkins. Now let’s get back into class. We still have a large amount to cover.
Sorry about that class. So Jason, do you know if a person is heterozygous and has one allele for brown hair and one for blond if they will have brown or blond hair, assuming that brown is the dominant trait? (Pause 3 seconds, while teacher twists his hair) Shnaw, what is shnaw? Did any of your parents teach you how to speak even half way decent English?
Well, if anybody is interested, the answer is brown. Hey, I have got an idea; there is going to be is a test on this tomorrow. Wow, it looks like everybody is listening now. So now for the millionth time, if a person is heterozygous and they have one dominant and one recessive allele, then they will possess the dominant trait. See class, it is not brain surgery.
Russell, that’s the last straw. Give me your phone! I’m so so done. I don’t get you kids these days, I have been doing this for 40 years and get no respect. (Rate of pacing increases) Your behavior today has been abominable! All of you, just get out of my class. I’m disgusted with your generation. My shih tzu is smarter than this group. (Pauses long enough for children to exit class, while gnashing his teeth)
I have always been the best. Kids have always been interested in my class. I’ve been the funny teacher that is everybody’s favorite. But now, I can’t keep up with iphones and Facebook. It is all so much over my head. I don’t know what to do anymore with these children. I really just don’t know anymore. (Begins to whimper) I try to keep up; I just can’t… (Walks towards desk and puts head down)
What grabbed you?
Declan: How well any student can relate to this essay and having their own experience with a teacher not knowing about any of the viral videos.
Luke: I think the humor and interaction of the scene kept me engaged and interested
What does there need to be more of?
Declan:Some more thoughts from the students
Luke: its short you can add like more examples and add more reflection and backstory for him
What confused you?
Declan: It was the last paragraph because he kind of ranted in a sad way about how he did not understand any of the internet fads.
Luke: why the kids left in the middle of class
What should I change?
Declan: I think you should change the last paragraph
Luke:I think its really good just drive your point about teachers trying but not keeping up home, maybe start some reflection earlier so it's not such a choppy transition.
The question written on the board in Spanish class was, ¿Que hiciste en la semana pasada? (What did you do last week?)
Confident in my ability to answer the question, I raised my hand. I had the perfect answer to the question in my head: “Yo hice mi tarea y practiqué tenis (I did my homework and practiced tennis.)”
Don Marcos called on a few others while I continuously recite my answer inside my head. Fearing if I make a mistake, I will be vulnerable to Don Marcos’s harsh criticism. Finally he calls on Jose, which is my Spanish name. I start to say my answer, “Yo hice mi...”
Don Marcos promptly cuts me off. “At least try to fake an accent Jose.” The whole class erupts into laughter. I try again, now shaken by his remark and the laughter, “Yo hice mi tarea (the class begins to guffaw again) y practiqué tenis.”
Don Marcos proceeded to call me a “Gringo,” defined by Merriam Webster as, “A foreigner in Spain or Latin America especially when of English or American origin.” Originally I did not know what this term meant but the person sitting next to me explained as she chuckled. Then Don Marcos told me that my accent was something I will work on this year in his class. He then complimented me on my knowledge of written Spanish; this was possibly an attempt to lessen the blow to my confidence. But the damage was already done.
My Spanish accent was not always the subject of ridicule. In fact Srta. Manuel told me that I had a natural accent early last year. Maybe I rested on my laurels a little bit too much the rest of the year. As the year progressed, Srta. Manuel made no effort to correct my pronunciation. I assumed that I still had a good accent throughout the year. I think pronunciation was most likely not as important to her as Don Marcos.
I just cannot seem to get the sound of the language down. I believe there are many reasons I struggle. The greatest reason I struggle to do this is my English dialect has a very clipped rhythmic structure; which is the complete opposite of Spanish’s smooth and consistent flow. I have also have never successfully rolled an “R” in my life. Many people have tried to explain to me how to do it; however, most of the the time, the sound just comes out like a fake growling sound as if I were trying to impersonate a bear.
Since this experience I have lost some power to speak in Spanish class. Even though I am a confident person when it comes to academics, I now am fearful and afraid of getting laughed at every time I speak Spanish. My peers are ready for my poor accent, waiting to pounce on my first mistake, whether it would be holding a vowel sound for far too long or using the wrong emphasis in my accent. It has gotten ridiculous lately as even before I speak some people begin to chuckle in anticipation. This hurts my feelings but I can understand why others laugh. It is just a natural reaction when somebody is bad at something or dumbfounded. I must confess to laughing in similar situations and thus cannot fault them for it.
Just last week I was sitting in geometry, my math teacher asked a girl in our class to identify the Y intercept on a graph. After spending all of last year’s math working on it, I would assume that she would be able to do such a simple task. However, all that came out of her mouth was “Uhs” and “Ums.” I must admit to suppressing a few snickers at her confusion.
While people’s self esteem in a school is important, this pales in comparison with what struggles happen in the real world on a daily basis. For instance, in the personal memoir, Hunger of Memory by Richard Rodriguez, Richard’s parents are immigrants from Mexico. Richard Rodriguez explains his parents struggle when he wrote, “In public, my father and mother spoke a hesitant, accented, not always grammatical English. And they would have to strain their bodies tense - to catch the sense of what was rapidly said by los gringos.”
While my struggles in Spanish class are a problem, I can’t imagine what it would be like if my daily survival depended on being understood by people around me. This experience in Spanish class has made me more sensitive to people who speak English with bad accents. Before, though I would not laugh out loud at poor English accents, I admit to holding back laughter or snickering on occasion. Writing this memoir has made me reflect more deeply on what having a poor English accent would entail in one’s daily life. I thought about the struggles that it would take to even order food with a poor accent because of people’s lack of understanding. It would also be problematic to get a job because of people’s judgment of you. These are issues that did not cross my mind before writing this memoir.
I also have reflected on what laughing in class at somebody’s academic struggle can do to one’s confidence. As I said earlier, it is something that most people are guilty of at least once in their lives. However, I had not been on the receiving end of this type of abuse on a consistent basis since second grade. Now after this experience, with my poor accent in Spanish, I’m going to make a more conscious effort not to laugh at someone’s struggle in class.
Me Gusta Mi Familia y Mi Amigos
Mi madre lava los platos depende dia a las cinco y va de compras. Mi abuela siempre habla por teléfono mucho y va a cine. Mi amigo Aidan juega baloncesto los fines de semana sin embargo no juega tenis. Mi amigo Joe estudia a veces. Yo dibujo nada porque yo necesito duermo mucho. Además yo como pizza mucho.
¡Me Facina SLA!
Me nombre es Jared. Tengo quince años. Soy estudiante de Science Leadership Academy. Está en la centro de Filadelfia. Está cerca de 711 y el Instituto de Franklin. Science Leadership Academy es más o menos grande, divertida y mucho interesada. Hay cinco pisos. Hay cinco cientos estudiantes. Hay ventidos professores. Tenemos equipos de deportes, clases y electivas. Además tenemos basquetbol, beisbol y futbol. Yo participo en nada porque tengo no tiempo.
Me gusta la clase de español. Porqué es importante, divertida, chevere y fascinante. Necesitamos un lápiz, una pluma, una hoja de papel y una carpeta. Para tener éxito en la clase preparado, tomar apuntes, trabajadora y hacer toda tarea. En la clase de español depende del dia leemos, hablamos, cantamos, aprendamos y comemos. No me gusta nada la clase de historia. Porque es muy aburrida y difícil. Necesitamos la carpeta, un marcador, la computadora y un bolígrafo. Para tener éxito en esta clase, participar activamente, tomar apuntes y punctual.
La srta. Manuel enseña español uno y cuatro. Le gusta cocinar y comer pizza. Ella es algo alta, súper sociable, delgada, muy lista, simpática y bastante trabajadora. Le fascina cantar, bailar, ir al cine, correr, pasar un rato con amigos, leer y dormir. No le gusta nada dibujar, ayudar en casa, ver la tele y practicar deportes. La clase de español es bastante interesada, un poquito fácil, importante y divertida. El Sr. Kay enseñanza la inglace. Sú cuplanos es ventidos de deciembre. Sr. Kay es increíblemente cómico y deportista sin embargo no le gusta tenis. ¡Es un amor de gente! La clase de inglés es difícil sin embargo interesada.
Me encanta las clases, el equipos, y el escrito. No me gusta que los salones no tiene sacapuntas, la comida en la cafetería y no la escuela no tiene macbooks este años. SLA es muy divertida, más o menos fantástica y algo extraña. Total me encanta SLA.