Monday, September 14, 2009

Racism in DNA Profiling

From the Utne Reader
9/3/2009 4:21:03 PM
Prison FenceAs of January 1 of 2009, the state of California has the right to take a DNA sample from everyone arrested in the state, analyze it, and stick the profile in a criminal database. This applies whether or not the person is ever convicted or even charged with a crime. According to Michael Risher in GeneWatch, the new law allows “a single law enforcement officer the power to place people under lifetime genetic surveillance. “
The new law could also magnify racial disparities in the criminal justice system. “Given the ubiquity of racial profiling” in this country, Risher writes, “people of color will largely populate the databanks.” This places people of color under increased scrutiny from the law for the rest of their lives. He writes, “a racially skewed databank will produce racially skewed results.”

Surveys for revision

Surveys for 9/2/09
These surveys are not a quiz like the syllabus quiz, but an inventory for you to share how you feel and what you know. This is not graded.
American Lit Hour 1
American Lit Hour 2
American Lit Hour 3
Black American Voices Hour 4
American Lit Hour 6

Happy Monday

 
Journal 8
Create stage movements -- consider what setting where your scene/s should take place.
Use vocabulary at end of packet to describe how the play should look, sound, and feel
  • What is the mood?
  • Identify patterns in diction -- where is she from?
  • Whose point of view.
Use EIGHT of the terms from the packet.
The final document you create should include the background to your interpretation -- what steps of understanding did you go through? 
  • Did your interpretation change?
  • Is your interpretation a reconsideration of the poem (connotative) or a strict interpretation (denotative).
List the lines from the poem and then the script and staging including mood, tone, and any movement. 
Last, create a description explaining what you were trying to communicate abou tthese characters and the content.

Friday, September 11, 2009

School Quality and Soft Measures -- boys bathrooms

Soft Measures

You don't always need a standardized test to know a school is in trouble. Just look in the boys' john.
By: Folwell Dunbar 

Whenever I evaluate a school, my first stop is the boys' bathroom because, without an unflushed urinal of doubt, it is every school's least common denominator. Its sticky floors, calcified wads of toilet paper and juvenile-yet-timeless graffiti ("Here I sit broken hearted...") are generally not what a principal shows off. Then again, I once visited a school run by the Knowledge is Power Program — which focuses on preparing students in underserved communities for college — and found fresh cut flowers next to an automatic recycled-paper-towel dispenser. At another school, there were toilet targets. (Apparently, research shows that they increase accuracy by as much as 70 percent.)

My all-time favorite positive indicator, though, was a school that posted weekly "Stinky Animal Fun Facts" in the stalls and on the walls. For example, did you know that dung beetles, using polarized moonlight for navigation, roll up balls of No. 2 to use as nurseries for their babies? This school's educators saw even the potty break as a teachable moment. Read more

Why People Believe in Conspiracies

After a public lecture in 2005, I was buttonholed by a documentary filmmaker with Michael Moore-ish ambitions of exposing the conspiracy behind 9/11. “You mean the conspiracy by Osama bin Laden and al Qaeda to attack the United States?” I asked rhetorically, knowing what was to come.
“That’s what they want you to believe,” he said. “Who is they?” I queried. “The government,” he whispered, as if “they” might be listening at that very moment. “But didn’t Osama and some members of al Qaeda not only say they did it,” I reminded him, “they gloated about what a glorious triumph it was?”
“Oh, you’re talking about that video of Osama,” he rejoined knowingly. “That was faked by the CIA and leaked to the American press to mislead us. There has been a disinformation campaign going on ever since 9/11.”
Conspiracies do happen, of course. Abraham Lincoln was the victim of an assassination conspiracy, as was Austrian archduke Franz Ferdinand, gunned down by the Serbian secret society called Black Hand. The attack on Pearl Harbor was a Japanese conspiracy (although some conspiracists think Franklin Roosevelt was in on it). Watergate was a conspiracy (that Richard Nixon was in on). How can we tell the difference between information and disinformation? As Kurt Cobain, the rocker star of Nirvana, once growled in his grunge lyrics shortly before his death from a self-inflicted (or was it?) gunshot to the head, “Just because you’re paranoid don’t mean they’re not after you.”
But as former Nixon aide G. Gordon Liddy once told me (and he should know!), the problem with government conspiracies is that bureaucrats are incompetent and people can’t keep their mouths shut. Complex conspiracies are difficult to pull off, and so many people want their quarter hour of fame that even the Men in Black couldn’t squelch the squealers from spilling the beans. So there’s a good chance that the more elaborate a conspiracy theory is, and the more people that would need to be involved, the less likely it is true.
Why do people believe in highly improbable conspiracies? In previous columns I have provided partial answers, citing patternicity (the tendency to find meaningful patterns in random noise) and agenticity (the bent to believe the world is controlled by invisible intentional agents). Conspiracy theories connect the dots of random events into meaningful patterns and then infuse those patterns with intentional agency. Add to those propensities the confirmation bias (which seeks and finds confirmatory evidence for what we already believe) and the hindsight bias (which tailors after-the-fact explanations to what we already know happened), and we have the foundation for conspiratorial cognition.Read more

Thursday, September 10, 2009

Reading Friday

 
Bring your book!
  • 10 points to bring -- 7 points to borrow
  • 10 points for SSR
  • 10 points for journal summary (we are on journal 7) 

Wednesday, September 9, 2009

Edugami

The idea of public education depends absolutely on the existence of narratives and the exclusion of narratives that lead to alienation and divisiveness."

". . . public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed."
                                                                                    ~ Neil Postman

Journal 6

In this course we are actively investigating narratives and how their presence, or absence,  can lead to unity or alienation when narratives are excluded.

Postman says there are two contradictory beliefs that form the narrative of what it means to be human, to be a citizen, and to be intelligent:
  • Schools must teach the young to accept the world as it is -- the rules, the constraints, and prejudices.
  • The young should be taught to be critical thinkers, to become of an independent mind, with the strength and skill to change what is wrong. 


What is the "right" kind of public, what is school for,  and what might Postman mean by the s"spiritual basis of the American Creed"?