NOTE TO SELF: AND WE WONDER WHY KIDS THESE DAYS ARE SCREWED UP
Been a while since I wrote something in this blog but this story definitely belongs here - at least IMHO.
It appears a school in Croydon, South London, England, has imposed a "no contact" rule, which they say is to prevent fighting or bullying. However...the ban also includes - wait for it - handshakes, high-fives or hugs.
Like...ohmygawd - imagine what would be the end result if - gasp - young people shook hands or worse - hugged each other!
A 15-year old girl was given a detention for cuddling as teens are known to spontaneous do when the mood hits them. The girl's mother, for her part, finds the new ban "extreme" and "ludicrous."
I agree.
"If the kids can't even hug each other at school some of them will never learn how to be socially interactive," the girls mother believes. "I've never heard of anything so crazy in my life."
Another student got into trouble for giving a friend a high-five and we all know what that can lead to: a hand shake is sure to follow and it will be down hill after that.
It boggles the mind!
A spokesperson for the school commented, "physical contact between students is not allowed because it is often associated with poor behaviour or bullying and can lead to fighting."
Say what? Shaking hands leads to bullying??? What is the connection here? Am I missing something? Hugging a friend causes fights? Next thing you know students will be forbidden to look at or greet one another. And the parents accept these rules for their offspring?
As I wrote, and we wonder how and why kids get screwed up. Perfect example.
Showing posts with label school. Show all posts
Showing posts with label school. Show all posts
Friday, June 3, 2011
Tuesday, November 30, 2010
A shining light for Chanukah
NOTE TO MYSELF: SMALL ACTS CAN LEAVE BIG IMPRESSIONS
As a youngster, Christmas was somewhat of a demoralizing time of the year. Since our family was of the Jewish faith, we celebrated the holiday of Chanukah, which didn't seem to me to be half as exciting as the furor that went along with trimming a tree.
On occasion Chanukah fell during the same period as Christmas and somehow I couldn't work up as much enthusiasm for lighting a candle even if it was colored, as my friends seemed to experience placing ornaments on the branches of their trees.
It was difficult for me to accept that a tree even a miniature one was out of the question, in spite of reminders that people of the Jewish faith don’t celebrate Christmas. Even the protestations that we could call it a Chanukah bush, it was obvious that there was no way a fir tree would be part of our celebrations.
Traditionally at Chanukah, children receive gifts of gelt or money and light small colored candles in a hanukiah (candelabra) one per night for the eight days of the holiday. While this was nice, in my mind it didn't measure up to all the excitement related to the "other" holiday.
At Hebrew school we always celebrated the various holidays, big and small and Chanukah was a particular favorite especially since our class, being the eldest students, entertained the residents of a senior’s home. Each year the teacher would select eight students to sing and perform to play the role of Chanukah candles with fierce competition for the part of the shamash or lead candle.
Not being blessed with a good singing voice and barely able to carry a tune, I knew that my chances were slim at best to play any candle, never mind the lead candle. My biggest rival was Zelig, who had the voice and promise of a future opera singer. Not only did he have the best singing voice, he was also the top student scholastically. He was also the teacher's pet. Whenever games were played for prizes during the holidays, Zelig won everything, which didn't exactly ingratiate him with the other students. Actually, we were all jealous and would have liked nothing better than for his voice to change in the middle of a concert.
Class auditions for candle parts were held a few weeks before the onset of the holiday and at best, the most I could hope for was a minor part and even then, only if the rest of the students had an off day or laryngitis. Each student auditioned for the teacher and as expected, Zelig got the lead role, which irritated me no end.
My resentment was eased somewhat by being assigned the role of a minor candle, probably out of pity more than anything else. Those students not chosen became part of the chorus singing "tra-la-las" at the appropriate time.
Excitement was at a fever pitch when we arrived at the seniors' home, ready to perform for a live audience who were, for the most part, in wheelchairs. They were brought into the auditorium where we were lined up on stage, anxious to perform.
Glancing around the room, many of the seniors appeared half asleep.
"You will be entertained today!" their nurses might have insisted as they wheeled them into the room before our arrival.
The first students opened the concert and sang well and those who followed performed admirably. Finally, it was my turn. My voice didn't fail me and I felt very proud of my accomplishment.
When Zelig opened his mouth it was like a chorus of angels had entered the room. His voice was strong and melodic and suddenly the seniors perked up, smiles on their faces in obvious appreciation of what they heard. When the last notes of his solo faded away, they all clapped appreciatively.
The musical recital was over and we performed a variety of Israeli dances, moving off the stage to mingle among our audience. Although Israeli dancing was a passion, I was consumed with the memory of the applause and accolades bestowed upon Zelig.
After our presentation and some refreshments, an elderly woman in a wheel chair came over to talk to me. She smiled, her trembling hand gently covering mine.
"Thank you," she uttered weakly and breathlessly. "You were all wonderful. How special you are to visit us!"
There was the sudden realization that it wasn't important who the lead candle was or who had the best voice. It was significant to our audience that we had taken the time to come at all.
It wasn't long after our successful performance that Zelig's voice finally broke and he never knew whether he would sing soprano or alto. Tough luck for him. My voice on the other hand, never changed and could always be depended on to sing off-key.
As a youngster, Christmas was somewhat of a demoralizing time of the year. Since our family was of the Jewish faith, we celebrated the holiday of Chanukah, which didn't seem to me to be half as exciting as the furor that went along with trimming a tree.
On occasion Chanukah fell during the same period as Christmas and somehow I couldn't work up as much enthusiasm for lighting a candle even if it was colored, as my friends seemed to experience placing ornaments on the branches of their trees.
It was difficult for me to accept that a tree even a miniature one was out of the question, in spite of reminders that people of the Jewish faith don’t celebrate Christmas. Even the protestations that we could call it a Chanukah bush, it was obvious that there was no way a fir tree would be part of our celebrations.
Traditionally at Chanukah, children receive gifts of gelt or money and light small colored candles in a hanukiah (candelabra) one per night for the eight days of the holiday. While this was nice, in my mind it didn't measure up to all the excitement related to the "other" holiday.
At Hebrew school we always celebrated the various holidays, big and small and Chanukah was a particular favorite especially since our class, being the eldest students, entertained the residents of a senior’s home. Each year the teacher would select eight students to sing and perform to play the role of Chanukah candles with fierce competition for the part of the shamash or lead candle.
Not being blessed with a good singing voice and barely able to carry a tune, I knew that my chances were slim at best to play any candle, never mind the lead candle. My biggest rival was Zelig, who had the voice and promise of a future opera singer. Not only did he have the best singing voice, he was also the top student scholastically. He was also the teacher's pet. Whenever games were played for prizes during the holidays, Zelig won everything, which didn't exactly ingratiate him with the other students. Actually, we were all jealous and would have liked nothing better than for his voice to change in the middle of a concert.
Class auditions for candle parts were held a few weeks before the onset of the holiday and at best, the most I could hope for was a minor part and even then, only if the rest of the students had an off day or laryngitis. Each student auditioned for the teacher and as expected, Zelig got the lead role, which irritated me no end.
My resentment was eased somewhat by being assigned the role of a minor candle, probably out of pity more than anything else. Those students not chosen became part of the chorus singing "tra-la-las" at the appropriate time.
Excitement was at a fever pitch when we arrived at the seniors' home, ready to perform for a live audience who were, for the most part, in wheelchairs. They were brought into the auditorium where we were lined up on stage, anxious to perform.
Glancing around the room, many of the seniors appeared half asleep.
"You will be entertained today!" their nurses might have insisted as they wheeled them into the room before our arrival.
The first students opened the concert and sang well and those who followed performed admirably. Finally, it was my turn. My voice didn't fail me and I felt very proud of my accomplishment.
When Zelig opened his mouth it was like a chorus of angels had entered the room. His voice was strong and melodic and suddenly the seniors perked up, smiles on their faces in obvious appreciation of what they heard. When the last notes of his solo faded away, they all clapped appreciatively.
The musical recital was over and we performed a variety of Israeli dances, moving off the stage to mingle among our audience. Although Israeli dancing was a passion, I was consumed with the memory of the applause and accolades bestowed upon Zelig.
After our presentation and some refreshments, an elderly woman in a wheel chair came over to talk to me. She smiled, her trembling hand gently covering mine.
"Thank you," she uttered weakly and breathlessly. "You were all wonderful. How special you are to visit us!"
There was the sudden realization that it wasn't important who the lead candle was or who had the best voice. It was significant to our audience that we had taken the time to come at all.
It wasn't long after our successful performance that Zelig's voice finally broke and he never knew whether he would sing soprano or alto. Tough luck for him. My voice on the other hand, never changed and could always be depended on to sing off-key.
Monday, March 30, 2009
UK primary students urged to Twit, blog and Wiki instead of history lessons
NOTE TO SELF: WHAT ARE EDUCATORS THINKING?
The British education system is contemplating a change in its curriculum. This in itself is nothing earth-shattering but it's the subject that makes one wonder what are they thinking!
According to the Guardian newspaper, primary school students will be encouraged to learn how to blog, use Twitter and Wikipedia instead of history leassons.
The British education system is contemplating a change in its curriculum. This in itself is nothing earth-shattering but it's the subject that makes one wonder what are they thinking!
According to the Guardian newspaper, primary school students will be encouraged to learn how to blog, use Twitter and Wikipedia instead of history leassons.
Oh goodie! Yet another legimate reason this time, to allow and encourage students to surf the Net! What else!
Students will be required to know about blogging, podcasts, use Wikipedia (such a reliable information source!) which may or may not have the right information depending on the author, and Twitter(?) as their information sources for info. sources of communication.
Twitter? I use Twitter and it consists of a one line statement. Period. What's more - you have a limited amount of bytes in which to make your statement.
For example:"A cow when milked can give up to (insert correct number) gallons/litres per day. " Perhaps the students could be required to re-write the sentence using all the available Twitter bytes and in addition use it as a math exercise to calculate the amount of gallons/litres a cow will give. In addition students would then be required to Wiki as a means of finding background information about cows and/or milking processes.
The Guardian said the draft review requires primary school children to be familiar with blogging, podcasts, Wikipedia and Twitter as sources of information and forms of communication.
Uh-huh... Next thing you know - YouTube will become part of the curriculum as will texting. I mean - c'mon! Get back to your basic education, peeplz! There's nothing wrong with using the Net as an information tool but even to consider dropping a history course in favor of the Internet?
Monday, January 19, 2009
British politician believes dyslexia a myth
NOTE TO SELF: THIS MAN WAS ELECTED TO SERVE HIS CONSTITUENTS?
"It is time that the dyslexia industry was killed off and we recognised that there are well-known methods for teaching everybody to read and write."
Graham Stringer MP
Nobody said that politicians had to be smart to get elected. Case in point, a British Labor Member of Parliment who commented in an online column that dyslexia was a myth perpetrated by educators to cover up poor teaching.
In the column, which appeared in the Manchester Confidential, Stringer opined that millions of pounds were wasted on specialist teaching for what he labeled, a "false" condition. He also wrote that children should instead be taught to read and write by using a system called, synthetic phonics.
And the politico knows this...how?
"To label children as dyslexic because they're confused by poor teaching methods is wicked.
If dyslexia really existed then countries as diverse as Nicaragua and South Korea would not have been able to achieve literacy rates of nearly 100%. There can be no rational reason why this 'brain disorder' is of epidemic proportions in Britain but does not appear in South Korea or Nicaragua."
Financial considerations appear to be a factor in his statements. He wrote that "currently, 35,500 students receive disability allowances for dyslexia at an annual cost of £78.4m."
Furthermore, certified dyslexics get longer in exams.
Makes sense to me. If you have trouble reading/understanding the question, it takes longer to write an answer!
Read the rest of Stringer's beliefs and reader's comments and reactions related to the story, here: http://news.bbc.co.uk/2/hi/uk_news/england/manchester/7828121.stm
"It is time that the dyslexia industry was killed off and we recognised that there are well-known methods for teaching everybody to read and write."
Graham Stringer MP
Nobody said that politicians had to be smart to get elected. Case in point, a British Labor Member of Parliment who commented in an online column that dyslexia was a myth perpetrated by educators to cover up poor teaching.
I'm sure those who are in education must have been in shock to read this statement.
The politician, one Graham Stringer, described the condition as "cruel fiction" and should be consigned to the "dustbin of history." Furthermore, he says he believes that many children can't read or write because - well - merely the wrong teaching methods are used.
Silly teachers! All those years of university to acquire knowledge and know-how to pass on to young, fertile minds only to hear from a non-teacher that they have been using the wrong methods. It's so...logical! Were that only the case...
Responding to the politician's conclusion, Charity Dyslexia Action said that dyslexia was real to the six million people in the UK who were affected by the condition.In the column, which appeared in the Manchester Confidential, Stringer opined that millions of pounds were wasted on specialist teaching for what he labeled, a "false" condition. He also wrote that children should instead be taught to read and write by using a system called, synthetic phonics.
And the politico knows this...how?
"To label children as dyslexic because they're confused by poor teaching methods is wicked.
If dyslexia really existed then countries as diverse as Nicaragua and South Korea would not have been able to achieve literacy rates of nearly 100%. There can be no rational reason why this 'brain disorder' is of epidemic proportions in Britain but does not appear in South Korea or Nicaragua."
Financial considerations appear to be a factor in his statements. He wrote that "currently, 35,500 students receive disability allowances for dyslexia at an annual cost of £78.4m."
Furthermore, certified dyslexics get longer in exams.
Makes sense to me. If you have trouble reading/understanding the question, it takes longer to write an answer!
Read the rest of Stringer's beliefs and reader's comments and reactions related to the story, here: http://news.bbc.co.uk/2/hi/uk_news/england/manchester/7828121.stm
Sunday, December 14, 2008
A Shining Light
NOTE TO SELF: CHANUKAH CONCERT TAUGHT ME THAT ALL CANDLES CAN CAST A GLOW
BY ELEANOR TYLBOR
As a youngster, Christmas was somewhat of a demoralizing time of the year. Since our family was of the Jewish faith, we celebrated the holiday of Chanukah, which didn't seem to me to be half as exciting as the furor that went along with trimming a tree.
On occasion Chanukah fell during the same period as Christmas and somehow I couldn't work up as much enthusiasm for lighting a candle even if it was colored, as my friends seemed to experience placing ornaments on the branches of their trees.
Even though my parents explained time and time again that Jewish people don't celebrate Christmas, which meant that a tree even a miniature one was out of the question, it was difficult for me to accept. In spite of protestations that we could call it a Chanukah bush, it was obvious that there was no way a fir tree would be part of our celebrations.
Traditionally at Chanukah, children receive gifts of gelt or money and light small colored candles in a menorah (candelabra), one per night for the eight days of the holiday. While that was nice, in my mind it didn't measure up to all the excitement connected to the "other" holiday.
At Hebrew school we always celebrated the various holidays, big and small, and Chanukah was a particular favorite especially since our class, being the eldest students, entertained the residents of a seniors home. Each year the teacher would select eight students to sing and perform as Chanukah candles and competition was fierce for the part of lead candle.
Since I wasn't blessed with a good singing voice – I could barely carry a tune – I knew that my chances were slim at best to play any candle, never mind the lead candle. My biggest rival was Zelig, who had the voice and promise of a future opera singer. Not only did he have the best singing voice, he was also the top student scholastically. Plus he was also the teacher's pet. Whenever games were played for prizes during the holidays, Zelig won everything, which didn't exactly ingratiate him with the other students. Actually, we were all jealous and would have liked nothing better than for his voice to change in the middle of a concert.
Class auditions for candle parts were held a few weeks before the onset of the holiday and the best I could hope for was a minor part and even then, only if the rest of the students had an off day or laryngitis. Each student auditioned for the teacher and as expected, Zelig got the lead role, which irritated me no end.
My resentment was eased somewhat by being assigned the role of a minor candle, probably out of pity more than anything else. Those students not chosen became part of the chorus singing "tra-la-las" at the appropriate time.
Excitement was at a fever pitch when we arrived at the seniors' home, ready to perform for a live audience who were, for the most part, in wheelchairs. They were brought into the auditorium where we were lined up on stage, anxious to perform.
Glancing around the room, many of the seniors appeared half asleep.
"You will be entertained today!" their nurses might have insisted as they wheeled them into the room.
The first students opened the concert and sang well and those who followed performed admirably. Finally, it was my turn. My voice didn't fail me and I felt very proud of my accomplishment.
Zelig opened his mouth and it was like a chorus of angels had entered the room. His voice was strong and melodic and suddenly the seniors perked up, smiles on their faces in obvious appreciation of what they heard. When the last notes of his solo faded away, they all clapped appreciatively.
The musical recital was over and we performed a variety of Israeli dances, moving off the stage to mingle among our audience. Although Israeli dancing was a passion, I was consumed with the memory of the applause and accolades bestowed upon Zelig.
After our presentation and some refreshments, an elderly woman wheeled over to talk to me. She smiled, her trembling hand gently covering mine.
"Thank you," she uttered weakly and breathlessly. "You were all wonderful. How special you are to visit us!"
There was the sudden realization that it wasn't important who the lead candle was or who had the best voice. It was significant to our audience that we had taken the time to come at all.
It wasn't long after our successful performance that Zelig's voice finally broke and he never knew whether he would sing soprano or alto. Tough luck for him. My voice on the other hand, never changed and could always be depended on to sing off-key.
http://holidays.net/chanukah/
For some good Chanukah recipes and recipes for all year round, surf on down here:
http://www.gourmania.com/recipesmlym/mlnym_nofrylatkes.htm
BY ELEANOR TYLBOR
As a youngster, Christmas was somewhat of a demoralizing time of the year. Since our family was of the Jewish faith, we celebrated the holiday of Chanukah, which didn't seem to me to be half as exciting as the furor that went along with trimming a tree.
On occasion Chanukah fell during the same period as Christmas and somehow I couldn't work up as much enthusiasm for lighting a candle even if it was colored, as my friends seemed to experience placing ornaments on the branches of their trees.
Even though my parents explained time and time again that Jewish people don't celebrate Christmas, which meant that a tree even a miniature one was out of the question, it was difficult for me to accept. In spite of protestations that we could call it a Chanukah bush, it was obvious that there was no way a fir tree would be part of our celebrations.
Traditionally at Chanukah, children receive gifts of gelt or money and light small colored candles in a menorah (candelabra), one per night for the eight days of the holiday. While that was nice, in my mind it didn't measure up to all the excitement connected to the "other" holiday.
At Hebrew school we always celebrated the various holidays, big and small, and Chanukah was a particular favorite especially since our class, being the eldest students, entertained the residents of a seniors home. Each year the teacher would select eight students to sing and perform as Chanukah candles and competition was fierce for the part of lead candle.
Since I wasn't blessed with a good singing voice – I could barely carry a tune – I knew that my chances were slim at best to play any candle, never mind the lead candle. My biggest rival was Zelig, who had the voice and promise of a future opera singer. Not only did he have the best singing voice, he was also the top student scholastically. Plus he was also the teacher's pet. Whenever games were played for prizes during the holidays, Zelig won everything, which didn't exactly ingratiate him with the other students. Actually, we were all jealous and would have liked nothing better than for his voice to change in the middle of a concert.
Class auditions for candle parts were held a few weeks before the onset of the holiday and the best I could hope for was a minor part and even then, only if the rest of the students had an off day or laryngitis. Each student auditioned for the teacher and as expected, Zelig got the lead role, which irritated me no end.
My resentment was eased somewhat by being assigned the role of a minor candle, probably out of pity more than anything else. Those students not chosen became part of the chorus singing "tra-la-las" at the appropriate time.
Excitement was at a fever pitch when we arrived at the seniors' home, ready to perform for a live audience who were, for the most part, in wheelchairs. They were brought into the auditorium where we were lined up on stage, anxious to perform.
Glancing around the room, many of the seniors appeared half asleep.
"You will be entertained today!" their nurses might have insisted as they wheeled them into the room.
The first students opened the concert and sang well and those who followed performed admirably. Finally, it was my turn. My voice didn't fail me and I felt very proud of my accomplishment.
Zelig opened his mouth and it was like a chorus of angels had entered the room. His voice was strong and melodic and suddenly the seniors perked up, smiles on their faces in obvious appreciation of what they heard. When the last notes of his solo faded away, they all clapped appreciatively.
The musical recital was over and we performed a variety of Israeli dances, moving off the stage to mingle among our audience. Although Israeli dancing was a passion, I was consumed with the memory of the applause and accolades bestowed upon Zelig.
After our presentation and some refreshments, an elderly woman wheeled over to talk to me. She smiled, her trembling hand gently covering mine.
"Thank you," she uttered weakly and breathlessly. "You were all wonderful. How special you are to visit us!"
There was the sudden realization that it wasn't important who the lead candle was or who had the best voice. It was significant to our audience that we had taken the time to come at all.
It wasn't long after our successful performance that Zelig's voice finally broke and he never knew whether he would sing soprano or alto. Tough luck for him. My voice on the other hand, never changed and could always be depended on to sing off-key.
http://holidays.net/chanukah/
For some good Chanukah recipes and recipes for all year round, surf on down here:
http://www.gourmania.com/recipesmlym/mlnym_nofrylatkes.htm
Thursday, June 12, 2008
TEACHERS ACCOMPANY STUDENTS HOME ON BUS FOR SAFETY
NOTE TO SELF: SOME TEACHERS GO ON AND ABOVE THE SCHOOL CURRICULUM
It wasn't that long ago that students who walked to and from school playfully jostled each other, while still others took public transportation.
Passing courses aren't the only things students attending schools in London, England, have to worry about these days. Seems that stabbings are becoming more and more frequent and it's not part of their teaching manual or job description, but some teachers are worried enough to personally intervene.
In the wake of concern about the level of knife crime among young people, one London teacher tells of the extraordinary lengths he and his staff go to, to keep their pupils safe.
Headteacher Tom Mannion surveyed the street from his seat on a London bus and pointed to where one of his pupils was stabbed last month.
Read the entire story here: http://news.bbc.co.uk/2/hi/uk_news/7448817.stm
Seems like centuries ago now that teachers main concern was ensuring that their pupils learn the 3 R's. Sad and a sign of the times that they have to turn into bodyguards and it's to their credit that some do.
It wasn't that long ago that students who walked to and from school playfully jostled each other, while still others took public transportation.
Passing courses aren't the only things students attending schools in London, England, have to worry about these days. Seems that stabbings are becoming more and more frequent and it's not part of their teaching manual or job description, but some teachers are worried enough to personally intervene.
In the wake of concern about the level of knife crime among young people, one London teacher tells of the extraordinary lengths he and his staff go to, to keep their pupils safe.
Headteacher Tom Mannion surveyed the street from his seat on a London bus and pointed to where one of his pupils was stabbed last month.
Read the entire story here: http://news.bbc.co.uk/2/hi/uk_news/7448817.stm
Seems like centuries ago now that teachers main concern was ensuring that their pupils learn the 3 R's. Sad and a sign of the times that they have to turn into bodyguards and it's to their credit that some do.
Monday, May 19, 2008
Canine lifeguard barred from beach
NOTE TO SELF: WHEN A PERSON IS DROWNING, A LIFEGUARD IS A LIFEGUARD IS...
Britain's only lifeguard dog, Bilbo, who is on guard duty patrolling Sennen in west Cornwall, has lost his job.
His beach duties have been assumed by the RNLI - Royal National Lifeboat Institution due to a dog ban on the beach. Understandably, Bilbo's owner is barking mad but the Penwith council who decide on these things, is backing the RNLI.
Seems that the canine has been part of the lifeguard team for three years and has been praised for helping to prevent a swimmer experiencing problems. Wearing a special yellow jacket, he can paddle (presumably the dog paddle) out to swimmers in distress, pulling a rescue float with him.
His owner, Steve Jamieson, was informed by the RNLI that a concession which got Bilbo round a beach ban, was no longer acceptable for safety reasons. Bilbo had been allowed to carry out his life guarding duties in the past because he had been carried on an all terrain bike (ATB) when he was not at the lifeguard hut or in the sea.
Now that the RNLI has taken over life guarding duties, it is not allowing him on their ATBs.
Read the rest of this sad dog's tale here in addition to a photo of Bilbo in action: http://news.bbc.co.uk/2/hi/uk_news/england/cornwall/7408021.stm
I dunno. To me, this could be personal. It was alright to have the pooch help out for three years and suddenly he's personna non grata? They are offering to allow Bilbo help out in public relations/marketiing work and safety education in schools but still...it was his (Bilbo's) career and now...
Meanwhile in Italy where they obviously see the value in dog rescuers, scores of specially trained dogs have been deployed as lifeguards on Italy's busiest beaches this summer. The dogs, mostly of the Newfoundland or Labrador breeds, are trained to jump out of helicopters and boats and swim to the rescue of struggling swimmers. They are credited with having saved several lives by taking lifebuoys to swimmers and towing them to safety.
Read how Italy values its dog lifeguards here: http://news.bbc.co.uk/2/hi/europe/6924827.stm
You can voice your opinion regarding this issue by contacting the Penwith District Council here:
Penwith District CouncilSt ClarePenzanceCornwallTR18 3QW
Tel: 01736 362341 (0845 672 2124 out of hours emergencies)Fax: 01736 336575
Email: web@penwith.gov.uk
Britain's only lifeguard dog, Bilbo, who is on guard duty patrolling Sennen in west Cornwall, has lost his job.
His beach duties have been assumed by the RNLI - Royal National Lifeboat Institution due to a dog ban on the beach. Understandably, Bilbo's owner is barking mad but the Penwith council who decide on these things, is backing the RNLI.
Seems that the canine has been part of the lifeguard team for three years and has been praised for helping to prevent a swimmer experiencing problems. Wearing a special yellow jacket, he can paddle (presumably the dog paddle) out to swimmers in distress, pulling a rescue float with him.
His owner, Steve Jamieson, was informed by the RNLI that a concession which got Bilbo round a beach ban, was no longer acceptable for safety reasons. Bilbo had been allowed to carry out his life guarding duties in the past because he had been carried on an all terrain bike (ATB) when he was not at the lifeguard hut or in the sea.
Now that the RNLI has taken over life guarding duties, it is not allowing him on their ATBs.
Read the rest of this sad dog's tale here in addition to a photo of Bilbo in action: http://news.bbc.co.uk/2/hi/uk_news/england/cornwall/7408021.stm
I dunno. To me, this could be personal. It was alright to have the pooch help out for three years and suddenly he's personna non grata? They are offering to allow Bilbo help out in public relations/marketiing work and safety education in schools but still...it was his (Bilbo's) career and now...
Meanwhile in Italy where they obviously see the value in dog rescuers, scores of specially trained dogs have been deployed as lifeguards on Italy's busiest beaches this summer. The dogs, mostly of the Newfoundland or Labrador breeds, are trained to jump out of helicopters and boats and swim to the rescue of struggling swimmers. They are credited with having saved several lives by taking lifebuoys to swimmers and towing them to safety.
Read how Italy values its dog lifeguards here: http://news.bbc.co.uk/2/hi/europe/6924827.stm
You can voice your opinion regarding this issue by contacting the Penwith District Council here:
Penwith District CouncilSt ClarePenzanceCornwallTR18 3QW
Tel: 01736 362341 (0845 672 2124 out of hours emergencies)Fax: 01736 336575
Email: web@penwith.gov.uk
Sunday, April 6, 2008
SCHOOL BANS 3 YEAR OLD OVER HAIRCUT
NOTE TO SELF: SINCE WHEN ARE HAIRCUTS PART OF A NURSERY SCHOOL CURRICULUM?
Three year old(!) Tavis Cook has been banned from his Tyneside (UK) nursery school class due to his trendy "tramlines" haircut. His mother, Donna Cook, was informed that the youngster's hair cut broke the rules of Riverside Primary School in North Shields, UK and to keep her son home from school until his hair grows back.
Say what? Since when is a youngster's choice of hair cut part of a curriculum?
North Tyneside Council said it was aware of the matter and was advising Ms Cook on her options. No-one at the school was available for comment (I bet!).
Miss Cook took the youngster to the barber at which point Tavis chose the trendy hairstyle. Less than an hour after dropping the youngster off for nursery class the next morning, she was contacted by phone and requested to come pick him up. According to Tavis's mother, the walls of the barber shop were covered with photos of hair cuts and he choose his "tramline" cut. She had contacted the school and been informed that there was no uniform policy for the nursery or reception year.
When Tavis's mother arrived at school, the young boy was in tears.
A spokesman for North Tyneside Council said that they are aware of this issue and currently advising the parent on the matter.
Uh-huh...
A spokesman from Riverside Primary School said head teacher Dame Mary MacDonald was not available for comment.
Uh-huh...
Judge for yourselves as to the appropriateness of the haircut:
http://news.bbc.co.uk/2/hi/uk_news/england/tyne/7331184.stm
Honestly? The boy is a mere 3 years old and I can't see anything wrong with this haircut! True it's 'different' but in no way offensive!
http://www.northtyneside.gov.uk/ed1/index.htm
Writers & Friends
www.jrslater.com/forum
Three year old(!) Tavis Cook has been banned from his Tyneside (UK) nursery school class due to his trendy "tramlines" haircut. His mother, Donna Cook, was informed that the youngster's hair cut broke the rules of Riverside Primary School in North Shields, UK and to keep her son home from school until his hair grows back.
Say what? Since when is a youngster's choice of hair cut part of a curriculum?
North Tyneside Council said it was aware of the matter and was advising Ms Cook on her options. No-one at the school was available for comment (I bet!).
Miss Cook took the youngster to the barber at which point Tavis chose the trendy hairstyle. Less than an hour after dropping the youngster off for nursery class the next morning, she was contacted by phone and requested to come pick him up. According to Tavis's mother, the walls of the barber shop were covered with photos of hair cuts and he choose his "tramline" cut. She had contacted the school and been informed that there was no uniform policy for the nursery or reception year.
When Tavis's mother arrived at school, the young boy was in tears.
A spokesman for North Tyneside Council said that they are aware of this issue and currently advising the parent on the matter.
Uh-huh...
A spokesman from Riverside Primary School said head teacher Dame Mary MacDonald was not available for comment.
Uh-huh...
Judge for yourselves as to the appropriateness of the haircut:
http://news.bbc.co.uk/2/hi/uk_news/england/tyne/7331184.stm
Honestly? The boy is a mere 3 years old and I can't see anything wrong with this haircut! True it's 'different' but in no way offensive!
http://www.northtyneside.gov.uk/ed1/index.htm
Writers & Friends
www.jrslater.com/forum
Wednesday, January 2, 2008
SCHOOL RELEASES 2008 LIST OF USELESS WORDS
NOTE TO SELF: AS A *WORDSMITH*, *IT IS WHAT IT IS* USING CERTAIN WORDS OR PHRASES
Go figure that someone would create a list subscribing that certain words and phrases are useless. We're talking words that most of us have used over time and now they're - Lake Superior State University - suggests that we find others.
In all there are 19 words or phrases that appear in its List of Words Banished from the Queen's English for Mis-Use, Over-Use and General Uselessness.
The school in Michigan's Upper Peninsula released its 33rd list Monday, selecting from about 2,000 nominations. This year's list derives from more than 2,000 nominations received through the university's website, www.lssu.edu/banished. Word-watchers target pet peeves from everyday speech, as well as from the news, education, technology, advertising, politics, sports and more. A committee makes a final cut in late December. The list is released on New Year's Day.
Here is the 2008 list:
PERFECT STORM
WEBINAR
WATERBOARDING
ORGANIC
*WORDSMITH/WORDSMITHING
AUTHOR/AUTHORED
POST 9/11
SURGE
GIVE BACK
BLACK FRIDAY
BLANK
BACK IN THE DAY
RANDOM
SWEET
DECIMATE
EMOTIONAL
POP
*IT IS WHAT IT IS
UNDER THE BUS
If you surf on to the university's site here: http://www.lssu.edu/banished/current.php there's a list of who nominated the words i.e. ordinary people who claim they have a pet peeve against one of the above-mentioned words/phrases, and the reasons or rationale behind their distaste for them.
Looking them over can't say that any of them particularly upset me. For me the mere concept of accepting words nominated by...anybody for no good reason, is ludicrous and a reason not to take this seriously. Strikes me that the university is using their annual listing as a ploy to attract potential students.
Go figure that someone would create a list subscribing that certain words and phrases are useless. We're talking words that most of us have used over time and now they're - Lake Superior State University - suggests that we find others.
In all there are 19 words or phrases that appear in its List of Words Banished from the Queen's English for Mis-Use, Over-Use and General Uselessness.
The school in Michigan's Upper Peninsula released its 33rd list Monday, selecting from about 2,000 nominations. This year's list derives from more than 2,000 nominations received through the university's website, www.lssu.edu/banished. Word-watchers target pet peeves from everyday speech, as well as from the news, education, technology, advertising, politics, sports and more. A committee makes a final cut in late December. The list is released on New Year's Day.
Here is the 2008 list:
PERFECT STORM
WEBINAR
WATERBOARDING
ORGANIC
*WORDSMITH/WORDSMITHING
AUTHOR/AUTHORED
POST 9/11
SURGE
GIVE BACK
BLACK FRIDAY
BLANK
BACK IN THE DAY
RANDOM
SWEET
DECIMATE
EMOTIONAL
POP
*IT IS WHAT IT IS
UNDER THE BUS
If you surf on to the university's site here: http://www.lssu.edu/banished/current.php there's a list of who nominated the words i.e. ordinary people who claim they have a pet peeve against one of the above-mentioned words/phrases, and the reasons or rationale behind their distaste for them.
Looking them over can't say that any of them particularly upset me. For me the mere concept of accepting words nominated by...anybody for no good reason, is ludicrous and a reason not to take this seriously. Strikes me that the university is using their annual listing as a ploy to attract potential students.
Sunday, December 23, 2007
SCHOOL BANS HOODED SWEATSHIRT
NOTE TO SELF: EDUCATORS SHOULD STICK TO...EDUCATION
Here we go again. There used to be a time when schools and educators relegated themselves to expanding student's knowledge. It appears that they're also getting involved in fashion choices.
School officials at Lincoln Middle School in Meridien, Conn. have banned hooded sweatshirts, citing that they violate the dress code policy. While the district's Board of Education dress code policy does not specifically ban this piece of clothing, it does now allow head gear, which presumably includes sweat shirt hoods.
"The hooded sweaters, and some of the hooded shirts that are out, all those are excluded. If you're in the stores shopping, that's all there is -- everything is hooded," said parent Cheryl Tomassetti.
School officials said they decided to ban the shirts after some students were spotted wearing hoods over their heads in school hallways and classrooms. Officials said that hoods are sometimes used by students hiding headphones.
Makes a person wonder how far the arm of educators should extend, especially when it comes to the choice of clothing. If it was for safety purposes officials would be justified but headphones?
The ban will go into effect after winter break.
Here we go again. There used to be a time when schools and educators relegated themselves to expanding student's knowledge. It appears that they're also getting involved in fashion choices.
School officials at Lincoln Middle School in Meridien, Conn. have banned hooded sweatshirts, citing that they violate the dress code policy. While the district's Board of Education dress code policy does not specifically ban this piece of clothing, it does now allow head gear, which presumably includes sweat shirt hoods.
"The hooded sweaters, and some of the hooded shirts that are out, all those are excluded. If you're in the stores shopping, that's all there is -- everything is hooded," said parent Cheryl Tomassetti.
School officials said they decided to ban the shirts after some students were spotted wearing hoods over their heads in school hallways and classrooms. Officials said that hoods are sometimes used by students hiding headphones.
Makes a person wonder how far the arm of educators should extend, especially when it comes to the choice of clothing. If it was for safety purposes officials would be justified but headphones?
The ban will go into effect after winter break.
Sunday, December 2, 2007
"The Chanukah King": a reminiscence of the ultimate dreidel competition
NOTE TO MYSELF: ONCE UPON A TIME I HAD A DREIDEL
THE CHANUKAH KING
by Eleanor Tylbor
There was the usual sense of excitement among students attending the Chavarim Afternoon Hebrew School a couple weeks before the onset of Chanukah. Throughout the school spinning dreidels whirled around the floor surface in anticipation of the annual competition held on the first night of Chanukah. Even then practise was no guarantee of a successful outcome of deposing "the dreidel king" who was defending his title for the fourth year in a row.
If there was anyone who personified the ideal qualities in a student it was Zelig Bornstein. At ten years of age he could do no wrong. A brilliant student academically he was also blessed with the voice of an angel and it was a given that he would sing the part of lead candle in the annual Chanukah concert. As if that wasn't enough to cause jealousy and rivalry among classmates, he ALWAYS won the annual dreidel competition.
Among the students of Mr. Meldrum's class there was the general belief that his cobalt blue dreidel with gold lettering on the sides possessed magical properties. There could be no other explanation to account for his perpetual dominance other than a mysterious and powerful outside source was at work, unavailable to his classmates. A few brave participants had come close to deposing him but somehow Zelig always managed to win out in the end. To further undermine his competitors confidence "The Dreidel King" did nothing to dispel the air of mystery surrounding his acumen.
"It's all right here," he would boast when asked the secret of his success, pointing to his wrist and flicking his fingers one-by-one to demonstrate his unbeatable technique, "and my magical dreidel, of course."
He never divulged any background information on how it was acquired and neither would he allow anyone to touch it much less give it a spin, further adding to the mystique.
"He" doesn't like leaving my hands," he would proffer in the way of an excuse, speaking of his top as if it was a living thing or a pet.
Externally, I professed animosity towards him as did the others, but internally I adored him from afar. However, this did not diminish my desire to win and I practiced fervently in the hope of improving my spin. I longed to emerge victorious if for no other reason than to make Zelig aware that I was alive, or at least be aware of my presence. It wasn't considered socially unacceptable to acknowledge the existence of the opposite sex, and even if he did harbor some stirrings of romantic feelings, he hid them well from me.
It would be fair to say that nearly every student in Mr. Meldrum's class dreamed of wresting the title away from him. We discussed the situation amongst ourselves, plotting a course of action that could de-throne him. Dreidel tossing techniques were assessed including "spit-shots" in which the "toss-ee" would spit or lick fingers to acquire more control of the toss, disallowed by Mr. Meldrum for hygienic reasons. Finger exercises were evaluated in addition to the benefits of knuckle cracking workouts before the competition, all of which were eventually discarded as ineffectual. Deep down inside we knew that the end result was out of our hands in the true sense of the word, and in those of the fates. There was always the glimmer of hope that perhaps the fates would smile on one of us. Anyone of us except Zelig.
Like a conquering hero "King" Zelig took center-stage tossing his dreidel from hand-to-hand as he walked, attempting to psyche out the participants. It was a piece of pure theatre as he produced a blue satin drawstring bag and reaching in, retrieved the cobalt blue dreidel smiling all the while. We took our places around the table, our hands clasped around the dreidels, waiting for our turn.
As the reigning champion he spun first, achieving the "gimel" and winning the first round. Dreidel competitors fell one after the other until it was time for me as the last competitor to
One by one he knocked out of the game until finally it was my turn. All eyes were upon me as I opened up my hand, gently allowing a cobalt blue object with gold lettering on the sides to drop on the surface of the table. There was an audible gasp from my fellow students accompanied shortly thereafter by excited whispers.
"D'ya see her dreidel?" they asked each other. "It's the same one as Zelig?s!"
At tournament time a large table was set up in the middle of the classroom and dreidels distributed to students. King Zelig tossed his dreidl from hand-to-hand, smiling smugly and acting self-assured. As the reigning champion Zelig spun first, achieving the letter "g" or "gimel", which meant that he won the first round. One by one we took turns and I landed on "hay", acquiring half of the pot composed of chocolate coins and other goodies, which pleased me no end. For the next few turns the dreaded "shin" turned up denoting a loss, accompanied by groans of disappointment from fellow students. Like many of the stories we were told focusing on unsurpassable victories over adversity, things turned in my favor. The king was dethroned and long live the new champion. Me. Jubilant cheers broke out among fellow students as they savored the moment for which they had all waited. My adversary, meanwhile, appeared stunned and in shock. Consumed with laughter and staring triumphantly into his eyes, I couldn't help but notice his were brimming with tears. It was bad enough being dethroned but having it done by a girl, was more than his young ego could handle in one day.
I could have chosen to ignore him and savor the moment of victory, since it was a long time coming and it probably wouldn't happen again. Instead, upon realizing that he had been humiliated in front of his male friends, a final showdown was suggested to determine the final victor. Needless to say, he amazingly emerged victorious.
He never did acknowledge my presence or reach out to thank me for my selfless gesture, in all the years of our attending Hebrew school together. He did allow me to spin first in a subsequent re-match the following year, presumably as a good will gesture on his part. In my mind I would always be queen to his king be it only for one occasion and that was better than nothing. That's life. Sometimes you win and sometimes you gotta lose.
THE CHANUKAH KING
by Eleanor Tylbor
There was the usual sense of excitement among students attending the Chavarim Afternoon Hebrew School a couple weeks before the onset of Chanukah. Throughout the school spinning dreidels whirled around the floor surface in anticipation of the annual competition held on the first night of Chanukah. Even then practise was no guarantee of a successful outcome of deposing "the dreidel king" who was defending his title for the fourth year in a row.
If there was anyone who personified the ideal qualities in a student it was Zelig Bornstein. At ten years of age he could do no wrong. A brilliant student academically he was also blessed with the voice of an angel and it was a given that he would sing the part of lead candle in the annual Chanukah concert. As if that wasn't enough to cause jealousy and rivalry among classmates, he ALWAYS won the annual dreidel competition.
Among the students of Mr. Meldrum's class there was the general belief that his cobalt blue dreidel with gold lettering on the sides possessed magical properties. There could be no other explanation to account for his perpetual dominance other than a mysterious and powerful outside source was at work, unavailable to his classmates. A few brave participants had come close to deposing him but somehow Zelig always managed to win out in the end. To further undermine his competitors confidence "The Dreidel King" did nothing to dispel the air of mystery surrounding his acumen.
"It's all right here," he would boast when asked the secret of his success, pointing to his wrist and flicking his fingers one-by-one to demonstrate his unbeatable technique, "and my magical dreidel, of course."
He never divulged any background information on how it was acquired and neither would he allow anyone to touch it much less give it a spin, further adding to the mystique.
"He" doesn't like leaving my hands," he would proffer in the way of an excuse, speaking of his top as if it was a living thing or a pet.
Externally, I professed animosity towards him as did the others, but internally I adored him from afar. However, this did not diminish my desire to win and I practiced fervently in the hope of improving my spin. I longed to emerge victorious if for no other reason than to make Zelig aware that I was alive, or at least be aware of my presence. It wasn't considered socially unacceptable to acknowledge the existence of the opposite sex, and even if he did harbor some stirrings of romantic feelings, he hid them well from me.
It would be fair to say that nearly every student in Mr. Meldrum's class dreamed of wresting the title away from him. We discussed the situation amongst ourselves, plotting a course of action that could de-throne him. Dreidel tossing techniques were assessed including "spit-shots" in which the "toss-ee" would spit or lick fingers to acquire more control of the toss, disallowed by Mr. Meldrum for hygienic reasons. Finger exercises were evaluated in addition to the benefits of knuckle cracking workouts before the competition, all of which were eventually discarded as ineffectual. Deep down inside we knew that the end result was out of our hands in the true sense of the word, and in those of the fates. There was always the glimmer of hope that perhaps the fates would smile on one of us. Anyone of us except Zelig.
Like a conquering hero "King" Zelig took center-stage tossing his dreidel from hand-to-hand as he walked, attempting to psyche out the participants. It was a piece of pure theatre as he produced a blue satin drawstring bag and reaching in, retrieved the cobalt blue dreidel smiling all the while. We took our places around the table, our hands clasped around the dreidels, waiting for our turn.
As the reigning champion he spun first, achieving the "gimel" and winning the first round. Dreidel competitors fell one after the other until it was time for me as the last competitor to
One by one he knocked out of the game until finally it was my turn. All eyes were upon me as I opened up my hand, gently allowing a cobalt blue object with gold lettering on the sides to drop on the surface of the table. There was an audible gasp from my fellow students accompanied shortly thereafter by excited whispers.
"D'ya see her dreidel?" they asked each other. "It's the same one as Zelig?s!"
At tournament time a large table was set up in the middle of the classroom and dreidels distributed to students. King Zelig tossed his dreidl from hand-to-hand, smiling smugly and acting self-assured. As the reigning champion Zelig spun first, achieving the letter "g" or "gimel", which meant that he won the first round. One by one we took turns and I landed on "hay", acquiring half of the pot composed of chocolate coins and other goodies, which pleased me no end. For the next few turns the dreaded "shin" turned up denoting a loss, accompanied by groans of disappointment from fellow students. Like many of the stories we were told focusing on unsurpassable victories over adversity, things turned in my favor. The king was dethroned and long live the new champion. Me. Jubilant cheers broke out among fellow students as they savored the moment for which they had all waited. My adversary, meanwhile, appeared stunned and in shock. Consumed with laughter and staring triumphantly into his eyes, I couldn't help but notice his were brimming with tears. It was bad enough being dethroned but having it done by a girl, was more than his young ego could handle in one day.
I could have chosen to ignore him and savor the moment of victory, since it was a long time coming and it probably wouldn't happen again. Instead, upon realizing that he had been humiliated in front of his male friends, a final showdown was suggested to determine the final victor. Needless to say, he amazingly emerged victorious.
He never did acknowledge my presence or reach out to thank me for my selfless gesture, in all the years of our attending Hebrew school together. He did allow me to spin first in a subsequent re-match the following year, presumably as a good will gesture on his part. In my mind I would always be queen to his king be it only for one occasion and that was better than nothing. That's life. Sometimes you win and sometimes you gotta lose.
Sunday, September 2, 2007
Tots yoga group banned - deemed unchristian
NOTE TO SELF: Yoga the work of the devil?
A toddler group has been banned from a church hall in Taunton - because their yoga lessons were deemed unchristian.
Say what?
Teacher Louise Woodcock was told her Yum Yum Yoga classes for pre-school children would affect their spiritual life in a way that was unacceptable to the church.
Miss Woodcock said the claims were ridiculous because her classes simply involve music, movement and rhymes. She was also turned away by another church and told it was unlikely any Christian organisation would accommodate her.
"At Silver Street Baptist Church, I said I wanted to book the hall for a children's activity group, which they said was alright," said Miss Woodcock.
Read the rest of the story here and decide for yourself:
http://www.somersetcountygazette.co.uk/display.var.1647089.0.childrens_yoga_classes_banned_by_church.php
Writers & Friends
www.jrslater.com/forum
A toddler group has been banned from a church hall in Taunton - because their yoga lessons were deemed unchristian.
Say what?
Teacher Louise Woodcock was told her Yum Yum Yoga classes for pre-school children would affect their spiritual life in a way that was unacceptable to the church.
Miss Woodcock said the claims were ridiculous because her classes simply involve music, movement and rhymes. She was also turned away by another church and told it was unlikely any Christian organisation would accommodate her.
"At Silver Street Baptist Church, I said I wanted to book the hall for a children's activity group, which they said was alright," said Miss Woodcock.
Read the rest of the story here and decide for yourself:
http://www.somersetcountygazette.co.uk/display.var.1647089.0.childrens_yoga_classes_banned_by_church.php
Writers & Friends
www.jrslater.com/forum
Tuesday, July 10, 2007
MERRIAM-WEBSTER GETS WORDY
NOTE TO SELF: Pick up some agnolotti for supper
Perhaps you or someone you know participated in speed dating recently followed by a date where microgreens were eaten. If Merriam-Webster Collegiate Dictionary is any indication, words like agnolotti (meaning: "pasta in the form of semicircular cases containing a filling (as of meat, cheese, or vegetables") or speed dating ("an event at which each participant converses individually with all the prospective partners for a few minutes in order to select those with whom dates are desired") will become part of our everyday vocabulary.
The Merriam-Webster Dictionary updates its Collegiate dictionary every year with "new words, senses and variants." The word "ginormous" (meaning: extremely large, humungous) was one of 100 neolisms or the use of new words or senses of existing words added. Here are twenty out of the list of the 100 mentioned on their site:
1. agnolotti
2. Bollywood
3. chaebol
4. crunk
5. DVR
6. flex-cuff
7. ginormous
8. gray literature
9. hardscape
10. IED
11. microgreen
12. nocebo
13. perfect storm
14. RPG
15. smackdown
16. snowboardcross
17. speed dating
18. sudoku
19. telenovela
20. viewshed
Without going to their site, http://www.merriam-webster.com/info/newwords07.htm how many do you know without having to check on the meaning? A better challenge is how many can you use in one sentence?
Meanwhile, I'm feeling very crunk-ish due to all the microgreens I ate.
Perhaps you or someone you know participated in speed dating recently followed by a date where microgreens were eaten. If Merriam-Webster Collegiate Dictionary is any indication, words like agnolotti (meaning: "pasta in the form of semicircular cases containing a filling (as of meat, cheese, or vegetables") or speed dating ("an event at which each participant converses individually with all the prospective partners for a few minutes in order to select those with whom dates are desired") will become part of our everyday vocabulary.
The Merriam-Webster Dictionary updates its Collegiate dictionary every year with "new words, senses and variants." The word "ginormous" (meaning: extremely large, humungous) was one of 100 neolisms or the use of new words or senses of existing words added. Here are twenty out of the list of the 100 mentioned on their site:
1. agnolotti
2. Bollywood
3. chaebol
4. crunk
5. DVR
6. flex-cuff
7. ginormous
8. gray literature
9. hardscape
10. IED
11. microgreen
12. nocebo
13. perfect storm
14. RPG
15. smackdown
16. snowboardcross
17. speed dating
18. sudoku
19. telenovela
20. viewshed
Without going to their site, http://www.merriam-webster.com/info/newwords07.htm how many do you know without having to check on the meaning? A better challenge is how many can you use in one sentence?
Meanwhile, I'm feeling very crunk-ish due to all the microgreens I ate.
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