Okay, so I bet everyone is familiar with Murphy's Law: "If anything can go wrong, it will." Although things haven't been quite that bad today, it has been a series of poorly timed events and near misses.
Additionally, there is an interesting website that identifies both the origin of 'Murphy's Law' and some potential corollaries.
It can be found here: http://www.murphys-laws.com/
So my day began with inadvertently sleeping through my alarm. I snapped awake (about 45 minutes after I wanted to get up) and realized "Oh shit, it's trash day!" Now, normally, this is not a problem for two reasons: a) the trash men almost always come in the afternoons and b) I live alone, so my trash can can easily handle a week's worth of garbage.
Yesterday, I called and asked for a special pickup. I have (hmm... scratch that, had) a chaise style chair in my living room. Unfortunately for me, my feline companions have decided that the chair is a secondary litter box. Despite numerous treatments of vinegar, enzyme treatment, and other odor removers, I have been unable to remove the smell completely. Cat urine is one of the most pervasive (and disgusting) smells I've run across.
Running to the opposite end of the house, I nearly upend myself on a jingle ball. Narrowly avoiding the (pun intended) catastrophe, I peek through the blinds and see - amazingly - my neighbors' trash is still outside. Throwing on the minimum amount of "respectable" clothing, I open the garage and start moving the chair.
Unfortunately, I managed to leave a couple of scratches in my driveway. Apparently, I lack the upper body strength to carry this piece of furniture on my own, and thence mostly dragged it to the curb.
Side note. The garbage pick-up said that they may not be able to take the chair, it would depend on the space left in the truck, and how far behind schedule they were. It is overcast today. If they do not take the chair, it will be back in my garage. I am hoping Murphy goes away long enough to avoid rain.
Once I got the trash squared away, I had classwork (and that 'incremental learning' meeting) to finish. Shockingly, some of my students missed a deadline, groups are having drama, and I must mediate.
In the middle of this, I decide to call Technical Support back. I contacted them yesterday, and after being politely told that the "higher than normal call volumes" had resulted in a wait time over 35 minutes, I hung up. Since the issue was not life or death, I was not about to deal with UoP hold messages. My call today merits another of the "holy crap, we've got too many people calling" messages, with a 10 minute hold. Not great, but acceptable.
I put the cell on speakerphone, and continue reading posts and working on issue solutions. Ten minutes go by. Still on hold. I get a glass of soda. Come back to the office. Still on hold.
One of my cats gets up on the desk. This is rarely a big deal, as they come up for attention while I am working, and mostly just sleep on the desk or computer tower. Not today. Zoe (the younger of my two cats), decides to make a break for the printer, and upends the entire cup of soda.
You never realize the great spread that 12 oz of soda will make until it moves from the proper holding container onto a flat surface.
Cherry diet soda flows all over. I pull three textbooks away, dump the cat (who is still standing in the middle of the chaos) on the floor, and run for a towel. Cloth, not paper, this needs big help.
As I burst back into the office and begin soaking up the liquid mayhem, I hear: "Technical Support, this is Thomas, may I help you?"
Phone to one ear, I begin mopping up. Luckily the web page is open to the identifying information I need. I start answering Thomas' questions, and hear a soft trickling sound.
The soda ran under the computer tower, over the cables, and was flowing onto the power surge.
I have already, somewhat sheepishly, told the nice man from Technical Support what is going on. I'm sure he wonders why I am still on the phone and not just dealing with the problem (this is the fourth call to them this week, and 15 minutes is still the best wait time).
I hit the floor, taking poor Thomas with me, and cover the surge with the towel. I also take the split second to flip the switch, cutting the power to the computer system, preferrably before something shorts out.
Have I mentioned yet that I think the poor man was amused by me?
After another few minutes I wrap up the technical issue. Another ten and I've got the soda under control. Hopefully, I've given Murphy enough amusement for one day, but you never know.
And my office still smells like cherry.
Thursday, November 19, 2009
Wednesday, November 18, 2009
The Value of Learning APA Formatting
More essays relating to incremental learning workshop. Whee.
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There are several reasons why students benefit from learning APA formatting. An ability to develop professional writing skills, the clarity to defend a point or idea, an understanding of how to separate their own ideas from those of others, and an ability to share credit where it is due are only a few of the valuable benefits students gain from following the APA guidelines for writing papers.
With repeated exposure, students generally learn from previous mistakes. Using APA guidelines allows students to grasp an understanding of professional grade writing. By developing these skills, they work to bring in the key ideas of any discussion, elaborate the main points, summarize those important elements, and then share where they received information to back up their writing (i.e. the Introduction, Body, Conclusion, and References of a standard paper).
As students use information, theories, and ideas to support their paper's key points, they begin to work on forming persuasive and thorough arguments. These same skills that show in course submissions can be replicated in the professional sphere. A well-worded document could allow an individual to gain more funds for a desired project, argue for a raise, or gain a promotion.
Making sure that students learn the value of proper citations is both challenging and important. I am sure that most college professors run across some serious 'repeat offenders' who either continually skip or misuse their references. By repeatedly exposing students to the importance of separating their own ideas from that of others, we help them to understand the creative process, and maintain fairness. Clear use of citations allows the reader to isolate the original theory and then identify the changes or progression that the author made on those original ideas.
Sharing the credit for original ideas is another benefit that carries over into the professional world. There are many times when people will be required to work together in teams to complete projects. The ability to clearly section out fellow team members' contributions can work to dispell worries that the person is looking to "steal" another teammate's ideas.
For all of these reasons, and many others, students clearly benefit from learning to follow APA guidelines.
-------------------------------------
There are several reasons why students benefit from learning APA formatting. An ability to develop professional writing skills, the clarity to defend a point or idea, an understanding of how to separate their own ideas from those of others, and an ability to share credit where it is due are only a few of the valuable benefits students gain from following the APA guidelines for writing papers.
With repeated exposure, students generally learn from previous mistakes. Using APA guidelines allows students to grasp an understanding of professional grade writing. By developing these skills, they work to bring in the key ideas of any discussion, elaborate the main points, summarize those important elements, and then share where they received information to back up their writing (i.e. the Introduction, Body, Conclusion, and References of a standard paper).
As students use information, theories, and ideas to support their paper's key points, they begin to work on forming persuasive and thorough arguments. These same skills that show in course submissions can be replicated in the professional sphere. A well-worded document could allow an individual to gain more funds for a desired project, argue for a raise, or gain a promotion.
Making sure that students learn the value of proper citations is both challenging and important. I am sure that most college professors run across some serious 'repeat offenders' who either continually skip or misuse their references. By repeatedly exposing students to the importance of separating their own ideas from that of others, we help them to understand the creative process, and maintain fairness. Clear use of citations allows the reader to isolate the original theory and then identify the changes or progression that the author made on those original ideas.
Sharing the credit for original ideas is another benefit that carries over into the professional world. There are many times when people will be required to work together in teams to complete projects. The ability to clearly section out fellow team members' contributions can work to dispell worries that the person is looking to "steal" another teammate's ideas.
For all of these reasons, and many others, students clearly benefit from learning to follow APA guidelines.
A Downside of Text-Only Education
Most of the time I love teaching. While I prefer teaching face-to-face, I still like teaching online courses. Even with a crazy grading schedule, repetitive mistakes, and grouchy students, I still love what I do.
Some days the little frustrations seem to add up, and I wonder if I really make any difference at all. My submission policy for class assignments is listed on the syllabus for the course. It's repeated in a cute little weekly chart (there's a column that says where to put homework). In addition to those two explanations, I post a weekly "deliverables" chart that says where to put the item *again*.
One student, who either was having technical difficulty, or simply cannot pay attention, put an individual assignment in a public location. Generally, this is frowned upon, as it means the entire class can read their paper.
Most of the privacy rulings have to do with me making sure that graded assignments are only placed where the target student can view them.
Anyway, since that one student posted a paper in the wrong location, I've had other students asking if they too should put their assignments in the same place. So I posted a response to the whole class, and in two paragraphs told them where all assignments are supposed to be placed. I used small words, and I tried to be both polite and clear.
Ten minutes later, I had another student ask me where to post an assignment.
Seriously?
Online courses are completely text based. That means you have to be able to read. There is no magical voice in your ear to tell you what to do.
Inability to read instructions. Go directly to fail. Do not pass class. Do not collect diploma.
I managed to remain polite after the third and fourth request for submission locations. So that just means I have another 13 students to go.
At least they can't see me rolling my eyes.
Some days the little frustrations seem to add up, and I wonder if I really make any difference at all. My submission policy for class assignments is listed on the syllabus for the course. It's repeated in a cute little weekly chart (there's a column that says where to put homework). In addition to those two explanations, I post a weekly "deliverables" chart that says where to put the item *again*.
One student, who either was having technical difficulty, or simply cannot pay attention, put an individual assignment in a public location. Generally, this is frowned upon, as it means the entire class can read their paper.
Most of the privacy rulings have to do with me making sure that graded assignments are only placed where the target student can view them.
Anyway, since that one student posted a paper in the wrong location, I've had other students asking if they too should put their assignments in the same place. So I posted a response to the whole class, and in two paragraphs told them where all assignments are supposed to be placed. I used small words, and I tried to be both polite and clear.
Ten minutes later, I had another student ask me where to post an assignment.
Seriously?
Online courses are completely text based. That means you have to be able to read. There is no magical voice in your ear to tell you what to do.
Inability to read instructions. Go directly to fail. Do not pass class. Do not collect diploma.
I managed to remain polite after the third and fourth request for submission locations. So that just means I have another 13 students to go.
At least they can't see me rolling my eyes.
Tuesday, November 17, 2009
Another Blast from the Past
Okay, so I found yet another gem from back in 2003. This story was probably as amusing to me at the time as it is six years later.
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Grocery Sto' 'ho......bby.
Yet another step in the "my life as a funhouse" chain.
I have been having issues with a grocery store clerk for a few weeks. Now don't get me wrong, I am usually as subtle in regards to flirting as a brick is subtle to a pane of glass. Sometimes even I notice. Also, I'm a night person. So it would not be unheard of for me to realize at 11 pm that we are out of eggs and milk. Off to the grocery store I would run. My local night check-out boy works the 4-12. He's the only cashier from 11-12. The store is usually empty. Now, I can imagine getting bored with no one around, and wanting to talk to the people that come in. So it took me a few weeks to start getting totally weirded out.
Now at this point, every time I'm in there and he's the only one in the front of the store he walks out with me. He lights up a cigarette and talks to me for several minutes. Granted, nothing of a totally personal nature. This guy has temper problems and he's angry about a lot. So I stand there and listen. And I wonder... is he flirting with me, or is he just trying to vent and I'm the only one who will listen....?
So, I am an intelligent person. I know when I need a second opinion. I go home and recruit. Enter the roomie T---. The next time over to the grocery store, I dragged her with me. We walked through, and he saw me. BOOM. Ten seconds later he's trying to help pick out popcorn. Yikes! Then he followed us around a little bit. And he made a running commentary while checking us out. AND... yep, he came outside with us. On the way home, I asked.... general consensus. We think he's flirting, but cannot be totally sure.
Next time I need something from there at night. Do I go alone? HAH! Think again. I take the T--- again. This time he follows us all around the store. T--- knows it's bothering me, and she starts powerwalking. Fine way to speed things up, except it leaves me with him. Ehhh... what fun. He turns to me and goes..."So, how long have you two been....................................
------------------------
As a follow-up to this story I would like to provide a visual of Mr. Check-me-out Boy.
- Lanky, mid to late-30s, shortish dirty blonde hair almost in a mullet.
- He wore his button-down shirts open 3 buttons, so he could show his manly chest hairs and bling (yes bling, multiple chunky gold chains).
-Almost always chewing on a toothpick.
Tres sexy. Really.
------------------------------------------
Grocery Sto' 'ho......bby.
Yet another step in the "my life as a funhouse" chain.
I have been having issues with a grocery store clerk for a few weeks. Now don't get me wrong, I am usually as subtle in regards to flirting as a brick is subtle to a pane of glass. Sometimes even I notice. Also, I'm a night person. So it would not be unheard of for me to realize at 11 pm that we are out of eggs and milk. Off to the grocery store I would run. My local night check-out boy works the 4-12. He's the only cashier from 11-12. The store is usually empty. Now, I can imagine getting bored with no one around, and wanting to talk to the people that come in. So it took me a few weeks to start getting totally weirded out.
Now at this point, every time I'm in there and he's the only one in the front of the store he walks out with me. He lights up a cigarette and talks to me for several minutes. Granted, nothing of a totally personal nature. This guy has temper problems and he's angry about a lot. So I stand there and listen. And I wonder... is he flirting with me, or is he just trying to vent and I'm the only one who will listen....?
So, I am an intelligent person. I know when I need a second opinion. I go home and recruit. Enter the roomie T---. The next time over to the grocery store, I dragged her with me. We walked through, and he saw me. BOOM. Ten seconds later he's trying to help pick out popcorn. Yikes! Then he followed us around a little bit. And he made a running commentary while checking us out. AND... yep, he came outside with us. On the way home, I asked.... general consensus. We think he's flirting, but cannot be totally sure.
Next time I need something from there at night. Do I go alone? HAH! Think again. I take the T--- again. This time he follows us all around the store. T--- knows it's bothering me, and she starts powerwalking. Fine way to speed things up, except it leaves me with him. Ehhh... what fun. He turns to me and goes..."So, how long have you two been....................................
This time he said something I could directly confront, rather than intuitions and impressions. "Why do you always come in when you think or know I'm on duty?" A direct comment I can deal with. And I told him... I'm a night person (True... ask anyone who has known me) and it's the closest grocery store (I'm also lazy... again ask anyone who knows me). Then I mentioned the frozen stuff was going to melt so I had to leave, and we bailed. You'd think I learned my lesson. I don't go there at night. But, it still is the closest store, and sometimes they run good deals. I also like the store itself. I've started going in the afternoons, when he isn't the only cashier. I still got stuck in his lane the other day. He told me "I know why you brought your friend in the other day". Cool, tell me. "You girls are all like that... you have to see this cute guy at the grocery store (Oh Lord help me.... ugh) and tell me what you think." Nope... that ain't why I brought her, bub. Thanks for playing. You missed the next round. "Look me in the eyes and tell me that wasn't why." Sure. Stared right at him and said: "I did not bring her here because I told her you were cute." He snorted, and said "Right". GAH! I can't win! And it's spreading. The meat department guy finally worked up the courage to give me his phone number. *Sigh* At least he's not as creepy as the cashier. I'm going back to the gym. And heading back to my books. *Crawls back inside her shell* |
As a follow-up to this story I would like to provide a visual of Mr. Check-me-out Boy.
- Lanky, mid to late-30s, shortish dirty blonde hair almost in a mullet.
- He wore his button-down shirts open 3 buttons, so he could show his manly chest hairs and bling (yes bling, multiple chunky gold chains).
-Almost always chewing on a toothpick.
Tres sexy. Really.
The World Around Me
I was digging through some of my old online "diary" material and tracked down a couple of items that still seem relevant to me. I wrote the below post back in 2005.
--------------
Most days I settle for being unhappy with myself.
Other times, I look around me and realize that certain occurrences scare me silly.
I joke to make things seem less threatening, and yet at times there is a darkness, a deep well of mournful sadness that no amount of laughter can dispell.
Human beings have a capacity for injuring each other that is matched by no other creature on Earth. Such torture, sadism, and pure glee at the sight of another's pain should be unnatural. And yet it is as integral to us as breathing. Even nice people can have the whisper of a thought. Passing faster than the blink of an eye. "I feel justified" or "Well, they got what they deserved." And in that moment we feed the demons that we all possess. Some of us embrace those thoughts, let them swell like perverted desires. Others find ways to compensate. Maybe we do something nice, either for the person we had the nasty thought about, or another "neutral" being. Maybe we even do something completely "selfless." Volunteer to help out people in bad situations. Sometimes we just listen.
In that quiet moment we can be more than the sum of our negative thoughts. We can become as brilliant and benevolent beings. Just as the darkness touches something in our souls, a "Not me" quality that most seek to hide from, the light can reveal a positive compassion. Just as we can reach depths that no other creature is capable of, I think we can stretch above ourselves in the same fashion.
So many things could be settled, so many problems and miscommunications could be avoided if we just listened to one another. Not the pretence of listening. Not that stupid garbage of parry and riposte, where you merely gauge another's speech looking for an opening. Then you thrust in a return, without weighing the true meaning of the thoughts behind the words. As sentient beings, who want others to love us, to care about us, to respect us.... how can we demand or feel entitled to that which we will not show others?
Although I'm not trying to preach religion, or some light fantastic, it was some religious material that set me off.
I'm not a good Catholic.
I never claimed to be.
But the new Pope is a Nazi, and I have some serious issues with that.
Okay... he was "required" to join the Nazi Youth Corps. But he was directly a member of the Nazi party for at least four years of his life. A participation that ended because of the close of WWII, and not because he managed to separate himself from the group. Maybe on some level I just cannot let go of my own need to judge others. But it seems to me that the Catholic "mouthpiece of God" should have been able to fight a little bit harder, push a little bit more..... to get out of something so wrong. And in the wake of a Pope who had to apologize for the Church's involvement (or silent acceptance) in the atrocities that occurred, does this really seem like such a bright decision?
Then again this is the same religion that ridicules same sex alliances. Claims to broadcast the "truth" when it's all really more a matter of perception anyway. Lists as one major part of the etiology of homosexuality as "loneliness," effectively ignoring the fact that millions of lonely people out there are as straight as a freshly planed 2x4. That most people facing rejection and solitude don't question their sexual orientation, they tend to question their personality restrictions on a partner.
So... today is one of those days where I step out of my discontent with myself, and face a broader unhappiness with the world around me. There is hope out there for the human race.... and yet sometimes I wonder if we wouldn't rather shoot ourselves in the collective foot than reach for that hope that hovers just before us.
And the silence of this contemplation reveals no answers.
--------------
Most days I settle for being unhappy with myself.
Other times, I look around me and realize that certain occurrences scare me silly.
I joke to make things seem less threatening, and yet at times there is a darkness, a deep well of mournful sadness that no amount of laughter can dispell.
Human beings have a capacity for injuring each other that is matched by no other creature on Earth. Such torture, sadism, and pure glee at the sight of another's pain should be unnatural. And yet it is as integral to us as breathing. Even nice people can have the whisper of a thought. Passing faster than the blink of an eye. "I feel justified" or "Well, they got what they deserved." And in that moment we feed the demons that we all possess. Some of us embrace those thoughts, let them swell like perverted desires. Others find ways to compensate. Maybe we do something nice, either for the person we had the nasty thought about, or another "neutral" being. Maybe we even do something completely "selfless." Volunteer to help out people in bad situations. Sometimes we just listen.
In that quiet moment we can be more than the sum of our negative thoughts. We can become as brilliant and benevolent beings. Just as the darkness touches something in our souls, a "Not me" quality that most seek to hide from, the light can reveal a positive compassion. Just as we can reach depths that no other creature is capable of, I think we can stretch above ourselves in the same fashion.
So many things could be settled, so many problems and miscommunications could be avoided if we just listened to one another. Not the pretence of listening. Not that stupid garbage of parry and riposte, where you merely gauge another's speech looking for an opening. Then you thrust in a return, without weighing the true meaning of the thoughts behind the words. As sentient beings, who want others to love us, to care about us, to respect us.... how can we demand or feel entitled to that which we will not show others?
Although I'm not trying to preach religion, or some light fantastic, it was some religious material that set me off.
I'm not a good Catholic.
I never claimed to be.
But the new Pope is a Nazi, and I have some serious issues with that.
Okay... he was "required" to join the Nazi Youth Corps. But he was directly a member of the Nazi party for at least four years of his life. A participation that ended because of the close of WWII, and not because he managed to separate himself from the group. Maybe on some level I just cannot let go of my own need to judge others. But it seems to me that the Catholic "mouthpiece of God" should have been able to fight a little bit harder, push a little bit more..... to get out of something so wrong. And in the wake of a Pope who had to apologize for the Church's involvement (or silent acceptance) in the atrocities that occurred, does this really seem like such a bright decision?
Then again this is the same religion that ridicules same sex alliances. Claims to broadcast the "truth" when it's all really more a matter of perception anyway. Lists as one major part of the etiology of homosexuality as "loneliness," effectively ignoring the fact that millions of lonely people out there are as straight as a freshly planed 2x4. That most people facing rejection and solitude don't question their sexual orientation, they tend to question their personality restrictions on a partner.
So... today is one of those days where I step out of my discontent with myself, and face a broader unhappiness with the world around me. There is hope out there for the human race.... and yet sometimes I wonder if we wouldn't rather shoot ourselves in the collective foot than reach for that hope that hovers just before us.
And the silence of this contemplation reveals no answers.
An Analysis of Bloom's Taxonomy in College Academia
I guess I shall roll out of the gate with a writing I did for a training session on "incremental" learning. The essay details my expectations of student cognition regarding academic knowledge.
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According to Bloom's taxonomy, the increasing levels of cognition a student should develop are as follows: remembering, understanding, applying, analyzing, evaluating, and creating. Each of the lower level skills should work together as the student moves from the basic collection of information to a mastery of that data.
In the introductory to mid-level undergraduate course range, the expectations from the student should be a bit lower than at higher academic levels. By the time any student reaches collegiate level classes, they should be able to quickly collect knowledge. Given their secondary education (although the guidelines for acceptable academic skills vary) most college students should be able to remember, understand, and apply knowledge. As they move from 100 to the 300 level courses, the discussions and paper assignments should work to broaden the understanding and application of that knowledge into analysis. While some students may show more progress than others, at this level of training the abilities to evaluate and synthesize knowledge into new forms may be rudimentary at best.
At the upper-level undergraduate course range, those expectations should again be raised. Previous exposure to course subjects, and the discourse that is expected should work to deepen the student's ability to analyze course information. Even beyond basic analysis, students should begin to evaluate the key ideas they are exposed to. When they are given directions on how to rate an idea, research paper, or theory, they should be able to work on the positive and negative elements contained within the material. On the upper end of the Bachelor-level education, it would also be within the student's ability to combine the deeper understanding, application, and analysis of existing ideas and begin to create new ideas.
Moving up to the Master's level course range, it is to be expected that abilities will continue to grow with experience. More complex understanding of information, paired with a larger knowledge base, should lead to better application of theories and ideas, a more in-depth analysis of such information, and a more detailed judgement of the merits (or lack thereof) to those ideas. Beyond this decision-making process regarding knowledge, master's level students should be able to work on creating new ideas that have progressed from their understanding of existing material. This ability to create new ideas should move from the basic to more detailed examples of knowledge.
At the culmination of collegiate learning, the Doctoral level, all of the levels of cognition covered by Bloom's taxonomy should be mastered by the student. Throughout the doctoral training, analytic, evaluative, and creative abilities should continue to develop and grow. By the end of the training, the student should have practical application of varying levels of knowledge in their area of expertise.
--------------------
According to Bloom's taxonomy, the increasing levels of cognition a student should develop are as follows: remembering, understanding, applying, analyzing, evaluating, and creating. Each of the lower level skills should work together as the student moves from the basic collection of information to a mastery of that data.
In the introductory to mid-level undergraduate course range, the expectations from the student should be a bit lower than at higher academic levels. By the time any student reaches collegiate level classes, they should be able to quickly collect knowledge. Given their secondary education (although the guidelines for acceptable academic skills vary) most college students should be able to remember, understand, and apply knowledge. As they move from 100 to the 300 level courses, the discussions and paper assignments should work to broaden the understanding and application of that knowledge into analysis. While some students may show more progress than others, at this level of training the abilities to evaluate and synthesize knowledge into new forms may be rudimentary at best.
At the upper-level undergraduate course range, those expectations should again be raised. Previous exposure to course subjects, and the discourse that is expected should work to deepen the student's ability to analyze course information. Even beyond basic analysis, students should begin to evaluate the key ideas they are exposed to. When they are given directions on how to rate an idea, research paper, or theory, they should be able to work on the positive and negative elements contained within the material. On the upper end of the Bachelor-level education, it would also be within the student's ability to combine the deeper understanding, application, and analysis of existing ideas and begin to create new ideas.
Moving up to the Master's level course range, it is to be expected that abilities will continue to grow with experience. More complex understanding of information, paired with a larger knowledge base, should lead to better application of theories and ideas, a more in-depth analysis of such information, and a more detailed judgement of the merits (or lack thereof) to those ideas. Beyond this decision-making process regarding knowledge, master's level students should be able to work on creating new ideas that have progressed from their understanding of existing material. This ability to create new ideas should move from the basic to more detailed examples of knowledge.
At the culmination of collegiate learning, the Doctoral level, all of the levels of cognition covered by Bloom's taxonomy should be mastered by the student. Throughout the doctoral training, analytic, evaluative, and creative abilities should continue to develop and grow. By the end of the training, the student should have practical application of varying levels of knowledge in their area of expertise.
Checking in on Blogging Again
Well, it looks like I may take another shot at blogging. This time, I am going to make sure to mix my opinions and ideas with some of my "professional" writings. If some of the thoughts breed discussion or a deeper understanding of anything, than this little window on the internet will have done more than I ever expected.
For now, may everyone's day be better than the one before.
~M
For now, may everyone's day be better than the one before.
~M
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