Lawrence THE HANDLE, which varies in length according to the height of its user, and in some cases is made by that user to his or her specifications, is like most of the other parts of the tool in that it has a name and thus a character of its own. I call it the snath, as do most of us in the UK, though variations include the snathe, the snaithe, the snead, and the sned.
On the uses of a liberal education: September 1, Harper's Magazine Mark Edmundson A college student getting a liberal arts education ponders filling out a questionnaire that includes an opportunity for him to evaluate his instructor.
At times it appears that the purpose of his education is just to entertain him. Today is evaluation day in my Freud class, and everything has changed. The class meets twice a week, late in the afternoon, and the clientele, about fifty undergraduates, tends to drag in and slump, looking disconsolate and a little lost, waiting for a jump start.
To get the discussion moving, they usually require a joke, an anecdote, an off-the-wall question -- When you were a kid, were your Halloween getups ego costumes, id costumes, or superego costumes? That sort of thing.
But today, as soon as I flourish the forms, a buzz rises in the room. Today they write their assessments of the course, their Fight club conformity analysis essay of me, and they are without a doubt wide-awake. Whatever interpretive subtlety they've acquired during the term is now out the window.
As I retreat through the door -- I never stay around for this phase of the ritual -- I look over my shoulder and see them toiling away like the devil's auditors. They're pitched into high writing gear, even the ones who struggle to squeeze out their journal entries word by word, stoked on a procedure they have by now supremely mastered.
They're playing the informed consumer, letting the provider know where he's come through and where he's not quite up to snuff. But why am I so distressed, bolting like a refugee out of my own classroom, where I usually hold easy sway? Chances are the evaluations will be much like what they've been in the past -- they'll be just fine.
It's likely that I'll be commended for being "interesting" and I am commended, many times overthat I'll be cited for my relaxed and tolerant ways that happens, toothat my sense of humor and capacity to connect the arcana of the subject matter with current culture will come in for some praise yup.
I've been hassled this term, finishing a manuscript, and so haven't given their journals the attention I should have, and for that I'm called -- quite civilly, though -- to account.
Overall, I get off pretty well. Yet I have to admit that I do not much like the image of myself that emerges from these forms, the image of knowledgeable, humorous detachment and bland tolerance.
I do not like the forms themselves, with their number ratings, reminiscent of the sheets circulated after the TV pilot has just played to its sample audience in Burbank. Most of all I dislike the attitude of calm consumer expertise that pervades the responses.
I'm disturbed by the serene belief that my function -- and, more important, Freud's, or Shakespeare's, or Blake's -- is to divert, entertain, and interest. Observes one respondent, not at all unrepresentative: I don't teach to amuse, to divert, or even, for that matter, to be merely interesting.
When someone says she "enjoyed" the course -- and that word crops up again and again in my evaluations -- somewhere at the edge of my immediate complacency I feel encroaching self-dislike. That is not at all what I had in mind.
The off-the-wall questions and the sidebar jokes are meant as lead-ins to stronger stuff -- in the case of the Freud course, to a complexly tragic view of life.
But the affability and the one-liners often seem to be all that land with the students; their journals and evaluations leave me little doubt.
I want some of them to say that they've been changed by the course. I want them to measure themselves against what they've read.Jango is about making online music social, fun and simple.
Free personal radio that learns from your taste and connects you to others who like what you like. 40 (Volume 20, No. 1) March, Introduction by The Editors. SOCIALISM AND DEMOCRACY AT Frank Rosengarten – Looking Back in Order to Look Ahead: Twenty Years of Research and Publishing by the Research Group on Socialism and Democracy Victor Wallis – Socialism and Democracy During the First 20 Years of Socialism and Democracy.
A NEW WORLD ORDER?. Paul Kingsnorth is a writer and poet living in Cumbria, England. He is the author of several books, including the poetry collection Kidland and his fictional debut The Wake, winner of the Gordon Burn Prize and the Bookseller Book of the Year Award. Kingsnorth is the cofounder and director of the Dark Mountain Project, a network of writers, artists, and .
Vol. 46, No. 2, Summer ARTICLES. Trafficking, Prostitution, and Inequality Catharine A. MacKinnon. A Free Irresponsible Press: Wikileaks and the Battle over the Soul of . Is Cheerleading a Sport? - According to the website regardbouddhiste.com, the word sport is defined as “an athletic activity requiring skill or physical prowess and often of a competitive nature,” but to Marla Jo Fisher, staff writer for The Mom Blog and author of the article “Cheerleading is Not a Sport,” cheerleading does not meet the standards of a true “sport.” Her immature and.
Risk is the potential of gaining or losing something of value. Values (such as physical health, social status, emotional well-being, or financial wealth) can be gained or lost when taking risk resulting from a given action or inaction, foreseen or unforeseen (planned or not planned).Risk can also be defined as the intentional interaction with uncertainty.