Archive for January, 2010
Sometimes the full extent of a tree’s harsh environment can not be fully appreciated until after the tree’s death. Times of drought and fire scars are documented in the tree’s rings. Or how about this tree? When the wood was being burned, it became pretty clear the tree had encountered a fence in its younger days. There was a piece of barbed wire inside!
Barbed Wire Fire (Photo courtesy of artsufartsu)
Yesterday morning, Ryan and I woke up to the peaceful pitter patter of rain. It wasn’t nearly as peaceful when we discovered our entire yard was under water. Ryan had to roll his pants up over his knees to wade out to get to work. The dogs were distressed by having no where to take their morning dumps (Henry did scope out a pot of potential paw paws on the porch, but ultimately opted to hold it). I, meanwhile, found cause to be embarrassed. I was on a conference call and completely lost my train of thought in mid-sentence when I saw a bag of our garbage floating down the street.
But there was a victorious moment! Check it out! Thanks to the new DIY Driveway, my car stayed safe and sound. 🙂
Hooray for hard work and helpful neighbors!
P.S. The water was all gone by noon. Jimmie and Henry could not have been more grateful. 🙂
I remember some time ago, circa 2006, I saw a segment on the Dallas Mavericks’ Visiting Locker Room. Owner Mark Cuban lavished not only his own players, but the opposing players as well– making sure they also had extravagant food, a fancy shower service and plush towels. The notion was to provoke the thought, “Wow, I could be playing here!”
I wonder if the U.S. Postal Service had a similar notion. The stamps to send letters to Canada and Europe, feature stunning renditions of national parks.
I don’t know for sure about the “opposing players” overseas, but I know I’m already thinking, “Wow, I could be playing THERE!”
The November 2009 issue of Discover Magazine featured an excellent article on lichen. When discussing how the fungus component harvests food from a photosynthesis partner, author Gordon Grice shared a quote by Trevor Goward. Goward is the “lichen curator” at the University of British Columbia Herbarium. He says:
“Lichens are fungi that have discovered agriculture.”
Today’s Hearts in Nature focuses on those busy little fungi farmers who can cultivate some of the most unlikely lots. Special thanks, as always, to Creative Commons photographers.
(Photo by . SantiMB .)
(Photo by cfournie)
(Photo by pet_r)
Living in a low income neighborhood has opened my eyes to the extent of good hearts that are out there. I’m following in the footsteps of my cousin’s wife, Michelle, who often covers customer service experiences on her blog. I’ve got a great one to share!
As Ryan and I started up the Computer Literacy Program in our neighborhood, I learned that I won a free Mary Kay pampering session for myself and friends in Virginia Beach. At first, I wasn’t all that gung ho about it. It was over an hour drive for me, I’m pretty short on female friends, and I already have a great supplier of Mary Kay products. But then I realized– this was an opportunity for an outing with the neighborhood girls! Sometimes I’m accused of not doing enough stuff with the girls. 🙂 So on November 7, I drove two thirteen year olds and an eighteen year old up to the Mary Kay Success Studio in Virginia Beach to get guzzied up.
I can not emphasis enough how sentimental of a day this ended up being for me. The Mary Kay representative who worked with us was named Cindy McGill and she was absolutely wonderful. She did the usual demonstrations of Satin Hands, Satin Lips, 3 in 1 Cleanser and the Timewise products. After that– she treated the girls to makeovers!
Cindy was informative and kind and full of compliments for the girls. I saw smiles and straightened postures and repeated peeks at mirrors. Cindy made them feel as every bit as lovely as I see them to be.
Our Girl Group at the Mary Kay Success Studio (Photo by Cindy McGill)
I tried to thank Cindy the best that I could, but found it to be another one of those pesky “more than I can adequately express” moments. There may be a reason I was so touched. Ryan and I had seen generosity towards the neighborhood kids before– old laptops, German chocolates, a day of jetskiing. Even though those people hadn’t met the kids, they knew Ryan and I. The thing that stood out about this day is Cindy was a stranger. Not only did she not know the kids, she didn’t even know me! .
The story isn’t over yet! After our visit, Cindy emailed and asked how many kids Ryan and I typically work with. I thought it was polite conversation, so I didn’t quite get around to replying in a timely fashion. That didn’t deter Cindy! She tracked me down by phone. It turns out she had a plan brewing.
She shipped us FREE products for ALL TWELVE kids in the Computer Literacy class!!!!!
For the boys
For the girls
I got to hand everything out at the end of our Data, Information, Knowledge class. If you think Mary Kay is just for girls, think again. I was surrounded by boys and whenever a MKMen product emerged from the packing peanuts, hands would reach out and voices would volunteer, “I’m a boy! I’m a boy!”
And that is my Mary Kay story. I tell it with a full heart… and very soft hands.
One could even say “satiny” 🙂
As many of you know, Ryan and I live in a low income neighborhood in Elizabeth City, North Carolina. This past weekend, we traveled to Raleigh to attend Science Online 2010. Multiple breakout sessions dealt with promoting diversity in Science, Technology, Engineering and Math (STEM) and still other sessions addressed communicating to and engaging youth. Because of where we come from and our close interactions with the children in our neighborhood, we were drawn to those topics. It’s not surprising that my time at the conference made me reflect back on my experiences back home on Hunter Street.
Community and Role Models
I found one of the most powerful and inspiring sessions to be Blogging the Future – The Use of Online Media in the Next Generation of Scientists. High school teacher Stacy Baker brought a number of her students to the conference to showcase their projects on social media and online resources. I have two decades on these students and they are articulate well beyond my years. You can not help but be impressed by their accomplishments, their web-savvy and most of all their passion for their projects.
One thing that clearly helped fuel and empower that passion was easy access to the Internet. Juniors Melina and Brook demonstrated iPhone apps that helped them in Chemisty and Physics respectively. Junior Ammar pulled up and gave a tour of a Dynamic Periodic Table that helped him. High school freshman and blogger Mike spoke about how he gained insight from blogs and the usefulness of emailing experts to learn more. Their teacher, Stacy Baker, reported that when students post their work online where it would be subject to the scrutiny of peers and professionals alike, the “quality of work skyrockets.” Meanwhile Jack, high school freshman AND video game programmer extraordinaire, brought up another benefit altogether , “If you have access to the Internet, anything can become a community experience.”
Jack’s observations echoes the namesake of Linux’s free and open source operating system. It’s named for a concept that embraces community:
“Ubuntu speaks particularly about the fact that you can’t exist as a human being in isolation. It speaks about our interconnectedness. You can’t be human all by yourself, and when you have this quality – Ubuntu – you are known for your generosity.”-Archibishop Desmond Tutu
The blogging community in the geosciences was highlighted in another session. In Casting a wider net: Promoting gender and ethnic diversity in STEM, Anne Jefferson spoke on the benefits women and minorities find from geoscience blogs. She and a team of bloggers conducted a survey among readers. The social benefit most strongly agreed upon was “Finding role models”.
More than once during the conference, I heard an attendee ask the very valid question of, “What do you do about the students who don’t have Internet?”
In the case of Hunter Street, the question isn’t simply a case of a faulty cable modem. There are families on my street who at times can’t afford kerosene for their homes, gas for their cars or diapers for their babies. They can’t afford computers period. How do we invite them to join the online community– where they have access to experts like Mike, feel like part of community like Jack or find role models like the geoscience blog readers?
For Ryan and I, our answer was, “You buy it for them.” That was the backbone of our Computer Literacy Program in Elizabeth City. We (and by we, I mean mostly Ryan) bought 13 refurbished computers from eBay. We taught twelve weeks of classes in our home to teach the children how to care for and use them and then we gave the laptops away. We are doing the same with our Internet. Like Linux’s Ubuntu, we keep our wireless open and free. The children in our neighborhood know that even if we are not home, they are not a “human being in isolation.” They can sit on the stoop and be connected to people all over the world.
Snippets of the Computer Literacy Program
My favorite speaker of the conference also spoke in the Casting a wider net: Promoting gender and ethnic diversity in STEM session. Her name is Suzanne Franks and her topic was fostering communities. She highlighted the importance of history and knowing that “what you are doing now may sound like a small thing, but you aren’t doing it alone. You aren’t doing it for the first time.”
It was during another session, Rev. Dr. Martin Lurther King, Jr. Memorial Session Engaging Underrepresented Minorities in Online Science, that Ryan and I learned Suzanne Franks was absolutely right– we are not alone. Speaker David Kroll introduced us to a great non-profit organization in Durham, North Carolina called the Kramden Institute. They refurbish and provide computers to honor students in need. To date they have provided computers to 4000 students who did not have a computer at home. Ryan and Vicky’s Score – 12.
Like the geoscience blog readers, it appears Ryan and I have uncovered a role model of our own through the online community. 🙂
Ryan’s Coverage on Science Online 2010
My Computer Literacy Program Posts
|Ryan will do more thorough posts about the curriculum, the activities, and the effectiveness of the program when all the classes are complete on ideonexus.com. These are just my own personal recaps and memories.|
This run of the Computer Literacy Program included twelve students (ages 9 – 18), but Ryan and I hope that’s just the beginning. We aspire for more classes and more laptop giveaways in the future. With that in mind, we wanted to make sure to measure our performance. We wanted to pinpoint where we were effective and what areas we should target for improvement.
Before we conducted a single class, we had the kids get together to take a 50 question multiple choice test on a variety of computer-related topics ranging from nitty gritty details like Ctrl-Z to broad topics like ethics. After all the classes and makeup classes were done, we had them take the exact same test again.
After the test, Ryan or I set up a password protected “support” account on each machine anticipating (and accurately so) that one day the laptop may return to us for troubleshooting. At that point, each child’s laptop became theirs to keep!
With one exception, the children did not have Internet access at their homes. I fully expected that the kids would still have to come over in the evenings, but it turns out our wireless connection is more potent than I realized! Two homes (eight kids worth) can get on our connection. That meant, once the laptops were distributed, Ryan and I found ourselves with an entirely unexpected asset – an empty house.
And it was in this oddly quiet home, that Ryan and I took a look over the scores and realized our test, which was supposed to reveal our weak areas, had some weak areas of its own:
- Unrelated Questions – This being our first run with the program, it was not unusual for the lecture and the slides to be finished a day or two before the class. The test, however, was written well beforehand. We ended up with discrepancies between what the test asked and what we actually covered. For example, we thought we would be putting more emphasis on cloud computing and we thought we would be doing hands-on work with spreadsheets and databases. I count roughly 10 questions (20%) that we didn’t directly cover in class.
- Group vs. Individual Scores – When the kids first took the test, Ryan and I encouraged them to work together in groups. We wanted to them to start a dialogue among themselves. We wanted to see how they reasoned the questions out and what misconceptions they had. In that arena, the group test was effective. It also seemed to build enthusiasm for the lessons to come. The only downside came at the end of the program. We are now comparing collaborative group scores against individual scores.
We’re still a little unsure of how to best work with the numbers we have (certainly speak up if you have recommendations), but we did see a small improvement in the average test grade.
Another way we’ve looked at it is on a question by question basis, comparing how many students got the question right the first time around to how many got it right the second time. There we saw improvement the performance of 26 questions and 5 questions remained the same.
When you break that question performance down by what class they were covered in, it appears our most effective class was “Ethics“. We asked four questions that related to that class and on all four of the questions, more kids got it right in the final test. “Software” and “The Future” had improvement in 100% of their questions as well and “Programming” saw a solid gain with 5 out of its 7 questions improving.
It was actually a maintenance question on defragging harddrives that I found most surprising.
You should maintain the integrity of your hard drive by regularly:
a. Defragmenting it.
b. Taking it out and polishing the disk cylinder.
c. Scanning it with a ENIAC Recompiler.
d. Adjusting the pin settings.
After the “Maintenance” class, I absolutely believed we had hit a home run with defragging. I thought the out of order comic books were a brilliant way to explain the concept and it was accompanied by an in-depth hands-on activity. The kids seemed to really absorb the process and they seemed to have fun doing it. But on the final test, only two students got the question right. Four got it right the first time.
Results like that did surprise us and, like I said before, we are still trying to figure out the best way to interpret and act on the data. In the meantime, there is one number we have no problem identifying as positive:
12 Children in a Low-Income Neighborhood Now Have Laptops of Their Own!
Just Five of the Happy Recipients of Laptops