Archive for the ‘food’ Category

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November 11, 2016

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photo haiku

September 21, 2016
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heaven

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earth

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human

bird. man.

October 26, 2014

 

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just that…

August 7, 2014

knowledge versus insight

January 3, 2014

why depression

the well,

well

may

be

because

i know

the space

between

the confidence this voice can sometimes seem to emit

and the deeper

knowing

that i have no,

absolutely

k   no   w

place

from which to

know

or

speak…

or utter…

ANYTHING.

…this living keeps on

thus

sounds keep being made

and sometimes it is sapient (haha)

that constant slamming condensing space that cannot possibly shrink

knowingly

apparently

colliding

into this open sore of

skin ripped by mouth

(or finger typing here. or here abusing bruising a keyboard.)

knowledge:

holidays suck

what with the mash up of expectation and memory and reality

insight:

a

disorienting

visceral feeling

of

space between

holidays suck

and

oh!

yeah~

this pain

is

relief

grief

from having survived a day thinking it is passed, past for one more year round

and the

deep

bottomless

exhausting

body-made-of-lead

i think i’ll go to sleep now

realization

like a wall of freezing water in the face

anticipation

that there’s another

here

is

another

day come forth

right now

survive that

i prefer the ice cream soft

the way it is between the frozen aisle and putting the groceries away

she prefers it frozen solid, can barely eat it as it melts in the bowl just served

i wait for it to be milky soft

schoolmarm

November 17, 2013

in case you needed proof as to the schoolmarm that i am… DSCN2344

[i failed to mention how curiously pleased i am that both The Clash and i made it to 2013 to collide in any way – testament to… something. cheers to the other side, joe strummer!]

today, in place of asana practice, as i do recognize full and new moon days,

i endeavored this creative project of making snack bags for the 3 adventure groups that leave campus each week, so we won’t use gallon ziplocs anymore.

and yes, I do have quilting scraps to do just the thing 😉

and I did some yummy yard work.

what a thirty-something am i…

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what are you… really made of?

June 26, 2013

you are made up of many more life forms than a “you” – you superorganism you. here’s to your/our health!

https://www.youtube.com/watch?feature=player_embedded&v=h_AHLDXF5aw

“The question remains ‘What is to be considered the individual?'” ~from the Wikipedia page hyperlinked above

…some healing process

November 23, 2012

h-e-h practice

h-e-h practice

h-e-h practice

h-e-h practice

h-e-h practice

making makers

October 4, 2012

just because these are awesome:

fake buddha quotes

happiness_will_not_be_downloaded

…food for thought…

August 24, 2012

“Whatever they were, they seemed more real than dreams. If there was any reality to the most recurrent of these dreams, it eluded me for the longest time.” ~John Irving In One Person

How good are you at separating fact from fiction? Test yourself on these statements and then check the answers at the end:

1. Students learn better when the instructional format, such as visual or kinesthetic, matches their learning style.

2. A learning disability associated with genetic differences in the brain can be remediated by educational interventions during the school years.

3. Except in cases of extreme injury or trauma, the brain no longer makes new connections after the age of 18.

4. Boys’ brains are hardwired to be better at spatial tasks than girls’ brains.

5. If a child does not learn a language before a critical window closes, he or she will never become fluent.

6. Emotion hinders reasoning and memory in the brain.

7. Cognitive and physical exercises can help integrate the hemispheres of a student’s brain.

8. Most people do not use their entire brain, but it’s possible to bring more of your brain “online” with cognitive training.

9. A student with a dominant left-brain hemisphere is likely to be more creative, but also may have difficulty with spatial skills.

10. Students use different memory systems to ride a bike and recall a phone number.

11. Drinking less than the equivalent of six glasses of water a day causes the brain to dehydrate and shrink, impairing learning.

Answers to the neuroscience quiz:

1. False. Neuroscience has found the opposite to be true. People perceive through a variety of formats and senses, but perceiving is not the same as learning. People process information through many different modes to comprehend a concept or master a task.

2. True. Experience has a greater effect on how brains of all types – even those of people with dyslexia or autism – change over time.

3. False. Neurons continue to grow throughout life.

4. False. Boy-girl differences have not been shown to be innate. The variation between boys and girls is less than the variation within each sex and among different cultures. For example, while American boys outperform American girls on spatial tasks, Singaporean girls far outperform American boys. of course this is still binary based 😉 nevermind there’s no medical/bio defense for such binary…

5. False. The human brain changes throughout life in response to training and experience. While languages are learned more easily below the age of seven, people can learn new languages late in life.

6. Partly false. Positive emotions like excitement and engagement enhance learning. But negative emotions and stress can distract students from learning and reduce later performance and recall.

7. False. In normal, healthy [?!] people, both hemispheres of the brain act in concert and areas associated with language and other tasks are found in both hemispheres. An OECD study found no evidence of different hemispheres creating personality differences or requiring different learning modalities.

8. False. Most people use all of the brain constantly (except those with a severe cognitive disability). Even while asleep, a person uses more than 10 percent of the brain.

9. False. The notion of a “dominant” left or right hemisphere, leading to differences in language or spatial ability, comes from studies in the 1960s on adults whose hemispheres had been surgically divided to treat severe epilepsy. Typically, both hemispheres of the brain act in concert, and areas associated with spatial and other tasks are found on both hemispheres.

10. True. The brain activates in different ways to remember many different things. Recalling facts takes place in the hippocampus and medial temporal lobe, while body memory of a repetitive task activates the motor cortex.

11. False. Severe hydration can decrease cognitive function, but that’s not likely to happen in a typical classroom. Recent studies have found no cognitive benefit from drinking the canonical eight glasses of water a day. Students should drink water when they are thirsty, but there’s no reason to push them to drink a specific amount.

A quiz on neuroscience and neuromyths – in this Education Week article excerpted in the Marshall Memo, Sarah Sparks reports on the nascent field of mind, brain, and education. It appears that many K-12 educators are being exposed to bits and pieces of information, some of it true, some half-true, and some simply wrong. Paul Howard-Jones, a senior lecturer in psychology and neuroscience at the University of Bristol (UK), says, “In the absence of legitimate neuroscience in education, a neuro-mythology has arisen in schools.”

above was shared in my head-of-school‘s weekly “food for thought.”

a moment of “duh” and perhaps not so duh… regarding Montessori and Reggio philosophies/pedagogies:

Montessori wrote, studied, researched, science-ed, etc before neural plasticity was as buzz-worthy as it has been for decades. alas, the “image-of-the-child” was/is? of a person becoming… an adult (in briefest, weakest and simplest terms).

Reggio Emilia inspiration emerges from a slightly ‘younger’ era and it’s “image-of-the-child” is of a person being… thus, a child’s “work” (a Montessori loaded term) is to be a child – not to become an adult or to practice becoming an adult… but to be a person being a child 🙂

i confess, i am purty dern madly in love with both philosophies, and there is much complexity beneath my meager shaft of shallow comments above – just something that crossed my mind.

 my head-of-school also shared what’s below:

It may be that when we no longer know what to do

we have come to our real work,

and that when we no longer know which way to go

we have come to our real journey.

The mind that is not baffled is not employed.

The impeded stream is the one that sings.

“The Real Work” by Wendell Berry, from Standing by Words.

yar- this is essentially what my thesis was all about: “Space: The Only Learning Environment 😉