The Atomic Test: A Story of Academic Survival

This American History test that I just took yesterday was so hard that two students dropped the class.  The first one, that guy I had mentioned earlier who never took notes, looked at the test, decided it was too hard (I guess) and walked out.  The other one, a girl who seemed to take notes, took the test, left for break, and never came back.  It was an incredibly hard test.  Even with notes (it was open notebook).  I still think I may have even gotten a C.

This test was also inordinately stressful for me for another reason.  Part of the test was to write two essays.  And it was open notebook.  So I wrote two essays ahead of time, and wrote them in my notebook.  BUT this was a big academic sin in this teacher's eyes.  I didn't know that beforehand, but I was afraid of getting caught for having intended to copy. 

The teacher walked up and down the aisles and checked everybody's notes and study guides.  He didn't notice my little problem.  I thought about just telling him, but it was too late.  I didn't use my pre-written essays, but trying to convince him of that if he knew would probably have been impossible.  Throughout the test, he would take strolls up and down the aisles... flipping through people's notes, reading what you were writing and what you were reading.  I was in sheer terror.  Even after the test was done, I was afraid that he might take a last peek at our notebooks, just to be sure.  I threw out my essays as soon as I got home, so if he EVER checks, he'll never know.

The Latest

I've been studying a lot recently, and have much studying to do this weekend, so sorry I haven't blogged recently.  As for class this week--my teacher laughed at me when I tried to answer one of his questions.  From praise to ridicule.  I just hope it doesn't affect my grade.

My professor discusses a lot of things besides history.  He has been going on and on recently about how bad the K-12 schools have gotten and how kids who "can't" learn should simply be expelled.  I tried to make an argument in favor of the kids who aren't natural students, that "you don't know what they're going through," and he said sarcastically, "You're makin' me cry."  I also said that it is the teacher's responsibility to sort of police the kids and create a good environment.  And also that kids of a certain age are simply wild and teachers have to be able to overlook that.  I don't think my arguments got me very far, but I hope they don't affect my grade. 

We also talked a lot about religion.  I happen to know a fair bit about Catholicism/Christianity, so I'm able to hold my own in a discussion about such things.  In fact, I taught my teacher.  Since that time, he's been quizzing me about my religious knowledge, and I've been able to answer most of the questions.  I hope he doesn't hold it against me if I just so happen to know more about religion that he does.

After class, a girl came up to me and started discussion how arrogant and mean the teacher is and I agreed, but I said I hadn't noticed it until that day.  She said she noticed it the first day.  I guess I hadn't noticed it until he burst out laughing at me when I was making an attempt to participate.  He has his good points, but he does have an obnoxious side.  I just hope it doesn't affect my grade.  Are you starting to notice a theme here?  I don't much care what goes on so long as I can still get a good grade.

New Class

This was the first week of my new class.  I didn't have quite as many nerves this time.  I think I am the oldest person in the classroom, but at least the teacher is older than me this time.  The work seems fairly interesting--it's an American History class from Columbus through the civil war.

Most of the students seem nice except for one really obnoxious, arrogant student.  He has salt n' pepper hair and has to be in his late twenties or early thirties.  He didn't have anything intelligent to say, but he kept talking anyway.  He said things like that Columbus had an affair with Queen Isabel, and that's why she supported him.  And upon hearing that Columbus was destitute and ruined by the end of his life, he said, "He must have been married."  He said many other stupid and obnoxious things.  He didn't take notes in class, and kept badgering the teacher for an A.  I don't even know why he's there.  The only reason that I can think of is that his parole officer made him do it.

But the teacher seems nice.  He's pretty funny too.  He seems to want to really engage the students.  27% of the grade is class participation.  There is a lot of reading to do, and that is mostly to participate in class discussions intelligently.

We watched a movie about Columbus.  One of the things that was mentioned in the movie was how the Indians were so gracious to Columbus and his crew.  They gave them food, and whatever else they liked.  But then they wanted their things back, so this is where the term "Indian giver" comes from.  If you consider the larger picture, that really isn't so awful.  If they were Americans, they would have given the people the things that they wanted, and charged usurious interest rates, thus enslaving them for life.  Of course, Columbus did end up enslaving the Indians.  He might as well have been a Wall Street broker.  He was an adventurer, but also a supreme jerk.

The Final and the Museum Paper

Sorry I haven't blogged for a while.  I've been busy with school work, specifically with studying for the final.  The final was today, and I think (hope) I did all right on it.  It was in the same manner as all of the other tests which I got 100% on.  I also got back my museum paper which I got an A+ on.  Does it seem like I'm bragging?  Well... maybe.  I wouldn't have to brag if anything else in my life was going well.  As it is, my good grades are what I have.  I won't find out for a few days yet what my final grade for the class will be, but I think (hope) it will be an A.

Here is my museum paper for anyone who wishes to read it:

Two Greek Statuettes

In this essay, I will compare and contrast two Greek statuettes.  One, the Limestone Male Statuette from the Archaic period, and the other, a Marble Draped Female Statuette from the Hellenistic period.  These artworks show how art developed over time.  The male statuette is much less developed.  The face is crude and the body is flat and boxy.  The female statuette, on the other hand, is graceful and an archetype of female perfection.  Both small in size, the Archaic piece is about 10” tall, while the Hellenistic piece is about 1 ½” tall.  Though they are from the same general area—Greece, they are quite different.  The artists in both cases are unknown, as is the case in much of ancient artwork.

Both statuettes are attempts at representing the human form.  And they both intend to convey a sense of divinity.  The male statuette was made as a dedication to Apollo.  The female statuette was perhaps a goddess or symbolic of an ideal woman.

I was drawn to these pieces because I like Greek art.  The Greeks were really masters of humanism in art.  These particular works really exemplify a Greek sense of beauty and authenticity, especially the female statuette.  It’s interesting to me also that art progressed as much as it did in this timeframe.  It took the Greeks time to really master the artistic styles that they would become famous for.

Both the Hellenistic and the Archaic periods were times of change in Greece.  The Greek culture during the Hellenistic period was exposed to many different cultural and artistic influences (Hemingway), broadening the abilities and styles of the Greeks.  This particular statuette was probably a copy of a 3^rd century BCE statuette.  Wealthy art patrons of the 1^st century BCE were eager to fill their homes with magnificent Greek art both to demonstrate their wealth, and to demonstrate their good taste.  Greek artistic styles changed dramatically from the Archaic period to the Hellenistic period, as is evident in these two statuettes.  The Archaic period in Greece came on the heels of what is sometimes called the Dark Age of Greece (Kleiner).  Economic conditions improved, and the Greeks began to trade with other countries.  The Greek culture began to come to life again.  Greek style began to become more naturalistic during this time.  The Limestone Male Statuette was an early Archaic statuette from around 600-550 BCE, and lacks much human vigor, which is representative of the age.

The male and female statuettes express different influences in their compositions.  The male statuette is very rigid and blocky, almost like a soldier preparing to do battle.  It is reminiscent of the stiff Egyptian statues intended to convey eternal stillness.  Its arms are held close to the body and both legs are attached, creating the effect of solidity.  With the female statuette, the legs are not even visible under the long flowing robe.  Her right hand appears to be on her hip in a very human gesture of the body.  Her face is very beautiful leaving no doubt that this was either a goddess of some sort, or an emblem of female perfection.

While both pieces express a new naturalism, the female statuette excels at expressing realism.  The composition of the later statuette—the female—indicates a growth in Greek art.  It is far more human and realistic than the male.  The Hellenistic statuette is not only more human, but more three dimensional.  It fully expresses the figure from all sides.  The Archaic figure seems to want to express divinity as something that lacks ordinary human qualities, whereas the Hellenistic figure embraces and perfects human qualities.  It is much more sophisticated that the Archaic statuette.  Rather than removing the human qualities, the female figure brings what is human to a divine level.

The styles of the two are radically different, the male statuette is flat and almost two dimensional.  The back is literally flat and hasn’t been developed at all.  Perhaps in its time it was placed against a wall.  In contrast to that, the female statuette is gracefully developed all the way around, including a bun in the back of her head.  The female makes wonderful use of lines with her long flowing robe.  The folds of the robe were crafted with great skill.  The male holds his right arm over his chest almost as a kind of salute, or expression of reverence, whereas the female statuette is more open—simply standing.  She may have been a kind of stock statuette representing many goddesses at different times for different reasons.  Although rough and chipped from wear, you can imagine that both these statuettes were at one time perfectly smooth in texture.

In conclusion, both these statuettes are an expression of Greek humanism.  The Limestone Male Statuette is a precursor to the more elaborate and realistic Marble Draped Female Statuette.  And from the two different eras it is easy to see how Greek art evolved and became more refined over time, owing much of the new expressions to outside influences, and Greek innovation.

Works Cited

Hemingway, Colette, and Sean Hemingway.  “Art of the Hellenistic Age and the Hellenistic Tradition.”  http://www.metmuseum.org/.  June 12, 2011.

Kleiner, Fred S. Gardner’s Art Through the Ages. Vol. 1. Western Version.  100. 2008.

The Kids are All Right

Another week of school, and I'm feeling like less and less of an outcast.  We needed something called a blue book in order to take our mid-terms on Monday.  Pretty much no one brought one.  One of the students went to the book store and got a whole bunch of them (at 35 cents a piece), and offered them to the other students, including me.  I happened to complete the mid-term at the same time as another student, so we left class at the same time.  On the way out we chit chatted a little about class, the test, etc.  And on Wednesday, I happened to enter the school at the same time as another student, and we chit chatted on our way in to the classroom.  Those things are very nice to me.  I feel as if I am not being ostracized because of my age.  It really makes a difference in terms of my comfort level with the class.  We're all just students there to learn.  The kids don't seem to feel as awkward about my age as I do.  So it's been a good week. 

In terms of the actual schoolwork--we were all required to go to a museum, find two objects to compare and contrast and write a paper about it.  I think we all did our best, but it was hard.  On Wednesday we exchanged papers and did a bit of a peer review.  After that we turned our papers in for corrections and comments, but not for a grade just yet.  We also had a mid-term on Monday.  It was the same format as the quiz, but bigger.  Unfortunately the professor didn't finish grading them all, so we won't know how we did until Monday.  We also had a couple more lectures.

As for homework this weekend--it's mostly reading.  We are going to have another quiz on Wednesday.  The lower grade of the two quizzes will be dropped.  As I already got 100% on the first quiz, I don't really need to do too well on this one.  But I will study anyway.

Studying and the Quiz

Well, the bad news is I got 2 B pluses on my written assignments.  The good news is I got 100% on the quiz.  I couldn't have done it without youse guys.  Moral support definitely helps.

I think I study more than some of the other students.  The girl next to me doesn't even have a book.  She called me crazy for actually doing the readings.  Some of the students are only hoping to get an Associates Degree which basically only requires that you pass your class.  You can graduate with a C average.  Some of them are hoping to go on to 4 year schools that have approximately the same standards.  But I won't consider this a worthwhile endeavor unless I get into the University of Pennsylvania.  That school requires at least a B average to get in, but the higher your grades are the better chance you have of getting in. 

There are at least a few others in the class who are also reading their book.  I think the other woman in her thirties is studying hard.  I guess no one in their thirties goes to school unless they're serious about it.  There's one other woman there who I think must be in her thirties.  She brought her daughter to class on Monday.  Her daughter was so sweet and so well-behaved, so it wasn't a problem at all.

The professor mentioned before handing back the quizzes that it was very easy for her to tell who was actually reading the book, and who was just going from notes taken in class.  She grades pretty easily, though, and I think some people take advantage.

It's still hard for me being so old and going to school.  I do feel a little out of place.  I guess I just have to keep my eye on the prize of the University of Pennsylvania where there will be many other adult students.  And until that time, just focus on getting the best grades that I can.

2nd Week of School

Well, it can hardly be called a week.  The one class that I'm taking now is only held 2 days a week--Monday and Wednesday.  This past Monday was Memorial Day, so we only had class on Wednesday.  I turned in 2 written assignments.  I participated in class quite a bit again.  That's an easy A for me--class participation.

About the work--one of the things that we had to do for homework was watch a couple of videos and write papers about them.  The girl next to me confessed to me that they were boring.  I basically agreed with her.  But I don't think I minded the assignment quite as much as she did.  Working some crappy job that you're essentially overqualified for while being paid pennies--that's really boring.  Mind numbing.  Soul killing.  School isn't so bad.

I have to prepare now for my first quiz.  This involves memorization.  Memorization is somehow more intimidating to me than writing papers or participating in class.  Either you know it or you don't.  At least the artwork is fairly intersting--the great pyramids of Gizeh, Egypt, a snake goddess, and a few other things.  The ancients were very expressive with their artwork.  Wish me well on my quiz.

About Me

So another blogger put up an "about me" series of fifty questions, and invited other bloggers to fill out the same.  Here are my answers:

ARE THERE ANY BAD HABITS THAT YOU HAD AS A CHILD THAT YOU STILL HAVE TODAY?
Smoking.

HOW MUCH ATTENTION WOULD YOU SAY YOU REQUIRED WHILE GROWING UP?
I needed a lot of attention, but didn't get any positive attention.

WHAT KIND OF CAR DO YOU HAVE?
'95 Toyota Corolla

WHAT IS YOUR MOST EMBARRASSING MOMENT?
Too many to nail it down to one.

WHAT WAS YOUR FAVORITE PASTIME?
Hanging out with my friends.
_________________________________________________________________________________


1. WERE YOU NAMED AFTER ANYONE?
I was named after a few people/times.  Princess Caroline, Caroline Kennedy, and the Carolinian dramas.

2. WHEN WAS THE LAST TIME YOU CRIED?
Probably a week ago.

3. DO YOU LIKE YOUR HANDWRITING?
Not really.  It serves its purpose though, but kind of hard to read.

4. WHAT IS YOUR FAVORITE LUNCH MEAT?
Pastrami or turkey meat.

5. DO YOU HAVE KIDS?
No.

6. IF YOU WERE ANOTHER PERSON WOULD YOU BE FRIENDS WITH YOU?
Maybe

7. DO YOU HAVE SIBLINGS?
A younger brother and sister, and an older sister who died when she was nine and I was seven.

8. DO YOU STILL HAVE YOUR TONSILS?
Yes.

9. WOULD YOU BUNGEE JUMP?
Maybe.  I think I could be talked into it.

10. WHAT IS YOUR FAVORITE CEREAL?
Frosted mini-wheats.

11. DO YOU UNTIE YOUR SHOES WHEN YOU TAKE THEM OFF?
No.

12. DO YOU THINK YOU ARE STRONG?
NO.

13. WHAT IS YOUR FAVORITE ICE CREAM?
Hagaan Daz vanilla

14. WHAT IS THE FIRST THING YOU NOTICE ABOUT PEOPLE?
Basic facts and figures about a person. 

15. RED OR PINK?
Red

16. WHAT IS THE LEAST FAVORITE THING ABOUT YOURSELF?
Too much to narrow it down to one.

17. WHO DO YOU MISS THE MOST?
My sister who died when she was nine and I was seven.

18. WHAT IS YOUR ZODIAC SIGN?
Gemini.

19. DO YOU HAVE A FAVORITE PAIR OF SHOES?
No.  I love all my shoes equally.

20. FAVORITE MEAL?
Pizza.

21. FAVORITE GENRE OF MUSIC?
Depeche Mode/eighties music.

22. IF YOU WERE A CRAYON, WHAT COLOR WOULD YOU BE?
Periwinkle.

23. FAVORITE SMELLS?
Pantene, and other soaps.

24. WHO WAS THE LAST PERSON YOU TALKED TO ON THE PHONE?
A friend.

25. MOUNTAIN HIDEAWAY OR BEACH HOUSE?
Beach house.

26. FAVORITE SPORTS TO WATCH?
Don't really watch sports.

27. HAIR COLOR?
Dark blond.

28. EYE COLOR?
Blue.

29. DO YOU WEAR CONTACTS?
No, I wear glasses.

30. FAVORITE HEIRLOOM?
Old prayer book.

31. SCARY MOVIES OR HAPPY ENDINGS?
Happy endings.

32. LAST MOVIE YOU WATCHED?
About St. Therese of Lisieux. 

33. FAVORITE ARTICLE OF CLOTHING?
Beige blouse.

34. SUMMER OR WINTER?
Summer.

35. HUGS OR KISSES?
Hugs.

36. FAVORITE DESSERT?
Cake or ice cream.

37. STRENGTH TRAINING OR CARDIO?
Huh?  I walk for exercise.

38. COMPUTER OR TELEVISION?
Computer.

39. WHAT BOOK ARE YOU READING NOW?
Gardeners Art Throughout the ages.  It's a textbook for school.

40. WHAT IS ON YOUR MOUSE PAD?
Mousepad?  Don't use one.

42. FAVORITE SOUND?
Critters at dawn. 

43. ROLLING STONES OR BEATLES?
The Beatles.

44. WHAT IS YOUR DREAM CAR?
BMW

45. DO YOU HAVE A SPECIAL TALENT?
Painting, drawing, communications skills.

46. WHERE WERE YOU BORN?
Orange, California.

47. WHERE ARE YOU LIVING NOW?
Philadelphia area, Pennsylvania.

48. WHAT IS YOUR GREATEST FEAR?
Being old.

49. WHAT BRINGS YOU THE MOST JOY?
Can't think of anything.

50. WHAT PIECE OF ADVICE WOULD YOU GIVE TO YOUR YOUNG SELF?
Quit overextending yourself for other people--people who don't even care about you.

First Week of School

A lot can happen in one week.  I was signed up for 2 classes--English Composition and Art History.  I realized in my third day that that would be too much for me.  Summer classes are intense.  I stayed up until 4 in the morning reading my Art History assignment.  The next day in English class, I could barely stay awake, let alone think.  It's been years since I've done anything school related.  So I dropped my English class.  I had started out with such enthusiasm, but realized quickly that my grades might suffer if I felt overwhelmed.  Once I've become more accustomed to school, I think I will be able to take more classes at once.  Difficult as it was, I think I made the right decision.

school campus

My first day of school was a little bit happier.  I was challenged and met the challenge.  The professor announced that 20% of our grade would come from class participation.  Where I had previously hoped to sit in a corner and quietly write papers, I found myself trying to answer virtually every question she asked.  I even went so far as to try to convince everyone (myself included) that a toilet can be a work of  art.  If that isn't effort, I don't know what is.

walkway to school

The class--Art History--is made up of mostly youths.  There was at least one older woman there who is a stay-at-home mother.  But the kids haven't seemed at all prejudicial towards me, which has been nice.  I'm just a person there to learn, like anyone else.

school waterfountain

The class and readings have thus far been fairly interesting.  Art history is more than simply looking at pieces of art.  It's also the study of the political and religious, etc. history of the artwork.  I am already familiar with some of the background of the artwork as much of it is biblical.  It's interesting to see how artistic expression has evolved over time, becoming more sophisticated as civilization came into being.

I will try to keep up with my blog, even though I have a lot of homework.  Perhaps I'll share a bit of art history as time goes on.

Book Review: Jesus of Nazareth: Holy Week by Pope Benedict XVI

An Expression of Catholic Doctrine

The Pope deliberately included his birth name, Joseph Ratzinger, on the title page so as to assert that the contents of this book are merely his personal reflections on Jesus’ life, and not binding on the consciences of the faithful.

One need not be a scholar to understand this book.  But I am surprised at how well received it has been among Protestants, as it is basically an expression of Catholic doctrine.  Jesus of Nazareth starts off with a good explanation of Jesus’ prophecy about the destruction of the temple.  Ratzinger offers some interesting insights into the symbolism of Jesus’ acts.  For example, the washing of the disciples’ feet is symbolic of the need for the constant renewal/cleansing of the Christian, who though washed in baptism still remains a sinner.

With insights such as this, “Jesus clearly presents himself as the new Moses, who brings to completion what began with Moses at the burning bush,” Ratzinger does a good job explaining the continuity of the Old Testament into the New, and how the New fulfills the Old. 

Ratzinger describes at length the type of unity that he thinks should be seen in the Church.  Not surprisingly, he and his Church hierarchy are described as being central to and at the forefront of bringing about this unity.  I really don’t agree with that, but that is the myth that he wants to perpetuate.

The Last Supper is explained as the new Passover, Jesus being the perfect Lamb of God.  The death and Resurrection of Christ being the Passover that endures.  According to Ratzinger, the institution of the Eucharist is at the heart of the Last Supper tradition where Jesus gave himself to the disciples in the form of bread and wine.  The earliest communities probably “broke bread” more according to the Passover meal traditions.  Whereas the current Eucharistic celebrations evolved over time.

Ratzinger leads us through the Mount of Olives to the Trial of Jesus.  He gives insight into the motives behind Jesus’ trial, and explains the ordinary and prophetic utterances that led to Jesus’ crucifixion.  He delves into the questions of political power versus truth, prompted by Pilate’s question, “What is truth?”  This is presented as a question that has relevance even today.  The Pope seems to have a blind spot, though when it comes to the fact of political power and injustice within his own Church.  The Catholic Church is definitely not above it all.  I think it’s fair to say that those in positions of power in the Catholic Church are at least as corrupt as the temple authorities of Jesus’ day.

The crucifixion is explained as a fulfillment of Old Testament prophecies.  Jesus’ suffering embodies Israel’s suffering all mankind’s suffering so as to transform it mysteriously.  It is also explained in terms of the new symbolism for the new Church.  The water and blood from Christ’s side are view as symbolic of two sacraments—baptism and the Eucharist.

“If Christ has not been raised, then our faith is in vain.”  Ratzinger describes the Resurrection as something more than mere resuscitation from the dead.  A mere resuscitation would have been no more spectacular than Lazarus being raised from the dead, or when people are resuscitated by doctors.  Christ’s Resurrection is supposed to be a whole new form of living, where the infinite meets the finite.

Ratzinger writes like a professor teaching his students.  His style is easy to read.  The book ends with a summary of Christian thought about God’s continued presence despite his seeming absence.