Link to What's New This Week UWP Commentary on Recent Lectures: Week of September 4, 2005 and September 11, 2005

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UWP Commentary from Lectures -Week of September 4, 2005 and September 11, 2005

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California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: September 6, 2002
Latest Update: September 14a, 2005

E-Mail Icon jeannecurran@habermas.org
takata@uwp.edu

Site Teaching Modules UWP Commentary on Recent Lectures:
Week of September 4, 2005 and September 11, 2005

Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, September 2002.
"Fair use" encouraged.

* * * * *
Comments grouped by course.
Subject of comment in green.
susan's commentaries in bright blue.

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    Debbie Kutzler wrote on Tuesday, September 13th:
    On the attack against Dear Habermas

    I believe this attack on the dear haubermaus website to be nothing less than someone not understanding the concept of answerability and the teaching learning process. and instead of being open minded they lash out at which they cannot understand. my personal opinion is that you and jeanne are entreprenuers and obviously this type of teaching works because you have so many students come back. i myself have now taken 4 classes with you.

    debbie -- thank you! yes, it's easy for people to criticize what they don't understand or are not open-minded enough to listen in good faith to the perspective of the Other.

    Vincent Gruber wrote on Wednesday, September 7th:
    Questions about Creative Measures

    ...I was curious as to how long do the creativity assignment should be. I do find it difficult as to how much each one is worth, but I guess I won't be getting an answer on that. Anyway I look forward to this class. By the way, how does a critique differ from a term paper? ...

    vincent -- Creative measures are as long as you are interested in the topic. I keep "stretching the corners of your mind." But sometimes, a student will get tired of a topic and want to move on if he feels that we have exhausted the topic. The breadth and depth of creative measures vary. A term paper is probably longer and much more formalized. But no term papers in this class! You don't have to do a term paper to get your point across.

    Stefanie Parrone wrote on Wednesday, September 7th:
    Questions about Creative Measures

    ... i was just wondering how many of them do you want us to do and when should we be starting on them?

    stefanie -- Creative measures vary by depth and breadth so there is no "magic number" as to how many you must do. if you have an idea for a creative measure, let me know what it is. all creative measures require pre-approval.

    Stefnee Goines wrote on Wednesday, September 7th:
    Questions about Creative Measures

    My questions for the creative abstracts are: From my understanding we are to do a book review, a movie review, poetry, or artwork. Do you have any other suggestions of things to do?

    stefanee -- better yet, what aspect of corrections are you most interested in? What is that you would like to do? i will have suggestions throughout the semester.



    Debbie Kutzler wrote on Wednesday, September 7th:
    Need a laptop?

    ... the question i have for you is if you believe having a lap top would be beneficially for these classes?

    debbie -- i don't think a laptop is really necessary for my classes. i don't even own one!

    Latanya Woods wrote on Wednesday, September 7th:
    Class participation

    ... As you said for those who have not had you that it might be a little challenging at first. I may be one of those individuals, but hopefully I will adjust quickly. I think that I will enjoy your classes because I love to have professors who actually focus on class participation this approach makes the class more interesting.

    Latanya -- Active learning is the approach!

    Brian Divito wrote on Wednesday, September 7th:
    On the yahoo discussion group

    ...Could you also send me the link for the yahoo discussion group. . .

    A few things I would want to tell your new students is that you MUST come to every class, and you MUST speak up and discuss what we are talking about, and have you notebook well organized for your meetings with you. Your classes are hard, but you learn a lot, if you put forth the effort you will get the grade you want!

    brian -- here is the link: Transform -Dom (yahoo discussion group).



    Dawn Denny wrote on Thursday, September 8th:
    On advice to new students

    ... A few things I would want to tell your new students is that you MUST come to every class, and you MUST speak up and discuss what we are talking about, and have you notebook well organized for your meetings with you. Your classes are hard, but you learn a lot, if you put forth the effort you will get the grade you want!

    dawn -- good advice! thanks.

    Antionette Morrow wrote on Friday, September 9th:
    On advice to new students

    some advice that i would give to new students is to keep up with your jounal and disccussion questions.

    antionette -- yes, keeping up with the work each week is a good idea..

    Jessica Kwapil wrote on Friday, September 9th:
    On advice to new students

    and I do have some advice for new students. 1) unless you want to lose your cell phone, keep it off during class hours. 2) even though there is no tests or papers, you need to take notes from class and the books. and 3) Participate in class and keep an open mind.

    jessica -- good advice! my favorite is "keep an open mind."

    Nick Balen wrote on Sunday, September 11th:
    On advice to new students

    My advice for new students would be to speak up in class and not just sit there, to be an active part of discussions.

    nick -- good ! thanks.

    Kevin Kim wrote on Sunday, September 11th:
    On advice to new students

    I can only suggest one thing. For all the new students to keep up with the readings and check their emails/Dear Habermas daily to make sure they dont miss anything important and to always come prepared to class. It also helps to bring in intresting bits of news related to the class for class disscusion as well.

    kevin -- these are very helpful. thanks..

    Daniele Rules wrote on Tuesday, September 13th:
    On advice to new students

    My Advice to give new students is to come to class, if they must come to class they must email you first so its excused, because it will effect your overall grade.

    daniele -- good. thanks..



    Andrew Gill wrote on Thursday, September 8th:
    On groupwork

    andrew -- good question. we'll be doing lots of in class groupwork and that should give you plenty of opportunities to find individuals who you can work with outside of class time..

    any suggestions on how to get study groups going? Am interested in doing well, yet not comfortable in walking up to someone and asking them if they want to be in a study group with me.



    From CRMJ/SOCA 363: Corrections

    Jason Ours wrote on Wednesday, September 7th:
    On returning students

    ... Unfortuanatley I am one of those shy people you mentioned. I am rather interested in your class, I really admire your procedure. At first i was skeptical, but then i saw all the returning students and how many there were and that filled me with confidendce.

    jason -- excellent observation! i never thought of it that way but you are correct: the number of returning students to my courses is testimony to the success of this teaching/learning process.

    Melissa Porter wrote on Friday, September 9th:
    A question about the teaching style

    My question is how did you come up with this style of teaching? A previous teacher of mine had a very similar way of teaching us and I loved it, so how did you think of teaching your class this way???

    melissa -- what the teaching/learning method is today is based on a few decades of experience, research, and experimenting. jeanne and i have been researching what makes students motivated to learn, and how can we share our love of learning/teaching to others. thanks for asking!

    Barbara Hernandez wrote on Saturday, September 10th:
    On one of the textbooks

    As of now I really dont have any concerns, but I do have to say that I am worried that one of the texts "The Dilemmas of Corrections:" isn't available and wont be available for purchase at the book store. I would like to know if that is going to be a problem and if it is please let me know what I can do to get a hold of one.

    barbara -- the textbook is in the library on two hour reserve. also, i'm hoping students will share their textbook with each other.



    Heather Becker wrote on Tuesday, September 13th:
    On discretionary time

    I was a little worried about your class. Honestly, I still am. It seems like a lot. I am a little relieved after reading the Time Management for Study in a World Without Discretionary Time. It is a relief to know that at least some professors realize how hard it is to sit down and have that much time all at once, but "15 Minutes" here and there is really how it works today. Thanks for adding that to Dear Habermas.

    heather -- you're very welcome. be sure to bring up discretionary time in class!.



    From CRMJ 365 : Race, Crime, Law

    Nicole Morehouse wrote on Thursday, September 8th:
    On excitement

    i want to let u know that im excited to take this course because i want to know more about race and how its related to crime.

    nicole -- i'm glad that you're excited about this course and learning!

    Kyle Becker wrote on day, September 10th:
    On musical chairs

    ... My opinion on the musical chairs was that i thought it was a great way for are whole class to feel more comfortable with each other. The reason why that is good is because sometimes its hard to participate in class because you don't want your fellow students to think that was a dumb answer you gave, but now that everyone has come together, I believe as a whole were going to learn a lot more. I personally liked the first game of musical chairs because I love to compete in everything, but if we wouldn't of done the second game of musical chairs than it wouldn't of got are class closer to each other. Finally after we all listen to each other and communicated then we understood what needed to be done. Anyway, I think it was a great learning experience.

    kyle -- the musical chairs groupwork on friday can be seen on a variety of levels. but think about how it might relate to the fellman book.

    Matt Simes wrote on Monday, September 12th:
    On musical chairs

    I liked the musical chairs idea. I thought that it brought the class closer together and made some of us think about how it related to Race, Crime and the Law. And like what we discussed in class today, its all about perspectives.

    matt -- yes, it's about perspectives..



    Brian Divito wrote on Tuesday, September 13th:
    On the cheerleader question

    The big big question of the day!! Did a cheerleaders mom kill a nother cheerleader and her mother? The answer is no The slightly longer answer is No, but she did plot to kill them by hiring a hitman (her ex-brother-in law) to kill a cheerleader and her mother because said cheerleader got a spot on the Texas cheerleading squad, where the accused mother's daughter did not. As evidence:

    movies.aol.com

    aetv.com

    a slightly different version of the case appears here: men.web.org

    In this version, the ex brother in law is not mentioned, but a hitman is mentioned. All in all it looks like no one was exactly right, but rather both were sides were partially right. Hooray for Lifetime Movies.

    brian -- thank you for finding out some answers. i do like your conclusion. it all goes back to yesterday's lecture - -it's a matter of perspectives and perceptions.

    Paige Smith wrote on Wednesday, September 14th:
    On the movie, "Crash"

    Also, after our first class in which you had brought up the movie "Crash", I went ahead and rented it. I don't know if you yourself have seen this movie, however, I strongly recommend it. It applies to both the topics in the Fellman book as well as the topics in the Kennedy book. I feel as though in society we often look at issues from our own perspective and fail to see the validity of experiences outside our own. This movie does a great job of forcing us to see the other side of things, much in the same way as you have asked us to be respectful of the opinions of others in class. I feel all of this illistrates Fellman's perspective that film's can be used as social metaphor and, in the case of this particular movie, it is a great example of our cultures adversarialism towards one another as well as our ability to show compassion towards one another. Thank you for suggesting this movie.

    paige -- i haven't had a time to view this movie yet. hopefully this weekend. how does this movie relate to the readings?

    Jennifer Hogan wrote on Wednesday, September 14th:
    On competition and hockey violence

    We talked about sports and how the competition can go too far. In ice hockey a few years ago, there was a player, Todd Bertuzzi, who tried to get an opponent, Steve Moore to fight him. When Moore refused, Bertuzzi punched him in the back of the head and Moore's neck broke when he hit the ice. It turned out that it was a small fracture and Moore was fine after awhile and Bertuzzi received a 23-game suspension.

    This followed an incident a few years before where Marty McSoreley swung his stick at an opponent's head, knocking him unconscious and causing convulsions. The man was okay and returned to play the following season, but McSoreley ended up retiring.

    Both cases were severe enough for the Canadian police to investigate and McSoreley was never charged, but I believe Bertuzzi was charged and fined, in addition to his NHL suspension and fine.

    Bertuzzi and McSoreley defended themselves by saying that they were caught up in the heat of competition and weren't aware of what they were doing.

    jennifer -- what would fellman say about all this? why..

    student' s name wrote on day, September xxth:
    subject

    student's comment

    student's name -- my response.