[Vision2020] School District Math
Kai Eiselein, editor
editor at lataheagle.com
Wed May 30 15:48:01 PDT 2007
My observations were taken from letters, notes, memos and other writings, including signs on doors, on campus.
While some may call it arrogant, is it too much to ask of those in higher education, students and faculty, be reasonably well versed in English?
A failure in the ability to comprehend others' ideas, or to express oneself clearly in writing is ignorance and ignorance is the first step to tyranny.
Thank you, Mrs. Johnson, for being a hardass high school English teacher.
----- Original Message -----
From: Sue Hovey
To: Kai Eiselein, editor ; vision2020 at moscow.com
Sent: Wednesday, May 30, 2007 10:51 AM
Subject: Re: [Vision2020] School District Math
I don't claim any of it is necessary for a college degree. That isn't my point. I will say; however, I enjoy working with the faculty members in my area, both in the public school and the University, because they are articulate, skilled writers, and good thinkers. Possibly you need to broaden your circle of acquaintances.
Additionally, I do believe people who are really fine writers, and you are, are sometimes arrogant in their comparison of their skills to those of others.
Sue
----- Original Message -----
From: Kai Eiselein, editor
To: Sue Hovey ; vision2020 at moscow.com ; Donovan Arnold
Sent: Wednesday, May 30, 2007 9:29 AM
Subject: Re: [Vision2020] School District Math
Having worked on campus for six years, I can unequivocately state:
Nahledge and yusage of gud gramer speling and punktuashun are not needed for a colege digree.
Most of the time, I didn't know whether to laugh or cry at the lack of writing ability by both faculty and students.
----- Original Message -----
From: Sue Hovey
To: vision2020 at moscow.com ; Donovan Arnold
Sent: Wednesday, May 30, 2007 9:19 AM
Subject: Re: [Vision2020] School District Math
Donovan makes a comparison one hears only too often today regarding the levy and its purpose. That's the pull between vocational and other education. His figure of 80% non college bound and 20% college bound is skewed for a number of reasons, but it isn't my purpose to mess with it. I would simply ask:
What part of an academic education should those not college bound forego? A good grounding in math? So many vocational-technical careers are based in mathematic principals. Being a good writer--one who uses literary conventions (spelling, punctuation, grammar) correctly, in order to communicate effectively in an increasingly interactive world? An introduction to good literature and the mental stimulation it provides? A sound knowledge of basic scientific principles, and the theories on which they are based? A knowledge of the history, not only of our country, but the history and cultural underpinnings of current nations and the governments which preceeded them? Foreign language? Art? Music? Are not all these offerings equally important and vital to the proper education of all our students, regardless of the career paths they choose, sometimes after heading down one path only to find they really want to be somewhere else?
It concerns me when people begin to make significant distinctions among students and their intellectual needs, based on educational plans that could tie them to lifetime career paths they may later find did not prepare them for the life they really want to lead. The best education for students is one that gives them ample preparation to sieze the opportunities which appeal to them in their 20s and 30s and not be limited by the choices they made, or even worse, those that were made for them, when they were 15 or 16.
Sue Hovey
----- Original Message -----
From: Donovan Arnold
To: Glenn Schwaller ; vision2020 at moscow.com
Sent: Tuesday, May 29, 2007 9:36 PM
Subject: Re: [Vision2020] School District Math
Dr. Weitz is not only correct about the lawsuit because it is stealing from the public, but he is also correct in bring attention to the notion that the School District doesn't want to spend money and resources on the 80% of students that will not be college graduates and will be working a vocational job. Is it fair to spend 80% of the pie on 20% of the kids? I think not. MSD is practicing discrimination.
Best,
Donovan
PS. The poor nutritional value of school lunches are another example of poor decisions being made by the public school system to prepare children for a quality life.
Glenn Schwaller <vpschwaller at gmail.com> wrote:
MPDN page 7B, Tuesday May 29
Apparently the Whitepine School District has "proposed to increase its
School Lunch Prices by an amount that exceeds 105% of the fee charged
last year. The proposed increase of 25 cents per meal is 9% above the
105% of the fees charged the previous year." Huh??
2006-2007: K-6 $1.75 7-12 $2.25 adult $2.75
2007-2008: K-6 $2.00 7-12 $2.50 adult $3.00
My abacus tells me this reflects a 14.3%, 11.1% and 9.01% increase,
repsectively. So the grade school kids are subsidizing the adult
lunches?? Whoa Vizzies! You were right! When Weitz roars, it's the
kids who'll pay!
But wait! The proposed increase is "9% above the 105% of the PREVIOUS
year". This means the 2005-2006 school lunches were 85 cents, $1.10,
and $1.34 for K-6, 7-12, and adults? So THIS years' lunches exceed
LAST years' lunches by 105%, (holy crap! and you're complaing about
gas price increases??) And NEXT years' lunches will exceed THIS
years' lunches by 9% (or is it 11.1%? or is it 14.3%??) So what's
the "exceeds 105% of the fee charged LAST year"?? Or is it 9% of the
105%, above the 105% of the last year before the previous year??
Was this written by one of the razor sharp legal minds that penned the
current levy language?? Possibly they were educated by a
less-than-stellar-can't-be-bothered-with-lesson-plans-yet-unionized-and-tenured
math teacher who, in the wake of budget cuts, couldn't POSSIBLY be
replaced by a young, over-achieving but mere 1st year teacher?
No, never mind. I'm sure it's all legal and arithmetically correct.
Hey, 14%; 9% - it's all the same eh? Just one of those "minor
nit-picky" discrepancies that happen in these complicated district
documents.
Ever spiraling,
Schwaller
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