bizarro-sai replied to your post: “As it turns out, it’s not allergies I have, but a cold.  -_-  My least…”:
Maybe you should rest without telling her you’re sick? D:

Yeah, I’ll probably start doing that in the future.  I have to run color vision tests on my advisor this afternoon, but I’m going home after that and will probably lie down until bird time.  I don’t really even feel that bad in terms of cold symptoms like congestion or sore throat or low-grade fever or anything, but my head is killing me, and I already took four ibuprofen.  Stupid sinuses.  -_-

Fortunately I don’t have anything to do on campus tomorrow, so I’ll probably just end up staying home and working on my dissertation proposal while consuming lots of tea.  (I bought ginger tea and genmaicha yesterday when I realized I was getting sick and will probalby drink all of it in the next couple days, lol.)

As it turns out, it’s not allergies I have, but a cold.  -_-  My least favorite thing about getting colds (aside from them turning into sinus infections) is that as soon as I mention to Sarah that I think I’m getting a cold, she goes, “OH YEAH ME TOO” and then doesn’t “feel well enough” to help me out with stuff around the house, so although I’m sick I’m still responsible for feeding all the animals, feeding/socializing the birds, cleaning up the kitchen/after the birds, putting the birds to bed, biking to the store when we run out of stuff, etc.  Most of the time, she never actually ends up developing a cold, so I’ve been doing all this work while sick for no reason.  -_-

I honestly don’t think she does it on purpose; I think it’s psychosomatic, but still, it’s annoying that I can’t take some time to get extra sleep/rest when I have a splitting sinus headache because she THINKS she MIGHT be getting a cold that never actually materializes.

I have a very specific craving to go sit in a park and read A. S. Byatt novels, but 1) I have work to do for my dissertation, 2) the weather is decidedly NOT autumnal (it’s supposed to be almost 90 degrees F today), and 3) my head feels like it’s going to explode from allergies (this is likely related to item 2).

ptitfleur

ptitfleur:

kamirazuka:

ptitfleur:

solarmiracle, catastropheeling-good, kamirazuka 

I just sent each of you an ask, please let me know if it doesn’t go through! I think tumblr has been eating asks left right and centre :/

Sorry ptitfleur I never got any response from you! I sent you two messages and the second one had my email address in it if that’s easier for you. I also just sent another Ask with my email in it to see if that would help.

Ah I’m so sorry it seems like tumblr isn’t letting me send or receive any asks at all! :/ If you could drop me a line at this address ha95ho94sales@gmail.com that’d be great!

I just emailed you at that address.  Sorry this is has been so complicated!

ptitfleur

ptitfleur:

catastropheeling-good:

ptitfleur:

solarmiracle, catastropheeling-good, kamirazuka 

I just sent each of you an ask, please let me know if it doesn’t go through! I think tumblr has been eating asks left right and centre :/

I didn’t get one from you, sorry!  Tumblr’s ask system is so unreliable.  :/  If you’d prefer, I just sent you an ask with my email address in it so we don’t have to rely on Tumblr.  Let me know if you didn’t get it and I’ll try again.

No, it didn’t go through, I’m sorry! Could you try again?

Absolutely!  I just re-sent it.  Let me know, and if it still doesn’t go through, I’ll just make a “disposable” email address I don’t mind posting publicly and can send you my actual email address through that one.  Sorry this is so complicated!  ^^;

ptitfleur

ptitfleur:

solarmiracle, catastropheeling-good, kamirazuka 

I just sent each of you an ask, please let me know if it doesn’t go through! I think tumblr has been eating asks left right and centre :/

I didn’t get one from you, sorry!  Tumblr’s ask system is so unreliable.  :/  If you’d prefer, I just sent you an ask with my email address in it so we don’t have to rely on Tumblr.  Let me know if you didn’t get it and I’ll try again.

pixiree
thinkmexican:

Paloma Noyola: The Face of Mexico’s Unleashed Potential
When a report emerged in September 2012 that a girl from one of Matamoros’ poorest neighborhoods had attained the highest math score in Mexico, some doubted its veracity. It must be fake, they said.
But it wasn’t fake. Her name is Paloma Noyola, and what most reports failed to mention is that almost all of her classmates also scored very high on the national math test. 10 scored in the 99.99% percentile.
Paloma and her classmates also scored in the top percentile in language. Something special was happening at José Urbina López primary school in Matamoros, and Wired went to take a look.
The high test scores turned out to be the work of a young teacher who also came from humble beginnings. Sergio Juárez Correa was tired of the monotony of teaching out of a book and wanted to try something new to help engage his students when he came across the work of Sugata Mitra, a UK university professor who had innovated a new pedagogy he called SOLE, or self organized learning environments. The new approach paid off.
Although SOLE usually relies on unfettered Internet access for research, Juárez and his students had very limited access. Somehow, he still found a way to apply Mitra’s teachings and unleash their potential.
From the beginning, Paloma’s exceptional abilities were evident:

One day Juárez Correa went to his whiteboard and wrote “1 = 1.00.” Normally, at this point, he would start explaining the concept of fractions and decimals. Instead he just wrote “½ = ?” and “¼ = ?”
“Think about that for a second,” he said, and walked out of the room.
While the kids murmured, Juárez went to the school cafeteria, where children could buy breakfast and lunch for small change. He borrowed about 10 pesos in coins, worth about 75 cents, and walked back to his classroom, where he distributed a peso’s worth of coins to each table. He noticed that Paloma had already written .50 and .25 on a piece of paper.

As Mr. Juárez implemented more of Mitra’s teachings in his classroom, Paloma continued to stand out as an exceptionally gifted student:

Juárez Correa was impressed. But he was even more intrigued by Paloma. During these experiments, he noticed that she almost always came up with the answer immediately. Sometimes she explained things to her tablemates, other times she kept the answer to herself. Nobody had told him that she had an unusual gift. Yet even when he gave the class difficult questions, she quickly jotted down the answers. To test her limits, he challenged the class with a problem he was sure would stump her. He told the story of Carl Friedrich Gauss, the famous German mathematician, who was born in 1777.
When Gauss was a schoolboy, one of his teachers asked the class to add up every number between 1 and 100. It was supposed to take an hour, but Gauss had the answer almost instantly.
“Does anyone know how he did this?” Juárez Correa asked.
A few students started trying to add up the numbers and soon realized it would take a long time. Paloma, working with her group, carefully wrote out a few sequences and looked at them for a moment. Then she raised her hand.
“The answer is 5,050,” she said. “There are 50 pairs of 101.”
Juárez Correa felt a chill. He’d never encountered a student with so much innate ability. He squatted next to her and asked why she hadn’t expressed much interest in math in the past, since she was clearly good at it.
“Because no one made it this interesting,” she said.

Although this Wired piece focuses mostly on Sugata Mitra, it does once again highlight the story of Paloma Noyola. Unfortunately, after a brief spurt of media attention, little on Paloma was ever mentioned and, as was pointed out by Wired, nothing was ever said of Mr. Juárez.
As with most stories in the Mexican press — and those popular with the middle-class — things suddenly become very important once it’s featured in a gringo publication. Which is a very sad commentary. We hope, however, that this story pushes those in the press, state and federal government to look not to the United States for validation but to Mexicans like Sergio Juárez doing good work in places like Matamoros.
The clear message in this story is that there are thousands of Paloma Noyolas going to school in Mexico who, just like her at one time, are not being challenged and therefore aren’t very interested in school. This story can, if we want it to, raise enough awareness to shift the discussion from poverty to opportunity.
Paloma truly personifies both Mexico’s challenges and unleashed potential.
Read the entire Wired story here: How a Radical New Teaching Method Could Unleash a Generation of Geniuses
Editor’s note: As an addendum, Wired provided information on helping support Sugata Mitra and his School in the Clouds project, and although they donated school supplies and equipment to José Urbina López School, we’re interested in seeing if we can help set up a similar fund for Sergio Juárez, the teacher featured in this story.
Also, $9,300 was raised to help fund Paloma’s education last year. We’re going to follow up with the economist who led the fundraising campaign to see how she’s doing. Stay tuned for the updates.
Stay Connected: Twitter | Facebook

thinkmexican:

Paloma Noyola: The Face of Mexico’s Unleashed Potential

When a report emerged in September 2012 that a girl from one of Matamoros’ poorest neighborhoods had attained the highest math score in Mexico, some doubted its veracity. It must be fake, they said.

But it wasn’t fake. Her name is Paloma Noyola, and what most reports failed to mention is that almost all of her classmates also scored very high on the national math test. 10 scored in the 99.99% percentile.

Paloma and her classmates also scored in the top percentile in language. Something special was happening at José Urbina López primary school in Matamoros, and Wired went to take a look.

The high test scores turned out to be the work of a young teacher who also came from humble beginnings. Sergio Juárez Correa was tired of the monotony of teaching out of a book and wanted to try something new to help engage his students when he came across the work of Sugata Mitra, a UK university professor who had innovated a new pedagogy he called SOLE, or self organized learning environments. The new approach paid off.

Although SOLE usually relies on unfettered Internet access for research, Juárez and his students had very limited access. Somehow, he still found a way to apply Mitra’s teachings and unleash their potential.

From the beginning, Paloma’s exceptional abilities were evident:

One day Juárez Correa went to his whiteboard and wrote “1 = 1.00.” Normally, at this point, he would start explaining the concept of fractions and decimals. Instead he just wrote “½ = ?” and “¼ = ?”

“Think about that for a second,” he said, and walked out of the room.

While the kids murmured, Juárez went to the school cafeteria, where children could buy breakfast and lunch for small change. He borrowed about 10 pesos in coins, worth about 75 cents, and walked back to his classroom, where he distributed a peso’s worth of coins to each table. He noticed that Paloma had already written .50 and .25 on a piece of paper.

As Mr. Juárez implemented more of Mitra’s teachings in his classroom, Paloma continued to stand out as an exceptionally gifted student:

Juárez Correa was impressed. But he was even more intrigued by Paloma. During these experiments, he noticed that she almost always came up with the answer immediately. Sometimes she explained things to her tablemates, other times she kept the answer to herself. Nobody had told him that she had an unusual gift. Yet even when he gave the class difficult questions, she quickly jotted down the answers. To test her limits, he challenged the class with a problem he was sure would stump her. He told the story of Carl Friedrich Gauss, the famous German mathematician, who was born in 1777.

When Gauss was a schoolboy, one of his teachers asked the class to add up every number between 1 and 100. It was supposed to take an hour, but Gauss had the answer almost instantly.

“Does anyone know how he did this?” Juárez Correa asked.

A few students started trying to add up the numbers and soon realized it would take a long time. Paloma, working with her group, carefully wrote out a few sequences and looked at them for a moment. Then she raised her hand.

“The answer is 5,050,” she said. “There are 50 pairs of 101.”

Juárez Correa felt a chill. He’d never encountered a student with so much innate ability. He squatted next to her and asked why she hadn’t expressed much interest in math in the past, since she was clearly good at it.

“Because no one made it this interesting,” she said.

Although this Wired piece focuses mostly on Sugata Mitra, it does once again highlight the story of Paloma Noyola. Unfortunately, after a brief spurt of media attention, little on Paloma was ever mentioned and, as was pointed out by Wired, nothing was ever said of Mr. Juárez.

As with most stories in the Mexican press — and those popular with the middle-class — things suddenly become very important once it’s featured in a gringo publication. Which is a very sad commentary. We hope, however, that this story pushes those in the press, state and federal government to look not to the United States for validation but to Mexicans like Sergio Juárez doing good work in places like Matamoros.

The clear message in this story is that there are thousands of Paloma Noyolas going to school in Mexico who, just like her at one time, are not being challenged and therefore aren’t very interested in school. This story can, if we want it to, raise enough awareness to shift the discussion from poverty to opportunity.

Paloma truly personifies both Mexico’s challenges and unleashed potential.

Read the entire Wired story here: How a Radical New Teaching Method Could Unleash a Generation of Geniuses

Editor’s note: As an addendum, Wired provided information on helping support Sugata Mitra and his School in the Clouds project, and although they donated school supplies and equipment to José Urbina López School, we’re interested in seeing if we can help set up a similar fund for Sergio Juárez, the teacher featured in this story.

Also, $9,300 was raised to help fund Paloma’s education last year. We’re going to follow up with the economist who led the fundraising campaign to see how she’s doing. Stay tuned for the updates.

Stay Connected: Twitter | Facebook