There is a certain frustration that is present when I study the research another before me, more specifically the products of minds like Newton and Galileo. This is normally when a teacher requires that you know information regarding these men by first accepting them as mere fact. While it is valuable to understand their research as fact, I feel that first accepting it for fact is a thwart that may prevent a broader understanding of the subject. A broader understanding being one that extends to the unproven extensions of the subject. This brings me to the purpose of my ideal school. School's primary value system should be built around the same value for inquiry that SLA is founded from, however, it will have stronger relations between inquiry and research. This only being a primary value of the school obviously elaborates into different aspects of the school.

School in my eyes should be about teaching to develop ideas about the world. Every person should learn a perspective on the world by the time they are an adult. This in effect would take the form of inquiry based research. The intentions of this is not to simply make them acutely aware of current knowledge, but to make them aware of the origins of what is known now. This I believe will make students more driven to innovate than to find part of simple productivity.

But it should not be something that will define a student for their-self. School should be an institution that provides a core basis for what a student should be their-self. Within that a student should be able to command enough knowledge to take themselves to a specific place. Whether that might be a career or a personal frame of mind.

I say this because school seems to have been more driven to produce competent beings that will help to maintain life as it has been. This I have seen has minimized a world where there is constant innovation. The trouble in this is that there is less innovation for the minds of the most diverse minds populating societies. If school should be anything it should be a place that supports creativity as much as they embrace academic achievement. Along with that it should make distinctions between creativity and academic inclinations, so that children can work to achieve both.

I believe that the people who create systems should be closer in relation to the system itself in order to be qualified to influence it. That is why more people should be driven to define how their surroundings work. I believe that if there are more of these people who strive to support creativity, society as a whole will be more productive.

 This is my prezi in which i changed the fact that america left vietnam. And made them stay. In this prezi i spoke from the views of 3 different people and spoke about what was going on in the country.

http://prezi.com/87497/

http://www.scribd.com/doc/16313431/History-Bench-q4-2

Ignore all that down there

Jerome, Dan, Sabrina, Cameron & Victoria

Advertisment for the Popular vote, Modifying the 12 Amendment for the Electoral Vote. 

NOTE: Print Ads in pdf's have multiple pages of adverts.

Horas de Sueño por Noche:
Anoche, dormí 6 horas.

El Desayuno:
Turquía tocino y queso sandwich de huevo

El Almuerzo:
caliente salchicha y frier

La Cena:

Steakhouse hamburguesa con frier

Las Meriendas:

un poco patilla

Ejercicio:

Horas de Sueño por Noche:
Anoche, dormí 6 horas.

El Desayuno:
Turquía tocino y queso sandwich de huevo

El Almuerzo:
Shamrock Shake

La Cena:
Spaghetti con alfredo y comarón

Las Meriendas:

freson y bebido izze

Ejercicio:

Spanish Project

For the unit 4 project in spanish we are required to record our daily consuption, exercise and hours of sleep.
Here is day 1, Monday, March 1st, 2008

This is an example of what your daily entries will look like. (You will include (1) hours of sleep, (2) what you ate for breakfast, lunch, dinner and snacks imbetween and (3) exercise.)

Horas de Sueño por Noche:
Anoche, dormí 6 horas.

El Desayuno:
Turquía tocino y queso sandwich de huevo

El Almuerzo:
Hornear venta de quesadilla

La Cena:
Spaghetti con salsa

Las Meriendas:

Twizzlers

Ejercicio:

I gingerly sat down at a chair as I waited for the dean to trail behind and sit at his desk. The tiny room looked as if it was put together in the seventies with muted oranges and yellows sprinkled in the small space. A poor contrast to the rich cherry and mahogany wood that composed the hallways. I was sitting in an orange leather chair with the side facing the front of the desk. I quickly remembered I was still being briefed on a few things as I observed the room through peripheral vision.
"So, did, you have a good day?" I quickly recalled the day shadowing a student.
"Yes, it was great. I saw a few people I knew." I said in a confident cheered
"Greaat." His voiced dragged as he processed the paperwork in front of him. "Great. So, what would you say if we were not going to accept you here at CHA?"
I replied breezily in an overly confident voice, "Well, I know I'm a good student and if you didn't accept me, I would just say it's your loss." I said this with truth behind my voice because I actually believed it. I knew this school would be a higher step up to a more quality education. Ivy Leaf was no place for a truly quality education.
"Alright, good answer."
The interview went on for 20 minutes longer with me growing more conscious of the tight collar and Hilfiger tie wrapped around it. A teacher had commented on its colors, featuring the school's blue and light blue colors, "smart brown nosing," he had mentioned as I was put on the spot at the beginning of that class. I walked out of the school feeling like I was for sure not going to be denied a spot.
A couple of weeks went by when my mom mentioned to me the status of me at CHA. Not accepted. I didn't mind, there were better schools that I might have liked. Plus we had gotten wait listed at Shipley... But I couldn't help but think about the things they didn't like about me enough to not accept me. I spent a long time, I couldn't figure out who wouldn't have accepted the recipient of student of the year. Of course I didn't get that title until after I chose a school, but there must have been some reason.

I came to realize what was gold standard at the school I was transitioning from, would have just been mediocrity at real private school. I went in there thinking I was the best, communicating that through my language. Maybe even strutting it in my step. I eventually came to blame my school for its lack of long-term preparation.
Two years earlier I had come The Meadowbrook School in Abington. I graduated under a cloud of average grades, kid-like antics and a rep that wouldn't invite me into a private school. It was the summer and each one of the students from my old school had already chosen a new school. Me, being behind on the application process, in early august had no school. So my mom set up an appointment for an open house/admissions sort of day. There was an entrance exam that I passed with flying colors. They said later on that there were scores of kids whose parents would give up anything for their kids entrance, so it made me feel good about myself and academic quality. At any rate, it was half a year after I realized that I math class wasn't going to get any harder. Along with that decline in my education, the people in my environment were from the city. So in order to be down, I reformed almost everything about me. I had to talk like them; I dressed like them and even changed the person who I was. Over those two years, the young Jerome who had once been on the way to be the proper talking straight edged token, became Jerome who was on his way to being the angry black man who would have never thought to associate with white people. Ivy leaf was the best cultural experience I could have had, but it didn't teach me about the world, and mine had become something as small as my immediate surroundings.
It had been two years after that when I applied to real private schools to transition from middle school to high school. I applied through "A Better Chance," a program that helps minorities apply for a better chance at getting into boarding schools and private schools. It was there that I got formal training in interviewing with potential schools. I started to notice my horizons widen with what I was starting to believe. While I was learning how to interview I was following the methods by which I was to impress school administrations: by speaking properly. Quickly the space in-between the newer Jerome and the older Jerome began to open up.
It isn't until now that I can realize how much my environment influenced the way I talked. For me, I hold other people's perception of me pretty high. So, trying to fit in by code switching, or basically changing the way I talk can happen in my daily life. In my case, I can tell that humans in general, when it comes to language, conform to their environments. And after realizing this and reflecting on my life, I can really believe that.