Showing posts with label how to. Show all posts
Showing posts with label how to. Show all posts

Sunday, November 13, 2016

A Genius Kvetching Ring

An article, three years old, was in my facebook feed today. But it was insanely timely. It's a little lifestyle piece about how to talk to people who are sick or experiencing trauma. It's just plain common sense, but it needs to be circulated regardless!  The idea was illustrated thusly:

Beautifully illustrated by Wes Bausmith
If someone in your life is sick or traumatized in some way, then their name goes in the middle. Then closest people next, and somewhat close, etc. further and further out. Wherever you are in the circle, you're welcome to bitch and complain and lecture and ask possibly offensive questions or talk about how it's affecting your life only to people who are towards the outside of the circle (from you, out). So, if you're in the middle, you get to basically say anything! If you're on the outer circle, then keep your trap shut.

The only things that should be shared to people closer to the centre (from you, in), are words of encouragement or offers of help. What do you need me to do? How can I help? Here's a list of things I'm more than happy to do...  That kinda thing. If you're thinking of sharing your troubles or the secrets of your success inwardly, then bite your tongue.

Most people have been exceptional to me during my recovery. Most people. And I've been guilty of kvetching in myself, mainly when my mother was dying of cancer, and I was on my own with an infant and a 2-year-old, and my mom was the only person in the world I could talk to about all my troubles. Luckily she was so drugged up on morphine, she didn't really notice my self-centred ranting. But, I'm sometimes an insensitive clod, so it's definitely something I'll be checking in with myself in future!

Friday, November 4, 2016

Preventing Ovarian Cancer Program Logistics

I went down the road to genetic testing all because of a link I noticed on facebook in early May 2015 - just before my 50th birthday, from the POCP. It said that anyone could get free genetic testing to test for cancer if they have a close relative who had ovarian cancer. So I signed up. It sounds a little sketchy to do genetic testing online, but it was through the Familial Breast and Ovarian Cancer Clinic at the Princess Margaret Hospital in Toronto, and I thought, what the heck. I did it pretty flippantly.

The process took 18 months from start to finish. After completing numerous lengthy forms, it took four months just for them to determine that I was eligible largely because it was difficult to find my mother's medical records because she died in 1996. The span from one step to the next was often so long that I completely forgot about clicking that link months before.

Then they sent me a ton of psychosocial questionnaires and called me at work a few times to ask me a multitude of questions about how I'm coping with thinking about having the testing done, and whether or not I might actually want the information if I do get tested. I got a little impatient with all that. Once the test results came, in February, and I sufficiently convinced them that I actually wanted the results, then it got more interesting. I was able to transfer my files closer to home, and then I got to meet a host of really kind and competent medical professionals for numerous appointments.

But, after finding out that you've got the genes that put you in a high risk category for cancer, you want it all to go by in a matter of days. It felt like it took forever to actually get appointments with all the necessary doctors. Once there, then it felt pretty quick to get it on with it.

This is what it all looked like:


I got my last drainage tube out today and had a good look at it. It was HUGE.  I'm really glad I didn't ask to see it when I got the first one out. I pictured a tiny tube in my body about an eighth of an inch in diameter and about an inch long. Nope. It was a good half an inch wide and flat, with holes in it, like a drip irrigation hose for watering plants - except it sucked instead of spraying. And it was many inches long. I'm still getting over it!  But I'm glad that bit's over now.

Now I just have to see if the bits that they took out are cancer free at my appointments later this month, and it should all be over!

ETA: Narrator: But it wasn't over. Not by a long shot.

Thursday, December 31, 2015

On Those Counterfeit Diplomas

An editorial in today's NYT suggests that some recent high school graduates are not competent in basic skills that should be required to earn their standing. The headline refers to these students' diplomas as counterfeit, implying that students had a hand in conspiring to be granted documents under false pretenses. A better word for them might be undeserved, as the diploma requirements are unwittingly incomplete or inaccurate.

The article concerns itself primarily with claims of weak curriculum in many states, citing a rise in high-school graduate rates matched with a decrease in successful college entrance exams:
"Nationally, graduation rates are rising - yet less than 40 percent of 12th graders are ready for math and reading at the college level....more than one in five recent high school graduates could not meet minimum entry test standards to enlist in the Army."
The editorial board writing the article leans heavily on teachers unions, who opposed standardized testing used as a means to evaluated teachers based on how much students learned. The article concludes that,
"Many states reacted by settling for cosmetic changes in school curriculums and using weak tests that virtually anyone could pass. This allows them to hide how dismal their schools actually are and misleads families and students into believing that high school diplomas have value."
Canada's school systems differs from the states considerably, but we often follow where they have led. There are certainly commonalities here, but some important issues have been conflated.


On Teaching Evaluation Tied to Student Ability

It's a bad idea. As I've written previously, if we decide which teachers can keep their jobs based on the results of a standardized test then,
Demographics will play a big part in the results, and teachers in schools near the universities or RIM will appear to be phenomenal, while those of us in the downtown core will look like imbeciles. If we want to accurately assess teachers based on their ability to get students to a certain level, then we'd have to randomly assign students to schools. Unwise and unlikely.
But more importantly, teaching just doesn't work like that. We don't become better teachers because suddenly our lives depend on it. People generally want to be effective in their chosen field. Dan Ariely, a professor of "behavioural economics," writes about the effectiveness of social norms and how quickly market norms can override them, i.e. bringing money into the picture makes people work less:
"Standardized testing and performance-based salaries are likely to push education from social norms to market norms. . . . Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instil in all of us a sense of purpose, mission, and pride in education. . . . Market norms also erode the pride and meaning people get from the workplace (for example, when we pay schoolteachers according to their students' performance on standardized tests)" (93-99).
I believe few teachers practice ineffective techniques because they'll be paid the same regardless; it's not the case that they avoid working hard if there's not a giant career-killing carrot or stick prompting them. We have many smaller punishments keeping us in line. Rather, it's far more likely that we have some poor practices because we erroneously believe they're effective. And we think they work because sometimes they do.

There have been studies on best practices that are useful. I think by far this little handbook - The Science of Learning - is the best I've seen. BUT, people are all different. Students are not easily catalogued. Some need a firm hand and others need leeway. Some need rubrics and others won't read them preferring a more open-ended approach. Some need myriad examples, and others want to figure it out themselves. Sometimes films and powerpoints help, but sometimes they hinder. Some students learn best by reading the textbook and filling in handouts even though we're not really supposed to do that anymore. I get my students to evaluate what worked and what didn't for them in each class each year, and then I just have to fly with the majority on any significant changes I make to my practice. There's a science to learning when we look at students in general, yet it's clearly an art when we focus on each individual. And we're supposed to be individuating each lesson and assignment, but, to the degree that we can hit every student every time, that's impossible.


On Rising Grades Coupled with Diminishing Excellence

I completely agree that grades are inflated. I said so here a couple years ago:
A sneaky thing's happened over my last 20 years of teaching. The median grade in most courses used to be in the high 60s, and now it's in the low 80s. Yet I don't think the grads are significantly more knowledgable nor skilled. In fact, when I look at what I've taught since I started, when I look at saved exams and assignments, my courses have gotten more and more watered down each year. The fact that many of the grade 12s entering my course don't know how to cite sources or really what plagiarism is (something I learned cold in grade four) or that many grade 10 Academic students need reminders to capitalize the first word in a sentence and the word "I", really, leads me to believe I'm not the only one cutting out content to ensure everyone passes with flying colours. Out of fear of not measuring up with other countries we've lowered the bar so more kids can jump it successfully. Now our students have the marks to compete with international students for university entrance, but I worry about the monster we're creating.
However, it's not clear to me that this is about the quality of teaching or of the curriculum. I think it's about student expectation. Due to a few interacting forces, students have been able to get away with learning less content and fewer skills. I've written about this previously as well:
From what I see, it's not so much disengagement from the subject matter as from the requirement to do the work of thinking and analyzing the material. That's hard and time consuming, largely because it so new. Slavin, [a Trent University prof], goes on to lament that a third of students don't hand in assignments or don't read feedback on assignments to learn where they've gone wrong. They're just jumping through the hoops instead of trying to learn something useful.

About that Downward Spiral 

I think it looks something like this:

There's global pressure to rank in the top for education which is, in some cases, measured by graduation rate, but, in other cases, measured by standardized tests. Neither of these, I argue, actually show student ability. The former is marred by the move to make courses easier so grades are higher than real ability would indicate: for an additional example, the same English tests that used to be given in one class is now allotted two classes. The latter is marred by a program of teaching to the test that drills students in only the areas being measured, and results in other, arguably more important skills, warranting less attention. Our literacy tests are also skewed by the amount of help given during the test to the point of some students having the questions read to them and their oral answers written down, enacting the very antithesis of literacy testing.

This pressure to rank well internationally is countered by parental pressure for their child to do well individually. Parents are terrified their children won't be able to compete for scholarships or even university entrance. With fewer good, stable jobs to go around, the competition becomes more fierce, and parents pleading for higher grades often get what they demand. That concern is well-founded, but unfortunately results in elevated grades. But beyond the economics of the situation, we have a culture focused on our children's grades instead of focused on what they're actually learning in school. I'm okay with my daughter, in grade-school, doing poorly on a project but spending hours of time showing me what she learned. It tells me she's able to learn, but not yet able to show her learning in the way that's expected for the assignment. But who cares? She'll figure out how to play that game soon enough. But it can be difficult to disallow lower grades from provoking significant anxiety in parents instead of mere disappointment. This is a relatively new phenomenon for the masses.

But the biggest factor in the spiral, is that teachers have become entirely accountable for student ability. It used to be the case that if a class did poorly on a test, then the teacher was taken to task and would have to prove the efficacy of the test and prior lessons. But now if a student does poorly, even if all the other students in the class do exemplary, the teacher is still taken to task for that one student's inability to do the work. It's no longer possible for a student to do poorly in a subject because they're just unable or unwilling to do the work. When I was a student, we used to look long and hard at the ranking that appeared beside our report card grades, dreading an LQ, which indicated we were in the lower quarter of the class. We cared about how well we ranked in the classroom, not in the world. It was a clear indicator of how hard we were working, or, if we were slogging books home each night, it showed us our general ability in the subject. Students can still compare their results to the course median, but with medians in the 80s, and all the marks squished into a smaller percentage range (75 to 95 instead of 35 to 95), distance from the median is a less useful indicator. This is particularly true when students, parents, counsellors, and administrators badger teachers to adjust their marks just a bit.

If a student refuses to do work, it comes back at the teacher for making an assignment that wasn't strongly enough tied to student interest. We're to call home any time a student misses an assignment, but half the class might miss a most fascinating project. We can't just impart information and rest on the reality that much of it is fascinating to us, and therefore will be fascinating to others. We can't be boring. And in a world of diminishing attention spans, that's getting harder and harder to do without a secondary degree in song and dance. This has created a climate in which many students are quite convinced that neglecting work is entirely due to teachers failing to make the work fascinating enough for students to be fully motivated to try their hand at it.

If students don't feel a smidgen of guilt or shame for neglecting their studies, in a world rife with alternative activities at their fingertips, then, really, it's amazing that any of them do any work at all.

The focus on who's to blame for the weak skills of the recent crops of grads is a final concern. We need a cultural shift that cajoles us into challenging ourselves to learn something new and difficult each day, something that makes us struggle just a bit. We're a society of passive viewers, and we've accepted that label without complaint. To save ourselves, we need to rally against that sloth-like view of ourselves. It's not enough to continually reinforce what we're interested in or what we're good at. It's really comfortable to focus on what we already know when we embark on learning, but it's only fruitful if that one area has enormous potential. For the masses, we need a breadth of understanding and knowledge and skills that we'll only attempt if we are ashamed when we don't live up to our own potential regardless the entertainment value of our teachers or the quality of our leaders.

Barring a complete shift in culture, one more concrete tactic we could take to change things is to require university entrance exams. The SAT exams (lots of fun practice questions here) are a useful means to determine if a student is skilled enough for a particular program. And the fact that the exams exist, mean students will be motivated to develop the right skills to an excellent degree regardless their interest in each facet of learning. If they want to enter a general English lit program, they will have to learn the nuances of grammar regardless how much more interesting it is to enjoy some poetry than to learn the particulars of principal clauses.

And then their diplomas might mean something.

ETA - Here are some letters to the editor about the original editorial with a few points of agreement:

"In many states the strategy has been to raise standards and then lower passing scores on exit exams in order to maintain or even raise the graduation rate."

"The graduation rates increased because parents and politicians demanded that they increase. Instead of improving education, states lowered standards."

"Does the fact that a high school diploma is now essentially meaningless cause problems for colleges, private employers and the military? Not really. Colleges have the ACT and SAT for potential entrants. . . . The only people really harmed are the marginal students who were passed on instead of helped."

"Taxpayers are entitled to know that students are receiving at least a basic education. Instead, they are told a comforting fairy tale that shortchanges all stakeholders."

ETA  - Here's an SAT test question generator that allow students to customize it to help them better learn.


Monday, September 7, 2015

On Achievement and Death and Stuff

This is a post about cycling further than ever before, but first, a bit about boredom:
"Boredom may lead you to anything. After all, boredom even sets one to sticking gold pins into people...one may choose what is contrary to one's own interest...one's own fancy, however wild it may be...desire what is injurious to himself, what is stupid, very stupid - simply in order to have the right to desire for himself even what is very stupid and not to be bound by an obligation to desire only what is rational...this caprice of ours....preserves for us what is most precious and most important - that is, our personality...the whole work of man seems really to consist in nothing but proving to himself continually that he is a man and not an organ stop."  - Dostoevsky 
"We are less bored than our ancestors were, but we are more afraid of boredom...A generation that cannot endure boredom will be a generation of little men, of men unduly divorced from the slow processes of nature, of men in whom every vial impulse slowly withers, as though they were cut flowers in a vase." - Bertrand Russell

Some people assert their own will by choosing naturopathy over doctors to treat their cancer, or by quitting their satisfactory marriages and careers to seek out a new mid-life adventure. I hope to make slightly more reasonable choices or certainly less self-destructive ones. According to Dostoevsky, I'm sucked into the western ideals of individuality over community, of standing out, which can make us foolish. Melting into the crowd isn't an easy option. Being one with the universe is a task for later when I've figured out how to sit still. And for Russell, who hit puberty in Wales as the Russian was drawing his lasts breaths, being able to endure boredom is essential for happiness. Seeking out excitement to avoid boredom just makes our pleasures less easily felt. He warns,
"pleasures which are exciting and at the same time involve no physical exertion, such, for example, as the theatre, should occur very rarely...certain good things are not possible except where there is a certain degree of monotony." 
In art, we'd call that degree of monotony an area of restraint necessary for the eye to relax.  It's why some beautiful gardens have an expanse of grass. But mine doesn't. I lean towards chaos.

I get antsy when I don't have a project. The house can be a mess while I deliberate what new task to take on next. My backyard took over for a couple years, and I have ideas of an off-grid home a few years off, but then what now? For better or worse, I'm obsessed with doing, finishing, accomplishing.

So I set as a project to find the limits of my cycling abilities - or, more specifically, the limits of my lungs and heart and other organs and muscles in a body as old and untrained as mine. I'll tell you from the get-go that I failed. But I'll get to that.

Before an annual camping trip with neighbours, I considered having my packed rental car, complete with youngest child, driven by a fellow camper so I could cycle the 137 km to the site. The longest I had ever biked before was 60 km, and I wanted to see how far I could actually go in one trip. I didn't train or prepare in any useful way - that would take the challenge out of it. But having a driver coming up my rear helped because I could bail at any time. It was about seeing how far I could get, not about getting to the end. That was key to the entire adventure. That, and a cell phone to call for help if needed.





This was a decision fraught with a ridiculous amount of anxiety. I tried to keep Epicurus in mind as I was deluged with worries: If pain is not occurring right now, then it’s not bringing pain except for tumults created by imagination, right? I am bringing myself pain, which is ridiculous! So stop worrying about flat tires, swerving trucks, strong wind gusts tossing me into traffic, some crazy guy attacking a lone female, heat stroke, complete organ failure, random loss of appendages, the list goes on. And there's always the old standby concern that, if I leave the house for any significant duration it will burst into flames. From time to time I was struck with absolute terror at the though of being killed in traffic and picturing my children coping with my death. I'd have to actively "X" out the thought and replace it with a vision of biking without incident. Thanks CBT. The fact that many worries are unfounded doesn't seem to lessen their intensity. At all. I actively ignored the looming date, and second-guessed my choice of directions - later to be intensified by many geographical advisors after-the-fact  "Why didn't you go this obviously better way?" serving to prove my instincts for direction weak.

So I said nothing to anyone about my hopes to attempt the journey until the last minute; I knew I would be easily swayed to give up before I started. I waited until two days before to ask a neighbour to drive and was almost deterred by her husband's concern about wind, and the night before, I told my kids and then immediately become openly worrisome and neurotic. It's like talking about it tapped the keg of concerns. And it was going to be a windy ride: 20 km/h headwinds until the final 30 k.

It's curious, in areas of insecurity, how much other people's attitudes can affect us.  The support of that one comrade, and my son's insistence that, "of course you can do it" were paramount to my leaving the house that morning. I have lots of people in my life - I'm sure we all do - who tell me why I can't possibly do this or that. I ignore the lot of them most of the time, but physical exertion is a weak spot for me, so their voices loomed louder than usual and took some effort to drown out. Some told me I couldn't join a women's ride group because I'm too slow, and others refused admittance to a guy's casual riding group because I don't have the necessary equipment provided by mother nature. I'm not recognized as a cyclist. Even the physiotherapist helping with my aging knees questioned me about my regular trips to Bamburg, a local marker of a hilly 40 k loop from our city:

"Oh so you drive there and then bike around."
"No, I don't have a car."
"Oh, so you live near there."
"No, I live a block from here."

Awkward silence. I just don't look like someone who moves quickly.

So I bike alone.

Armed with a banana, some nuts and raisons, water, my phone and wallet, brand new lights on my bike, and quality bike shorts, I kissed my kids good-bye and set off before dawn hoping to beat the heat of the day. I played music in my head to keep me pumped - possibly a skill developed in only those raised in the pre-walkman era. This one kept my cadence up:



Some think it's nutty not to train formally before a big ride - as if we'll fall to pieces if we don't work towards our goals gradually, but there are too many times the fear of being unprepared stops us from action. We think we can't do this or that because we're not quite ready. Then we dilly dally about doing prep work forever and never actually getting to the thing we actually want to do. I channelled Laura Secord who didn't train for her marathon bushwacking experience. She just got out there and started running through fields and forests.

I didn't wear any fancy duds or pimp out my ride either. I did get a pair of good bike shorts because, since about 40, my butt fat has all gravitated around the corner to my belly - and, just my luck, just in time for a big booty to be in style too. Extra padding was necessary there, but then I just threw on a t-shirt and sandals and my stand-by helmet. And I thought of Marathon Man, and Dustin Hoffman copying Abebe Bikila's run without shoes. But Secord and Hoffman's character were running for their lives. I was creating a situation as if it were a necessity knowing full well it was a luxury. I had to convince myself of an importance for it in order to develop any motivation to go.



For me, the point of cycling is to go places. It's not to work out and live longer because we could die any minute. And it's not to work out to match the current beauty standard because we could be hated anyway regardless our quest for physical perfection. For me, it's all about getting off our fossil fuel addiction. If a middle age woman without any know-how can do over 130 k in a t-shirt and sandals, with a crappy bike, then maybe you can bike to work. Amiright?!

I was once told by a colleague that I could never be a department head because I don’t have a car, but people don't understand that we can get almost anywhere without a car. And we can bike dressed in our everyday clothes. Granted I still used a car to transport my camping gear and daughter, but with more of us cycling, we could definitely use fewer cars. We need to move under our own steam whenever we can.

The trip was also about finding my boundaries, but part of it was about getting over my fear of biking further from home alone – the fear of having an accident, but more a fear of boogie men out to attack me. People are mainly nice and helpful. There are some odd ducks, but the odds are in my favour. And, with the exception of a brief trek on a major highway, everyone moved over a lane to give me space. I was completely safe.

Part of the journey was because I turned 50. I'm in a hurry to do stuff because it gets a little clearer that any day could be my last. I'm still stuck on having a leave-behind, a legacy, even though I'm pretty convinced there won't be generations to come to remember any of this. With climate change, there’ll be no leave-behinds. Having kids or writing a book or erecting a statue will have no impact on future generations if there ARE no future generations because the planet has become largely uninhabitable by our species. This death is a final death.

But some thing can still make me feel like a kids again. When I listen to certain songs, I'm 17 again. And when I’m on my bike, I’m 10, riding to the corner store in my bathing suit with a nickel in my hand for a freezie.

Just beyond the half-way point, at 70 k in, my legs and lungs were fine, but my eyes started getting weirdly blurry, so I took that as a sign to re-fuel.  I stopped briefly to stretch, eat, and drink. I just had 23 k to get to the next city where I could sit in a Tim's to wait for the car if I needed to.

I was surprised that it wasn't the hills that got me but the long flat parts where there wasn't anything to mark the passage of time. I watched this in my head as I pedalled:



The music and videos come to me of their own accord, but cycling distances alone takes me to that wonderful zoned-out place where I often come up with entire concepts I couldn't possibly find in my hectic kitchen. Like if it's a coincidence that Rex Harrison played mentor to Eliza Doolittle then later played Dr. Doolittle. Weird. It's a state that can't be as easily achieved with another cyclist there - if they try to have a conversation or if I feel pressure to keep up or have to wait at every turn. That modicum of attention somehow destroys access to the internal world.

And then there's the beauty of the scenery with light filtering through the trees, and the cows cheering me on up the hills. Montaigne said,
When I walk alone in a beautiful orchard, if my thoughts have been dwelling on extraneous incidents for some part of the time, for some other part I bring them back to the walk, to the orchard, to the sweetness of this solitude, and to me.
Prolonged activity allows time to get sufficiently bored to actually start paying attention to the details of the world. Those magnificent details!

But the trip was also about reaching a goal even if I didn't want it to be. My mom died in her 60s of cancer, and my sister got cancer in her 40s. I always expected to die young, and I've been ever impatient to finish things because I might be dead tomorrow. I update my will regularly and leave behind instructions in case I die whenever I leave for a trip. It's not the case that I'm living fearful of death, but that I'm living authentically recognizing that it’s right around the corner for all of us. My son sometimes asks me if I’m afraid to die, and I worry mainly, as a single mom, if they’ll all be okay without me – it’s been my primary worry for the past 21 years. Not just financially, but will they have someone to go to when they feel misunderstood by the world. But other than their future, I think I'm okay with it.

And the trip was also about sheer endurance. We need to suffer in order to grow. We need a bit of adversity in our lives - challenges, and since we've had it easy for so long in this time and place, we sometimes need to create personal challenges. Nietzsche wrote about wishing difficulty on others so they can find the strength to fight. It's not about training to cycle, but about training to get in there. Staying in there for that hill creates the means to stay in there to keep on about climate change and injustices and politics even when most people seem completely apathetic.

And then I saw the sign for the campsite and started singing:



And suddenly I was Rocky at the top of the steps, and Sarah Conner bein' badass in T2.

I felt completely fine at the end. I wasn't sore at all, but I was tired of doing the same thing for so long - almost 7 hours of riding plus a lunch break on top: that's a full work day!

I made it the whole way without being rescued, so I still haven't found my limit.

There will be time....

A hawk hanging out at our campsite.



***

It's curious... actually it's not at all curious... but I posted my bike trip from Runkeeper on Facebook, and I also updated my profile picture that was ten years old. The profile change got 12 times the likes as my journey.  Being able to keep my casing reasonably smooth trumps actually being capable or useful.  So if you want to impress others, stay skinny, smooth, and symmetrical. Doing stuff carries a more personal reward.

Monday, August 3, 2015

One Neat Trick to Lose Weight Fast

I just lost 10 pounds without even trying!!

So I was ready to give away some clothes to charity because it was time to resign myself to my middle-age body. I had to accept that I wasn't going to fit into these clothes ever again.  Then I tried them on one last time, and THEY FIT!

It's a miracle!

And, even better, this radical new program requires absolutely no change to your regular activities. You too can drop the pounds WITHOUT EXERCISE!!

(But you should still more around some because it's good for you.)

You just have to cut out this one food from your diet - JUST ONE FOOD ITEM!! And I feel as energetic as ever.

I know you're just dying to find out my secret. And I'll tell you for FREE!

What is this one neat trick??

Stop eating meat.

SOOO EASY!!

I stopped eating meat this spring after watching a presentation by one of my students on factory farms. It was nothing I didn't already know, but hearing it all again was the tipping point for me.  That coupled with Chris Hedges' insightful articles on why he became a vegetarian.

Because it's not just about the suffering animals in cramped quarters never seeing the light of day, and, more to the point, it's not just about maintaining my girlish figure:
"By eating meat and dairy products we aid and abet a system that is perhaps the primary cause of global warming and is pumping toxins and poisons into our bodies and the rest of the ecosystem. Animal agriculture sends more greenhouse gas emissions into the atmosphere than worldwide transportation. The waste and flatulence from livestock are responsible for creating at least 32,000 million tons of carbon dioxide per year, or 51 percent of all worldwide greenhouse gas emissions. Livestock causes 65 percent of all emissions of anthropogenic nitrous oxide, a greenhouse gas 296 times more destructive than carbon dioxide. Crops raised to feed livestock consume 56 percent of the water used in the United States. Seventy percent of the crops we grow in the U.S. are fed to animals. Eighty percent of the world’s soy crop is fed to animals. It is a flagrant waste of precious and diminishing resources. It takes 1,000 gallons of water to produce one gallon of milk."
 We can have more clean water and food for everyone and fewer GHG in our atmosphere and fewer toxins in our bodies, all by just changing our diet just a little bit.

What do you have to lose, except your waistline?

Thursday, July 9, 2015

So I Went to the March

I went to the Jobs, Justice, Climate march on Sunday.  It's taken me a few days to think about what I think about it.


Klein so close at the pre-pre-rally.
I got to Queen's Park way early and sat under a big tree to read and wait, and I happened to sit where the media were setting up, so right next to Naomi Klein and Bill McKibben.  I missed seeing David Suzuki, and I somehow didn't recognize Jane Fonda.  But the usual crowd was there.  In the pre-rally show, they faced the media with their backs to us, which felt odd at first, but then I decided it was as if they were at the front of the crowd, on the same level with us, part of us.  Except the sound system was so bad we could barely hear anything.  I was, literally, three people back, but I gave up my spot because I couldn't see or hear anything anyway, and I went back to reading my book.  I caught it on the news at home.

Then there was a larger show with the celebs facing us, trying to work us into a frenzy, but I couldn't hear much of that either.  It didn't help that people were walking around playing accordions or talking loudly- you know, doing their own thing.  But that show went on from 1:00-2:15.  That's a long time to strain to hear something in the blazing hot sun and to allow to fester a burgeoning sense that we're not one solidified group.

And then we marched.  There's always something exciting and invigorating about marching in a crowd.  It feels powerful.  It's the same feeling I got as a teenager walking as part of a group down the middle of the street because we couldn't all fit on the sidewalk.  We walked like we owned the place.   And I met some really interesting, strong, vital people.  That's why I go to these things: to remind myself that we aren't just cogs in a machine, and to recognize that I'm not alone in my little scheme to work towards environmental and economic justice against all odds.

Then after the march, there was apparently some food somewhere, and we all dispersed.

But, more interesting, there were protesters of the protesters.  Like the People's Climate March last September, some people felt that regular citizens weren't involved enough in the organization.  The marches are running on a top-down hierarchical model, which is the problem in the first place.  Klein says in her book that there are two things necessary for effective environmental change: bold national policies and the willingness to say no to fossil fuels.  But I agree in part with the protesters that a third thing is necessary - to ensure that we don't replace one power hierarchy with another.

The problem isn't just climate change and economic policy, but the wielding of absolute power by anyone over anyone.  When the celebrities that show up are bigger news than the people, we've got a problem.  And, I think, when the leaders speak to the media instead of the people being led, then we've got a problem.  It starts to feel like it's spectacle instead of something remotely revolutionary.

Here are four of the specific claims from a primary anti-march protester, The Hamilton Institute and furthered by Why Not 350.  I'm on board with half of them:

1. The Big Green organizations are "hijacking local resources to build their own fundraising opportunity, while turning us towards the most pacified forms of opposition....This funding model impedes radical, transformative change by privileging the spectacular while concealing less glamorous day-to-day organizing. The Big Green organizations in fact parasitize local organizing to support their one-off fundraising opportunities....They talk about including diverse groups and viewpoints, but they set the terms and limits of the discussion." "350.org promotes a token, one time support of indigenous peoples and lacks real solidarity with indigenous communities."

Or, as Paulo Freire insists, "Attempting to liberate the oppressed without their reflective participation in the act of liberation is...to lead them into the populist pitfall and transform them into masses which can be manipulated" (65).  This is a concern I wasn't specifically aware of, but merely had a sense of, which isn't enough to make a compelling argument.  This video has some of the specifics.

2. There is "a long history of NGOs denouncing militant forms of resistance taken up by frontline and impacted communities and of NGOs not supporting diversity of tactics."

On the bus ride up, well-organized by a local 350 group, I listened to a discussion on this line by an activist who felt strongly that we should denounce militant forms of resistance because "we lose legitimacy if we use violence." At one point in the conversation I spoke up that we need to bring pitchforks and torches and a guillotine to these rallies, dammit, and my small audience fell awkwardly silent.  Whoops!  But I'm afraid this is too serious a time to just try to talk things out reasonably Neville Chamberlain-like. I applaud the groups that take a risk by boarding oil rigs or damaging equipment in order to directly stop a pipeline going in the ground. Yes, smashing windows at the G20 is pointless, typically hurting the franchise owner and leaving the CEO untouched, but some acts of trespassing or destruction of property can be necessary to prevent a larger, more permanent destruction. This was illustrated in The Cove and, of course, Ferngully.

3. "The divestment campaign touted by 350.org is focused on publicly traded stocks and bonds, even though much of fossil fuel divestment takes place in private hands. Fossil fuel companies hardly make money off of their stocks, they make their money by selling fossil fuels; one of many issues with fossil fuel divestment."

Okay, but every little bit helps.  I don't think it's a problem for different groups to have a different focus, as long as they don't work against one another.  Some can work on divestment while others are boots on the ground.  Coming at it from all angles at once can be very effective.

4. Finally, "Their framing is positioning political and economic leaders as actors who might make a choice in favour of people as a result of a large demonstration. We know this isn’t true."

This one is triggering. If a large demonstration won't work, then we don't have a democracy (which we largely don't anymore, I know), and this is another problem to add to the list.  It should have been called "Jobs, Justice, Climate, and Democracy." They might be right, that it has no effect, but I can't believe it. I just won't accept the possibility that we won't be heard if there are enough of us and we're persistent.  We have to be heard.  And it sometimes does have an effect. Speaking up and gathering en masse has to have an effect.  Weak argument, I know, but it's a faith necessary to keep going.

In one interview, Hedges said that one of the current problem that makes activism much more difficult than it was at the turn of the century is that we're a "post-literate society." Most people just don't read books - history or philosophy or political books.  He says it's the reason he doesn't have facebook or twitter or a website or TV; he doesn't want to be distracted from spending several hours a day reading.  That's key to our ability to understand ideas in a complex way, and it's gone. Now we skim and share headlines without getting to the bottom of how it all plays out. This could mean we'll be easily led in any direction, which is dangerous. If people won't read, we have to keep them in the know otherwise. The anti-350 group was there at the pre-rally, handing out pamphlets to help people understand their position, but the marchers have no literature to pass on to the public on the sidewalks. We need ways to make the problems transparent and easily understood by everyone to the point that they'll be compelled to join.

Like feminism, left-leaning politics, Protestantism... a group's focus on freedom from an oppressor can devolve into multiple factions that begin to fight, weakening the face of the movement so it can be too easily dismantled.  This can't be allowed to happen this time.  We have to focus on joining together and living with a social and environmental perspective, and working to stop specific acts of injustice in a variety of ways that are applauded by the other factions within the group.  Being against something or someone feels empowering, but harder and more necessary is getting it together.

Guilty of one selfie in the reflection of a building.

Saturday, September 13, 2014

AER Strategies

Margaret Wente recently wrote about a teacher, Lynden Dorval, who was fired for giving students zeros when they didn't complete assignments.  Fellow teachers argued his case:  "They told the tribunal that when there are no consequences, a disturbing number of students – quelle surprise! – don’t do the work."  She clarifies the policy rationale:
[Ken Connor] believes “student behaviour” is entirely different from “student achievement,” and should not be lumped in with it. Therefore, students should not be marked down for late work, skipped assignments, absence, missed exams or even cheating. Instead of punishing a student by lowering their grade, schools should “apply other consequences.” 
If Alberta's policy is similar to my region's AER policies*, then this part is somewhat accurate. But then Wente suggests students need to be permitted to fail.  I agree completely - but that's a different issue.  The no-zero policy doesn't prevent teachers from failing students; it suggests, in part, that teachers shouldn't average in a zero to their other marks in such a way that it gives a skewed idea of the student's ability to master the curriculum.  So if Johnny gets 90s on 5 assignments, but misses one, his mark should likely be in the 90s, not the 70s.  We've been encouraged to assess students' most consistent and most recent marks for years - now it's more than just encouragement.  Yet it's still not cut and dried.  That final grade is always up to the professional judgment of the teacher.

I'm not sure of all the ins and outs of Dorval's case, but I suspect it's not the policy that was the problem as much as, perhaps, a dictatorial implementation of every suggestion with a scrutinizing focus on the letter of the law rather than the spirit.

The no-zero policy provokes teachers to leave a door open for students to complete work that, previously, they might have just skipped.  If we keep the goal in mind, its purpose is to prevent students from just accepting a zero rather than doing the work.  But if the knowledge that the work is still expected doesn't motivate a student to do the work, then failure could be imminent.

I don't love all of the AER ideas, but we have to find a way to make them work in our classrooms.  Over the past year, through many discussions with teachers, I've found ways to understand and implement the new policies by focusing on the rationale for each idea rather than viewing the ideas as hard-and-fast rules.  Here's what I came up with, so far, in terms of strategies that could be effective in my particular school, but my ideas could change again after another year of implementation.  I'll post this here regardless in case it helps someone get their head around the policy while also recognizing that it might provoke some debate.

We'll keep trying.


The Spirit of the AER:

Transparency. Equity. Mark integrity.

• Make sure your lessons, projects, and tests directly connect to the curriculum.
 • Let students (and their parents) know exactly how they’ll be evaluated ahead of time (weighting and rubrics). Clarify your success criteria.
• Let students know specifically what they should expect to learn in each class (or sequence of classes), and then track a variety of pieces of evidence that students are learning including observations of each student (process work, presentations, problem solving process, group skills, listening and speaking skills…) and your conversations with each student (class discussions, journals, online forums, conferences, follow-up questions…). (See page 15.)
• Offer additional supports and accommodations where needed. Read students’ IEPs early on. Also accommodate special circumstances in such a way that it doesn’t affect the integrity of the course.
• Offer lots of specific feedback on student work as immediately as possible. It is “imperative to provide students with opportunities to act on the feedback being provided” (14).
• Use a final evaluation (worth 30%) that’s made up of two or three components (13).
• At the end, after calculating a mark based on student products, observations, and conversations to get a numerical grade, go further to consider if that number is, in your professional judgment, the truest reflection of the degree to which the student demonstrated an ability to master the curriculum: limited (50s), some (60s), considerable (70s), or thorough (80s-90s). Marks will likely change significantly only for students who neglected to, or were unable to, complete part of the course.


Common Concerns:

The Assessment, Evaluation and Reporting Handbook is a bit vague, but that’s for our benefit. It allows for a variety of teaching practices. Yet it can be a frustrating puzzle to determine the best way to implement the requirements. Potential solutions follow:

If we can’t give marks for formative work, then fewer students will actually do the work.

* The burgeoning practice of marking work but not telling students that you’re not including it, goes against the goal of transparency. But, since we should ensure that students’ final marks are a true reflection of their ability, and formative work is sometimes a truer reflection than the final product, students should be made aware that those marks could be considered in the final evaluation.
 * There is some overlap between formative and summative work, which offers a grey area open to interpretation. You may include in your evaluation any work that summarizes student learning at a given point in time, which could be something that occurs at the end of a single lesson.
 * Instead of giving marks for process work, give marks for refinement of ideas. Students can be expected to do the rough work or practice work, and then must show that they read your comments and incorporated them into the final product. Without getting the comments on the process work, they won’t be able to get marks for refinement.
* The curriculum for your course might include process work as an overall expectation, so it may be appropriate to include this process work as an essential learning for your course.

If we can’t take off late marks, students will hand it all in at the end of the semester.

* Marks should reflect ability, not work habits in as far as it’s possible to separate the two (9).
* It's recommended that a missed assignment lead to students getting a different assignment and/or negotiating a new deadline, but, for students with a tendency towards idleness, this could precipitate an on-going practice of re-negotiating due dates or expecting a variation on the original assignment instead of encouraging them to develop better work habits and finishing the work by the original due date.  There needs to be a bigger "or else" to motivate students who are more challenging.
* If an assignment isn’t completed by the due date, call home and the guidance counselor immediately and arrange for the student to complete it in student success during his/her MSIP period.  This works for many students, but isn't effective if the student generally skips MSIP and/or isn't affected by parental pressure, or for whom parental response is akin to, "I just don't know what to do with him/her."
* We are permitted to have a cut-off date (42). For some courses, if the cut-off date is at the end of the semester, students might miss the benefits of doing the work during the unit, so a cut off date near the end of each unit is preferable. To prepare them for university or college, the cut-off date could be on the actual due date, and then students are responsible for asking for an extension in advance of that date if necessary. However, of course extenuating circumstances must be examined on a case-by-case basis.
* If an assignment isn’t completed by the cut-off date, use your professional judgment to decide if  the student should get an "I" (grades 9-10) or 35% (grades 11-12) in the course or if the student showed significant competence in the essential learnings on other assignments and/or the final evaluation to be able to pass the course without that assignment.
 * If students miss an assignment, it means they have fewer opportunities to show they are proficient in the course material.

We can have a cut-off date after which the assignment will not be accepted, but isn’t the punishment for not doing the work, doing the work?

* The implication of the last bit is that it’s not possible to pass someone who was unable to show achievement in one unit (or essential learning) of the course, but that’s listed specifically as one strategy used to promote student responsibility (40). If students miss the assignment and test for the unit, then they still have the final evaluation to show their ability to understand that section, and then achievement charts might show that their proficiency in the unit was limited. It might mean setting up marks by the unit (or essential learnings) rather than by the assignments and tests if that isn’t already the same thing.
* Some students have on their IEP a need for fewer assignments to demonstrate a skill. They may be given fewer assignments as long as all the essential learnings are still demonstrated by the end of the semester.
 * To get the credit, the work should be completed, but it might not happen during the semester. Once the semester ends, the student is no longer your responsibility (unless you get him/her in your class again).

If we’re using “Incomplete” instead of “Zero”, how do we get a numerical mark at the end?

* We’re not to give zeros to students for two reasons: to clarify that the work is still expected, and to clarify that we’re looking at the work they actually completed to determine their final mark: “assigning a mark of zero places a judgment on unseen work” (18). So don’t allow work habits to skew the final marks, which should be indicating student ability. But if a student’s ability can’t be seen accurately because of the lack of work completed, then that will end up being reflected in the final grade.
 * At the end, incompletes can be turned into zeros long enough to calculate a grade used as a starting point for a final mark, BUT then we must ensure that the numerical grade is an accurate reflection of the student’s actual ability in the course.
 * If an assignment is missed, and some proficiency is shown on that part of the final evaluation, the mark for that essential learning can be determined by deciding to what degree the student mastered that part of the course. If s/he only did the work on the final, without doing the assignment to show competency in that essential learning, it’s likely the mark – for that part of the curriculum – will be limited.

But work habits are part of a student’s ability to do the work.

* Zeros and late marks shouldn’t give a false impression of ability, BUT the AER policy recognizes that work habits are entwined with ability to a certain extent as evidenced by the beginning of this line (italics mine): “To the extent possible…the evaluation of learning skills and work habits…should not be considered in the determination of a student’s grades” (9). Most students with poor work habits will see this reflected in their level of achievement.

How am I supposed to keep track of student ability during discussions?

* Tic sheets on the seating plan that are turned into a mark every few weeks can help. Then students can be made aware of their level of competent discussion regularly. Discussion should take several forms possibly including, for instance, on-line forums or exit cards.

My course is separated into units that aren’t the same as the way the essential learnings are divided in the curriculum guidelines. How do I show which essential learnings a student missed?

* A bit more work at the beginning – and just once per course – can make things much easier at the end:
* On the course outline or on a separate page given early on, take the time and trouble to connect specific essential learnings with tests and assignments. Alternatively, indicate the essential learning on the top of each assignment or test.
* Clearly tie all your rubrics to essential learnings from the curriculum.

There seem to be two (or more) kinds of courses with different challenges:

1. The essential learnings are assessed repeatedly throughout each unit and at the end.
 * In these cases it makes sense to have more marks assigned to later units to better indicate the students’ abilities at the end of the course.
 * One missing assignment won’t affect the ability of the student to show proficiency in the essential learnings, but the final mark may reflect the effects of a diminished level of practice.

2. The essential learnings are significantly different from unit to unit, and are only repeated at the very end.
 * It can be harder to develop numerous ways to determine proficiency in each essential learning.
 * Once the unit is over, and the cut-off date has passed, the student only has the final evaluation to show proficiency on any essential learning missed during the term.

I’m supposed to make a package of work for the student to complete in Student Success after the course is done, but that student is no longer on my caseload (for grades 9 and 10 only).

* Save one of each summative assignment or test with the essential learning indicated on it in case a student is allowed to complete it the follow semester instead of re-doing the course.
 * There needs to be a process in place in which teachers deliver missing work to Student Success as they hand in the Loss of Credit forms at the end of the semester because, legally, we shouldn’t be asked to do work for a student that’s no longer on our lists.


-----

* This is the closest link I could find to the AER, which used to be easily accessible online.  The link on the board website is dead.  Hopefully it's just a temporary glitch.

Sunday, August 24, 2014

Diamond's Collapse

A while back, Mound suggested I read Collapse by Jared Diamond, and I finally got to it. It’s a fascinating read particularly for anyone interested in ancient civilizations. Diamond explores what caused the destruction of various civilizations over the past couple millennia. What interested me, of course, is his final few chapters that clarify what this understand of the world can do for our own understanding of our current position.  These are my notes and thoughts as I read:

The Old Problem:  Overexploitation of Resources
“The processes through which past societies have undermind themselves by damaging their environments fall into eight categories...: deforestation and habitat destruction, soil problems, water management problems, overhunting, overfishing, effects of introduced species on native species, human population growth, and increased percapita impact of people" (6).  “Any people can fall into the trap of overexploiting environmental resources, because….resources initially seem inexhaustibly abundant…signs of their incipient depletion become masked by normal fluctuations in resource levels…it’s difficult to get people to agree on exercising restraint…and the complexity of ecosystems often makes the consequences of some human–caused perturbation virtually impossible to predict” (9-10).
People have destroyed their own lives over and over throughout history.  The problem, now, is that we're destroying a global habitat.  Diamond has a five-point framework of contributing factors that exacerbate collapse: environmental damage, climate change, hostile neighbors, depleting trade partners, and society’s response to its environmental problems (11).  Throughout his exploration of collapses over the last couple thousand years, he notes which one or more of the five was responsible for the downfall, but it really just takes one to do it.

WWF
Deforestation is a common problem, and one we're too familiar with today.  The immediate consequences include nutrient leaching of the soil, but “further consequences start with starvation, a population crash, and a descent into cannibalism” (109).  A ridiculous number of societies ended with cannibalism as noted by digs into preserved garbage piles.  The bones of larger game at the bottom, followed by smaller animals, followed by rats, and, at the top of the pile, human bodies with bones broken apart to get at the marrow inside, such was their level of desperation.  People do not go gentle into that good night.

He has a fascinating chapter on Easter Island where every last tree was cut down.
Wikimedia
“The parallels between Easter Island and the whole modern world are chillingly obvious. Thanks to globalization, international trade, jet planes, and the Internet, all countries on Earth today share resources and affect each other, just as did Easter’s dozen clans. Poynesian Easter Island was as isolated in the Pacific Ocean as the Earth is today in space. When the Easter Islanders got into difficulties, there was nowhere to which they could flee, nor to which they could turn for help; nor shall we modern Earthlings have recourse elsewhere if our troubles increase….If mere thousands of Easter Islanders with just stone tools and their own muscle power sufficed to destroy their environment and thereby destroyed their society, how can billions of people with metal tools and machine power now fail to do worse?” (119)
He notes several parallels between past societies: Environmental and population problems led to increasing warfare and civil strife. Peak population numbers were followed swiftly by political and social collapse. Agriculture was expanded to more fragile areas to feed more people which eventually collapsed. Kings/Chiefs sought to outdo each other with more and more impressive temples.  The chiefs/kings were passive in the face of the real threats to their societies (177).  Sound familiar?


Ways Group Decision-Making Can Fail

Diamond suggests four ways societies make horrible decisions.  

1. They fail to anticipate a problem.  They might have no prior experience with it, like the introduction of rabbits to Australia.  They might reason by false analogy – draw on familiar analogies that are only superficially similar to their current issue (423). 

2. They fail to perceive a problem. The origins of some problems are imperceptible, and sometimes there are distant managers tending to issues.  Slow trends can be concealed by wide up-and-down fluctuations creating a “creeping normalcy.”  We get “landscape amnesia" and forget how different the surrounding landscape looked 50 years ago (425).

3. They fail to even try to solve a problem they perceive.  People exhibit, 
“...’rational behaviour’ arising from clashes of interest between people. That is, some people may reason correctly that they can advance their own interests by behavior harmful to other people….it employs correct reasoning, even though it may be morally reprehensible. The perpetrators know that they will often get away with their bad behavior, especially if there is no law against it or if the law isn’t effectively enforced” (427). 
He discusses the “tragedy of the commons” scenario: 
“...as long as there is no effective regulation of how much resource each consumer can harvest, then each consumer would be correct to reason, 'If I don’t catch that fish or let my sheep graze that grass, some other fisherman or herder will anyway, so it makes no sense for me to refrain from overfishing or overharvesting.' The correct rational behavior is then to harvest before the next consumer can, even though the eventual result may be the destruction of the commons and thus harm for all conuerms” (428).
But – some commons have been preserved for thousands of years through three alternative arrangements:  (1) A government or some other outside force steps in to enforce quotas – but this involves excessive administrative and policing costs; (2) the resources are privatized, divided into individually owned tracts that each owner will be motivated to mainage prudently in his/her own interests - but managers can grow selfish or tyranical; or (3) consumers are made to recognize their common interests and to design, obey, and enforce prudent harvesting quotas themselves - but this only happens when consumers form a homogeneous group, trust and communicate with each other, expect to share a common future, are capable of and permitted to organize and police themselves, and when the boundaries of the resource are well defined (429).  There are clashes of interest if a principal consumer has no long-term stake in preserving the resource (431), when the interests of the decision-making elite is in a power clash with the interests of the rest of society, especially if the elite can insulate themselves from the consequences of their actions (430).  Then people display irrational behavior – behaviour that’s harmful for everybody like a “refusal to draw inference from negative signs…’sunk-cost effect’ : we feel reluctant to abandon a policy (or to sell a stock) in which we have already invested heavily” (432).  The alternative arrangements are possible, but require a delicate hand.

4. They try to solve it but do not succeed.
“It appears to me that much of the rigid opposition to environmental concerns in the First World nowadays involves values acquired early in life and never again reexamined: ‘the maintenance intact by rulers an policymakers of the ideas they started with....It is painfully difficult to decide whether to abandon some of one’s core values when they seem to be becoming incompatible with survival. At what point do we as individuals prefer to die than to compromise and live?" (433).
Irrational motives for failure to address problems abound: “the public may widely dislike those who first perceive and complain about the problem" (434).  There could be clashes between short-term and long-term motives.  Crowd psychology also plays a part: "individuals who find themselves members of a large coherent group or crowd…may become swept aong to support the group’s decision, even though the same individuals might have rejected the decision if allowed to reflect on it alone at leisure…Anyone taken as an individual is tolerably sensible and reasonable – as a member of a crowd, he at once becomes a blockhead" (435).  Denial is rampant: “If something that you perceive arouses in you a painful emotion, you may subconsciously suppress or deny your perception in order to avoid the unbearable pian, even though the practical results of ignoring your perception may prove ultimately disastrous” (435).


So what works?


Listen to Scientists

Ya, right.
Diamond looked at societies that almost collapsed, but bounced back, like Iceland: “Europe’s former poorest country has become one of the world’s richest countries on a per-capita basis" (203). “Most governments ignore the pleas of archaeologiists. That is not the case in Iceland, where the effects of erosion that began 1,130 years ago are obvious, where most of the vegetation and half of the soil have already been lost, and where the past is so stark and omnipresent” (205).   It had to get visibly bad for enough people before leaders were willing to act, but once they recognized how easily all could be lost, they willingly funded scientific research and followed their advice to better manage their resources.

Adapt to Environmental Changes

The force of tradition was sometimes a cause of self-destruction.  We have to pay attention to significant changes in our world and change our behaviours to better cope with them.
“At least as important as Europe’s material exports ot Greenland were its psychological exports of Christian identity and European identity. Those two identities may explain why the Greenlanders acted in ways that – we today would say with the value of hindsight – were maladaptive and ultimatively cost them their lives, but that for many centuries enabled them to maintain a functioning society under the most difficult conditions faced by any medieval Europeans" (243).
Like Saul describes in A Fair Country, European explorers who lived as the Inuit did, survived. Those who tried to maintain an old way of life in a new place, or after the end of an era, died. We need to look around at what’s happening and adapt rather than blindly hold tight to traditions that served well only at a different time or place.  Diamond discusses the “long-term damage caused by sheep” - a concern Monbiot has raised before as well – but our focus tends to lean towards the immediate, 'What else will sheep herders do?' (255).  People fight hard to maintain a way of life that no longer works for individuals nor for the greater good.  We have a stubborn arrogance that's fatal.

Another country that almost fell, but learned to adapt was Japan.  Four centuries ago, they almost destroyed their forests.  Then the shoguns started a rigorous top-down forest management rationing with strict limits of specific amounts of wood for different needs, like housing and furniture.  “The shift was led from the top by successive shoguns, who invoked Confucian principles to promulgate an official ideology that encouraged limiting consumption and accumulating reserve supplies in order to protect the country against disaster” (299). After people acclimatized to the limits, they shifted from micromanagement to citizen control:  "...control of Japan’s forests fell increasingly into the hands of people with a vested long-term interest in their forest: either because they thus expected or hoped their children would inherit the rights to its use, or because of various long-term lease or contract arrangments” (305). Now Japan is the First World country with the highest percentage (74%) of its land area forested, despite supporting one of the highest human population densities (Plate 20).

Diamond is clear that one management system isn't better than another, but that we need the “proper choice of an economy to fit the environment" (308). He adds, "I expected to find environmental policies much more advanced under the virtuous democracy than under the evil dictatorship. Instead, I had to acknowledge that the reverse was true" (349).

We need to be aware enough to ensure we're not stuck in a system that's not working for us.  I fear that we need to be managed in order to learn how to live free from excessive consumption, how to stop cutting down every tree, but that top-down strategy likely won't work here since political figures are tied to corporate interests which is entirely dependent on public mass-consumption for survival. Something's got to give.  I'm still left wondering how to get the whole system to shift.  He has some ideas further on in the book.

Reduce Population

Rwanda
Diamond moved on to collapse through genocides with a caution that it's not enough to increase food production to feed the world; we must simultaneously rein in population growth (312).  Many genocidal studies focus on ethnic hatred as the catalyst that must be prevented, but Diamond points out the real problem is typically over-population of an area.  He looks at Rwanda in which, in 1993, 40% of citizens were living below the poverty level, and 100% of 25-year-old men were still living at home, unable to live on their own or start their own families. ”It is not rare, even today, to hear Rwandans argue that a war is necessary to wipe out an excess of population and to bring numbers into line with the available land resources" (326).  Population pressure, the strain of hunger is the powder in the keg, and the ethnic division was the match. “The people whose children had to walk barefoot to school killed the people who could buy shoes for theirs” (328).

It's interesting to me that during the genocides, the people didn’t kill the very rich; they killed people just a bit richer than themselves, just one up on the hierarchy. And nobody clearly targeted the middle class for their comfortable lives – they found another reason. Somehow ethnic or religious differences are more acceptable reasons to kill – more of an understandable affront to their lives – rather than acknowledging the bitterness that someone’s better off and has something we don’t. What makes it easier to rally a mass of people to slaughter a slightly different group of people if the difference is ethnicity or religion, rather than financial comfort?  Curious.  It's as if a focus on money is too petty a concern to justify murder. They'd (or we'd) rather be seen as bigots than thieves.

The whole time I was reading the book, a part of my brain was cheering on the macabre hope of another plague that could get our world population down by half.  I had a long talk with my adult daughter about the concept of being willing to part with half your family for the good of the world if that's what it comes down to.  We can easily give up other people to save ourselves (however willy-nilly we determine what other means), but could we ever be willing to give up our own and ourselves?  Like in Snowpiercer, will some of the elderly volunteer to be thrown off the train, or are our survival instincts too strong and short-term?

Anyway... Population might be a bit of a red herring.  China has sort of successfully implemented measures of population control.  They lowered their population, but a cultural shift stopped multi-generational housing – which means they're using more resources for more and bigger homes. “The net result of those increases in the number and floor area of households is that China’s human impact is increasing despite its low population growth rate” (360).  I considered this effect when I first read Weisman's book that suggests sterilization of every woman, worldwide, after one birth event.  If I only had one child to raise and put through school, instead of three, I might buy me a hummer with the extra cash in my bank account.  Fewer children means more spending money for me to buy excessive luxuries.  We need to decrease population at the same time as decreasing individual consumption habits.

Fight for Courageous Leadership

Some societies succeed and others fail sometimes because some environments pose more difficult problems, but other times it's due to the idiosyncrasies of particular individual leaders that will ever defy prediction (439).  For some unknown reason, some leaders of the past successful societies have just randomly been resource management or environmentally-minded.
“To solve an explosive crisis…commands our admiration. Yet it calls for a leader with a different type of courage to anticipate a growing problem or just a potential one, and to take bold steps to solve it before it becomes an explosive crisis. Such leaders expose themselves to criticism or ridicule for acting before it becomes obvious to everyone that some action is necessary. But there have been many such courageous, insightful, strong leaders who deserve our admiriation….We should admire not only those courageous leaders, but also those courageous peoples…who decided which of their core values were worth fighting for, and which no longer made sense. Those examples of courageous leaders and courageous peoples give me hope” (439-40).
Get Corporations on Board
"If environmentalists aren't willing to engage with big businesses, which are among the most powerful forces in the modern world, it won’t be possible to solve the world’s environmental problems” (17).  "The interests of big businesses, environmentalists, and society as a whole coincide more often than you might guess from all the mutual blaming. In many other cases, however, there really is a conflict of interest: what makes money for a business, at least in the short run, may be harmful for society as a whole…My motivation is the practical one of identifying what changes would be most effective in inducing companies that currently harm the environment to spare it instead" (442).
Diamond looks specifically at mining and why it’s such an environmental mess. There are economic reasons why it’s more burdensome for mining companies than oil companies to pay cleanup costs - it's cheaper for mining companies to pay lobbyists to press for weak regulatory laws: “given society’s attitudes and existing laws and regulations, that strategy has worked – until recently” (461).  “To claims of toxic problems at mines, the mining industry routinely responds with denial. No one in the oil industry today would deny that spilled oil is harmful, but mine executives do deny the harm of spilled metals and acids” (462).

Well...almost no one.

A pervading issue is that governments allow environmental disasters to happen. “It is rare that our society has effectively held the mining industry responsible for damages” (463).  And the solution is boycotts and the right kind of consumer pressure:
“...consumer leverage over retail buyers has already begun to be an effective means for consumers to influence the timber and seafood industries. Environmental groups are just beginning to apply this same tactic to the hardrock mining industry, by confronting metal buyers rather than confronting metal mners themselves” (467-8).
Consumer boycotts have to be in the right direction:  “…the most effective pressure on mining companies to change their practices has come not from individual consumers picketing mine sites, but from big companies that buy metals (like Du Pont and Tiffany) and that sell to individual consumers" (477).  To change practices, picket the companies that sell to consumers, not the resource extraction companies.  Let companies know you won't buy their product if they continue to practice weak resource management, use other environmentally destructive practices, or violate labour rights.
“In brief, environmental practices of big businesses are shaped by a fundamental fact that for many of us offends our sense of justice. Depending on the circumstances, a business really may maximize its profits, at least in the short term, by damaging the environment and hurting people…[blaming companies ignores the fact that] publicly owned companies with shareholders are under obligation to those sharholders to maximize profits, provided that they do so by legal means. …the car manufacturer Henry Ford was in fact successfully sued by stockholders in 1919 for raising the minimum wage of his workers to $5 per day: the courts declared that, while Ford’s humanitarian sentiments about his employees were nice, his business existed to make profits for its stockholders (483-4).  
In the long run, it is the public, either directly or through its politicians, that has the power to make destructive environmental policies unprofitable and illegal, and to make sustainable environmental policies profitable. The public can do that by suing businesses for harming them….by making employees of companies with poor track records feel ashamed of their company and complain to their own management; by preferring their governments to award valuable contract to businesses with a good environmental track record…and by pressing their governments to pass and enforce laws and regulations requiring good environmental practices (484). 
To me, the conclusion that the public has the ultimate responsibility for the behavior of even the biggest businesses is empowering and hopeful, rather than disappointing. My conclusion is not a moralistic one about who is right or worng, admirable or selfish, a good guy or a bad guy. My conclusion is instead a prediction, based on what I have seen happening in the past. Businesses have changed when the public came to expect and require different behavior, to reward businesses for behaviour that the public wanted, and to make things difficult for businesses practicing behaviors that the public didn’t want. (485)
Fight for Better Resource Management

LEED (Leadership in Energy and Environmental Design) is a green building standard affecting the spread of Forest Stewardship Council (FSC)-labeled products.
“More than half of the world’s original forests have been cut down or heavily damaged in the last 8,000 years. Yet our consumption of forest products is accelerating, with the results that more than half of those losses have occurred whin the past 50 years – for instance, because of forest clearance for agriculture, and because world consumption of paper has increased five-fold since 1950…Only 12% of the world’s forests lie within protected areas. In a worst-case scenario, all of the world’s readily accessible remaining forests outside those protected areas would be destroyed by unsustainable harvesting within the next several decades, athough in a best-case scenario the world could meet its timber needs sustainably from a small area (20% or less) of those forests if they were well managed” (473).
The FSC label indicates well managed forestry.  An experiment was conducted in a Home Depot store to see if people care about environmental issues. They had plywood in two bins that cost the same. One bin had the FSC label, the other didn't.  Plywood in the labelled bit sold two to one.  When labeled playwood cost 2% more, 37% bought the labeled product.   People are starting to care.

Similarly, the Marine Stewardship Council's goal is to offer "credible eco-labeling to consumers, and to encourage fishermen to solve their own tragedies of the commons by the positive incentive of market appeal rather than the negative incentive of threatened boycotts" (481).

If timber and seafood could be properly managed, we wouldn’t need to decrease our use even with our current population (525).


Some New Problems:  The Dirty Dozen Environmental Problems of Today

Two thirds of the twelve most serious environmental problems facing us today have been a problem for civilizations in the past (most broadly covered by losses of natural resources and population issues), but now we have another four issues to contend with:  use of fossil fuels, a photosynthetic ceiling, toxic chemicals, and atmospheric changes.  The twelve are interrelated but, “any of our 12 problems of non-sustainability …would suffice to limit our lifestyle within the next several decades. They are like time bombs with fuses of less than 50 years” (498).

1. Destroying natural habitats: “Deforestation was a or the major factor in all the callapses of past societies described in this book” (487). Wetland destruction affects water suppies. “If current trends continue, about half of the remaining reefs would be lost by the year 2030” (487).
2. Wild food destruction, especially fish: “If wildfish stocks were managed appropriately, the stock levels could be maintained, and they could be harvested perpetually. Unfortunately, the problem known as the tragedy of the commons has regularly undone efforts to manage fisheries sustainably, and the great majority of valuable fisheries already either have collapsed or are in steep decline” (488).
3.  Biodiversity: “A siginifant fraction of wild species, populations, and genetic diversity has already been lost….Elimination of lots of lousy little species regularly causes big harmful consequences for humans, just as does randomly knocking out many of the lousy little rivets holding together an airplane” (488-9).
4. Soil: "Soils of famlands used for growing crops are being carried away by water and wind erosion at rates between 10 and 40 times the rates of soil formation….Other types of soil damaged caused by human agricultural practices include salinization…losses of soil fertility…and soil acidification” (489-90).
5. Energy: We primarily use fossil fuels for our energy needs.
6. Water: "Most of the world’s fresh water in rivers and lakes is already being utilized for irrigation, domestic and industrial water, and in situ uses such as boat transportation corridors, fisheries, and recreation…Throughout the world, freshwater underground aquifers are being depleted at rates faster than they are being naturally replenished” (490).
7. Photosynthetic ceiling: Plant growth per acre dpends on temperature and rainfall. "We are projected to be utilizing most of the world’s terrestrial photosynthetic capacity by the middle of this century. That is, most energy fixed from sunlight will be used for human purposes, and little will be left over to support the growth of natural plant communities, such as natural forests” (491).
8. Toxic chemicals: "The culprits include not only insecticides, pesticides, and herbicides, but also mercury and other metals, fire-retardant chemicals, refrigerator coolants, detergents, and components of plastics. We swallow them in our food and water, breather them in our air, and absorb them through out skin…deaths in the U.S. from air pollution alone are conservatively estimated at over 130,00 per year" (491-2).
9. Alien species (plants, animals, fungi, bacteria...) being introduced through movement of people.
10. GHGs: “…there have already been natural fires and animal respiration producing carbon dioxide, and wild ruminant animals producing methane, but our burning of firewood and of fossil fuels has greatly increased the former, and our herds of cattle and of sheep have greatly increased the latter (493).
11. Population growth: We have too many people for our finite resources.
12. The impact of people on the environment. “Our numbers pose problems insofar as we consume resources and generate wastes” (494). Former low-impact people in the third world are becoming high-impact people.

The only relevant question about these twelve is "...whether they will become resolved in pleasant ways of our own choice, or in unpleasant ways not of our choice, such as warfare, genocide, starvation, disease epidemics, and collapses of societies."

Common Objections

Diamond spends some time dismantling common objections to the crisis we're facing - here are some of the more popular:

1. The environment has to be balanced agains the economy: This is said as if environmental concerns are a luxury.
2. Technology will solve our problems:  It takes decades to develop and phase in technology, and longer to develop it in a usable way in the first place “Technological solutions to environmental problems are routinely far more expensive than preventive measure to avoid creating the problem in the first place…advances in technology just increase our ability to do things…with thousands of examples of unforeseen harmful side effects of new technological solutions"  (505).  Furthermore, the conversion times for adoption of major switches require several decades (e.g. fossil fuels to solar).
3. There's no real food problem, just a distribution problem:  First World citizens show no interest in eating less or subsidizing food for other people. GMOs are also unlikely to solve food problems.
4. Conditions are better for most people worldwide now than they ever were:
“80% of the world's population still lives in poverty, near or below the starvation level” (508). “Spending capital should not be misrepresented as making money. It makes no sense to be content with our present comfort when it is clear that we are currently on a non-sustainable course….On reflection, it’s no surprise that declines of socieites tend to follow swiftly on their peaks” (509)  “Our totally unsustainable consumption means that the First World could not continue for long on its present course, even if the Thrid World didn’t exist and weren’t trying to catch up to us" (513).
5. These problems are way off in the future:
“In fact, at current rates most or all of the dozen major sets of environmental problems…will become acute within the lifetime of young adults now alive….We pay for their education and food and clothes…all with the goal of helping them to enjoy good lives 50 years from now. It makes no sense for us to do these things for our individual children, while simultaneousy doing things undermining the world in which our children will be living 50 years from now” (513).

Things Could Get Worse or Better

There's a strong link between environmental and political problems: “When people are desperate, undernourished, and without hope, they blame their governments, which they see as responsible for or unable to solve their problems. They try to emigrate at any cost….They start civil wars. They figure that they have nothing to lose, so they become terrorists, or they support or tolerate terrorism” (516). A big concern is, “…today’s larger population and more potent destructive technology, and today’s interconnectednesss posing the risk of a global rather than a local collapse" (521).

Yet, like Kolbert's book, after pages and pages of cannibalism and genocide, Diamond ends on a hopeful note: "we are not beset by insoluable problems" (521). “Courageous, successful, long-term planning also characterizes some governments and some political leaders, some of the time” (523). We've had a "reduction in some toxins, investments in public health, …changes in values...." But, he's still concerned with the “seeming political impossibility of inducing First World citizens to lower their impact on the world. But the alternative, of continuing our current impact, is more impossible….In the spirit [of Churchill], a lower-impact society is the most impossible scenario for our future – except for all other conceivable scenarios" (524).

Finally, we have an opportunity no past society enjoyed: “the opportunity to learn from the mistakes of distant peoples and past peoples” (525).  If only we will all take that opportunity.


What Can I Do About It?

If you want to make a difference, "plan to commit yourself to a consistent policy of actions over the duration of your life” (570).

Vote, and take time each month to let elected representative know your views on specific current environmental issues.

Reconsider what you buy, and draw public attention to the company’s policies and products. Praise companies whose policies you like.  Go to the trouble of learning which links in a business chain are most sensitive to public influence, and which links are in the strongetst position to influence other links. “Businesses that sell directly to the consumer, or whose brands are on sale to the consumer, are much more sensitive than businesses that sell only to other businesses and whose products reach the public without a label of origin” (571).  Don’t praise or blame logging or fishing industry, leave it instead to retail giants to influence the loggers (Home Depot, Whole Foods…).  Wal-Mart and other retailers “can virtually dictate agricultural practices to farmers.  Multiply your power by talking to other people who also vote and buy.

Invest time and effort in improving your own local environment.  Multiply your impact by making donations to organizations promoting policies of your choice (571-3).

Don't give up.