Archive forFebruary, 2012

Higher Education


Meryl’s Fight

“Meryl’s Fight”

1. (Tell me about your school growing up)

Up until 5th grade I went to Powells Lane school in Westbury, NY. Dr. Schmidt was the principal and he was a scary man.

2. (Did you ever get in trouble with Dr. Schmidt?)

I never got in trouble myself, but there were a lot of troublemakers in school who did get into trouble with the principal.

3. (Did you ever witness any fights in school, or were you ever involved in one?)

I tried not to be, but these big African American girls would push me every morning because they wanted my lunch.

4. Every day I was afraid to get off the bus when I got to school.

5. These big, tough girls would be waiting at the entrance to school and would get in my face and bully me.

6. They told me that if I didn’t give them my lunch they would beat my butt.

7. As the little white girl, I was terrified so I always gave them my lunch.

8. This went on for about 3 months and I never told anyone because I was too scared the girls would find out.

9. Finally I got so scared that I didn’t even want to go to school anymore.

10. I tried to make up excuses for my parents about why I didn’t want to go to school, but finally I had to tell them why.

11. When I told them about the bullies, they told me that I was being a pushover.

12. They told me I had to go to school and stand up to the girls.

13. The next day when I got off the bus, the same girls were there waiting to bully me for my lunch.

14. I was hoping they wouldn’t find me, but of course they did.

15. They told me to give them my lunch or they would beat my butt, but this time I said “Stop bullying me! I’m hungry and want to eat my lunch.”

16. I grabbed my lunch back from them.

17. One of the girls pushed me to the ground and the other one started kicking me.

18. I tried to get up and run away, but they pushed me down again and both kicked me this time.

19. Luckily there was a teacher outside who saw the whole thing.

20. He came and broke up the fight and took the two girls to Dr. Schmidt.

21. I’m not sure what Dr. Schmidt did to the girls, but it must have worked.

22. After that day, they never beat me up or asked for my lunch again.


The introduction is lines 1-3

The rising action is lines 4-14

The climax is lines 15-18

The falling action is lines 19-21

The conclusion is line 22

Comments (1)

Reliable Sources?

After looking at and reading articles on each of these websites, I have noticed that they are not reliable sources of news and information. While some of these websites seemed reliable by just briefly looking at them, others were more obvious about the invalidity of the information they share. For example, although the information about the octopus seemed slightly absurd, it was not until I read the article Literacy Debate: Online, R U Really Reading? that I knew this website was a spoof. The way the website and information is presented makes it seem as though this could be a valid source of information regarding the Pacific Northwest Tree Octopus. After knowing that the website was actually a spoof and reading the content of the website, it became more apparent that despite the way the website was presented, it was not a reliable source of information. Since this species is a made up one and the information is therefore invalid, this would not be a reliable source to use for conducting research.

The Onion, a website and newspaper that has both real and made-up articles on current events, also looks as though it could be a reliable source of news by the way it is presented. The articles are written on topics any reliable news source would be written on, but the twist is that the articles are satires on the news. While many of the articles are based on real current events, The Onion also features articles that have no truth behind them. Since these articles are mainly for the reader’s entertainment and not to relay information, this news source can not be relied on in order to conduct research. While some of the information and news in The Onion is real, the additional humor and satire to the various articles makes it more difficult rely on it as a reliable news source. One would not be able to tell that this source is not as reliable as it might look until he or she further reads the articles.

Lastly, by merely looking at the Weekly World News it is apparent that this is not a reliable source of news. The homepage has articles about aliens and mutants, making it obvious to the reader that the news from this source may not be completely true. Weekly World News is a newspaper ad website with articles on topics from celebrity gossip to politics that are written using exaggerated information and sometimes even unreliable facts. While some of the other websites appeared to be valid sources of news by just looking at them, this website does not appear this way because of both the appearance and the titles of many of the articles. Due to the exaggeration and even false information used, the Weekly World News is not a reliable source to be used when conduction research.

What I learned from looking at these three websites and then researching them is that one must be careful about the online sources he uses when looking for valid information. Many of these sources looked to be trustworthy, while they contained false information. The internet is a very helpful tool when it comes to research, but one must pay extra attention to the sources he is using because while they might seem reliable, it is possible that they are not.


Cliques at QC

Since I have been a student at Queens College, I have notice many cliques around the campus. Even though Queens is a very diverse community, many people find others who are similar to themselves and tend to all ‘stick together’. One of the main places I have noticed cliques on campus is in the cafeteria. People tend to sit at tables and eat with other students who are similar to themselves. For example, the picture I took is of a group of Jewish girls sitting at a table in the cafeteria. Although this is only one example of many cliques, they all form for similar reasons. People feel comfortable with others who are similar to themselves and like to be with others with whom they have a lot in common. For example, I have also seen cliques of Spanish speakers around campus, and this is because they share a common language and possibly even culture. Since they have so much in common, these people ensure that they have something to talk about and that there are others around them who are similar to themselves. Cliques don’t only form based on ethnicity or religion, but also form based on being in the same classes, being on the same sports team or having common interests. Sometimes it is easier to determine who is part of a certain clique depending on why the clique formed. For example, it would be easy to determine the members of a clique of Spanish speakers but would be more difficult to determine members of a clique of baseball players. While students do enjoy the diverse population at Queens College and interacting with students who are different from themselves, they still tend to gravitate towards others who are similar to themselves, ultimately forming cliques.

Comments (2)

High School Mission Statement

The Yeshiva University High Schools has as its educational mission to teach and perpetuate the values of Torah and secular studies.  We are thus dedicated to preparing our students for adulthood both as knowledgeable and committed Jews and as broadly educated, intellectually curious, and caring members of the general society.  The High Schools provides a challenging academic program in an atmosphere that encourages adherence to the traditional ideals and practices of Orthodox Judaism.  It is designed to motivate Torah living—striving to become ever more devoted to G-d, Torah learning, personal integrity and ethical behavior basic to Jewish life and participation in contemporary society.  Genuine concern for the welfare of others, observance of the Mitzvot, love of the Jewish people, and pride in our Jewish heritage and values should characterize the intellectual goals and the daily behavior of our students.  We expect each student to identify wholeheartedly with the destiny of our fellow Jews throughout the world, to exhibit loyalty to Eretz Yisrael, and recognize the modern State of Israel as the fulfillment of a religious Zionist vision and as the spiritual homeland of the Jewish people.  The creation of the State of Israel is one of the seminal events in Jewish history.  Recognizing the significance of the State and its national institutions, we seek to instill in our students an attachment to the State of Israel and its people as well as a sense of responsibility for their welfare. Moreover, students are expected to be loyal, law abiding citizens of the United States of America.  Our commitment to Torah U’Madda requires students to pursue all academic studies with the intent of becoming more understanding of the world and its mysteries, to work hard at personal academic achievement and to maximize intellectual potential.  It is our hope that each student will seek to enrich the high school experience by involvement in co-curricular activities both at school and through communal participation.  The programs, both academic and extracurricular, reflect the primacy of Torah, as well as the importance of secular studies, and strive to enable our students to gain acceptance to the best universities.

In my opinion, my high school was successful in reaching the goals of its mission statement. As a Jewish high school, the mission statement stressed the importance of Judaism and Torah and this was always an essential part of my high school experience and education. The mission statement also states the importance of a challenging education, and I believe that my high school education was challenging in many ways. The land of Israel, a very important part of Judaism and Jewish education, is stressed in the mission statement and was stressed as well throughout high school. In addition to the academics, extracurricular activities were a big part of high school for the students at my high school. Overall, my high school was successful in combining the secular world with Judaism, just as the mission statement says.      


Comments (1)

My Best Educational Moment

My best educational moment was when I was handed the paper to choose my classes for my junior year of high school. It was the end of tenth grade, and my principal called a meeting for the whole sophomore grade. We had all been waiting to choose our classes for the coming year and as soon the meeting was called, we knew what it was about. All my classmates, including myself, sat in our seats anxiously waiting to be able to fill out the schedules for the coming year. As I was sitting there I started to ask myself-why am I so excited about choosing classes? After all, it still is school. After thinking about this for a few minutes, I finally realized what was so exciting about this. It meant that from that point on, no one was handing me the paper with my classes on it, rather I was handing them the paper with the classes I wanted to take. Although there were still basic requirements every student had to fulfill, we were able to choose which APs we wanted to take, when we wanted to have our lunch break and which teachers we wanted and did not want to take.

This was my best educational moment because from that point on, I was given more freedom in my education than I had ever been given before. Up until eleventh grade, school was always about taking the same classes as all the other students in my grade because that was what the school required. Starting in eleventh grade, that changed. I was now able to choose to take, or not to take, classes offered by my school. To me this meant that I was able to begin pursuing my interests instead of focusing on subjects that did not interest me. For example, as a sophomore in high school all students were required to take chemistry. After a few weeks of being in the class I realized that chemistry was not something I enjoyed learning at all, but rather was required to be in the class. When I was handed the paper to choose my schedule for eleventh grade, I was able to choose not to take a higher level of chemistry but instead spend my time learning physics, a science that interested me much more. At that point I realized that the rest of my education, both in high school and college, would be this way. I would be able to select which classes to take and which classes not to take (to some extent), and this helped me begin to realize which subjects I would like to further study and which subjects I was not interested in further studying.

To a large extent, this changed the way I looked at my education. Although school was still something that was required, it became something I wanted to do more than ever before. I chose to take a physics class during my junior year of high school, and this was a class that I enjoyed going to while the year before I would have never felt the same way about chemistry. This set the stage for the further freedom and choice I was given in college regarding the classes I have chosen to take.

Comments (1)

200 Walk Out at Queens

In June of 1969, about 200 students and faculty walked out of the main commencement ceremony at Queens College as a way of protesting actions of the administration they did not agree with. They were protesting against the fact that the administration would not drop charges against some students and faculty members who had been arrested during an earlier protest. The protesters were also showing their disagreement with armed forces being recruited on campus and dissatisfaction with the administration for not reappointing an english teacher. The president of Queens College at the time, Joseph P. McMurray, had known the protest was going to occur and was in support of the students (and faculty members) standing up for what they believed in. As a result of the protest, Mr. McMurray announced a significant change that would be brought to Queens College. This change was that the faculty council that had been previously made up of only senior faculty members would now be open to junior faculty members as well as students. He hoped this change would end the need for future protests like the one that took place that day.

As a student at Queens College today, I notice differences in the college and it seems as though they are as a result of this protest and others around the same time. Mr. McMurray was successful in accomplishing his goal-allowing for more participation in creating the curriculum and in other aspects of college life. Today students as well as faculty members are involved in creating and planning different activities and events that are a big part of college life at Queens College. Protests like the one written about in this article enabled this significant change which ultimately helped Queens College become a more “democratic” place.


Comments (1)


I chose this video because it shows how students can voice their opinions and protest in a peaceful way without the police trying to stop or harm them.


Comments (2)

Spam prevention powered by Akismet

Skip to toolbar