Showing posts with label Penn State. Show all posts
Showing posts with label Penn State. Show all posts

Saturday, February 4, 2012

Discourage Silent Enablers, Speak up

Published in the Centre Daily Times, Dec 17, 2011
I spoke up a lot in my childhood. I was lucky to have parents who encouraged discussion, debate and questioning the status quo. They did not consider speaking up as a sign of disrespect, and we discussed everything from politics to traditions and hypocrisy to neighborhood issues.
But as an adult, I speak out less. I tell myself that this is a sign of maturity, of understanding that life is not black and white and of making choices of which battles to fight.
But often my silence reflects an unwillingness to expend the tremendous energy required to address conflicts and the other consequences of speaking up.
Proverbs regarding how and when to speak exist in all cultures. “Children speak only when spoken to” and “Empty vessels make the most noise,” send clear messages. Advice columns tell us how to network and advance careers and emphasize being a team player and getting along with others.
But what if the others are engaged in wrongdoing?
The enabling silence of witnesses to Jerry Sandusky’s alleged sexual abuse of children tells us that not speaking out is the immature option.
I am intrigued by the fact that two adults, one a janitor and the other a graduate assistant, did not call 911 upon witnessing a child being assaulted.
The graduate assistant told Joe Paterno, who at least reported the hearsay to his athletic director. But the janitor told his supervisor, who only informed him who he should report it to. The janitor never reported it and his supervisor took no further action.
Is this silence and inaction of ordinary folk, in the face of such horrendous crimes, surprising? Is it the only reaction we can expect from people who are less powerful than Paterno?
I have been consumed by these questions in the past month.
There is lesser outrage about the silence of these ordinary folk like janitors, supervisors and graduate assistants.
Is it because we collectively understand their silence, the limitations of their powers and the consequences of upsetting the hierarchy in our families, workplaces and institutions?
After all, in the real world, bosses have power over employees, teachers and coaches over students, parents over children, the rich over the poor, and so on. In the ABC show “What Would You Do?” John Quinones sets up ethical dilemmas and films people’s reactions to disturbing situations on camera. Interestingly, not every person speaks up or gets involved.
Do the instincts of self-preservation and fear of the unknown prompt them to mind their own business and stay silent?
However, silence speaks volumes — silence is acceptance and there are some things that are just not acceptable.
Ordinary folk must speak up. How can we encourage more of us to have the moral courage to do this?
Decreasing the negative consequences for speaking up would help us get lots of practice in standing up to wrongs — as children and as adults.
This is easier said than done, but we could try some small steps.
Have teachers give badges of honor to 5-year-olds who tattle. Tattletales do need courage and serve us better than silent enablers.
Commend those who are not team players because team players are useless when the team is doing wrong.
Encourage new hires and old hands who have contrary ideas to create invaluable change agents and whistleblowers.
Appreciate the person who sends a frank email, which appears rude, but contains kernels of truth. They will then continue to speak up.
Encourage the candid comments of children rather than silencing them with adverse consequences and lessons in politeness. Give them practice in speaking up.
These steps go against lessons of networking and of being tactful and diplomatic to “win friends and influence people.”
But they give us encouragement to speak up forcefully and effectively when the situation calls for it.
And this can help create an environment where we, the ordinary people, will readily perform acts of moral courage, like speaking up and dialing 911, even when it is only a stranger who is in trouble.

Read more here: http://www.centredaily.com/2011/12/17/3023089/discourage-silent-enablers-speak.html#storylink=cpy

Saturday, May 16, 2009

Penn State Football - a Fan?

Posted originally on the Common Threads Blog,
Centre Daily Times, Sept 5, 2007


It is football season in State College…again…and I find myself the rare species, the “non football” fan in Centre County – even after twenty years of living here.

I remember walking downtown as a graduate student, and wondering aloud to a friend, “Who is this person – why is his cutout and picture everywhere?”

“Shh!” replied my friend, “don’t ask that in State College… that is Joe Paterno – Joe Pa, you do not want to be so ignorant around here.”

“But who is Joe Paterno?,” I whispered back…

I am a little wiser since then – and have even attended a football game, where the half time show captivated me more than the game.

My husband is interested in the game, and sometimes gets my daughter’s company to watch a Penn State game on TV.

Thankfully, my husband stopped going to the games after experiencing four or five of them at the stadium, because the long time commitment was incompatible with his other obligations of teaching, research and life.

My family has periodically tried to get me interested. I sometimes watch the replay on TV, when I am told that something great has just happened, and still am not converted to becoming a fan.

A good thing perhaps, considering the number of hours in my life that have been saved, by my lack of interest in football.

But I do understand the power of the game in this town, and the lives it supports, and modifies - of businesses, of football lovers, who plan their weekends around it – tailgating, attending the game, watching it, hosting visitors, traveling, analyzing the game and so on..

I also understand the visibility it brings to Penn State, and the resources it attracts to the university.

I also understand how memories are built around football, and entire lives are remembered and played out in the context of these games.

I realize too how the games will bring people together this weekend - in their support of Penn State versus Notre Dame - people who otherwise may have nothing in common.

And I have also come to appreciate the quietness in town when the football fans are busy watching football – the perfect time for all of us non football fans to enjoy the quiet.

But then, perhaps that does make me a “fan” of football after all…

Wednesday, May 13, 2009

Father's Day Wishes

Originally Posted in Common Threads Blog,
Centre Daily Times, June 13, 2007


During the first 21 years of my life that I lived in India, I celebrated Teachers' Day in September and Children’s Day in November. After coming here, I became familiar with the many different days designated to honor fathers, mothers, grandparents, spouses/significant others and other groups of people.

Initially I considered these days just a ploy to increase business and sales – but later, I began to value the specific days set aside to celebrate the special people in our life, especially in a non materialistic way.

Fathers for example. For many of us, they were among the first people to make us feel that we matter. Perhaps by soothing us when we cried, carrying us around, rocking us to sleep, changing diapers and doing so much more.

And among the many fathers who never got around to doing these specific tasks, there are still those who have our interests at heart. Who by their daily efforts, have tried to keep us clothed, fed and sheltered - fostered our education, and nurtured our talents. Some providing us basic necessities, and others showering us with luxuries.

Some of us do not have fathers in our lives, but we hopefully have father figures who have made us feel that we matter and that we are not alone.

On Father’s Day, we honor all of them for creating our personal stories and memories, our sense of self and security. For showing up each time and making a difference. Leaving us thankful that our life, with its countless inane details still matters deeply to them.

In my home, my daughter is getting ready to honor two people this Father’s Day - her father and her grandfather, who is visiting from India.

As she is looking for ways to do that, I think about how each of us is just “somebody’s child.” Perhaps with a mother, father and a family that cares about us.

Perhaps with a family that we care about. Wouldn’t thinking of each other as somebody’s child help us find the common thread that humanizes us all?

Perhaps it could end conflicts, and help us at least wish each other well…

On this Father’s Day, I hope that all of us, this collection of somebody’s children, get to enjoy peace and contentment, and to create some happy new memories for ourselves and others.

Monday, May 11, 2009

Mix-it-up and More

Originally Posted in Common Threads Blog,
Centre Daily Times, May 23, 2007


Another school year is coming to an end. Kids are counting down to summer vacation.

Parents and teachers are probably thinking ahead to the summer too, while they evaluate the year that went by. Figuring out what worked, what to change, and what to do better next year.

Our kids grow both academically and socially at school. Since they spend a large fraction of their waking hours at school, it is a great place to teach them tolerance for people that are different from them in some way - to teach them empathy, and to fight hate.

A tool to help teachers and parents in this goal is the website, www.tolerance.org - the online tool of the Southern Poverty Law Center.

The site offers ideas to teachers to make their classrooms better, to parents to engage in discussions with and partner with their kids, and to kids to empower themselves and change the world.

Park Forest Middle School implemented an idea from this website last year – they participated in the National Mix-it-Up Day program on November 17. According to the school website, the day was observed “to break down cliques and social barriers. In national surveys, 70% of students named the cafeteria as the school setting where social boundaries are most clearly drawn, so all of the students sat (on that day) at tables corresponding to numbers placed on their hands instead of their usual lunch spots.”

What a wonderful idea – I wonder what the students learnt, and also if they reverted back to their old spots the next day? Many of us adults could benefit from some “Mix–it–up” sessions ourselves – we are too often found only in our comfort zones. And stepping outside of them, and getting to know some new “others,” may reveal a few connecting common points.

The website is worth visiting as we plan for the summer and the next school year - it is a source of information and ideas. Teachers can also get grants for implementing ideas to promote tolerance for all. And of course, the more of us that are empowered

Heritage Day 2007

Originally Posted in the Common Threads Blog,
Centre Daily Times, May 18, 2009


Yesterday, I was busy with “Heritage Day” at my daughter’s elementary school.

Parents came in and shared music, books, dresses, toys, instruments and ways of living from around the world. I remember tables devoted to Switzerland, Italy, Israel, Ecuador, Serbia, Australia, Korea, Scotland and India; and to the heritage of dairy farming in Pennsylvania, and to world heritage through stamps.

The table that I had set up with another parent, focused on the cultural heritage of India.

We vary what we do each year – this year, we had a display of dolls representing the many dances of India, and another display devoted to the numerous languages of India.

Most people speak several of the 18 official languages with distinct scripts - Hindi and English serve as common languages. We gave out bookmarks, with the children’s names written in an Indian language. The bookmarks also had an Indian motif, made with blocks used for printing textiles.

At our table, we also had homemade crispy noodles called “sev” that the other parent had made, and a fennel candy. Kids who were familiar with the food from a previous year, headed straight for it. “I have had these before - could we have a refill – can we take two – oh, I love these - ” were exclamations we heard often, and which made all the work worth it.

As the kids walked away to other adventures – to trying the Swiss candy or the Korean drum - I reflected on the power of the memories we were engaged in creating - the possibility of interacting across cultures in a respectful manner, the power of enjoying the beauty in all our lives. And so I am thankful for all the parents and teachers who ignored their “to-do” lists that morning to create this beautiful world at Corl Street.

As a parent, I participate in creating this learning experience for the kids, but end up learning more – from a shared story or moment, with a child, teacher or another parent.

And every year, I get more than I give - old memories are recalled, new ones created, and I end up transformed by the power of creating and sharing these beautiful memories.

Figuring out the individuals in the SCASD School Board Primaries

Originally Posted on the Common Threads Blog,
Centre Daily Times, May 1, 2009


Several days ago, one of the candidates running for the SCASD school board knocked at my door. He introduced himself, and asked me if I had already made up my mind. Since I had a lot of questions and it was a cold night, my husband and I asked him to come in.

He was gracious enough to spend a lot of time talking with us. We got some idea of why he was running, his general philosophy of education and what he favored instead of the current high school construction plan. He favored two schools, had an idea of where the second school could be located, but said he would be responsive to community input on all options. He also said he would use technology to offset the costs of building a second school.

One example he gave us - for advanced courses with smaller enrollments and “motivated” students, teachers could physically teach a course at one school, which would be telecast to the second school. However, he did not elaborate on how we would choose which school would have the teachers, and which the technology – or how this option would impact the learning of these “motivated” students.

When he mentioned that taxes would be going up 9 percent if the current board continued, I told him that I had understood it differently. That 9 percent was only the figure for the maximum amount that taxes could be raised to – not the amount that taxes were definitely going to be raised to. His clarification that this was indeed true, gave me confidence in my assessment of the situation.

As we said good night, we appreciated the face time with him, giving us a better idea of him as a potential school board member – and a better basis on how to vote. To some extent, the recent coverage about the Centre County League of Women Voters Candidates Night held on April 25, 2007, in the CDT, provided us this face time with other candidates too. I was happy to see that the candidates’ positions on issues other than the High School renovation were reported on. About 60 people attended the event, and many more saw it on TV.

For those of us who missed it, the event will be telecast again on Channel 7 (CGTV) on May 2 at 10 am, May 3 at 9 pm, May 5 at 1 pm, May 8 at 12 am and May 10 at 2 pm. Further, candidate interviews can be viewed on Channel 98 (CETV) on May 2 at 6 pm, May 3 at 6 pm and May 6 at 8 pm, May 10 at 4 pm and May 12 at 5:30 pm. For more information on these events in the following weeks, you could go to http://centreconnect.org/index.html, and check the weekly schedule of CETV (Channel 98) and CGTV (Channel 7) or call 238-5031, if you wanted a copy of the programs.

We each need to use these opportunities to tune in to the individual candidates and go beyond the simplistic reduction of “Go” versus “Stop/Change,” which does not tell us the diversity of thought, experience and philosophical stances of the individual candidates, in the broader arena of our children’s education, funded by our tax dollars.

Understanding these philosophies is crucial since the board, once elected, may not be able to get our opinions on each and every issue they act on, on each and every program they consider adding or removing. Evaluating the individuals, rather than the groups, and figuring out who fits our individual philosophies may also help heal our divisions.

Sunday, May 10, 2009

Teaching Foreign Languages and More...in School

Originally posted in Common Threads Blog,
Centre Daily Times, April 5, 2007


The State College School district is seeking our input on “opportunities and challenges in preparing students for their futures,” as part of their 2007–2013 strategic planning process. I gave my input by filling out their online survey “Strategic Response Survey Form,” at www.scasd.org.

As I did so, I kept in mind the National Governors Association meeting held in February, 2007, which called for “a national commitment to changing our education to meet the challenges of globalization and international competition.”They suggested that we change our current mindset, overhaul our education system nationally and focus on teaching math, science, technology, engineering and foreign language proficiency.

My recommendations - please start teaching a foreign language in elementary school, strengthen the math and science curriculum, foster global understanding, teach students to rebuild local communities – it would be a wasted opportunity if we do not attend to these.

Learning language as a child is relatively easy. I grew up in India, where children are routinely exposed to multiple languages as a matter of course, especially in bigger cities. In Mumbai (Bombay), I spoke Malayalam at home, since my parents came from the southern state of Kerala. My parents spoke Tamil or Malayalam with a few neighbors, and Hindi (the national language) or Marathi (the state language) with the other neighbors who also spoke Kannada, Konkani, or other languages, depending on the state they originally came from.

Growing up in this environment, I quickly learnt Malayalam, Tamil and Hindi from home and neighbors, and English at school starting at age 3. Kids who did not go to English Medium schools start learning English around age 7.

Schools in India also teach Hindi, the national language around age 8, and the regional language of the state (in my case Marathi) at age 9 or 10. Many people who grow up in Mumbai, end up speaking 4 to 5 different languages. Some of us were also lucky to learn other foreign languages like French or German in high school, if our schools offered that option.

If SCASD introduces a foreign language in elementary school, it would be joining a local charter school, Young Scholars of Central PA, and a host of other countries that do so already.

On March 12, 2007 the United Kingdom announced that all school children will start learning a modern foreign language at age 7, from 2010.

The March 29, 2007 edition of the Christian Science Monitor reports the ages when children in some parts of Europe start learning a second language: France: 5; Austria, Belgium, and Sweden: 6; Italy: between 6 and 7; Germany: 6 and 8; Spain, Greece, Bulgaria, and the Netherlands: 8; Denmark: 9; Finland: 10, while in the US, many kids start learning foreign languages at age 13.

Of course, learning a foreign language is only one step towards preparing students for the global economy, we also need to build empathy and understanding of other cultures.

Add to that a study of ethical behavior and respect towards our fellow human beings and the planet – both locally and globally - helping us perhaps figure out how to stay self sufficient locally in a global environment.

Add to this a strong focus on science and math, and a healthy respect for achievement in these areas.

From these, will come the answers to meeting the challenges of increasing energy demand, global warming, increased materialism and - may even help us find a way to end strife in the world.

For those who want to contribute your thoughts to SCASD, please go to “Strategic Response Survey Form,” at www.scasd.org.

Saturday, May 9, 2009

Lost in Translation ?

Posted originally in the Common Threads Blog,
Centre Daily Times on Feb 6, 2007

Two recent articles in the CDT – about moves from NY city to State College, and from State College to Omaha, Nebraska – had me thinking about our commonality of experience – of leaving familiar territory, and having to make a strange place familiar. Most students at Penn State can definitely relate to this.

Now imagine making this kind of transition with one more caveat – moving not from another state in the US, but from another country.

3237 students out of the 41795 students at Penn State (or 7.7%) made this journey, from a mind boggling 129 countries, in 2004-05, the latest year for which I could find detailed statistics.

The 661 students from China, 607 from Korea, 588 from India, 226 from Taiwan, 143 from Turkey, 94 Canada, 82 from Japan, 65 from UK, 62 from Malaysia, 61 from Thailand and the remaining 26% from 119 other countries make many transitions in the journey of trying to be at home in State College.

These transitions include finding the doctor, dentist, and hair stylist, making friends, adjusting to new ways of living, weather patterns, food and so much more - but perhaps the most difficult transition they make is that of becoming a “foreign” or “international” student from the “regular” and perhaps “smart” student that they were used to being.

And the fact that sometimes the adjective “foreign” supersedes all other adjectives that could describe the individual that they are, in the interactions with some people in their new home.