looking up and down and turning around

i looked up today and for the first time noticed that atop a house in my neighborhood is a beautiful rooftop deck. this is significant because i have lived in my house for six and a half years and know my neighborhood well - or so i thought. but today, while walking back from the grocery store, i thought to look up at an intersection where apparently i had never looked up before. so i spent the rest of the walk home looking up and noticing other things (some of which shouldn't be seen by the random passer-by...) and looking only slightly like a lost tourist and made it safely home with only a brief slip-n-slide on a patch of ice that hadn't quite melted away. i looked up. this one act, this one shift of line of sight, opened up new information and the story of my neighborhood has been expanded.

as a kid i was told to look right, left, and right again before crossing the street. i was told to watch my back, look straight ahead, don't look down (which always made me look down). as a child, when i was much smaller than the rest of the people in my house, i was told to look up but after i could navigate through every day activities on my own, i guess i forgot to look up as often as i look left, right, back, front, and down.

as qualitative researchers, we are taught to interview, collect artifacts, be participant observers and prepare fieldnotes, conduct focus groups... what haven't we thought to do? what situations can we create or put ourselves in that might render new insights into the questions that keep us up at night (or is that me?)? after reading the wonderful growing up with television, by joellen fisherkeller, a couple of students in my tv & youth class wondered how significant three case studies could be in the vast landscape of research related to the role/impact of tv in the lives of youth. i used to answer that query by advocating the richness and texture that comes from deep inquiry into phenomena, made possible through the use of ethnography, case studies and the like. but now i find myself asking a question in response: (how) can we afford to keep asking the same questions and using the same instruments/methods/positionalities/roles...? especially when the stories that are out in the ether are in desperate need of rewriting.

hopefully this will all make more sense in 9.5 hours at which time i co-present the first of two papers this weekend. maybe it will be ok if i just look up and present with my back to the audience...

"wassup rockers" and other questions of youth portrayal(s) in 15 minutes or less

i have seen kids. i have seen bully. having done so, it's fair to say that i have a complicated relationship with larry clark's portrayals of youth. but it's a recent film of clark's - wassup rockers - that has me intrigued, not so much for the film itself - i haven't yet seen it, but it's at the top of my netflix queue - but for the reviews about the film from netflix users. specifically, the differences viewers see between this recent youth pic and the others that clark has become known for, are interesting to say the least. whether viewers liked the film or not, they all more or less agree that wassup has fewer and tamer sex scenes, lots of images of kids just "sitting around" or skateboarding, and that the dialogue is sometimes lacking and certainly unexpected. having not actually seen the movie yet, i can't comment on the accuracy of these comments. i did, however, find the reasoning for viewers' like or dislike of the film quite intriguing. that is, while several individuals noted the toned down presence of jarring portrayals of teenage sexuality in this clark film, they all did not agree on the number of stars (1 to 5) they gave the movie.

...all of which got me thinking about what portrayals of youth we find palatable... believable... appropriately scintillating or adequately exploitive. i'm not ascribing any of these labels onto this or any other specific film, but raising the question to portrayals of youth - and their identities, social and cultural practices, literacies, etc. - in general. i am particularly keen on these imaginings as i prepare to share data about a new research project for the first time this weekend. with audience comes responsibility, and sometimes the stories we tell - that we solicit, interpret, repackage and restory - can have a lasting affect, like the frozen images that deborah appleman cautions us against in her chapter full of critical self-reflection ("are you makin' me famous or makin' me a fool": responsibility and respect in representation). so what will be our mission this weekend, as we cloak ourselves in the language of methodology and literacy theory? how will we engage the lives and performances of our research participants as more than data examples? how do we resist the danger of frozen representations when we have 15 minutes to share two years of work? and convey relationships that evolved slowly, over time, across experiences? how do we share texts and at the same time convey the stories behind the texts? and is there a way or space available that is better suited to work that is grounded in the pursuit of youth-full stories, new knowledge, and textured representations than the 15 minute paper presentation/short film/photo essay/reality tv series...?

photo essay

Incarceration: American Style

an excerpt:
ILLINOIS—At Stateville Correctional Center, the buildings are based on Jeremy Bentham's 1787 design for the panopticon prison house. The round house is the last remaining panopticon cell house. It's used for segregating inmates from the general prison population and for holding inmates who are awaiting trial or transfer, 2002.

myspace s.o.s.

when i logged onto my myspace account yesterday, i was dismayed - nay, heartsick - that all the messages in my inbox from a fellow myspacer were GONE! this person's profile has been deleted, which meant that all of our myspace message correspondence is gone, as well. so i offer this as a warning to those who may be relying on that messaging function as a source of data or who want to keep a record of some kind: cut and paste into a more stable format!

and, assuming that everyone already knows all of this, b/c i am somewhat of a ms neophyte, i ask: help! does anyone know how to retrieve these lost messages? is it doable? and why, oh, why do i not heed the call to back up my work - in whatever format it may exist?

complicating multimodality | vital signs

this posting was saved as a draft back in early november, 2006. i revive it here as i sit with too many thoughts to sort out for a new post...
cheers to a productive and thoughtful '07.
...

last thursday a participant was waiting in the hallway while we wrapped our digital media class made a comment that i've had on my mind ever since. he was standing in the doorway, with headphones half in his ear and half not, wearing a baseball cap and bouncing and moving to the beat of whatever music he was listening to. addressing one of the young men working on a laptop in our class, he asked whether he (the laptop user) was "on camera," then laughed. i looked up, smiled, and he continued by saying that no one was going to get him on camera. then, looking in my direction, he asked me the name of the class. i told him. then he, with his hand occasionally tapping the top of the door frame said that he wouldn't ever have his picture taken. he didn't have any pictures of anybody, and no one has any of him. he concluded by saying that the only time he had ever gotten his picture taken was in jail.

...

i have started sleeping with an assortment of documentary technologies around me, including a digital voice recorder ready to record the odd 2 a.m. fieldnote, and, of course, my computer. recently, it occured to me that the constant fading in, fading out of the light on the screen release latch on my mac was almost like its heartbeat. as it faded/breathed in and out, it reminded me that it was merely sleeping. and that i shouldn't worry, b/c it wasn't shut down or (gasp!) dead as i had feared several weeks earlier when the beating of the light ceased to exist.
so, as i have come to seek comfort in the lightbeat of my laptop, i start to wonder about other vital signs. what are the indications we look for as we look for signs of life... progress... movement... decay...

streets and classrooms as insitutions

earlier this week, i had a conversation with a young man who is preparing to graduate from his current court-appointed placement. one glitch: he has to be signed up at another program before the current program will grant his release. thinking that such support would be beneficial, especially as he has declared his intentions to pursue his education (GED, and beyond), i asked him why the prospect of another program had upset him. he responded by saying that he had experienced some unfavorable run-ins with some of the program staff and that he had, effectively, "checked out" a few weeks ago. he was ready, he said, to just have time to be; "not another program!"

what he said next was what has stayed with me over the last several days. when asked what he meant by staff run-ins, this young man responded by saying that the same interaction would never take place in the streets, and that no one at the program would talk to him the way they did - referring to being asked to remove his hat, pay attention, etc. implicitly, he was referring to the ways that institutions cloak adults' interactions with children and youth. i know - i, too, have masked myself behind that cloak from time to time.

today, i read about an egregious example of that institutional cloak. in short, a four year old preschooler was accused of sexually harrassing his teacher. yes, a four year old.
read more here
see more here

blogging from aaa, 2006

a couple of indigenous media program sites i learned about today, while hanging out inside a san jose hotel instead of enjoying the warmish-cool weather:

Chiapas Media Project

Video nas Aldeias

fascinating projects, and really amazing documentaries.

the 'sokal affair'

how could i not have known about this? the “sokal affair,” as it is known (apparently), refers to an event that occurred in academic history right here in new york city, where mathematical physicist alan sokal (nyu) submitted and had published an article titled, “Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity” in the journal social text. at issue was the fact that sokal’s submission was a “hoax” – that is, he submitted an article purporting to link quantum mechanics with postmodernism, but the entire thing was apparently a prank on mr. sokal’s part. at the same time that his hoax was published in social text, sokal announced his prank in the pages of lingua franca.

below are three perspectives on the issue. i encourage readers to read each version of the “truth” and gather all “facts” necessary to make “claims” about this event.

a brief note before you do so, though: (as taken from the first piece below, and an important distinction that is often missing from critiques of social constructionism frameworks)

“First, Professor Sokal takes "socially constructed" to mean "not real," whereas for workers in the field "socially constructed" is a compliment paid to a fact or a procedure that has emerged from the welter of disciplinary competition into a real and productive life where it can be cited, invoked and perhaps challenged. It is no contradiction to say that something is socially constructed and also real.”

Professor Sokal’s Bad Joke
- written by an english professor at duke, who is also (at the time) executive director of duke university press that published social text

A Mathematician Reads Social Text
- written by a mathematician from southern Illinois university and focuses exclusively on the entire issue of social text in which the sokal hoax was published.

Idiot Savants?
- a discussion of the ‘sokal affair’ two years after the fact, written at the time of the american release of sokal’s co-authored book that brings into question the very existence and work of the likes of jacques lacan, bruno latour, jean baudrillard, and others…

...interesting...

1 second of funding

two separate editorials and articles were sent to me this week, both offering a commentary of sorts on the current administration.

one was an article in the l.a. times which told of a company called Ignite! Learning, headed by neil bush, brother of the current president. at the heart of this company's educational product line are (purple colored) COWs - Curriculum on Wheels.

the other an op-ed in the n.y. times which discussed the cost of the war in iraq in terms of how much is being spent per second and where the money isn't going.

i will reserve extensive commentary for a later date, and for now will say only this:
i know a few handfuls of people (yours truly, included) who are doing good work, asking different questions and thus yielding insights beyond staid, easily categorizable nuggets who would benefit greatly from a few seconds of funding. 1 second ($6300) or a generous 1 minute ($378,000) would certainly go a long way in supporting inquiry into the in-between spaces and unspoken moments where learning really lives.

there may be a sucker born every minute, but for the many minutes' equivalent of national war expeditures that's being chewed up by COWs, there certainly ought to be more to report than just increased test scores. band-aids, purple or otherwise, will eventually fall off, and the laceration will still be visible. too often, the cuts are located in the sites that similarly bovine programs prey on: districts with large numbers of "economically disadvantaged students." COWs wouldn't get out one moo if they were grazing in the lush pastures of well manicured lawns, yet they are routinely set out to pasture and feed amidst the concrete playgrounds of our cities.

with 1 second of funding, i could set up a basic, semi-portable, video editing studio like the one i've cobbled together now - thanks to generous departmental "leftovers" and even more generous department colleagues - where youth can learn to compose in a new digital environment. with two seconds of funding, i could increase the portability of this studio, add some documentary equipment, and hire these new filmmakers as co-researchers. with a whole minute of funding... well, to start, i could better support my fabulous research assistants! :)

1 hour = $22,680,000. with one hour of funding, even i could come up with a clever product to market in a hideously annoying color... a nice, metallic green SNAKE (Storytelling and Networking Across Known Experiences) should do nicely.

insomia: blessing or curse?

i first learned the word insomnia while reading a nancy drew mystery in 3rd or 4th grade. in-som-nia. i loved to say it. think it. and wish for it to happen to me. it seemed like a super power, and i would imagine all the ways that i would use an additional 8 or 10 hours of awake time that i felt cursed to be denied given my penchant to sleep anywhere, at any moment, for copious amounts of time.

all that changed recently, and my wish, in all its perversity, has been granted. i can't sleep. i, who slept through birthday party sleepovers, final exams, and many a horrendous-sounding alarm clock buzzer, find myself unable to get a decent night's sleep, awakened while i'm already asleep by the supremely irksome plink-plonk of raindrops made of lead clanging down on my window a/c unit, and - horror of horrors - having the worst time trying to fall asleep in the first place! the other wicked truth: i can't drink caffeine after 9.

true, this probably has some connection to my recent bout of in-som-nia, but it's a side effect of aging about which there is nothing graceful. even up until two and half years ago, knee... err, eye-deep in dissertation chapters and revisions and edits, i could consume a venti double latte and be sound asleep within the hour. (how) could so much change so soon? so quickly? and how, in our youth, are we so unaware - or, at the very least, unappreciative of how quickly the little things we hold dear about who we are can change, nay, vanish...?

ok, this is all a bit dramatic, but i haven't come to the worst part yet. yes, there's more...

now, i've always known that very, very late and very, very, early times of the day are my most productive times, creative times, churn-out-writing times. but on the journey to those precious few times, i have, in the recent past, whilst researching (ahem...) the latest trends and phenomena in the evolving, shifting landscape of television, fallen victim to the evil, wicked ploy of abc to get suckers like me hooked on their television programs simply by making episodes of several shows available via free stream, at any internet accessible location, at any time.

tonight's double feature: ugly betty. chock full of "that life isn't for us, betty" (betty, is a young woman of mexican background living in queens, ny, who gets schooled by her older sister, but who persists in the high fashion, manhattan world where she works), and "if i have to - do i? - i'll change to fit in because this (running a magazine, albeit maybe not a fashion mag akin to vogue) is my dream!", this show approaches the border of cliche, but is addictive because of america ferrera's portrayal of the title character. at the risk of sounding too much like a television review, i'll also add that alan dale is on the show. i did love his portrayal of caleb nichol on the o.c., during which he was always and delighfully icy-cool.

so there you have it: insomnia, betrayal of caffeine, online tv victim, and chocolate's revenge in the form of a facial blemish complete today's personal reflection on "adult-escence"...

google literacy and other google news...

google's in the literacy game: see the new google literacy site, "the literacy project," and the cnn article.

and check out the latest re:



so what does this all mean?

new report on youth and media

UNESCO releases study on innovative media use of youth

click here to read the report: Innovative Practices of Youth Participation in Media

inside voices

all around me, everywhere i go these days, people are exhibiting behaviors that are reminiscent of the lessons some of us learned about how to behave or perform ourselves in different contexts. though, truth be told, my immigrant upbringing didn't offer such options; i was told to "be good" no matter what the situation and was left to figure out which behaviors fell into that command, and which would earn me a stern talking-to from either of my parents, an acknowledgement of my transgression from an uncle or aunt, or, on the rare occasion, a look of disapproval from my grandmother. but i digress...

this afternoon, as i was listening to the soothing sounds of metallica's version of "whiskey in the jar" while climbing away on the elliptical machine at the gym, i was prompted to look up from my new yorker when a visual cacophony of gesturing became apparent in my peripheral vision. a young women, whose back faced me, was striding away on her arc trainer and she was approached by another woman whose face bore an earnest yet quizzical expression. i couldn't hear the exchange over james hetfield's dulcet tones crooning repetitions of "musha-rig-dum-a-do-rum-a-da" (or "musha ring dumma do damma da," depending on where you look), so i had to rely on their gestures and my interpretive abilities to make sense of the situation. it went a little something like this:

quizzical woman: motions to the arc trainer, smiles sheepishly, looks down, looks quickly back up, shrugs her shoulders, keeps smiling as she mouths something

strider: turns to face QW, keeps striding (or arc training - im still trying to figure out the new machines!), points to the machine that she is on, motions with her hand toward the doorway that leads to the upper levels, shrugs her shoulders

qw: nods, points in the direction of the doorway, shuffles her feet a bit, smiles and mouths a noticeable "thank you," walks toward the doorway

strider: returns her attention to the in style magazine opened in front of her and pauses on a layout featuring a variety of purses, continues to stride

at the end of this exchange, i found myself annoyed at the young woman who kept on striding. i read her like i read two other young women who i assumed to be freshman given their gym-wear and knowing-while-at-the-same-time-clueless attitudes. in this moment of (forced) observation, i found myself taking sides in the unfolding gym drama. but what if i had it all wrong? suppose the quizzical woman wasn't quizzical at all; instead, she was a nuisance who was trying the patience of a fellow gym patron. and perhaps the young woman in coordinated workout gear geniunely misread the time allotment sheet.

as i read elizabeth kolpert's commentary in the talk of the town section of this week's new yorker, i saw myself in her criticism of the bush administration's false optimism. she writes

"President Bush likes to portray himself as a man of unwavering optimism. ... Of all the many ingenious American things this President is optimistic about, technology is supposedly near the top of the list. ... [T]he technologies he supports are either those whihc were developed in the past - coal mining and oil drilling - or those which lie securely in the future: cars and buses that zip around on hydrogen."

she concludes the piece by noting:

"This is not the record of a technological optimist, of someone who believes in the 'ingenuity of the American people.' This is the record of a pessimist." (p.62) (see more here)

i was reading this commentary as i passively participated in the moment described above and as the moment passed and i resumed reading, i found myself wondering about the lines we draw between our theoretical frameworks and the way we write ourselves into the world. do i not have an optimistic perspective when seeking to understand how young people are making their way in the world - and interested in their innovations, and generally willing to give them the benefit of the doubt? so what was at play this afternoon? does my definition of youth or adolescent stop before college? not include students attending an elite private institution of higher education?

or maybe i just have a healthy skepticism of overly coordinated gym-goers. to whom this may apply, consider this fair warning for any and all theoretical framework transgressions i may commit heretofore...

knowing your audience

(image taken from No Child, a youth documentary noted below)

last night, while channel surfing, i saw an ad in which a young, african american man was talking to an african american woman who appeared to be his mother or caregiver. he was reassuring her by saying that he has his future under control, and she returned his confident look with a smile. at the end of the ad there appeared the url: www.boostup.org and a voiceover inviting the viewer to check out the website. then i saw it. small, but not too small, an icon, the unmistakeable star that signifies the us army.

upon visiting the site, a brief message about school appears on the screen as the flash site loads. statements that encourage the website visitor to stay in school by noting that staying school earns the respect of one's family; by providing provide statistics about high school dropouts' earning power; and suggesting the availability of choices that come from staying in school. the message of staying in school is reinforced when the site fully loads with the phrase, "Inside every one of us is a graduate" written in orange that sits to the right while images of black and brown male youth, up close tags, and high school hallways lined with lockers cycle through. below this rotating image gallery are three navigation options (several more navigation links at the top of the screen, as well), one of which invites the visitor to become a storyteller: "Tell us your story." other commercials, such as the one that just flashed on my tv screen, also feature minority youth either talking to adults to straight into the camera...

i'm reminded of a film that was featured in this year's Media That Matters film festival titled, "No Child" - a documentary that looks at the military's recruitment tactics. (choose film #16)

writing that does work in the world

"Girls, Social Class, and Literacy is a compelling and provocative look at the debilitating effects of classism on young girls, as well as a pragmatic and powerful examination of the transformative effects of sensitive, smart teaching on children whose lives and education are too often a reflection of their economic status. Stephanie Jones shares the insights of a five-year study that followed eight working-poor girls, offering you unusually sharp insight into what it’s like to be underprivileged in America. With critical literacy as her tool, Jones then helps you peel back your ideas of the poor—and of your own students—to see them, and your role in their lives, more clearly. Just as important, using reading and writing workshop as an instructional framework, she describes how to validate and honor all students’ realities while cultivating crucial critical literacy skills. You’ll find out why giving children the option to find and talk openly about disconnections with children’s literature (as well as connections) and to write on topics of their choosing (even difficult ones) can have a large, positive impact on students as they speak and write about their reality without shame or fear of judgment."


"Working in many genres and touching on many themes and issues, June Jordan was a powerful force in American literature. This biography reveals the woman, the writer, the speaker, the poet, the activist, the leader, and the educator in all her complexity. ... [Valerie] Kinloch offers a life and letters of this prolific writer, delving into both her biography and her contributions as a writer and activist. This approach unveils the power of language in Jordan's poems, essays, speeches, books--and ultimately in her own life--as she challenged political systems of injustice, racism, and sexism. Kinloch examines questions surrounding the pain of writing, the anger of oppression, and the struggle of African American women to assert their voices."

yet another interesting blog

just found this blog called Digital Video Guru, which appears to be about all things digital video-related. i was intrigued by one of their recents posts in which they ask: just who are you, and what do you want from us?

the entry begins:
Just who are you, anyway? Digital video is a burgeoning field involving many different professions, skills, outlets, etc. And it would help if we here at DVGuru got to know just who we are writing for, to help give us a stronger sense of direction. Are you an independent filmmaker? A camcorder hobbyist? A YouTube fanatic? An industry analyst? An editor? Cinematographer? Tech-head?

read more...

apples and trees

*
the saying goes, “the apple doesn’t fall far from the tree” – an idiom evoking an understanding between the user and interpreter of the phrase. visuals always help me, so i imagined the visual that emerges when one mentally illustrates this idiom. there is a tree, an apple tree presumably; the tree flowers, and then grows fruit – some hanging lower to the ground than others; apple trees bear fruit in the fall, some of which are picked by eager visitors to apple orchards with their intentions explicit and children in tow. i was such a visitor on several occasions, when my parents took me to an orchard near my childhood home. it was on one of these trips when, at the age of 6 or 7, i first learned the word “bushel” as we picked and purchased several bushels of apples… even if we assume that somewhere, where trees are not picked clean, the occasional apple falls…is buried by the earth…grows roots and sprouts a new tree, the apple and the subsequent tree, though not far in distance, may be quite far in similarity from the tree of origin given climate changes, precipitation oddities, disruptions in soil conditions, and a whole host of other external factors. in addition, these and other factors may impact the internal chemistry of the apple, the new tree and subsequent apple. physically, the tree may stand in the shadows of it’s seed bearer, but metaphorically it may be worlds apart.

at the end of a recent episode of “30 days,” in which morgan spurlock spent nearly a month in a minimum security jail, updates are given for some of the inmates who figure prominently in the episode. both men are remanded within weeks of their release. these updates could be seen to underscore the musings spurlock shares via his video diary about the need for rehabilitative programs and the indelible effects of punishment-oriented practices; or the data given could lead the viewer to a deepened conviction about arrests and incarceration. when the lives of court-involved youth are on the line – and, when corrections education programs stand as an intervening space of second chances and new educational and life possibilities– the idiom must be questioned, for so much of juvenile justice research and related policy is grounded in statistical probability regarding arrest and incarceration. patterns can be made to exist when questions remain stagnant and methodology staid. thus, a new challenge arises: how do we recognize the relationships between apples and trees, without constraining or overextending their reach; and how do we make room for crabapples and pluots?

*image taken from freakonomics cover

the internet is... a space of/for parodies

case in point: my cubicle.

enjoy (the video as well as the comments that follow)

alter-news

while following a link to a news story about the effects of gun violence on youth (see below), i was introduced to New America Media.

from their website: "New America Media is the country’s first and largest national collaboration of ethnic news organizations. ... NAM’s goal is to promote the editorial visibility and economic viability of this critical sector of American journalism as a way to build inclusive public discourse in our increasingly diverse, global society. NAM produces and aggregates editorial content from and for the ethnic media sector and develops pioneering marketing services on behalf of corporations, foundations, and non-profits who are targeting ethnic media and ethnic communities." for more, click here

the article mentioned above is titled "Got Shot: The Series" - a four part multimedia feature that looks at the effects of gun violence on bay area (san fran, ca) youth through commentary, analysis, and description in the form of words and documentary footage. in addition to featuring youth as central sources, the feature was produced by youth media producers. the feature - and i keep using that word b/c article doesn't quite capture it, and document feels reductive - is inspiring in both form and content; frustrating for what is being shared and how few may hear and see it.

check it out and pass it on.

happy new year!

in addition to the uncanny ability of youtubers to make available most of what i seek audiovisually these days, another one of my favorite things is the start of a new academic year. perhaps being a virgo with an early september birthday triggered some kind of defense mechanism or survival tactic in me wherein i turned an inherent grossity - my birthday signaled the start of a new school year - into something positive: i was the kid who brought in popsicles and ice cream cakes to school in recognition of birthday and thereby extending summer ever so slightly, while others usually stuck with more traditional baked birthday treats. whatever the reason, i absolutely love the sights, sounds, and smells of a new school year.

more recently, this time of year - of not quite autumn and no longer summer vacation - has taken on new meanings, particularly with the start of new jobs and with them new identities and responsibilities... for the past fourteen septembers, i have been on a university campus and this year, like many before, a sidewalk poster sale outside of the campus book store from where i am writing this post that continues it's yearly tradition of making available a range of multimodal artifacts that incoming freshman - and some late-blooming upper classmen - can use to decorate, make statements, establish friendships and make like home their new surroundings.

six young men huddle around one display to determine exactly which humorous beer poster to hang in their living room; three young women, each clutching a poster bearing a different feminist saying, roll their eyes as they pass their male counterparts deep in beer thought; three other young women contemplate finances to decide who will purchase the wall tapestry and who will buy the movie posters they have settled on; and at least two-thirds of the hundred or so undergraduate students gathered along the 50 feet of posters and various other trinketry make themselves known via tee shirts with words emblazoned across their chests such as "cute and unattached" "cuz i like it that way" "yugo" "tommy hilfiger" "class of 2010" and on and on.

and there are packs everywhere - the traditional freshman pack of no less than 7, and often 10, new students clustered together as they move from book store to coffee shop and back to book store to attend the new student orientation ice cream social. a band has been hired, food and drink is provided, and the university is doing what it can to make these new students and their families feel welcome. the year is full of promise - academic, social, and otherwise.

i'm not one to make new year's resolutions - unless made to do so for a writing assignment in 4th and 5th grade - but i do make new school year resolutions. the promise and energy is contagious, and as much as i enjoy the restorative potential of summers, the new school years offers a chance for reinvention and new ventures. i'm still working on this year's resolutions, but i know any list i concoct will most definitely include finally sending out that article i've been tinkering away at for twenty-two months and finding a decent indian restaurant in new york city (to be fair, i've only eaten at one in the past two years - l'il help??)...

happy new year!