Thursday, June 7, 2007
Tuesday, May 29, 2007
Response: In Market, Hopes for Health and Urban Renewal
I really enjoyed the feature that Virginie posted. It was an easy read and it flowed really well. Recently, I have been considering where I will be buying better produce and foods when I return to Chicago for the summer. In larger cities, and especially in their lower-income neighborhoods, it is hard to find a good source of healthy groceries. It was uplifting to read this piece. The beginning was an informative article of this new Philadelphia business, but it also became a good description of the recent movement for healthier lifestyles. I'm glad it involved the issues of the economies of local neighborhood in urban areas. I would say the piece presented the supermarket as a piece of a bigger picture: you don't have to be rich to eat healthy, organics, and local foods.
Wednesday, May 23, 2007
First draft of the final feature
There is no title yet and it's a little short. I need a lot more reporting. I focused on making the draft a solid representation of the Sustainability LLHU's aims and motives. I left some room to go back and add more. It was tricky writing this feature because I can't work with scenes of the house itself, since it doesn't exist yet. I hope to work around that drawback. I feel that there is A LOT of work to be done with this one.
***
Nestled in a grove, The Sustainability Living Learning Housing Unit will be located behind Trowbridge and DeWaters next year. Raspberry bushes will grow along the side and vegetables will be planted in the back where a clothesline is strung. It will be a returning LLHU led by sophomores, whose mission statement is to “provide a model of sustainable living for the K campus.” The house next year plans on being the meeting grounds for the current environmentally engaged organizations of Kalamazoo College. Throughout the 2008 school year, the residents intend on hosting gatherings for leaders of different groups to reconvene and collaborate on campus-wide events.
After a work-intensive application process, the students were relieved to find out they had made the cut. Two weeks ago, six of the seven members crammed into an office of Student Development and gave the house’s proposition to Jeremy Suttles and Dana Jansma. The air conditioning was on but sweat still collected on the students’ foreheads. A topic that usually arises in conversations over dinner at the cafeteria, sustainability was then a feat within reach displayed on a PowerPoint. Air from a silent exhale filled the room after the presentation was over. Jeremy and Dana had only one question, “Do you think that some of your programs for next year will be a little too hard? We don’t want to see you guys over-worked.”
It’s true. Each of the house members expect next year’s house to put up a wall of obstacles. The residents have committed to lifestyles in which they hope to, “Reject the environmental and cultural exploitation that perpetuates the abuses against the earth and its peoples.” Sounds crazy to some, but some measures of their house guide includes: purchasing organic, especially locally grown food, shopping at second-hand stores, or collecting rain water to water their house plants. The house members are even willing to cut their own grass in order to reduce the energy consumption and carbon dioxide emission of current hardware.
The sun was setting when the house liaison, Amanda Lawrence, shared her biggest fears for next year. “Thinking consciously about everything I do, all day long. Critically examining my actions,” she explains, “and living without the convenience of most pre-made foods. The exciting part is we are trying to bring together all these groups and focusing on things that directly affect our lives.”
Amanda is a pro when it comes to making miniature bouquets made of grass and Lily of the Valleys. She made three within the thirty minutes of her interview. Focused on her fine motor skills as she loops blades of grass, she continues her thoughts, “Our current lifestyles almost seem impossible to change. Working together will make this project easier for those involved. It is important that we allow others to follow our progress. We need to give a good example of sustainable living, an attainable lifestyle.”
Currently, the house is working with the campus’s faculty management to begin the preparations of making a house sustainable. They requested that the campus would assist all of the LLHUs with this task. During the summer, faculty management will install water-saving devices, efficient light fixtures and/or compact fluorescent replacement bulbs wherever practical with a concentration on the sustainability house itself. The house is gaining support from more than just Faculty Management. Their list of resources with books, movies, tools, and ideas grows, as fellow students and faculty members pitch in their ideas.
The house will have open doors to all. The residents are pleased to invite the campus community in and showcase their sustainable house. To them, “This will be the opportunity to help fellow students realize their potential in regard to minimizing their impact on the Earth as we share our results and development.” The house plans on having a website with a link to their blog. Each resident will update the community with their progress, and even struggles. The blogs and perhaps a film, will share their experience with people off-campus as well. Other houses in the Kalamazoo community, including the Meristem House and the Potter House, are working towards sustainable living.
By the end of this week, Amanda and another house member, Benjamin Cooper, will have worked with EnvOrg and an upcoming SIP to propose a more sustainable and environmentally aware campus to the college president. Next year, the residents hope that the returning Sustainability LLHU will accompany an entirely collaborative environmental movement.
***
Nestled in a grove, The Sustainability Living Learning Housing Unit will be located behind Trowbridge and DeWaters next year. Raspberry bushes will grow along the side and vegetables will be planted in the back where a clothesline is strung. It will be a returning LLHU led by sophomores, whose mission statement is to “provide a model of sustainable living for the K campus.” The house next year plans on being the meeting grounds for the current environmentally engaged organizations of Kalamazoo College. Throughout the 2008 school year, the residents intend on hosting gatherings for leaders of different groups to reconvene and collaborate on campus-wide events.
After a work-intensive application process, the students were relieved to find out they had made the cut. Two weeks ago, six of the seven members crammed into an office of Student Development and gave the house’s proposition to Jeremy Suttles and Dana Jansma. The air conditioning was on but sweat still collected on the students’ foreheads. A topic that usually arises in conversations over dinner at the cafeteria, sustainability was then a feat within reach displayed on a PowerPoint. Air from a silent exhale filled the room after the presentation was over. Jeremy and Dana had only one question, “Do you think that some of your programs for next year will be a little too hard? We don’t want to see you guys over-worked.”
It’s true. Each of the house members expect next year’s house to put up a wall of obstacles. The residents have committed to lifestyles in which they hope to, “Reject the environmental and cultural exploitation that perpetuates the abuses against the earth and its peoples.” Sounds crazy to some, but some measures of their house guide includes: purchasing organic, especially locally grown food, shopping at second-hand stores, or collecting rain water to water their house plants. The house members are even willing to cut their own grass in order to reduce the energy consumption and carbon dioxide emission of current hardware.
The sun was setting when the house liaison, Amanda Lawrence, shared her biggest fears for next year. “Thinking consciously about everything I do, all day long. Critically examining my actions,” she explains, “and living without the convenience of most pre-made foods. The exciting part is we are trying to bring together all these groups and focusing on things that directly affect our lives.”
Amanda is a pro when it comes to making miniature bouquets made of grass and Lily of the Valleys. She made three within the thirty minutes of her interview. Focused on her fine motor skills as she loops blades of grass, she continues her thoughts, “Our current lifestyles almost seem impossible to change. Working together will make this project easier for those involved. It is important that we allow others to follow our progress. We need to give a good example of sustainable living, an attainable lifestyle.”
Currently, the house is working with the campus’s faculty management to begin the preparations of making a house sustainable. They requested that the campus would assist all of the LLHUs with this task. During the summer, faculty management will install water-saving devices, efficient light fixtures and/or compact fluorescent replacement bulbs wherever practical with a concentration on the sustainability house itself. The house is gaining support from more than just Faculty Management. Their list of resources with books, movies, tools, and ideas grows, as fellow students and faculty members pitch in their ideas.
The house will have open doors to all. The residents are pleased to invite the campus community in and showcase their sustainable house. To them, “This will be the opportunity to help fellow students realize their potential in regard to minimizing their impact on the Earth as we share our results and development.” The house plans on having a website with a link to their blog. Each resident will update the community with their progress, and even struggles. The blogs and perhaps a film, will share their experience with people off-campus as well. Other houses in the Kalamazoo community, including the Meristem House and the Potter House, are working towards sustainable living.
By the end of this week, Amanda and another house member, Benjamin Cooper, will have worked with EnvOrg and an upcoming SIP to propose a more sustainable and environmentally aware campus to the college president. Next year, the residents hope that the returning Sustainability LLHU will accompany an entirely collaborative environmental movement.
Thursday, May 17, 2007
“Art Techniques and Life Skills”
Upside-down umbrellas hang from the ceiling in a room adorned with the cheerful colors of children’s artwork. The art room of the Woodward School for Technology and Research is calm as morning sunlight pours in. The first class begins in ten minutes. Mrs. Mair will probably arrive with her third grade class in five. It is 11:30 and preparations still need to be made. The third graders will be crafting Mother’s Day cards with scraps of wall paper samples. The paper-cutter squeaks as Elmer’s glue and safety scissors are distributed to the tables. Class is only forty five minutes long. The teacher, Mr. Patrick, preps the tables with tools before the children arrive. Much of class time will be spent disciplining or gathering everyone to stop and clean up. Every minute matters and it is important to spend as much time as possible creating the cards.
Right away, two boys have earned a time-out for sprinting into the classroom. The class settles on the carpet facing the Smart Board and Mr. Patrick makes a path to the front of the room. After earning the class’s attention, he discusses the project and gives a brief demonstration. He holds up the card, an example of wallpaper flowers in a construction paper vase for the entire class to see.
A third grader, Lauren, squeals, “Preeetty.”
A gaggle of girls sit and gaze. The kids disperse from the carpet and return to their seats anxious to begin cutting stuff. Most begin working, grabbing construction paper from the green trays that had been laid out. Others who don’t begin their work chat with neighbors or float across the classroom. This happens in almost every class. Very seldom is the entire class completely engaged with the project.
At the end of class, the drying rack is overflowing with their masterpieces. One piece of art finds its way into the trash. A discouraged and frustrated student throws his work into the garbage can on which “Safe, Responsible and Respectful” is painted in vibrant colors. These terms are used frequently to conduct a productive day in the art room.
“No artwork should be thrown out!” Mr. Patrick shouts.
Many succeed, presenting their cards before they leave the room. A couple of students fall through the cracks. Not every student arrived this morning ready to do art. Time in the art room is treated very seriously, nonetheless. Here they learn new techniques using different media, all the elements and principles, as well as art history. Starting in kindergarten, the kids become exposed to the works of Vincent Van Gogh and Claude Monet.
The next class enters after a thirty minute break. In this group, those with the worst behavior can be the most charming characters. Bryston and Mikey are two, who frequently earn time outs, usually for threatening other students. Yet, last winter they volunteered to request hot water in the art room and wrote letters to Mrs. Yankee, the principal. Bryston’s letter proposed a compromise, “You could have two sinks. One sink with hot water and one sink with cold water. The older kids can use the hot water.”
Hiding a miniature image of artwork in the corners and on the walls is a recent attempt to make the beginning of class run more smoothly. The first student to notice the small image is rewarded with a star ticket. When they spot it, they raise a quiet hand and hope to be called on. Today the students find their way to their seats faster, concentrating on locating the image of an Ansel Adams photograph. Less time is spent quieting down an antsy classroom, meaning more time for making art.
Then, they gather at the carpet to sit like “criss-cross, apple sauce”. Mr. Patrick begins the discussion in front of the children sitting with their legs crossed, “My turn, your turn. Ansel Adams.”
“Ansel Adams,” the first grade class responds.
The sound of twenty five first graders undertaking the pronunciation of “Ansel Adams” is remarkable. This time the whole class repeated the name.
The hustle doesn’t stop until three o’clock. The next class is a sixth grade class. By this time of the day, many of the misbehaving students have been sent individually to the “Reflection Room” by their homeroom teacher. The students in the Reflection Room meet with the disciplinarian sit isolated in cubicle-like stations, and phone calls to home are made. Mr. Patrick teaches the sixth graders about the freedom quilts of the Underground Railroad. He gets off-track. He writes up a referral form for David, a student who refuses to take his seat. David smacks his lips and reluctantly makes his way to the Reflection Room with referral in hand.
The school’s total of referrals amounted to 2,113 as of May 15, 2007 this past school year. The varying offenses can range from the possession of illegal substances to inappropriate display of affection. However, the biggest problem at Woodward is the “Defiance, Disrespect, Insubordination, Non-compliance” category, which attributed 738 referrals to this year’s total. Today, David will make it 739.
Mr. Patrick explains, “It’s about 50-50 when it comes to how much of class time is spent teaching art and how much is spent teaching life skills.” Class time is impeded by children seeking whatever they may lack at home; the majority of the students at Woodward come from low-income homes.
“I wouldn’t say the art program at Woodward lacks resources with regards to a budget of supplies,” Mr. Patrick continues, “You could say that we lack a resource of parents. The school would rather pay for a social worker than art supplies.” But, the art room continues to produce creative works with the random and not-so-random materials it finds: foam, paper plates, or scratch paper. The energy of the art room is focused on motivating the students to feel confident with what they create. “Around this time of the year, I run out of ideas for art projects...maybe we should spend the day outside sketching,” he suggests.
The floor has collected scraps of paper or stray pencils throughout the day. The last class lines up at the door geared and ready to go home. The school day has ended.
Right away, two boys have earned a time-out for sprinting into the classroom. The class settles on the carpet facing the Smart Board and Mr. Patrick makes a path to the front of the room. After earning the class’s attention, he discusses the project and gives a brief demonstration. He holds up the card, an example of wallpaper flowers in a construction paper vase for the entire class to see.
A third grader, Lauren, squeals, “Preeetty.”
A gaggle of girls sit and gaze. The kids disperse from the carpet and return to their seats anxious to begin cutting stuff. Most begin working, grabbing construction paper from the green trays that had been laid out. Others who don’t begin their work chat with neighbors or float across the classroom. This happens in almost every class. Very seldom is the entire class completely engaged with the project.
At the end of class, the drying rack is overflowing with their masterpieces. One piece of art finds its way into the trash. A discouraged and frustrated student throws his work into the garbage can on which “Safe, Responsible and Respectful” is painted in vibrant colors. These terms are used frequently to conduct a productive day in the art room.
“No artwork should be thrown out!” Mr. Patrick shouts.
Many succeed, presenting their cards before they leave the room. A couple of students fall through the cracks. Not every student arrived this morning ready to do art. Time in the art room is treated very seriously, nonetheless. Here they learn new techniques using different media, all the elements and principles, as well as art history. Starting in kindergarten, the kids become exposed to the works of Vincent Van Gogh and Claude Monet.
The next class enters after a thirty minute break. In this group, those with the worst behavior can be the most charming characters. Bryston and Mikey are two, who frequently earn time outs, usually for threatening other students. Yet, last winter they volunteered to request hot water in the art room and wrote letters to Mrs. Yankee, the principal. Bryston’s letter proposed a compromise, “You could have two sinks. One sink with hot water and one sink with cold water. The older kids can use the hot water.”
Hiding a miniature image of artwork in the corners and on the walls is a recent attempt to make the beginning of class run more smoothly. The first student to notice the small image is rewarded with a star ticket. When they spot it, they raise a quiet hand and hope to be called on. Today the students find their way to their seats faster, concentrating on locating the image of an Ansel Adams photograph. Less time is spent quieting down an antsy classroom, meaning more time for making art.
Then, they gather at the carpet to sit like “criss-cross, apple sauce”. Mr. Patrick begins the discussion in front of the children sitting with their legs crossed, “My turn, your turn. Ansel Adams.”
“Ansel Adams,” the first grade class responds.
The sound of twenty five first graders undertaking the pronunciation of “Ansel Adams” is remarkable. This time the whole class repeated the name.
The hustle doesn’t stop until three o’clock. The next class is a sixth grade class. By this time of the day, many of the misbehaving students have been sent individually to the “Reflection Room” by their homeroom teacher. The students in the Reflection Room meet with the disciplinarian sit isolated in cubicle-like stations, and phone calls to home are made. Mr. Patrick teaches the sixth graders about the freedom quilts of the Underground Railroad. He gets off-track. He writes up a referral form for David, a student who refuses to take his seat. David smacks his lips and reluctantly makes his way to the Reflection Room with referral in hand.
The school’s total of referrals amounted to 2,113 as of May 15, 2007 this past school year. The varying offenses can range from the possession of illegal substances to inappropriate display of affection. However, the biggest problem at Woodward is the “Defiance, Disrespect, Insubordination, Non-compliance” category, which attributed 738 referrals to this year’s total. Today, David will make it 739.
Mr. Patrick explains, “It’s about 50-50 when it comes to how much of class time is spent teaching art and how much is spent teaching life skills.” Class time is impeded by children seeking whatever they may lack at home; the majority of the students at Woodward come from low-income homes.
“I wouldn’t say the art program at Woodward lacks resources with regards to a budget of supplies,” Mr. Patrick continues, “You could say that we lack a resource of parents. The school would rather pay for a social worker than art supplies.” But, the art room continues to produce creative works with the random and not-so-random materials it finds: foam, paper plates, or scratch paper. The energy of the art room is focused on motivating the students to feel confident with what they create. “Around this time of the year, I run out of ideas for art projects...maybe we should spend the day outside sketching,” he suggests.
The floor has collected scraps of paper or stray pencils throughout the day. The last class lines up at the door geared and ready to go home. The school day has ended.
Tuesday, May 15, 2007
Two days left.
I have rewritten my draft profile. Then I rewrote it again. I have collected many scraps of construction paper over the last week, which are covered with the observations I make at work. I wasn't able to get a solid meeting with the disciplinarian at Woodward. Which means that's one less resource I can use. However, I did get a hold of useful data regarding the displinary problems of the school. Mr. Patrick hooked me up with actual numbers of how many student referrals there were during the past year, as well as what they were written up for. I am hoping to somehow incorporate that information into my piece.
Also, I noticed some things I have done with my draft that are mentioned in the handout, "Organization". I rely on finding the main theme and conclusion of my story by reading the mess of a first draft. Yet, after I discover the main theme or conclusion I still have trouble creating "narrative lines" throughout the profile. I especially have a hard time deciding the time line. At first, my story was a chronological telling of a day in the art room. Now that I have details of more than one day, it's hard to maintain that time line.
idk.
Let's see what happens.
Also, I noticed some things I have done with my draft that are mentioned in the handout, "Organization". I rely on finding the main theme and conclusion of my story by reading the mess of a first draft. Yet, after I discover the main theme or conclusion I still have trouble creating "narrative lines" throughout the profile. I especially have a hard time deciding the time line. At first, my story was a chronological telling of a day in the art room. Now that I have details of more than one day, it's hard to maintain that time line.
idk.
Let's see what happens.
Monday, May 7, 2007
A Suggested Profile
I was surfing the web and came across this profile.
Reading other profiles is helping me think through my writing process. It has been a bit hectic in the art room for the past few days--there is a ton of dialogue and action to add to the piece. Although, I am hoping to chill out one day to observe and take notes.
Reading other profiles is helping me think through my writing process. It has been a bit hectic in the art room for the past few days--there is a ton of dialogue and action to add to the piece. Although, I am hoping to chill out one day to observe and take notes.
Reading Response: "Bareback Mountain"
What a crazy feature!
In two pages, the piece covered a wide range of different issues. The feature consisted of a decent movie review of "Bareback Mountain", a strongly opinionated criticism of Limbaugh, and commentary on the American view of sexuality. However, the feature did not seem to have a focus. But it definitely did have a strong message; it's pretty clear the author is not a fan of Limbaugh.
I feel the piece could have been a lot stronger if there was a better description of Limbaugh and what role he plays in the media. Giving more valid facts or stats on the current American culture of sexuality would have backed up the piece. I wish it was more informative of homosexuality and sexism in the United States. Like Marin says in class, the writing should support its argument. When reading this piece, I questioned the truth of the feature...at one point I thought it was satire.
It is an interesting subject and a neat perspective.
In two pages, the piece covered a wide range of different issues. The feature consisted of a decent movie review of "Bareback Mountain", a strongly opinionated criticism of Limbaugh, and commentary on the American view of sexuality. However, the feature did not seem to have a focus. But it definitely did have a strong message; it's pretty clear the author is not a fan of Limbaugh.
I feel the piece could have been a lot stronger if there was a better description of Limbaugh and what role he plays in the media. Giving more valid facts or stats on the current American culture of sexuality would have backed up the piece. I wish it was more informative of homosexuality and sexism in the United States. Like Marin says in class, the writing should support its argument. When reading this piece, I questioned the truth of the feature...at one point I thought it was satire.
It is an interesting subject and a neat perspective.
Wednesday, May 2, 2007
Writing a Profile
I had a hard time writing the first draft of the profile. It had already taken me a week to settle down with an idea. I originally considered profiling the art teacher at Woodward, Mr. Patrick. I was interested in learning more about him and his activities outside of the art room. After talking out my ideas with others, I realized that he wasn't the best subject to profile. My writing would be skewed by my already existing perception of the teacher. I have been working in the art room for over 6 months now. Marin's comment led me to the idea of profiling the room itself. Instantly, I wanted the story to encompass several themes. Connecting it to the greater Kalamazoo art community. Conveying the issues of the school itself.
After reporting for a few days, I had no clue where to start my piece. I decided to write from the angle of inside the art room. But, I couldn't decide what theme I wanted to thread throughout the piece. I still feel that the profile lacks a thread. I'm glad the first draft is done. I am hoping to take the observations and events that happen during the school day and formulate a concrete complication and resolution. From there, I can concentrate on a topic to further report and have more specific questions.
Jeez. My brain hurts.
After reporting for a few days, I had no clue where to start my piece. I decided to write from the angle of inside the art room. But, I couldn't decide what theme I wanted to thread throughout the piece. I still feel that the profile lacks a thread. I'm glad the first draft is done. I am hoping to take the observations and events that happen during the school day and formulate a concrete complication and resolution. From there, I can concentrate on a topic to further report and have more specific questions.
Jeez. My brain hurts.
Wednesday, April 25, 2007
Update: The profile
I have less than two days to have solid plans for my profile idea. I am worried. Honestly, I can't seem to pull all my ideas together with the concepts I've been learning through the reading, to create the beginnings of my profile.
Mr. Patrick is the one person I cannot force myself to scratch off my list of tentative subjects. I assist him in the art room at Woodward twice a week. I have claimed the art room my niche after the last two quarters there. We usually have typical conversations; vaguely filling in the blanks of what we did on the weekend or how classes are going. But, I have always wondered the makings of this man. I recently found out he is religious. This was surprising because my experiences of artsy-fartsyness through high school never led me to meet such a faithful artist. Even though, I have spent many hours with him in the art room, it has been hard to really get to know him over the squealing of children.
Anyway. That is one of my ideas. He is pretty accessible.
Hopefully, after a phone call with Lauren I can have something prepared for Thursday night.
Good luck everyone!
Mr. Patrick is the one person I cannot force myself to scratch off my list of tentative subjects. I assist him in the art room at Woodward twice a week. I have claimed the art room my niche after the last two quarters there. We usually have typical conversations; vaguely filling in the blanks of what we did on the weekend or how classes are going. But, I have always wondered the makings of this man. I recently found out he is religious. This was surprising because my experiences of artsy-fartsyness through high school never led me to meet such a faithful artist. Even though, I have spent many hours with him in the art room, it has been hard to really get to know him over the squealing of children.
Anyway. That is one of my ideas. He is pretty accessible.
Hopefully, after a phone call with Lauren I can have something prepared for Thursday night.
Good luck everyone!
Tuesday, April 24, 2007
Response to Mother Jones
Whoa. That was my reaction to the article, "Mass Murderers and Women: What We're Still Not Getting About Virginia Tech" from the Mother Jones site. The "whoa" was directed towards the shocking facts and stats that were given. It was directed towards the blunt and almost insentient tone of the piece. It was because I was happy to find an article that could captivate and communicate what I've been feeling about the situation.
When I first learned about the shooting at UVA I didn't instantly feel a surge of terror or fright, nor did I feel any profound sadness. Of course, the shooting was a terrible act of violence and upset me. But, I was angered more than anything. I was frustrated that the world had somehow created and influenced a person to commit such terrible deeds.
I was confused when the piece shifted from the lede of Cho Seung-Ho to the reporting of recent violence towards women. It took me until the end of the article to realize that it wasn't going to be about Cho Seung-Ho. It was going to be about an issue that Cho Seung-Ho can exemplify.
It's comforting to see commnunities gather and send condolences. However, it was more comforting to discover someone questioning the social influences and issues that contribute to these immense acts of violence. Even more comforting to consider the effects and changes it will cause. I felt the article in Mother Jones targeted these questions. It was to the point and didn't spend time giving details of the times or places--we know those already. CNN and major prints will share the data and observations of the story for a few weeks. But, I felt this article supplied us with questions that can linger for years. The same questions that are all too easy to avoid until the next tragedy.
When I first learned about the shooting at UVA I didn't instantly feel a surge of terror or fright, nor did I feel any profound sadness. Of course, the shooting was a terrible act of violence and upset me. But, I was angered more than anything. I was frustrated that the world had somehow created and influenced a person to commit such terrible deeds.
I was confused when the piece shifted from the lede of Cho Seung-Ho to the reporting of recent violence towards women. It took me until the end of the article to realize that it wasn't going to be about Cho Seung-Ho. It was going to be about an issue that Cho Seung-Ho can exemplify.
It's comforting to see commnunities gather and send condolences. However, it was more comforting to discover someone questioning the social influences and issues that contribute to these immense acts of violence. Even more comforting to consider the effects and changes it will cause. I felt the article in Mother Jones targeted these questions. It was to the point and didn't spend time giving details of the times or places--we know those already. CNN and major prints will share the data and observations of the story for a few weeks. But, I felt this article supplied us with questions that can linger for years. The same questions that are all too easy to avoid until the next tragedy.
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