I'm driving to Texas on Saturday. The prospect of a 12 hour drive isn't that thrilling, but I'll tell you what is: 36 hours worth of jolly good audiobooks. It's been a long dry stretch, having tried and rejected several duds in the past month, but I'm now restocked and ready to go. Here's what's on the playlist:
The Good Husband of Zebra Drive - Alexander McCall Smith
Lincoln Lawyer - Michael Connelly
Kafka on the Shore - Haruki Murakami
I've listened to enough of all three to know they'll be winners. (Well, I'm not sure about Kafka, but I liked the first chapter. We'll have to see where it goes from there.)
In case you're interested, here are the rejects, and why I rejected them. I really should have known better, but I figured they were worth a try:
I Heard that Song Before - Mary Higgins Clark
Double Take - Catherine Coulter
True Evil - Greg Iles
I've perhaps said before that I have a higher tolerance for a bad read in print than I do on audio. I think because for me it takes more concentration to listen than to read. If I'm reading and my mind drifts, I can easily skip back to what I missed. It's more trouble to do that with an audiobook.
And the performer can really make or break an audiobook. True Evil is read by Dick Hill, a popular award-winning performer, but I just didn't like his characters. Double Take is performed by a man and woman, and I usually don't like multi-cast books--the transitions between characters are too abrupt for me, though I'm probably in the minority on this one. Finally, despite these authors' popularity, I don't think any of them are great writers, and the writing was too distracting for me to enjoy the book.
You can check out my list of recently read books for other audiobooks I've enjoyed (since we just established that I'm not going to finish it if I don't enjoy it).
Thursday, December 20, 2007
Wednesday, December 19, 2007
On the Other Hand
I'm going against what I just said, and will tell you that Cook's Illustrated Nut Crescent recipe is a winner. The best I've ever eaten.
Stick with the Tried and True
If you're considering trying Cook's Illustrated chewy oatmeal cookie recipe, don't. I already tried it, and they were inedible. Why on earth did I not stick with the tried and true recipe, proven many times over by multiple women in my family?
The Cook's Illustrated recipe uses baking powder and lots of sugar, which is supposed to make the cookies crunchy (the sugar is, not the baking powder). I should have known that 1 C of brown sugar and 1 C granulated sugar would be too much. The cookies were so sweet that I couldn't eat them, and the sugar completely overpowered the oatmeal. I had never met a cookie that had too much sugar. And now I have.
Sadly, the rest of the dough is still in the bowl on the counter, and the last sheet of cookies is still languishing in the oven. Guess what I'm doing when I get home!
Both cookies came off the same cookie sheet! (btw, those are clean dishes in the background)
The Cook's Illustrated recipe uses baking powder and lots of sugar, which is supposed to make the cookies crunchy (the sugar is, not the baking powder). I should have known that 1 C of brown sugar and 1 C granulated sugar would be too much. The cookies were so sweet that I couldn't eat them, and the sugar completely overpowered the oatmeal. I had never met a cookie that had too much sugar. And now I have.
Sadly, the rest of the dough is still in the bowl on the counter, and the last sheet of cookies is still languishing in the oven. Guess what I'm doing when I get home!
Both cookies came off the same cookie sheet! (btw, those are clean dishes in the background)Monday, December 17, 2007
Where Have I Been...
that I didn't know about baked oatmeal? We're eating breakfast at Seminary tomorrow and I was a little worried there won't be enough food (in reality, we'll probably have pancakes coming out our ears). After considering and discarding several french toast casserole recipes, I happened upon this oatmeal recipe. I came right home and made up a batch to make sure it would turn out.
It turned out perfect! I used pecans and Craisins for the nuts and fruit, and followed all the directions assiduously. The result? Super yummy (assuming you like oatmeal) and super easy (assuming you have the hour to wait while it bakes).
BTW, I read about the recipe at Cast Sugar, which looks like a pretty nifty blog. Anyone who bakes as many cookies as she does, and whose family favorite is molasses cookies, is OK in my book!
It turned out perfect! I used pecans and Craisins for the nuts and fruit, and followed all the directions assiduously. The result? Super yummy (assuming you like oatmeal) and super easy (assuming you have the hour to wait while it bakes).
BTW, I read about the recipe at Cast Sugar, which looks like a pretty nifty blog. Anyone who bakes as many cookies as she does, and whose family favorite is molasses cookies, is OK in my book!
Familiar Situation
I started blogging 20 months ago, mostly as a way to avoid doing homework. And here I am, still blogging for avoidance. Not from homework, but from workwork. The ugliest kind of workwork--my Outline of Faculty Data (vita) that's due on Friday.
Instead of working on my OFD while I still have time to show it to someone before everyone splits for the holiday (tomorrow), I'm learning how to identify a Sears kit home. Now which would you rather be doing?
Oops--gotta run. Time for lunch!
Instead of working on my OFD while I still have time to show it to someone before everyone splits for the holiday (tomorrow), I'm learning how to identify a Sears kit home. Now which would you rather be doing?
Oops--gotta run. Time for lunch!
Sunday, December 16, 2007
Social Don't
In case you aren't sure, it is not in good taste to tell a single woman over 25 that she's "too cute to not be married." This is actually just a repackaged, subtler version of that other Social Don't, "Why aren't you married?"
The Best Part
The best part of blogging is reading everyone's comments. Keep up the good work, readers! And you lurkers--you could chime in once in a while too--we'd love to hear from you. We won't even chide you for commenting as Anonymous.
Friday, December 14, 2007
Wednesday, December 12, 2007
A Lengthy Post, Part 2
So here's what the students came up with when I said I was frustrated and feeling we aren't doing enough to push ourselves in Seminary.
Some said they think they're doing good to be out of bed and at Seminary in the first place. One student commented on the extraneous chatter, saying that it is distracting when the teacher has to stop and wait for the extraneous chatter to die down. One student said that he feels like he has a mountain of things weighing upon him, and Seminary is the thing at the very top that's going to make the whole pile collapse. Someone else said that they feel like they're in a history class.
One student said we need "donut day." When I probed further, I determined that this is their version of a fun Scripture Mastery day, involving games and donuts. They said they would be willing to take turns bringing donuts. They are used to doing Scripture Mastery every Friday. I have been trying to do it once a week, but I often get behind and don't always do much with it.
Here's what I came up with:
Beyond that, I think all I can do for now is do what I can to prepare and teach with the Spirit, to continue to encourage the students to participate, and then let them make their own decisions.
What do you think about the goals? Should I have each student share with the class or with me what their goal is, or should I just let them write private goals and say I will keep them but not read or share them? I think they need help remembering and being accountable; I'm just not sure the best way to accomplish that.
Thanks for listening!
Some said they think they're doing good to be out of bed and at Seminary in the first place. One student commented on the extraneous chatter, saying that it is distracting when the teacher has to stop and wait for the extraneous chatter to die down. One student said that he feels like he has a mountain of things weighing upon him, and Seminary is the thing at the very top that's going to make the whole pile collapse. Someone else said that they feel like they're in a history class.
One student said we need "donut day." When I probed further, I determined that this is their version of a fun Scripture Mastery day, involving games and donuts. They said they would be willing to take turns bringing donuts. They are used to doing Scripture Mastery every Friday. I have been trying to do it once a week, but I often get behind and don't always do much with it.
Here's what I came up with:
- I don't think I'm ready to call a class presidency or start giving exams, and I'm going to stop worrying about it.
- I need to be better about choosing, ahead of time, specific lessons for the week and then telling the students what they will be. Perhaps that way some students will read specific assignments even if they are not generally up-to-date with their reading. Now, I usually target a group of chapters for the week, but decide on a nightly basis what I'll do next, and the students don't know much more than in which book we are working.
- I need to continue to find ways to do less talking and get the students to talk more (about applicable matters).
- If I'm sticking to a more specific schedule, then we should be able to plan on doing Scripture Mastery once a week. I proposed having two different people in charge each week. They would decide what activities we do and what scriptures to focus on. Some students said they aren't good at thinking of ideas or remembering responsibilities, so we agreed that we would have to choose partners carefully. The students seemed willing to try this after the first of the year.
- I said that I would like everyone to come up with one or two specific goals related to seminary, something they will work on for the next year. It can be different for each person, but I want it to be specific, something that will stretch them a bit but is achievable. They said they were willing to do this.
Beyond that, I think all I can do for now is do what I can to prepare and teach with the Spirit, to continue to encourage the students to participate, and then let them make their own decisions.
What do you think about the goals? Should I have each student share with the class or with me what their goal is, or should I just let them write private goals and say I will keep them but not read or share them? I think they need help remembering and being accountable; I'm just not sure the best way to accomplish that.
Thanks for listening!
Price of Technology
A flat screen monitor takes up less space on the desk, but it also affords no flat surface on which to store papers.
Two steps forward, one step back.
Two steps forward, one step back.
Recommendation
Feeling stressed out? Need some soothing background music to play while you try to dig out from under the paper pile in your office? Want a break from "Sleigh Ride" and "Silver Bells"?
This original music is guaranteed to solve these problems and more. Let the creator know what you think!
This original music is guaranteed to solve these problems and more. Let the creator know what you think!
Tuesday, December 11, 2007
A Lengthy Post, Part I
Maybe my wise readers will have some input for me about Seminary. Of course, many of you have already given input, for which I am truly appreciative.
Background: I teach the juniors and seniors--twelve of them when they all come. Sister Fabulous (and I mean that in the most sincere way) teaches the freshmen and sophomores. The younger class has a class presidency who conduct class business, assign prayers, etc., and two students assigned to lead Scripture Mastery* activities. Students write in their journals every day and Sister Fabulous reads and responds to the journals every weekend. Each student is going to take a turn teaching a class lesson next year and Sister Fabulous is administering a semester final next week for which each student is writing a talk on a gospel topic, incorporating Scripture Mastery scriptures.
My class: I have one, or sometimes two, students in class at 6:15 when it's time to begin. I have two lovebirds who spend class wrapped up in each other, sometimes literally, with Mr. Lovebird keeping up a steady monologue directed at Ms. Lovebird. I have several bright, smart young men who can (and will) come up with an extraneous comment or riff for anything we're talking about in class. Two students are keeping up with their personal (Old Testament) reading. I have one student who attends 50% of the time and rarely has a word to say when she is there. I choose the opening hymn and play the piano, I beg people to sign up to give a devotional thought, I choose who will say closing prayers, I often have to ask students to get out their scriptures at the beginning of class(!), I take down the tables on Fridays and put them up on Mondays...
Now, that was of course the pessimistic view. They are actually good kids, and I like all of them, most of them very much. Also, I have never been in Sister Fabulous's class to hear how all their activities go over. I know many of her students are also not doing any personal reading, and of course, every class period is not picture perfect.
When we started today, with about four students, I told them I am concerned we aren't doing enough to stretch ourselves and make good use of the opportunity we have in seminary to learn the gospel, build our testimonies, etc. I mentioned all the things the other class does, and told them that truthfully, I didn't think we could do those things in our class because I don't think we would be willing to do them. No one disagreed. I ended up with nine students by the time everyone drifted in, and we spent the entire class period talking.
I did elicit some honest comments from the students, and we came up with a few suggestions. Well, I came up with some suggestions based on what the students were saying, and they seemed to like them or agree to them. I also came up with specific ideas about things I need to change or improve upon. I'll tell you about those in the next post, and perhaps it will spark an insight you want to share.
*Scripture Mastery involves 25 specific scriptures each year that the students are encouraged to learn, memorize, and be able to locate and apply in practical situations. Typically, one day a week or a part of each class day is devoted to scripture mastery activities. The kids love it when it's upbeat and fun, and I'm terrible at it.
Background: I teach the juniors and seniors--twelve of them when they all come. Sister Fabulous (and I mean that in the most sincere way) teaches the freshmen and sophomores. The younger class has a class presidency who conduct class business, assign prayers, etc., and two students assigned to lead Scripture Mastery* activities. Students write in their journals every day and Sister Fabulous reads and responds to the journals every weekend. Each student is going to take a turn teaching a class lesson next year and Sister Fabulous is administering a semester final next week for which each student is writing a talk on a gospel topic, incorporating Scripture Mastery scriptures.
My class: I have one, or sometimes two, students in class at 6:15 when it's time to begin. I have two lovebirds who spend class wrapped up in each other, sometimes literally, with Mr. Lovebird keeping up a steady monologue directed at Ms. Lovebird. I have several bright, smart young men who can (and will) come up with an extraneous comment or riff for anything we're talking about in class. Two students are keeping up with their personal (Old Testament) reading. I have one student who attends 50% of the time and rarely has a word to say when she is there. I choose the opening hymn and play the piano, I beg people to sign up to give a devotional thought, I choose who will say closing prayers, I often have to ask students to get out their scriptures at the beginning of class(!), I take down the tables on Fridays and put them up on Mondays...
Now, that was of course the pessimistic view. They are actually good kids, and I like all of them, most of them very much. Also, I have never been in Sister Fabulous's class to hear how all their activities go over. I know many of her students are also not doing any personal reading, and of course, every class period is not picture perfect.
When we started today, with about four students, I told them I am concerned we aren't doing enough to stretch ourselves and make good use of the opportunity we have in seminary to learn the gospel, build our testimonies, etc. I mentioned all the things the other class does, and told them that truthfully, I didn't think we could do those things in our class because I don't think we would be willing to do them. No one disagreed. I ended up with nine students by the time everyone drifted in, and we spent the entire class period talking.
I did elicit some honest comments from the students, and we came up with a few suggestions. Well, I came up with some suggestions based on what the students were saying, and they seemed to like them or agree to them. I also came up with specific ideas about things I need to change or improve upon. I'll tell you about those in the next post, and perhaps it will spark an insight you want to share.
*Scripture Mastery involves 25 specific scriptures each year that the students are encouraged to learn, memorize, and be able to locate and apply in practical situations. Typically, one day a week or a part of each class day is devoted to scripture mastery activities. The kids love it when it's upbeat and fun, and I'm terrible at it.
Monday, December 10, 2007
Do Not Grocery Shop or Shelve Books When You're Hungry
Circulation is pretty backed up with the end-of-the-semester-
turn-in-your-books rush, so I did some shelving last week. Since I don't do it regularly, it's a nice diversion. The students have to take the carts in the order they come, but I feel free to pick and choose since I'm a volunteer. I did a cart of fiction last week, but it's not as much fun as you would think it would be, since everything is sans jacket.
Tonight my desk shift ended early, and I felt guilty for not even seeing if they needed shelving help today (I think they did), so I took one nearly empty cart and headed upstairs (it takes me about 45 minutes to do a "full" cart).
Guess what subject is classified at 641.865?
turn-in-your-books rush, so I did some shelving last week. Since I don't do it regularly, it's a nice diversion. The students have to take the carts in the order they come, but I feel free to pick and choose since I'm a volunteer. I did a cart of fiction last week, but it's not as much fun as you would think it would be, since everything is sans jacket.
Tonight my desk shift ended early, and I felt guilty for not even seeing if they needed shelving help today (I think they did), so I took one nearly empty cart and headed upstairs (it takes me about 45 minutes to do a "full" cart).
Guess what subject is classified at 641.865?
Thursday, December 06, 2007
Happy Birthday, Belated
I was too busy visiting, in person, with the birthday honoree to post on the actual day (last Friday). So, here are some belated happy birthday wishes for Cynthia. Thanks for sharing your cake!
photo: Collins, Marjory. 1942. Greenbelt, Maryland. Grandma Taylor blows out the candles on her eighty-third birthday cake while her daughter, Mrs. McCarl, and grandson look on. Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [LC-USW3-003640-E DLC]. Available at
http://memory.loc.gov/cgi-bin/query/
r?ammem/fsaall:@field(NUMBER+@band(fsa+8d21071))
photo: Collins, Marjory. 1942. Greenbelt, Maryland. Grandma Taylor blows out the candles on her eighty-third birthday cake while her daughter, Mrs. McCarl, and grandson look on. Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [LC-USW3-003640-E DLC]. Available at
http://memory.loc.gov/cgi-bin/query/
r?ammem/fsaall:@field(NUMBER+@band(fsa+8d21071))
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