Last night the fire alarm went on at 2:17 AM.
I had been asleep for a while and must have been dreaming because it took me a second to realize the sound was not part of the dream.
My first thought was, "There better be a real fire because it is VERY rude to have a drill in the middle of the night."
As I fumbled around in a daze looking for my flip-flops, I remember thinking I should probably put on proper shoes, and a coat too, since it's been chilly in London lately--plus, it is bound to be cold outside at this hour in the morning anyway. My disorientation and confusion continued in the darkness for a few seconds as I heard some of my neighbors open their doors and begin walking to the 'nearest exit'.
Then the alarm stopped.
What the heck! What does this mean?!? Has the fire been put out already?!
I looked out my window into the courtyard to see if there was any movement in other rooms or in the other wings.
Nothing--except for a few other people pulling back their curtains doing the same. No smoke, no flames, no panicked masses.
So, after contemplating the situation for a minute, I went back to bed. After all, if there had been a real fire, the alarm would not have stopped.
Probably some stupid freshman messing around. Idiot.
25 January 2007
21 January 2007
On Saturday I went to the Tate Modern museum (it's free!). In my opinion, there are some things there that can barely be considered art, but whatever.
One such exhibit happens to be the main attraction: The Unilever Series by Carsten Höller. The name tells nothing about what it is, so you'll just have to check out the pictures below and see for yourself.
Yup, they're stainless steel slides...
Are slides art?
There are about six different ones: the highest starts at the 5th floor,
but there are others that start at lower levels.
They are free to ride!
I went on the one that started on the 3rd floor.
The canvas they make you sit on really helps you pick up speed.
The 2nd floor slides were really twisty.
Good times!
Art is cool.
One such exhibit happens to be the main attraction: The Unilever Series by Carsten Höller. The name tells nothing about what it is, so you'll just have to check out the pictures below and see for yourself.
Yup, they're stainless steel slides...Are slides art?
There are about six different ones: the highest starts at the 5th floor,but there are others that start at lower levels.
They are free to ride!
I went on the one that started on the 3rd floor.The canvas they make you sit on really helps you pick up speed.
The 2nd floor slides were really twisty.
Good times!Art is cool.
15 January 2007
There are few other things that make me feel like I fit in more when I'm in a foreign city than being stopped on the street and asked for directions somewhere. I take this as a compliment since it must mean that I look like I belong and know what I'm doing. What I love even more is when I can actually tell the person the information they need! I am proud to say that this has happened to me several times and I have an outstanding success rate of being able to provide directions--not too shabby for only living here for a few months. (Granted, my daily life is basically contained within a 1/2 mile square plot, so I've gotten to know it quite well.)
London as a whole, like most old European cities, is a pretty challenging place to get oriented-- many roads follow seemingly illogical courses as they turn at strange angles, changing names about 6 times in one mile and at one point maybe becoming a pedestrian-only lane. When giving directions to someone, you can't say "walk two blocks and hang a right" because there are no 'blocks' here. In fact, I don't know if there are any roads that actually run due north/south or east/west. Another confusing thing is the slight variation in the names of different streets. Just within the Bloomsbury area there is a Bedford Way, Bedford Place, Bedford Court, Bedford Row, Bedford Ave and Bedford Square. This is more than enough to confuse any visitor (or resident, really). I wonder who this 'Bedford' character is...must have been pretty important to have so many things named after him/her.
I enjoy taking walks around my neighborhood and have taken a few pictures to show you some of the things around Bloomsbury. (Most of these pictures were taken a few months ago which is why there are still leaves on the trees.)
The nearest Tube station
Regents Square
My School! (on Bedford Way)
Some sheep that live in the barn across from my hall (it's part of a children's park-see below)
Children's (only) Park
Were there hippies in England in the 60s and 70s?
A local pub.
(The placard shows a Saint Bernard dog rescuing a man from icy water. The pub has recently been remodeled and the new placard isn't as funny, so I'm glad I have this old photo.)
Senate House Library
(available to all Univ. of London students.)
Yes, this is the real name of a college nearby--started by a Canadian, I hear.
A home of Charles Dickens.
The historical marker.
There are blue signs like this wherever a notable person once lived.
London as a whole, like most old European cities, is a pretty challenging place to get oriented-- many roads follow seemingly illogical courses as they turn at strange angles, changing names about 6 times in one mile and at one point maybe becoming a pedestrian-only lane. When giving directions to someone, you can't say "walk two blocks and hang a right" because there are no 'blocks' here. In fact, I don't know if there are any roads that actually run due north/south or east/west. Another confusing thing is the slight variation in the names of different streets. Just within the Bloomsbury area there is a Bedford Way, Bedford Place, Bedford Court, Bedford Row, Bedford Ave and Bedford Square. This is more than enough to confuse any visitor (or resident, really). I wonder who this 'Bedford' character is...must have been pretty important to have so many things named after him/her.
I enjoy taking walks around my neighborhood and have taken a few pictures to show you some of the things around Bloomsbury. (Most of these pictures were taken a few months ago which is why there are still leaves on the trees.)
The nearest Tube station
Regents Square
My School! (on Bedford Way)
Some sheep that live in the barn across from my hall (it's part of a children's park-see below)
Children's (only) Park
Were there hippies in England in the 60s and 70s?
A local pub.(The placard shows a Saint Bernard dog rescuing a man from icy water. The pub has recently been remodeled and the new placard isn't as funny, so I'm glad I have this old photo.)
Senate House Library(available to all Univ. of London students.)
Yes, this is the real name of a college nearby--started by a Canadian, I hear.
A home of Charles Dickens.
The historical marker. There are blue signs like this wherever a notable person once lived.
13 January 2007
10 January 2007
After spending almost a month back in the US, I've returned to London to continue my studies here until the end of June. I had a great time in MI and IL, but I am happy to be back in London too.
I didn't quite reach my Term 1 essay goals before I left for break, but I planned to devote some time to working on the essays while I was home. However, I wasn't very successful in that area. Attempts to get down to business on several occasions resulted in nothing of consequence. It quickly became apparent to me that I have a problem with self-discipline. So, it is better for me to be in London right now because there are fewer distractions. I've already been more productive here in less than 48 hours than I was in weeks at home. (This is not to discredit the value of home--no offence intended!)
I have started two new modules (courses) this term which again meet in the evenings. One of the modules is on using digital technology in the mathematics classroom. In preparation for the first class on Tuesday evening, we were asked to read an essay. Here is the first paragraph of the essay (sorry to bore you, but you have to see this):
'In the literature on microworlds, the writing that is closest to the "macro-educological" intent of this essay is Celia Hoyles' Microworlds/Schoolworlds: The Transformation of an Innovation. By loose analogy with the usage of the terms macro-economics and micro-economics my neologism recognizes as a field worthy of serious theoretical attention the study of phenomena such as microworlds on the level of the functioning of the system of education or, as I should rather say, the learning environment. I use the opposing term "micro-educological" to encompass the kind of work most of us who care about microworlds do most of the time: typically work focused on the learning process or on the invention and study of specific means of learning. These macro and micro domains are not intended to be exclusive; for example, I shall be looking at epistemological questions that straggle between them and serve as a basis for a unified approach, which differentiates what I have in mind from typical writing by sociologists and historians of education.'
WHAT?!?!? What does this even mean? Why do people write like this? Seriously. I think there are some people out there who get some sick pleasure in confusing others by using big (made-up?) words to make themselves appear more intelligent.
This essay was the first impression I had of my Tuesday night module, so you can see how I was a bit apprehensive as I entered the classroom. Thankfully, my professor is great--funny and quirky in an endearing, British-old-man sort of way. (But I don't think he's very old really.) His hair cracks me up--full head of gray, very curly hair--like he just got a perm; looks more like old woman hair. Anyway, He even admitted that the first reading was a challenging way to start, so I was happy my sentiments were validated.
We spent some class time exploring LOGO. Do any of you remember this computer program? You write instructions for a 'turtle' (triangle) and it makes shapes on the screen. I remember first using LOGO in middle school math classes. Apparently it's been around since the early 80s and is still considered a fabulous mathematics tool for all levels. I had no idea--it always seemed more like a game to me.
So, I am back into the swing of things here and so far it's been a seamless transition. Well, seamless might not be the right word--there is a bit of jetlag to deal with. But since I brought my pillow from home with me this time, precious sleep will solve that issue in no time.
Hooray for cushy pillows!
I didn't quite reach my Term 1 essay goals before I left for break, but I planned to devote some time to working on the essays while I was home. However, I wasn't very successful in that area. Attempts to get down to business on several occasions resulted in nothing of consequence. It quickly became apparent to me that I have a problem with self-discipline. So, it is better for me to be in London right now because there are fewer distractions. I've already been more productive here in less than 48 hours than I was in weeks at home. (This is not to discredit the value of home--no offence intended!)
I have started two new modules (courses) this term which again meet in the evenings. One of the modules is on using digital technology in the mathematics classroom. In preparation for the first class on Tuesday evening, we were asked to read an essay. Here is the first paragraph of the essay (sorry to bore you, but you have to see this):
'In the literature on microworlds, the writing that is closest to the "macro-educological" intent of this essay is Celia Hoyles' Microworlds/Schoolworlds: The Transformation of an Innovation. By loose analogy with the usage of the terms macro-economics and micro-economics my neologism recognizes as a field worthy of serious theoretical attention the study of phenomena such as microworlds on the level of the functioning of the system of education or, as I should rather say, the learning environment. I use the opposing term "micro-educological" to encompass the kind of work most of us who care about microworlds do most of the time: typically work focused on the learning process or on the invention and study of specific means of learning. These macro and micro domains are not intended to be exclusive; for example, I shall be looking at epistemological questions that straggle between them and serve as a basis for a unified approach, which differentiates what I have in mind from typical writing by sociologists and historians of education.'
WHAT?!?!? What does this even mean? Why do people write like this? Seriously. I think there are some people out there who get some sick pleasure in confusing others by using big (made-up?) words to make themselves appear more intelligent.
This essay was the first impression I had of my Tuesday night module, so you can see how I was a bit apprehensive as I entered the classroom. Thankfully, my professor is great--funny and quirky in an endearing, British-old-man sort of way. (But I don't think he's very old really.) His hair cracks me up--full head of gray, very curly hair--like he just got a perm; looks more like old woman hair. Anyway, He even admitted that the first reading was a challenging way to start, so I was happy my sentiments were validated.
We spent some class time exploring LOGO. Do any of you remember this computer program? You write instructions for a 'turtle' (triangle) and it makes shapes on the screen. I remember first using LOGO in middle school math classes. Apparently it's been around since the early 80s and is still considered a fabulous mathematics tool for all levels. I had no idea--it always seemed more like a game to me.
So, I am back into the swing of things here and so far it's been a seamless transition. Well, seamless might not be the right word--there is a bit of jetlag to deal with. But since I brought my pillow from home with me this time, precious sleep will solve that issue in no time.
Hooray for cushy pillows!
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