Joy Prior
Geo 120
Sec. 005
Samuel Otterstrom
Hugh Nibley
In the testing center I saw a new pencil sharpener. You stick your pencil into the sharpener, and when the pencil is sharp a blue light flashes on. It felt like an electronic slap in the face; not only are you going to fail your examine but you are so dumb that you cannot even tell when your own pencil is sharp. It gets worse above the pencil sharpener is a sign, when the light flashes blue your pencil is sharpened. In short the testing center expects me to know how to statistically predict the next election, label every country in the world, but not figure out an automatic pencil sharpener. After rolling my eyes I sharpened my pencil, and sat in a plastic desk for the next two hours while I filled in the answer sheet and wrote out responses. I had just finished reading Hugh Nibley’s Zeal Without Knowledge essay, and could not help but to wonder if such inventions were contributing to or discouraging from my thought process. I willfully admite that I am acting overly dramatic… I am discussing a pencil sharpener.
It was not that the pencil sharpener that bothered me, but the assumption that I could not figure out when my own pencil was sharp. After reading an article about wasteful knowledge, and being filled of facts without direction all I could think about was the process of thinking. More importantly it caused me to wonder what is a valuable thought, and what is a trivial thought. With the testing center behind me I walked home puzzling over the question, Was the pencil sharpener saving me valuable time that I could spend thinking about something significant or was the machine denying me the daily “brain pushups” that will help me to understand powerful thoughts? I turned over the quote from Nibley, “If the mind is denied functioning to capacity, it will take terrible revenge. The penalty we pay for starving our minds is a phenomenon that is only to conspicuous at Brigham Young University.” The real issue for me was not the pencil sharpener, but it caused me to question if my dependency on technology is keeping my mind from functioning to it’s full capacity.
As I thought about machines restricting my thoughts I realized that it is not simply about the amount of time that I spend thinking, but about what I am thinking about. For as much time as I spent thinking about this particular idea I could have written this paper. Instead I chose to spend time thinking about the way that I think. The real discussion in Nibley’s essay is about making valuable usage of the time we have to think. He believes that “Probably 99 percent of human ability has been wholly wasted, even today… (we) operate for most of our time as automatic machines, and glimpse the profounder resources of our minds only once or twice in a lifetime.” I came to the rocky conclusion that it not simply constantly thinking, but chosing to think. Instead of depending on spell check, and my calculator to do my thinking I can chose to think.
As for the pencil sharpener in the testing center I can still chose to think, to think about the test I am about to take, to think if I want to have my pencil that sharp, or even to think if I want to use the pencil sharpener. The message that I took from Hugh Nibley was that I need to chose to think. Every day I am surrounded by inventions and technology that can think for me. For now I am now chosing to think by thinking about how I think, Hugh Nibley, and pencil sharpeners.
Thursday, March 31, 2011
Wednesday, March 30, 2011
VAL
Joy Prior
VAEDU 397
Sec. 001
Mark Graham
The Re-enchantment of Art
I’m a student at Brigham Young University and the other day I in the testing center I saw a new pencil sharpener. You stick your pencil into the sharpener, and when the pencil is sharp a blue light flashes on. It felt like an electronic slap in the face; not only are you going to fail your examine but you are so dumb that you cannot even tell when your own pencil is sharp. It gets worse above the pencil sharpener is a sign, when the light flashes blue your pencil is sharpened, that’s right the pencil sharpener is that cool. In short the testing center expects me to know how to statistically predict the next election, label every country in the world, but not figure out an automatic pencil sharpener. After rolling my eyes I sharpened my pencil, and sat in a plastic desk for the next two hours while I filled in the answer sheet and wrote out responses. I had just finished the book The Re-enchantment of Art, and was still thinking about beauty and art. The pencil sharpener intrigued me because I wondered how it would be received in the art world, and if inventors should think about their inventions as art or conveniences.
Gablik’s book The Re-enchantment of Art is about society returning to a sense of magic or awareness in everyday objects. The author makes the argument that art can no longer simply be about art, or simply be nice to look at. It has the power to be influence entire nations, “Community, as it is being enacted here, is the ability to touch others in ways that matter to them-to give them a voice (p. 105).” This is probably an obvious statement. There are countless paintings, statues, and drawings that have people claim to have been impacted by, but I don’t believe that is the type of art work the author is focusing on. Preschoolers even know how to draw their family house, or their best friend and them on the playground. Even just a crayon and paper can become a horizon of expression. This is not the type of enchantment I believe Gablik wants the reader to become aware of.
An enchanted piece of art work is a part of the magic that happens every day. We have art in our houses such as family pictures, blankets, and the magnets on our refrigerator. This is the art that enchants us daily. To simply be an observer of art is not enough to embrace the spiritual side of art, “The experience begins with a feeling, a sense of something that wants to materialize itself… What the world lacks today is not so much knowledge of these things of the spirit as the experience of them. Experiencing the spirit is all. To believe is okay, but a personal experience is better, a direct feeling with something (p. 44).” To become reconnected with art we must recognize that we are artist. We are all artist because we are constantly creating. Some artwork that we create daily might be how we dress, how we made our bed, the way our car exhaust fogs the clouds, or our garbage bags decorate the land fields. Our mediums vary from the traditional sense of oil and canvas, but enchanted art is not art for the sake of art.
The real question to ask ourselves is not if we are artist, but it is to ask ourselves what type of artists are we. Our art work reveals our perspectives and values. The pencil sharpener at the testing center is an art work that sales the idea if you buy me you will no longer have to worry about unsharpened pencils, because every time you sharpen your pencil it will be perfect. To simply invent or create something without reflecting on we are revealing about ourselves is foolish. I wonder if the person who invented the pencil sharpener that flashes blue when my pencil is sharp though of what their invention says about them. This art work is a part of my life; I cannot help but to consider it art, because it is a creation. If all inventors thought of themselves as artist I wonder if there would be any more automatic pencil sharpeners, but inventions would enchant and enrich our society beyond the level of simply for our convince.
Gablik, Suzi. The Re-enchantment of Art. Thames and Hudson Inc. New York, New York. 1991. Print.
VAEDU 397
Sec. 001
Mark Graham
The Re-enchantment of Art
I’m a student at Brigham Young University and the other day I in the testing center I saw a new pencil sharpener. You stick your pencil into the sharpener, and when the pencil is sharp a blue light flashes on. It felt like an electronic slap in the face; not only are you going to fail your examine but you are so dumb that you cannot even tell when your own pencil is sharp. It gets worse above the pencil sharpener is a sign, when the light flashes blue your pencil is sharpened, that’s right the pencil sharpener is that cool. In short the testing center expects me to know how to statistically predict the next election, label every country in the world, but not figure out an automatic pencil sharpener. After rolling my eyes I sharpened my pencil, and sat in a plastic desk for the next two hours while I filled in the answer sheet and wrote out responses. I had just finished the book The Re-enchantment of Art, and was still thinking about beauty and art. The pencil sharpener intrigued me because I wondered how it would be received in the art world, and if inventors should think about their inventions as art or conveniences.
Gablik’s book The Re-enchantment of Art is about society returning to a sense of magic or awareness in everyday objects. The author makes the argument that art can no longer simply be about art, or simply be nice to look at. It has the power to be influence entire nations, “Community, as it is being enacted here, is the ability to touch others in ways that matter to them-to give them a voice (p. 105).” This is probably an obvious statement. There are countless paintings, statues, and drawings that have people claim to have been impacted by, but I don’t believe that is the type of art work the author is focusing on. Preschoolers even know how to draw their family house, or their best friend and them on the playground. Even just a crayon and paper can become a horizon of expression. This is not the type of enchantment I believe Gablik wants the reader to become aware of.
An enchanted piece of art work is a part of the magic that happens every day. We have art in our houses such as family pictures, blankets, and the magnets on our refrigerator. This is the art that enchants us daily. To simply be an observer of art is not enough to embrace the spiritual side of art, “The experience begins with a feeling, a sense of something that wants to materialize itself… What the world lacks today is not so much knowledge of these things of the spirit as the experience of them. Experiencing the spirit is all. To believe is okay, but a personal experience is better, a direct feeling with something (p. 44).” To become reconnected with art we must recognize that we are artist. We are all artist because we are constantly creating. Some artwork that we create daily might be how we dress, how we made our bed, the way our car exhaust fogs the clouds, or our garbage bags decorate the land fields. Our mediums vary from the traditional sense of oil and canvas, but enchanted art is not art for the sake of art.
The real question to ask ourselves is not if we are artist, but it is to ask ourselves what type of artists are we. Our art work reveals our perspectives and values. The pencil sharpener at the testing center is an art work that sales the idea if you buy me you will no longer have to worry about unsharpened pencils, because every time you sharpen your pencil it will be perfect. To simply invent or create something without reflecting on we are revealing about ourselves is foolish. I wonder if the person who invented the pencil sharpener that flashes blue when my pencil is sharp though of what their invention says about them. This art work is a part of my life; I cannot help but to consider it art, because it is a creation. If all inventors thought of themselves as artist I wonder if there would be any more automatic pencil sharpeners, but inventions would enchant and enrich our society beyond the level of simply for our convince.
Gablik, Suzi. The Re-enchantment of Art. Thames and Hudson Inc. New York, New York. 1991. Print.
Monday, March 28, 2011
SFL observation paper
Part 1
2. When all of the students were listening to the story Magic Tree house being read the children realized that the short soldier was Annie in discuse. They began to shout out who what they were thinking, and the teacher asked them to all whisper to their neighbor who they thought the short soldier was. Later in the story when the author tells that it is Annie the teacher asked the students to give her a tumbs up if they were right. This was a great example of DAP group time because it involved the students interaction, and not simply the teacher demanding attention and silence. This developed a sense of positive social interaction that made reading time less stressful and social. (p. 122)
4. The day that I observed there was a class of BYU students who preformedd a short play for the students. It was obviously not two-dimensional, because it was a play. The preformance included musical instruments, colorful costumes, and even a few songs. This was DAP appropriate because the play was about the weather and applied daily thing that children incounter such as snow, rain, and sunshine into an entertaining and engaging play. “draw on children’s own interesets and introduce children to things likely to interest them.” (p. 21)
7. Prior to the play the teacher put on a song and they all danced to the music. It was a song that required that the student’s move around. They reached up, jumped, turned around, and stomped the ground. It was a great way to help the children get their wiggles out before they had to sit down for the preformance. This was DAP appropriate because it altered sitting time with physical movement. There should be 60 minutes of structured physical activity (p. 117)
10. In one of the group times that teacher read a story. After the story the teacher tried to start a discusion with the question, Raise your hand if you know what the problem was in the story. That question was not getting a positive response so she returned to asking what happened first, and what happened second. This was DAP appropriate because the teacher did not expect to get one right answer, but she helped to scafold her students to think deeper into the plot. After she helped the children to think of the book chronologically they were able to discuss were the problem was.
8. Math and science was intergrated during show and tale. One of the students brought a toy car that changed colors in hot and cold temperatures. The lead teacher asked one of the aids to bring hot and cold water to the front of the class room and then the little boy demonstrated how the car changed colors. Not only did it seem like magic to the students, which, I guess could be scientific, but the teacher said “oh, look it goes from pink, to blue, to pink, to blue, it is almost like a pattern.” I was so impressed with how the teacher took this moment to identify the concept of a pattern in the classroom. “development and learning occur in and are influenced by multiple social and cultural contexts,” (p. 13)
12. The drawing activity was to draw insturtion pictures. The teacher showed the students examples of what an instruction picture was and talked about how an insturction picture would have arrows and words on the bottom. When the instructions were over for the coloring station the children were intently coloring. They put in some arrows. And started asking questions such as What is happening? what should I add? I need words? What are some words? They even started to sound out all of the words. This was DAP appropriate was for an art project because it was open ended curriculum. It was also DAP appropriate because the children were in small comfortable groups which helped support for cooperative small group projec ts in which children work together, they help to promote children’s comofro telvel with one another and, potentially, their likelihood of vecoming friends. (p. 271)
Part 2
Section A:
1. the show and tell time during class was DAP appropriate because it helped the children bring something from home were they are comfortable and show it to the class. Before the student’s started to share their items the teacher clearly reminded them what the expectations were for show and tale. That we do not talk, we sit criss cross apple sauce, and when we talk about our item we do not use a lot of words to explain it. (p. 22)
2. There were many opertunities during recess for play. These activites were ranging from on the playground to the small patch of grass in the corner, and were appropraite areas for the children to interact. One little girl wanted the other to be her dog, but the second little girl did not want to be her dog. The enviornment enabled her to go and play with another friend because she did not want to be a dog. On the playground the developmental play focused on developing gross motor skills. Because in of what we know about the general development of kindergarteners from our DAP book we know that they are still learning physically movements like climbing. The playground was the right size and the steps were the right distance to help the children support themselves while they learned to move up and down the stair cases.
Section B: I observed one child in particular.
One of the children had lost their important homework booklet. Instead of making the student feel dumb the teacher talked with her and told her how easy it was to get a new booklet. The teacher helped the student find the right book that she needed for her homework. I think that the teacher handeld this situation wonderfully and think that it also would have been good to ask the student if there was a special place that they could put her homework so that she would not lose it. I related to this child because I am always loosing everything, and appreciate it when people do not make me feel dumb about that.
The room was arranged to support the children because the rug was organized by colored dots. More than once I heard a teacher make a comment such as: my red dot row is sitting very nice, can my friends please sit on their dots, and so on. I watched this student move around on the rug to try and mimic the red dot. She was laying down during one of the rug times, and when the teacher reminded her to sit on her dot she wiggled back up to her dot and sat down. Having a clear and easy to understand environment helped this child to know the expectations of the classroom.
When the teachers rearranged the classroom for the play they put one of the tables near the coach, and this particular student was trying to jump from the coach onto the table. I believe that when the teachers rearranged the classroom to make room they should have just moved the table a little ways away from the coach, and the children would not have tried to run across the two item.
She did not want to do anything during free time. Instead she was wondering around the classroom. The lead teacher saw her, and asked her if she wanted to go write a book, draw, or do puzzles. She told the teacher she wanted to write a book. The teacher walked her over the book table and then left her there. When the teacher realized that she still had not started her book she asked her if she wanted to sit next to so and so or another person. She sat next to one of her friends. Then the teacher helped her pick out the colors that she wanted, and finally the girl started her book. After free time she put her book away and sat on the rug with the rest of the students. When the play was over and all of the parents were picking up their children this student was the last to be picked up. To my surprise the first thing she started to do while she waited for her mom or dad to come was to write in her book.
The student I observed did not have the most social or positive interactions with her peers. During outside time she spent most of the time by herself. When she did talk to another student it was because she wanted the soccer ball that he was playing with and she wanted to take it from him. There were times when she appeared to want to play soccer with the rest of the children, but just could not bring herself to interact. Other times while she was on the playground she was walking across the balance beam completely uninterested in the other children.
Section C: I learned a lot from observing the classrooms, but I particularly learned the importance of observing. It was helpful to get good ideas from the kindergarten classroom. Most of them I would never have thought of by myself. For instance I would not have thought to have the students whisper who they thought was in the soldier out fit in the magic tree house book. It was also helpful to see how simple things like big colorful dots on the rug really help to set up the classroom for a place of learning. The real take home message I had was that it is important to have lead teachers and teacher aids. Not simply because you have to have an adult there to help the children, but because you need an adult to help the adults. I learned so much from observing the postivive examples. I thought how I myself, just like the children, was drawn to the more enaging teachers than the dull and demanding ones. It made me realize that when I am a teacher I will still be learning from the examples of teachers that I surround myself with.
2. When all of the students were listening to the story Magic Tree house being read the children realized that the short soldier was Annie in discuse. They began to shout out who what they were thinking, and the teacher asked them to all whisper to their neighbor who they thought the short soldier was. Later in the story when the author tells that it is Annie the teacher asked the students to give her a tumbs up if they were right. This was a great example of DAP group time because it involved the students interaction, and not simply the teacher demanding attention and silence. This developed a sense of positive social interaction that made reading time less stressful and social. (p. 122)
4. The day that I observed there was a class of BYU students who preformedd a short play for the students. It was obviously not two-dimensional, because it was a play. The preformance included musical instruments, colorful costumes, and even a few songs. This was DAP appropriate because the play was about the weather and applied daily thing that children incounter such as snow, rain, and sunshine into an entertaining and engaging play. “draw on children’s own interesets and introduce children to things likely to interest them.” (p. 21)
7. Prior to the play the teacher put on a song and they all danced to the music. It was a song that required that the student’s move around. They reached up, jumped, turned around, and stomped the ground. It was a great way to help the children get their wiggles out before they had to sit down for the preformance. This was DAP appropriate because it altered sitting time with physical movement. There should be 60 minutes of structured physical activity (p. 117)
10. In one of the group times that teacher read a story. After the story the teacher tried to start a discusion with the question, Raise your hand if you know what the problem was in the story. That question was not getting a positive response so she returned to asking what happened first, and what happened second. This was DAP appropriate because the teacher did not expect to get one right answer, but she helped to scafold her students to think deeper into the plot. After she helped the children to think of the book chronologically they were able to discuss were the problem was.
8. Math and science was intergrated during show and tale. One of the students brought a toy car that changed colors in hot and cold temperatures. The lead teacher asked one of the aids to bring hot and cold water to the front of the class room and then the little boy demonstrated how the car changed colors. Not only did it seem like magic to the students, which, I guess could be scientific, but the teacher said “oh, look it goes from pink, to blue, to pink, to blue, it is almost like a pattern.” I was so impressed with how the teacher took this moment to identify the concept of a pattern in the classroom. “development and learning occur in and are influenced by multiple social and cultural contexts,” (p. 13)
12. The drawing activity was to draw insturtion pictures. The teacher showed the students examples of what an instruction picture was and talked about how an insturction picture would have arrows and words on the bottom. When the instructions were over for the coloring station the children were intently coloring. They put in some arrows. And started asking questions such as What is happening? what should I add? I need words? What are some words? They even started to sound out all of the words. This was DAP appropriate was for an art project because it was open ended curriculum. It was also DAP appropriate because the children were in small comfortable groups which helped support for cooperative small group projec ts in which children work together, they help to promote children’s comofro telvel with one another and, potentially, their likelihood of vecoming friends. (p. 271)
Part 2
Section A:
1. the show and tell time during class was DAP appropriate because it helped the children bring something from home were they are comfortable and show it to the class. Before the student’s started to share their items the teacher clearly reminded them what the expectations were for show and tale. That we do not talk, we sit criss cross apple sauce, and when we talk about our item we do not use a lot of words to explain it. (p. 22)
2. There were many opertunities during recess for play. These activites were ranging from on the playground to the small patch of grass in the corner, and were appropraite areas for the children to interact. One little girl wanted the other to be her dog, but the second little girl did not want to be her dog. The enviornment enabled her to go and play with another friend because she did not want to be a dog. On the playground the developmental play focused on developing gross motor skills. Because in of what we know about the general development of kindergarteners from our DAP book we know that they are still learning physically movements like climbing. The playground was the right size and the steps were the right distance to help the children support themselves while they learned to move up and down the stair cases.
Section B: I observed one child in particular.
One of the children had lost their important homework booklet. Instead of making the student feel dumb the teacher talked with her and told her how easy it was to get a new booklet. The teacher helped the student find the right book that she needed for her homework. I think that the teacher handeld this situation wonderfully and think that it also would have been good to ask the student if there was a special place that they could put her homework so that she would not lose it. I related to this child because I am always loosing everything, and appreciate it when people do not make me feel dumb about that.
The room was arranged to support the children because the rug was organized by colored dots. More than once I heard a teacher make a comment such as: my red dot row is sitting very nice, can my friends please sit on their dots, and so on. I watched this student move around on the rug to try and mimic the red dot. She was laying down during one of the rug times, and when the teacher reminded her to sit on her dot she wiggled back up to her dot and sat down. Having a clear and easy to understand environment helped this child to know the expectations of the classroom.
When the teachers rearranged the classroom for the play they put one of the tables near the coach, and this particular student was trying to jump from the coach onto the table. I believe that when the teachers rearranged the classroom to make room they should have just moved the table a little ways away from the coach, and the children would not have tried to run across the two item.
She did not want to do anything during free time. Instead she was wondering around the classroom. The lead teacher saw her, and asked her if she wanted to go write a book, draw, or do puzzles. She told the teacher she wanted to write a book. The teacher walked her over the book table and then left her there. When the teacher realized that she still had not started her book she asked her if she wanted to sit next to so and so or another person. She sat next to one of her friends. Then the teacher helped her pick out the colors that she wanted, and finally the girl started her book. After free time she put her book away and sat on the rug with the rest of the students. When the play was over and all of the parents were picking up their children this student was the last to be picked up. To my surprise the first thing she started to do while she waited for her mom or dad to come was to write in her book.
The student I observed did not have the most social or positive interactions with her peers. During outside time she spent most of the time by herself. When she did talk to another student it was because she wanted the soccer ball that he was playing with and she wanted to take it from him. There were times when she appeared to want to play soccer with the rest of the children, but just could not bring herself to interact. Other times while she was on the playground she was walking across the balance beam completely uninterested in the other children.
Section C: I learned a lot from observing the classrooms, but I particularly learned the importance of observing. It was helpful to get good ideas from the kindergarten classroom. Most of them I would never have thought of by myself. For instance I would not have thought to have the students whisper who they thought was in the soldier out fit in the magic tree house book. It was also helpful to see how simple things like big colorful dots on the rug really help to set up the classroom for a place of learning. The real take home message I had was that it is important to have lead teachers and teacher aids. Not simply because you have to have an adult there to help the children, but because you need an adult to help the adults. I learned so much from observing the postivive examples. I thought how I myself, just like the children, was drawn to the more enaging teachers than the dull and demanding ones. It made me realize that when I am a teacher I will still be learning from the examples of teachers that I surround myself with.
Wednesday, March 23, 2011
Dad: If I were to put a temple any place in the world were, and why would I put it there. about Hill Top Farm
POSSIBLE ADDITIONAL DENVER AREA TEMPLE & STAKE CENTER SITE
Or
TEMPLE CENTERED ZION HUB
Just as some areas are now building multiple Temples such as Utah and Arizona, the Denver area within years or decades may need additional Temple Sites and Temples ranging from a modest smaller Temple/Stake Center complex to a maximum Temple Square or Zion Hub requiring 70+ acres.
As suggested and referred by:
Paul Albert Prior.
347 E. Southfield Rd.
Spanish Fork, UT 84660
Cell: 801-360-7317
March 4, 2011
To:
Temple Site & Construction Committee
Church of Jesus Christ of Latter Day Saints
47 East South Temple
Salt Lake City, UT
POSSIBLE ADDITIONAL DENVER AREA TEMPLE & STAKE CENTER
or
TEMPLE CENTERED ZION HUB
Just as some areas are now building multiple Temples such as Utah and Arizona, the Denver area within years or decades may need additional Temple Sites and Temples ranging from a modest smaller Temple/Stake Center complex to a maximum Temple Square or Zion Hub requiring 70+ acres.
As suggested and referred by:
Paul Albert Prior.
347 E. Southfield Rd.
Spanish Fork, UT 84660
Cell: 801-360-7317
March 4, 2011
To:
Temple Site & Construction Committee
Church of Jesus Christ of Latter Day Saints
47 East South Temple
Salt Lake City, UT
Table of Contents
Possible site preservation for an additional Denver Area Temple/Stake Center & Other Church Facilities Complex
Section I.
A - Title Page
B - Table of Contents
C- Preface Letter
Section II. Hill Top History and Background
Section III. Loretto Community Center & History/possible future couples MTC and/or Temple Patron Lodging, Mission Home etc.
Section IV. Correspondence With First Presidency 33 years ago (April 3, 1978 - February 17, 1983)
Section V. Correspondence with Walt Koelbel & Co. Present Owners/Developers of Academy Business Park (formally our Hill Top Farm) (also see section X)
Section VI. Denver Temple Square Suggested Rough Plot Plan for up to 70 Acres
Section VII. 1950’s Historical Farm Brainstorming Ideas
Section VIII.
A - Nativity Pageant using live animals at Nativity & Pageant Presentation
B - Possible Summer Pageant similar to Manti on South Temple lawn
C - Pierce Street Right-A-Way Issue
Section IX.
A - Suggested Colorado Mormon Tabernacle Choir Tour performing at the Red Rocks Amphitheatre and other Colorado locations in conjunction with the annual Easter Sunrise Service and/or in conjunction with a public tour of a soon to be dedicated additional Temple.
B - Epilogue - “By small and simple things are great things brought to pass”
Section X. Academy Park (Hill Top) 1978 Brochure “In a major growth corridor in the Denver metropolitan area”
PREFACE LETTER
Dear Brethren,
“Impressions…“Is there anything else”
On Sunday November 7, 2010 Elder Richard G Scott came to our “Special Salem Stake
Conference”. He spoke of the importance of following impressions and asking in prayer after receiving impressions “is there anything else“. He also spoke of writing the impressions down at three levels for later reference, remembrance and motivation.
Hilltop Farm Questions/“Is there is anything else?” … “Try a third witness”.
On November 18, 2010 the day before we were to pick up our son Elder Jonathan Caleb
Prior from his 2 year plus mission within the Colorado Springs, Colorado Mission. I and
my wife Eileen Marie again stood on our families previously owned farmstead Hill Top Farm, which had been in the making with our family since 1930. I marveled that the 70 acres around our Hill Top Farm were still left open and free from any development despite much pressure to do so. The last effort to develop was the Wal-Mart/Sam’s Club organization who usually get their buildings built in the areas they choose.
Feelings I had five decades ago of Hill Top being a good location for a modest Temple/Stake Center combination or even a maximum size Temple Square or physical Temple centered Zion Hub came back to me.
Seven Questions
While standing on Hill Top questions came to my mind and heart.
1. Could my prayers of up to 50 years and particularly one powerful prayer, that a Temple be built on Hill Top Farm be answered in the affirmative?
2. Could one of the reasons that my son Jonathan Caleb was sent to his fathers’ homeland was so I would stand on Hill Top one more time?
3. Could the “Put off thy shoes from thy feet: for the place thou standest on is Holy Ground” spirit that I feel on Hill Top be meaningful to other people as well?
4. Could the geographical placing of Marston Lake (the Denver area culinary water supply) just south of our Hill Top Farm be a “type and shadow” or symbolism paralleling the Living Waters of Christ?
5. Is the current criteria for choosing a Temple site expanded so as to now qualify for a smaller Temple/Stake Centered Complex or either a larger Temple Square/Zion Hub to be built here?
6. Could the law of two or three witnesses apply for a third time to bring attention to the Church Authorities of the possibility that Hill Top could be a beautiful and good Temple Square Complex for the areas just east of the Everlasting Hills?
7. “Is there anything else?” “Yes, bring Hill Top to the attention to the Church Authorities for a third and final witness! Disclose all meaningful thoughts and impressions even if they seem small.”
First and Second Witnesses
Some thirty-three years ago, during a five year period (from April 3, 1978 to February 17, 1983) several correspondences between myself and the church authorities including the First Presidency and the Temple Site Construction Committee were exchanged; concerning the possibly of making Hill Top Farm a Temple site. (see section IV)
Bottom line from the First Presidency Feb 26, 1981 letter. “We appreciate your letter to the First Presidency calling attention to your Denver Hill Top Farm as a possible Temple site. .. Although it is a beautiful site, the ensuing report indicated the property did not
meet all the criteria established for a Temple site.”
One of the criteria then was, that a Temple needed to be close to an airport. Since 1978 Temples both large and small are being built not necessarily close to airports. Perhaps the changing of this criteria may now permit Hill Top to again be considered as a Temple site complex. Also since the new Denver Airport has been relocated and the interstate highway system has been dramatically improved, the time to get to the Hill Top site maybe similar to that of getting to the existing Temple in the south east Denver area. Possibly only one stoplight would be encountered as one leaves the airport and travels to the Hill Top site.
The Prayer of Faith or Faith and By the Power of the Priesthood
Since my youth I have had simple prayers of faith in my heart that Hill Top could be a Zion hub. Sometime within a ten year period between 1968 when I returned from my mission to Southern Australia and 1978 when I first wrote the church suggesting Hill Top be considered for a Temple/Stake Center site I vocalized a preliminary conditional Priesthood dedicatory prayer. The background to this prayer is as follows: One morning while visiting my mother at the homestead I was walking the fields and hills of Hill Top Farm and was reflecting on the powerful sunrises, the full moon over Marston Lake, the city lights at night, the Rocky Mountains to the west, and the valley to the north where I herded sheep and cattle as a youth. Again the idea to pray for its preservation as a Temple site came to mind and heart. Only this time the thought was, “say a conditional dedicatory prayer, by the power of the priesthood.” I had some “come let us reason together” impressions. I thought of Moroni during his tour of America after he left Hill Cumorah and at least ended up in Manti Utah (where Brigham Young mentioned Moroni dedicated Manti Hill for a future Temple.) The thought came to me that as he was relatively close to Salt Lake City he may have also walked or went to other valleys and mountains in Utah. The question came to my mind I wonder if Moroni went through Colorado on his way to Utah? I also thought of several lines contained in Matthew Cowley’s Miracle tape which I and my companions listened to many times while serving in South Australia. I thought if I the had the ability and keys to dedicate plots of land for grave sites by the priesthood, possibly it would be permissible to tentatively dedicate a plot of land for both the dead and the living as a possible Temple site.
I reflected on some lines in my Patriarchal blessing… “do anything else to help build God’s work on Earth…You will have the blessings of the Holy Ghost… to inspire you with the knowledge needed to fulfill any assignment given you by those in authority over you… and are in tune for this blessing…our Heavenly Fathers spirit will be with you as long as you are faithfully living the church teachings…Do all you can to help both the living and the dead have the gospel blessings… When you have the opportunity to do Temple work take advantage of it… Pray in faith and follow your prayers with good works they will always be answered in a way our Heavenly Father knows is best for you. Always thank him…”
My final thoughts before the prayer were “do not steady the arc as it were” and “word your prayer in such a way that either your prayer of faith could be effective or a prayer of faith and by the power of the priesthood exercising only the keys which I was authorized to use would be effective and mention in the prayer “if it be Thy will.” I was set apart as a Seventy by S. Dilworth Young in 1973 and I honestly don’t know if the prayer was said before or after my ordination and mission call, but I clearly remember the words and intent of the short prayer. I paraphrase below. “Father in Heaven, thou knowest the beauty of Hill Top and that it has been a High Sacred Place for me and that my heartfelt desire has been and is that it become a Holy Temple and Stake Center Complex along with other accompanying church buildings such as the Loretto Center becoming a Mission Training Center, lodging for Temple patrons and other good purposes. If it be thy will, by the prayer of faith and by the Holy Melchezidek Priesthood, which I hold and only using those keys I am authorized to exercise, I pray that our formerly owned Hill Top Farm site be preserved and protected against any development and I tentatively dedicate and consecrate this land as a possible Temple Site Complex until the church authorities could have a full understanding of the spiritual beauty of this Sacred Place and determine to build a Temple here or not. In the name of Jesus Christ, Amen.”
Evaluation, Discernment and Decision.
I have organized the following sections into relating subject matter and they are outlined in the table of contents. Within each section the most pertinent or recent information is at the front right of each section with previous letters included in descending chronological order (first shall be last). My recent post-script notes and ideas since November 18, 2010 are at the beginning of each section on the left page. Also in some sections I have added some personal “insights” or “Impressions”.
If I can be of any further assistance or answer any of your questions, please feel free to contact me. Particularly if I could be of help in a low profile observation tour of the Loretto Center and the Farmstead, as I do have an existing friendship and a positive repore with these neighbors.
Also, should there be interest in a living nativity and/or restoring our Homestead to a 1950’s moderate volume historical farm, I would be happy to add any additional ideas, insights and aid in its planning and development if advisable to proceed toward completion. (see section VII)
Paraphrasing my fathers quote from his 1938 business card. (see section II) “May I be so bold as to suggest that before the church purchases any additional Stake Center or Temple sites in the Colorado area, that you re-examine the 70+ acres of Hill Top which is still offered for sale.”
Thank You
President Hinckley mentioned “we are building Temples as fast as resources allow” I realize tithing funds and philanthropic donations to the church are sacred, limited, and need to be prioritized.
Thank you for your evaluation and prayerful discernment of the enclosed material, ideas and questions. I would appreciate a letter stating that you have received this enclosed material and will examine it.
If yes, thank you. I will be grateful that I and my family were catalyst like instruments to help bring Hill Top a “high place” both literally and spiritually to your attention and completion. Also, as per the initial letter from the First Presidency dated April 17, 1978 I am mindful “that this matter should be kept in strict confidence.”
If no, thank you I can “let it go” and be thankful that personally Hill Top was “Holy Ground” for me to “look”.
A friend and with love,
Brother Paul Albert Prior
Section II
Hill Top History and Background Information
My parents Carl Prior (1903-1960) and Norma Swenson Prior (1905-1983) were both
born and raised in Spanish Fork, Utah from pioneer stock descended from early church converts from Wales, Denmark and Sweden.
One of the silver linings of the Great Depression in the 1930’s was that my parents and other good Latter Day Saints left Utah for employment and became foundation pioneers for the church in numerous locations throughout this choice land. They became the salt, savor and seed stock for the Gospel in these additional areas.
My dad was an educator who taught history and then later became an administrator in the Denver Public School system. In July and August he sold custom tailored suits to professionals and ranchers in numerous Colorado mining and ranching communities within and around the Colorado Rocky Mountains. I grew to know Colorado very well as most of our vacations were centered around Dad’s sales trips or as we returned to Spanish Fork to visit the Prior‘s and the Swenson’s.
My father was also an excellent carpenter and farmer and followed the directives of his father David to; “Put your extra money in land” In about 1953 (I being 6 years old at the time) my family traded our 20 acre farm closer to Denver between Federal and Sheridan Blvd’s for a 160 acre farm with excellent brick barns and a home eight miles from downtown Denver on Quincy Avenue. Although the barns were strong and well built and housed the conventional 1950‘s livestock operation, the most prominent feature was the majestic hill centered on our farm. We named our farm “Hill Top Farm”.
As a boy I would ride my horse Red Stone to the top of the Hill Top; play Indian, collect rocks and other boy like treasures. I enjoyed the big sky and country feeling and the vast panoramic view: Denver and the fruited plains to the east; Marston Lake to the south; the solid Rocky Mountains to the west; and to the north our farm valley where crops were raised and I herded sheep and cattle as they grazed. This site was especially beautiful during the intense sunrises that I often saw while doing early morning chores and also at night when the city lights were bright and the moon reflected off Marston Lake. As I got older Hill Top became sacred ground to me where pondering and prayer often became a part of my walk or horseback rides. The first time I saw the statue “Appealing to the Great Spirit” by Cyrus E. Dalton, I identified deeply with the message and feelings this beautiful work of art depicts.
When I was thirteen, on Thanksgiving Day 1960 my father passed away from Cancer caused by Black Lung Disease as a result of working in the Utah Mines to acquire money to pay for his education at the BYU Academy and the University of Utah.
Although the farm was 100% paid for and not needed to be sold, the trust department of the bank (who said they did not manage real estate) arranged to sale most of Hill Top. The Catholic Church bought about 100 acres for a novitiate. We retained the 5 acre Homestead which my father insisted be the residence for his wife Norma and his sons; David and Paul. A few months after my fathers passing the Trust Department held an auction in which all our horses, dairy cattle and farming equipment were sold. I requested and wanted to keep about 10-20 cows for my own small 4-H dairy herd, but the bank told Mom, “that she and a fourteen year old boy could not run a dairy farm”. The ironic part of the bankers opinion of our abilities was that no one at the auction bid on our flock of 50 registered Suffolk Ewe’s. I pleaded with the bank representative and asked if I could keep them and continue with my 4-H sheep project. He tentatively said yes until a buyer could be found. I continued to raise, care for, and show the sheep at fairs until my senior year when I sold them prior to going to BYU and my Southern Australian Mission. These sheep helped pay for my mission and education.
During my preteens and teenage years I attended a small country school, Bear Creek, which combined Elementary, Junior High and High School. I enjoyed my schooling and was a relatively good student, participated in sports, Student Government and made many good friends with fellow students and teachers. To help pay for my mission and education during my Sophomore summer I worked construction as a laborer on the first phase of the Catholic Novitiate which was being built on the north side of our Hill Top Farm. (A Novitiate is the preparatory and training center for Nuns as depicted in The Sound of Music) One of my prayers while I worked on the building was that it could someday be a MTC. To pay for the building they sold about 88 acres through Kolbel and company.
For my Junior and Senior summers I worked with a prominent Denver landscape company. I continued to add to my savings.
During my teenage years, my mother Norma Swenson Prior continued to raise me in a Gospel centered home and she was involved with classical music particularly the piano. After my fathers death we added a music room onto our farm home. At a Denver Mansion Estate Auction Mom bought a Kimball Grand Piano and a large Oriental Rug. Mom would play the piano at church and was involved in Music Clubs. She would frequently have Piano Recitals at our home. As some of the invited guests to these recitals she would invite Sister Eileen Marie Hackman, the Mother Superior of the Novitiate and became good friends with her. The Sisters of Loretto were most cordial and allowed me to graze my sheep (at no cost to me) on the 100 acres which we previously owned. One other musical memory I have of mother. Almost every night before retiring I would hear her play from memory, The Moonlight Sonata. Every time I hear The Moonlight Sonata I can see in my minds eye Mom playing the Kimball Grand Piano while I looked out the picture window at a full moon reflecting off the Marston Lake.
A year after my mission, I married Glenna Burton from Soda Springs, Idaho. We had six children. On July 1, 1970 while attending BYU I bought a small dairy farm in Springville, Utah. I graduated from BYU on April 20, 1973 with a Bachelor‘s Degree in Animal/Dairy Science. My mother continued to stay at Hill Top and insisted she wanted to stay there until she was physically unable or died. After two hip replacements and while recovering in our Springville, Utah home, from a second heart attack, our Hill Top home was burglarized. After this heartache, Mom decided to join us permanently in Springville. This made possible the sale of our remaining 5 acres at Hill Top. We both agreed that if the church wanted to buy the 5 acres as part of a Temple/Stake House Combination Complex, we wanted to give them the first opportunity. (see section IV - Correspondence with the Temple Site/Construction Committee and the First Presidency)
My wife Glenna who fought Breast Cancer, passed away January 10, 1981on the tenth birthday of our first daughter Sarahanne. The youngest child was David Bryce - eighteen months old.
As mentioned in the Preface, after thirty-five months of correspondents with the church we received the letter of February 26, 1981 quoting, “Although it is a beautiful site, the ensuing report indicated the property did not meet all the criteria established for a temple site.”
On March 15, 1982 we sold Hill Top to Walt Koelbel; of Koelbel and Company, Realtors and Developers. (see Section V) They joined our parcel with the earlier parcels they purchased from the Catholic Novitiate and previous 50+ acres of Hill Top they purchased from my father while he was alive to finish the Pinehurst Country Club Golf Course to the east.
On February 17, 1983 after two Denver Temple Sites had been rejected, I wrote a short follow up letter mentioning that although the land was sold it might be worth looking into again for a Temple/Stake House Complex as previous Church Sites did not materialize. (see section IV)
Between 1984 and the early 1990’s our family donated the Kimball Grand Piano and the large beige Oriental accent rug to the church,. The piano was placed in the Columbine Hills Stake or Ward House and the rug was placed in the Celestial Room of the newly remodeled Mesa, AZ Temple.
On January 10, 1988 exactly seven years to the day of Glenna‘s passing, I had my first date with Eileen Marie Howard as part of Sarahanne’s seventeenth birthday outing. My wife Eileen Marie (coincidentally has the same Irish spelling as the Mother Superior, Sister Eileen Marie Hackman of the Novitiate). Eileen and I married May 28, 1988 and added two children Jonathan Caleb and Joy Marie to our family.
November 18, 2010 - The day before we picked our son up from his Colorado Springs, Colorado Mission. Eileen and I again stood on Hill Top and it all came back to me. (see Preface letter) As I stood on the east edge of the hill I could see in my minds eye and brainstorm placement of various church facilities surrounding a larger style Temple. (see Section VI)
After sometime we went to the Loretto Center to say hello and renew our friendships with the sisters. Sister Susan Swain asked us if we would like to take a tour of the center, we enthusiastically accepted. During the tour she informed me that Loretta was no longer a Novitiate because the number of young women desiring to become Nuns had decreased and that this function was combined with the St. Louis and Kentucky facilities. I asked, has selling the Loretto Center ever been considered? She did not answer me directly, but she said the facilities at St. Louis and Kentucky have capacity to absorb the Denver Loretto Center if need be. She mentioned at present, only the special resource Elementary School and facilities for retired Nuns are operational. She also mentioned they offer weekend Spiritual Retreats. As we closed the tour Sister Swain introduced us to other Sisters. She said, “Paul helped form and build the foundation of this building: of all the tours I’ve given, he’s the only one that has appreciated the basement!” I asked if at some point in the future, if I could bring a friend(s) and if a Sister could give the similar tour Sister Susan Swain gave me and Eileen. They said they would be happy to do so. For additional details, insights and contact information (see Section III).
We then visited the farmstead and home of my youth. Bill Ambrose an old neighbor and school friend is still the tenant (after 33 years). Bill, in his rough way has put a vale of clutter and disrepair over the farmstead (a beneficial camouflage). We walked and talked for another forty minutes, as I looked in all the buildings and sheds many good memories returned. We learned that Walt Koelbel is still alive and Bill told me how Wal-Mart withdrew their interest after first, the local residents fought against building their Superstore and second, the final straw was the souring of the economy a few years ago. He also mentioned he would be happy to give a similar tour to me and a friend or for my friends if I was unable to be there.
Again, if you have any questions or you would like me to explain in further detail any of this history or background, I would be happy to do so.
P.S.
LOVETTA, MY FIRST COW ON HILL TOP FARM
One of my favorite lines from the most recent General Conference talks was by Mervyn B. Arnold entitled; “What Have You Done With My Name”. He quoted his wife, “I loved that cow”. Immediately when I heard this quote I thought of my first cow, Lovetta, the principle of love and Hill Top. Yes, farm and ranch raised youth do love their livestock as pets even though they may weigh over 1,400 pounds. When I was ten years old I asked dad if I could get started on my own dairy herd. He agreed and I started feeding the baby calves milk regularly in order to buy my first 4-H dairy heifers. An excellent registered Holstein dairy heifer was born, that was mine. I affectionately called her Hill Top Lovetta. Three years later after Dad’s death the trust department of the bank sold her with the rest of the dairy herd.
Early Thursday evening November 18, 2010, after our Hill Top experience Eileen and I ate dinner at the restored Littleton Mills Restaurant where over fifty years ago, we purchased the grain to feed our livestock.
After dinner I and Eileen attended our first Endowment Session at a Colorado Temple. We missed seeing our son Elder Prior, other Elders and President and Sister Phile by a half an hour. As we entered the Temple doors a man asked me if I could do Endowment work for an individual he had researched, I mentioned I would be glad to do so and put the card in my shirt pocket. In the chapel while waiting for the next session, I took the card out as I usually do in order to get acquainted with the individual I was to do Endowment work for. He was from Texas and his name was George Gilbert Lovett. Again, I thought of my first 4-H project cow named Hill Top Lovetta. For me the similarity and timing of these names, Lovetta and Lovett ,was not a coincidence but a “tender mercy”. Doing Endowment work for George Gilbert Lovett was a perfect way to end a day of observation and good feelings. We then drove to the Colorado Springs Marriot for our nights logging.
Friday Morning November 19, 2010 we picked our son up at the Mission Home in Colorado Springs. In two days we combined a weeks worth of: touring the Air Force Academy, particularly the renowned chapel; seeing The Garden of the Gods State Park; ascending Pikes Peak where my son gave a Book of Mormon to a young family; and visiting members and investigators. Also as our son served in the San Luis Valley (an early Mormon Pioneer Settlement) we visited the Manassa Stake Center with the nearby Stake Office Building. The Stake Office Building was originally an Endowment House, above the east doorway - Holiness To The Lord. We felt “The place thou standest on is Holy Ground”.
Section III
The Loretto Community Center
Possible Future LDS Couples MTC, Mission Home,
Lodging for Traveling Temple Patrons
See details already mentioned in the Preface Letter and Background Sections.
I asked the Sisters if they had any books or written histories I could buy which explained the purchase of our Hill Top Farm and the building of the Novitiate. Sister Swain sent us a copy of what she could find. (see enclosure on the right)
One thought, if someone from the committee would like to take a tour of the building without me, a possible good time would be in conjunction with their regular weekend Spiritual Retreat Tours. Perhaps individuals from the committee or a member from the committee and his wife may want to be a part of some or all of this weekend retreat.
If you would like to contact them directly here is their contact information;
Sisters of Loretto
4000 So. Wadsworth Blvd.
Littleton, CO 80123-1308
1-303-783-0450
Email: development@Lorettocommunity.org
Website: www.Lorettocommunity.org
If you want, please feel free to use my and my wife’s names as reference and our tour on November 18, 2010 as given by Sister Susan Swain.
A type and shadow of the possible purchase of the Loretto Center would be when the church purchased the Catholic School for Girls, in front of the Nauvoo Temple and converted it to the Joseph Smith Academy and other Church related purposes.
P.S. While we were waiting for Sister Swain to give us our tour, I stepped into their gift shop and saw a beautifully embroidered Christmas salutation; Joy to the World. The letters were in white on a crimson red background with an evergreen tree as an artistic exclamation mark. As I was pointing to it and mentioning to Eileen that I would like to buy it to add to our Christmas decorations, Eileen’s phone rang, she answered and it was our daughter Joy Marie (another Joy to the World).
Section IV
Correspondence with Temple Site/Construction Committee and
The First Presidency
April 3, 1978 - February 17, 1983
Quoting from the February 26, 1981 letter, “We appreciate your letter to the First Presidency calling attentions to your Denver Hilltop Farm as a possible temple site…”
“Although it is a beautiful site, the ensuing report indicated the property did not meet all the criteria established for a temple site…”
In 1978, Hill Top was on the edge of the “major growth corridor” between Denver, the mountains to the west and Castle Rock to the south (these areas are enclosed in the I-470 Denver’s southwest belt loop). Today all large parcels of land have been developed, with the exception of Hill Top. To me another “a tender mercy”. Today Hill Top is in the center of beautiful residential homes and good people.
In 1978, Hill Top was as the Gilbert and Scottsdale Temple sites are today “on the edge of major growth corridors for a Metropolitan area”.
Again, if the criteria for Temple Sites has expanded so now as to include Hill Top, please reconsider it for Church owned property for site preservation and to be developed as needed.
Section V
Correspondence with Walt Koelbel & Co.
Present Owners/Developers of Academy Business Park
(formally our Hill Top Farm)
See details already mentioned in the Preface and Background Sections.
Also see Section X, Koelbel’s 1978 Academy Park Brochure inside back jacket pocket.
On November 18, 2010 when I was visiting our Homestead and talking with Bill Ambrose, the tenant of Hill Top Farm since 1978 (33 years) Bill mentioned that Walt Koelbel is still alive. He also told me as did the Sisters about the Wal-Mart wanting to build a Superstore on the south slope of Hill Top close to the corner of Wadsworth and Quincy. Also how the residence put up a fight against it, but acknowledged that the souring economy was what caused Wal-Mart’s organization to withdraw. He added much more detail.
He also mentioned in the summertime the owners still bring cattle and horses on the land to graze in order to maintain the much lower Agriculture/Greenbelt Tax assessments.
I mentioned earlier that not a minute of construction has taken place on Hill Top since the prayer. However, Koelbel and Company was going to raise our tile brick farm home and buildings in preparation to sell to Wal-Mart. As demolition began small holes were punched in each building with a bulldozer. The demolition had to stop as the hundred year life shingles made of asbestos would have created a large volume of problem dust. If the demolition was to continue by Koelbel, the shingles most likely would have had to be removed individually by hand, creating the least amount of dust possible before general bulldozing could take place. This is why our home and quality barns of the farmstead are still standing (a negative for some potential buyers).
As a positive with some remodeling help (at a possible lower cost than demolishing the home and barns) Hilltop could again be repaired and become a functioning historic farm; suitable for inviting school tours, etc and becoming part of a Summer pageant and/or Living Nativity. I believe such a “do not miss the pageants near the LDS Temple” would draw as many visitors as does the Church Lights and Programs at the Mesa, Arizona Temple Square. (see section VII)
Again Koelbel and Company has had this 70+ acres up for development for over 34 years, and none has taken place (for some a miracle). Perhaps with this three decade plus of non development: with Walt’s age and possible estate planning; the down economy; the cost to demolish the farmstead; the reduce chance of selling it for prime commercial value; the increased chance of selling it for the lower residential development value, may all combine to encourage Koelbel and Company to sell part or all of Hilltop at a substantial volume discount.
Buying all the seventy acres would have the added benefit of being ones own neighbor to a greater extent. If not all of the seventy acres would be needed for Church purposes the surplus area could be sold at zoning prescribed by the Church.
Section VI
Denver Temple Square
Zion Temple Centered Hub
Suggested Rough Plot Plan for up to 70 Acres
See details already mentioned in the preface and background sections.
As we turned off of Wadsworth Blvd onto the south Loretto Center Drive we drove to the east most point. I and Eileen got out (see red circled on map to right) this is the point where it all came back to me. For sometime I just looked taking in a 360 degree panorama several times. This is the spot where I realized not a minute of construction had taken place since the prayer and where the questions came to me that I spoke of in the preface. Namely the last one as per Elder Scott directive, “is there anything else?” “Yes, bring Hill Top to the attention to the Church Authorities for a third and final witness! Disclose all meaningful thoughts and ideas even if they seem small.”
Again as I turned around I could see in my minds eye and brainstormed the following plot plan to the right with various facilities coming to mind. Such as: the Temple being on the east or south of Hill Top (I feel a Temple on the south of Hill Top and the Stake House below it with parking in between would be the most beneficial location); to the west as I looked toward the Rocky Mountains I could see enough room for a Visitors Center similar in size to the Mexico City Temple Visitors Center.
With the high volume of traffic on Wadsworth Blvd, I can see many individuals looking at the Christus in the Visitors Center window, the Temple and Moroni on the spire. This highly visible location would be seen similar to those traveling the Santa Monica Blvd looking at the Los Angeles Temple and the commuters in Washington D.C. as they round the curve on the belt loop and see the breathtaking view of the Washington D.C. Temple. Also the Temple would most likely be seen from the east ridge of the Rocky Mountains, Red Rocks Amphitheatre, US 285 and the I-470 belt loop. This “City on a Hill cannot be hid” could help plant beneficial seeds of hope, curiosity and “desire”.
To the southwest along Quincy Avenue and to the intersection with Wadsworth Blvd, I could see some “Nauvoo House” type commercial hospitality businesses such as: Café’s, Restaurants, Inn’s and gift shops. Perhaps including a statue of “Appeal to the Great Spirit”, by Cyrus E. Dallin within a garden area next to a gift shop maybe appropriate.
Looking southeast toward Marston Lake, I could see in my minds eye our farmstead being restored to a 1950 historical farm.(see section VII for additional details) Suitable for tours of schools, scouts, etc.
In the valley to the north I could see other Church structures with their accompanying functions; Bishops Storehouse; Cannery; DI; LDS Family Services; Employment Center; Mission Home; Residence’s for Temple and Mission Presidencies; Family History Center; Picnic pavilion; Softball diamond; and other recreational features which would be complimented by the 18-hole Golf Course to the east. (I can see Bishop Burton playing a round of golf with some friends).
The building in the upper right corner is Mountain Bell Telephone Company’s Campus like Training Center. Possibly a regional Bonneville Media Office might well be placed next to this similar facility.
Section VII
Plot Plan for 1950’s Historic Farm
Some pro’s for remodeling our homestead into a Historic Farm suitable for tours.
1. The cost to repair these buildings and make them a visitors attraction maybe less than the demolition cost.
2. Maintaining the Greenbelt or Agriculture Use Tax would greatly minimize taxes.
3. There is increasing value to open green space and pastoral settings.
4. Just as the Mexico City Temple enjoys a serendipity across from the City Zoo, visitors to the Historic Farm and the Pageants could not help but see in the background the Christus in the Visitors Center window and the Temple. (I heard while I was on my mission to Australia that the average convert has had seven brushes with the church before finally taking the Missionary Discussions and being Baptized).
5. Just as Nauvoo has the pastoral setting between its buildings and offers horse drawn wagon rides to tour the Historic City. Possibly the Denver Temple Square could also offer horse drawn rides with a brief tour explaining the structures and functions of the Denver Temple Square.
6. Operating the Historic Farm and caring for the livestock could provide missionary opportunities for couples and service projects for local wards.
7. The book, Little Britches (similar to The Little House on the Prairie) was written by our neighbor to the north, Ralph Moody. The schoolyard he spoke of in the book, was across the road from Hill Top to the east.
8. Some may say the valuable real estate under the Farmstead is worth more if developed rather than maintained as a Historic Farm/Open space. Also there may be the point that a farm is too close and out of character to be near a Temple or Stake Center. If this ever becomes a debate I would boldly suggest that this area be the last to be developed and the Historic Farm concept be given a chance to be used as a Missionary tool and bridge to the hearts of the fathers. *A side note - Although cattle get top billing in the Pearl of Great Price animal creation dialogue, and many of the early patriarch and prophets were herds men (cattlemen and sheep men) the Manti Temple is the only one I know of at the present that features domestic livestock in its murals and has farms and corrals nearby.
If the church does buy a portion or all of Hill Top and they like the idea of a Historic Farm feature I would be glad to help in it’s design and outlining it’s protocol if so called.
FARMSTEAD KEY
Home, Garden and Orchard Units = HM, GAR, ORC
Small Animal/Poultry Unit - G = 2 Car Garage; RP = Rabbits & Pigeons; C = Chickens; T = Turkeys & Geese; PH = Pheasant Run; CP = Calf Pens; HF = Heifer Pens; PG = Pig Pens
Dairy Unit - MB = Milk Barn & Corral Area - Ranging from two Nurse Cows with Calves to twenty Dairy Cows (of different breeds). Nurse Cows would not need milking equipment, a small dairy herd would need to restore the milk barn and equipment to a functioning level. (There is much small dairy equipment available at low cost).
Compost Unit = for lawn and landscape trimmings plus livestock bedding and waste
Draft Horse Unit = tack rooms and stalls for two to six Draft Horses, caretaker apartment.
Beef Unit - two to six Cows with Calves of different beef breeds
Sheep/goat Unit = ten to thirty Ewe’s plus lambs (of both wool and meat breeds) A Nativity Scene possibility
Shop Equipment, Feed & Multi-purpose Unit
Section VIII - A
Nativity Scene and Pageants
This past Christmas season an excellent Nativity Pageant was produced in and around the Ward House south of the Utah County Facilities. Using this same script or one like it and using a portable three sided open shelter as a backdrop for a living or part living Nativity Scene (with the customary live farm animals) and locating this near the Visitors Center, Temple or Stake House parking lots maybe a draw for many. The Historic Farm could also be incorporated if desired.
On the back wall of the sheep sheds at the Historic Farm (see section VII) a Nativity banner could be placed on the wall with accent lighting during the Christmas Season and could be seen from Pierce Street. The well bedded sheep would add to the scene: the Shepherds, Wisemen and camels could be placed in the pasture walking toward the stable Nativity scene with spotlights added.
In early to mid January the National Western Live Stock Show and Rodeo is held in Denver. Many of the Nation’s and World’s Ranchers, Cattlemen, Sheepmen, and Rodeo performers participate in this Livestock Exposition. Our family has shown cattle, horses and sheep there and this is one of Colorado’s premier events. When I was young the Christmas lights at the Denver Civic Center remained on display for the National Western visitors to enjoy. If the Nativity Scene and Pageants materialize perhaps leaving them on display during the National Western Livestock Show may be favorable and invite the many January visitors to the Denver Temple Square.
Section VIII - B
Possible Summer Pageant similar to Manti on South Temple lawn
Just as the lawn area south of the Manti Temple is suitable for its annual pageant a pageant on the lawn south of the a Denver Temple and Visitors Center maybe a suitable summer family event if such a pageant was deemed beneficial.
Section VIII - C
Pierce Street Right A Way Issue
As per the letters to the right, the owner (Van Frelick) of the land cutoff our first choice Quincy Street right a way and made us use the second Pierce Street right a way that served the farm buildings and livestock. This was a negative experience for us, however, it might have been a blessing in disguise as we had the only Pierce Street right a way to service Academy Park. This right of way also has an advantage that it can connect with other roads and parking areas that serve the Temple and other facilities to Wadsworth Blvd. If the Church does buy some or all of the seventy acres available, immediately reusing and re-establishing this Pierce Street right a way would be important for Hill Top east slope office building, the Historic Farm and the southeast open pastoral area.
Section IX
A - Suggested Colorado Mormon Tabernacle Choir Tour
As Colorado is relatively close to Utah using busses for transportation from Salt Lake City to the following possible concert locations maybe most practical.
The Concert loop could include performances at: Grand Junction; Aspen Music Festival if tour is during the summer; Colorado Springs at the renowned Air Force Academy Chapel or Concert Hall; Red Rocks Amphitheatre; other Metropolitan Denver concerts if demand dictates and finally the Fort Collins and/or Greely areas.
If the Colorado tour materialized around Easter time it could be part of or be the entire Easter Sunrise Service at the outdoor Red Rocks Amphitheatre. If a Sunday Service would not be practical perhaps the Saturday prior to Easter maybe just as impressive. I suggest if they sang all or a portion of Handel’s Messiah many hearts would be softened and seeds of hope, curiosity and desire would be planted.
*Side note - The recent Midwest choir tour (I personally call “the we’re coming back tour”) featured the popular Protestant Hymn, Amazing Grace. Just as How Great Thou Art was added to our Hymn Book and became a conversion bridge for many. I suggest that Amazing Grace also added to our Hymn Books with any needed word changes to reflect Restored Gospel Doctrine. When I was younger I thought the word wretch was too strong, however as I read Nephi in his psalms he used the word. I could remember thinking, “yes there is some wretch and prodigal in all of us”. We need to come to ourselves and accept the gift of the atonement.
B - Epilogue
“By small and simple things are great things brought to pass”
“By small and simple things are great things brought to pass”… “Now these mysteries are not yet fully made known unto me, therefore I shall forbear”. Alma 37:6 &11
During the weekend of December 18, 2010, I, Eileen, and family went to Chandler, AZ to visit our daughter Sarahanne Lawson, her husband Matt and our grandchildren. We visited the Gilbert Temple Site and attended the Mesa, AZ Temple to do Endowment work and see if our donated oriental beige accent rug was still in the Celestial Room. Mostly we went to witness the Baptism of our grandson Matthew and be apart of Confirm him as a new member of the church and to bestow upon him the gift of the Holy Ghost. During the Baptismal service the Bishop spoke of the principle in the Sacrament Prayer “that we will always remember Him”. Then he spoke a most powerful penetrating line upon line “the Savior will always remember you as he has sculptured you in His hands”.
Christ hands and his workmanship have also sculptured this beautiful Earth. Referring to question one in the Preface Letter. Was Hill Top created as a possible “Hill of the Lord?”
If yes, thank you. I will be grateful that I and my family were catalyst like instruments to help bring Hill Top a “high place” both literally and spiritually to your attention and completion.
If no, thank you. I can “let it go” and be thankful that personally Hill Top was an “exceeding high mountain” for me to “look”. “Is there anything else”? No, I have disclosed all meaningful impressions concerning Hill Top unless you have questions, or council. Thank you for your prayerful review and discernment.
Respectfully,
Brother Paul Albert Prior
Or
TEMPLE CENTERED ZION HUB
Just as some areas are now building multiple Temples such as Utah and Arizona, the Denver area within years or decades may need additional Temple Sites and Temples ranging from a modest smaller Temple/Stake Center complex to a maximum Temple Square or Zion Hub requiring 70+ acres.
As suggested and referred by:
Paul Albert Prior.
347 E. Southfield Rd.
Spanish Fork, UT 84660
Cell: 801-360-7317
March 4, 2011
To:
Temple Site & Construction Committee
Church of Jesus Christ of Latter Day Saints
47 East South Temple
Salt Lake City, UT
POSSIBLE ADDITIONAL DENVER AREA TEMPLE & STAKE CENTER
or
TEMPLE CENTERED ZION HUB
Just as some areas are now building multiple Temples such as Utah and Arizona, the Denver area within years or decades may need additional Temple Sites and Temples ranging from a modest smaller Temple/Stake Center complex to a maximum Temple Square or Zion Hub requiring 70+ acres.
As suggested and referred by:
Paul Albert Prior.
347 E. Southfield Rd.
Spanish Fork, UT 84660
Cell: 801-360-7317
March 4, 2011
To:
Temple Site & Construction Committee
Church of Jesus Christ of Latter Day Saints
47 East South Temple
Salt Lake City, UT
Table of Contents
Possible site preservation for an additional Denver Area Temple/Stake Center & Other Church Facilities Complex
Section I.
A - Title Page
B - Table of Contents
C- Preface Letter
Section II. Hill Top History and Background
Section III. Loretto Community Center & History/possible future couples MTC and/or Temple Patron Lodging, Mission Home etc.
Section IV. Correspondence With First Presidency 33 years ago (April 3, 1978 - February 17, 1983)
Section V. Correspondence with Walt Koelbel & Co. Present Owners/Developers of Academy Business Park (formally our Hill Top Farm) (also see section X)
Section VI. Denver Temple Square Suggested Rough Plot Plan for up to 70 Acres
Section VII. 1950’s Historical Farm Brainstorming Ideas
Section VIII.
A - Nativity Pageant using live animals at Nativity & Pageant Presentation
B - Possible Summer Pageant similar to Manti on South Temple lawn
C - Pierce Street Right-A-Way Issue
Section IX.
A - Suggested Colorado Mormon Tabernacle Choir Tour performing at the Red Rocks Amphitheatre and other Colorado locations in conjunction with the annual Easter Sunrise Service and/or in conjunction with a public tour of a soon to be dedicated additional Temple.
B - Epilogue - “By small and simple things are great things brought to pass”
Section X. Academy Park (Hill Top) 1978 Brochure “In a major growth corridor in the Denver metropolitan area”
PREFACE LETTER
Dear Brethren,
“Impressions…“Is there anything else”
On Sunday November 7, 2010 Elder Richard G Scott came to our “Special Salem Stake
Conference”. He spoke of the importance of following impressions and asking in prayer after receiving impressions “is there anything else“. He also spoke of writing the impressions down at three levels for later reference, remembrance and motivation.
Hilltop Farm Questions/“Is there is anything else?” … “Try a third witness”.
On November 18, 2010 the day before we were to pick up our son Elder Jonathan Caleb
Prior from his 2 year plus mission within the Colorado Springs, Colorado Mission. I and
my wife Eileen Marie again stood on our families previously owned farmstead Hill Top Farm, which had been in the making with our family since 1930. I marveled that the 70 acres around our Hill Top Farm were still left open and free from any development despite much pressure to do so. The last effort to develop was the Wal-Mart/Sam’s Club organization who usually get their buildings built in the areas they choose.
Feelings I had five decades ago of Hill Top being a good location for a modest Temple/Stake Center combination or even a maximum size Temple Square or physical Temple centered Zion Hub came back to me.
Seven Questions
While standing on Hill Top questions came to my mind and heart.
1. Could my prayers of up to 50 years and particularly one powerful prayer, that a Temple be built on Hill Top Farm be answered in the affirmative?
2. Could one of the reasons that my son Jonathan Caleb was sent to his fathers’ homeland was so I would stand on Hill Top one more time?
3. Could the “Put off thy shoes from thy feet: for the place thou standest on is Holy Ground” spirit that I feel on Hill Top be meaningful to other people as well?
4. Could the geographical placing of Marston Lake (the Denver area culinary water supply) just south of our Hill Top Farm be a “type and shadow” or symbolism paralleling the Living Waters of Christ?
5. Is the current criteria for choosing a Temple site expanded so as to now qualify for a smaller Temple/Stake Centered Complex or either a larger Temple Square/Zion Hub to be built here?
6. Could the law of two or three witnesses apply for a third time to bring attention to the Church Authorities of the possibility that Hill Top could be a beautiful and good Temple Square Complex for the areas just east of the Everlasting Hills?
7. “Is there anything else?” “Yes, bring Hill Top to the attention to the Church Authorities for a third and final witness! Disclose all meaningful thoughts and impressions even if they seem small.”
First and Second Witnesses
Some thirty-three years ago, during a five year period (from April 3, 1978 to February 17, 1983) several correspondences between myself and the church authorities including the First Presidency and the Temple Site Construction Committee were exchanged; concerning the possibly of making Hill Top Farm a Temple site. (see section IV)
Bottom line from the First Presidency Feb 26, 1981 letter. “We appreciate your letter to the First Presidency calling attention to your Denver Hill Top Farm as a possible Temple site. .. Although it is a beautiful site, the ensuing report indicated the property did not
meet all the criteria established for a Temple site.”
One of the criteria then was, that a Temple needed to be close to an airport. Since 1978 Temples both large and small are being built not necessarily close to airports. Perhaps the changing of this criteria may now permit Hill Top to again be considered as a Temple site complex. Also since the new Denver Airport has been relocated and the interstate highway system has been dramatically improved, the time to get to the Hill Top site maybe similar to that of getting to the existing Temple in the south east Denver area. Possibly only one stoplight would be encountered as one leaves the airport and travels to the Hill Top site.
The Prayer of Faith or Faith and By the Power of the Priesthood
Since my youth I have had simple prayers of faith in my heart that Hill Top could be a Zion hub. Sometime within a ten year period between 1968 when I returned from my mission to Southern Australia and 1978 when I first wrote the church suggesting Hill Top be considered for a Temple/Stake Center site I vocalized a preliminary conditional Priesthood dedicatory prayer. The background to this prayer is as follows: One morning while visiting my mother at the homestead I was walking the fields and hills of Hill Top Farm and was reflecting on the powerful sunrises, the full moon over Marston Lake, the city lights at night, the Rocky Mountains to the west, and the valley to the north where I herded sheep and cattle as a youth. Again the idea to pray for its preservation as a Temple site came to mind and heart. Only this time the thought was, “say a conditional dedicatory prayer, by the power of the priesthood.” I had some “come let us reason together” impressions. I thought of Moroni during his tour of America after he left Hill Cumorah and at least ended up in Manti Utah (where Brigham Young mentioned Moroni dedicated Manti Hill for a future Temple.) The thought came to me that as he was relatively close to Salt Lake City he may have also walked or went to other valleys and mountains in Utah. The question came to my mind I wonder if Moroni went through Colorado on his way to Utah? I also thought of several lines contained in Matthew Cowley’s Miracle tape which I and my companions listened to many times while serving in South Australia. I thought if I the had the ability and keys to dedicate plots of land for grave sites by the priesthood, possibly it would be permissible to tentatively dedicate a plot of land for both the dead and the living as a possible Temple site.
I reflected on some lines in my Patriarchal blessing… “do anything else to help build God’s work on Earth…You will have the blessings of the Holy Ghost… to inspire you with the knowledge needed to fulfill any assignment given you by those in authority over you… and are in tune for this blessing…our Heavenly Fathers spirit will be with you as long as you are faithfully living the church teachings…Do all you can to help both the living and the dead have the gospel blessings… When you have the opportunity to do Temple work take advantage of it… Pray in faith and follow your prayers with good works they will always be answered in a way our Heavenly Father knows is best for you. Always thank him…”
My final thoughts before the prayer were “do not steady the arc as it were” and “word your prayer in such a way that either your prayer of faith could be effective or a prayer of faith and by the power of the priesthood exercising only the keys which I was authorized to use would be effective and mention in the prayer “if it be Thy will.” I was set apart as a Seventy by S. Dilworth Young in 1973 and I honestly don’t know if the prayer was said before or after my ordination and mission call, but I clearly remember the words and intent of the short prayer. I paraphrase below. “Father in Heaven, thou knowest the beauty of Hill Top and that it has been a High Sacred Place for me and that my heartfelt desire has been and is that it become a Holy Temple and Stake Center Complex along with other accompanying church buildings such as the Loretto Center becoming a Mission Training Center, lodging for Temple patrons and other good purposes. If it be thy will, by the prayer of faith and by the Holy Melchezidek Priesthood, which I hold and only using those keys I am authorized to exercise, I pray that our formerly owned Hill Top Farm site be preserved and protected against any development and I tentatively dedicate and consecrate this land as a possible Temple Site Complex until the church authorities could have a full understanding of the spiritual beauty of this Sacred Place and determine to build a Temple here or not. In the name of Jesus Christ, Amen.”
Evaluation, Discernment and Decision.
I have organized the following sections into relating subject matter and they are outlined in the table of contents. Within each section the most pertinent or recent information is at the front right of each section with previous letters included in descending chronological order (first shall be last). My recent post-script notes and ideas since November 18, 2010 are at the beginning of each section on the left page. Also in some sections I have added some personal “insights” or “Impressions”.
If I can be of any further assistance or answer any of your questions, please feel free to contact me. Particularly if I could be of help in a low profile observation tour of the Loretto Center and the Farmstead, as I do have an existing friendship and a positive repore with these neighbors.
Also, should there be interest in a living nativity and/or restoring our Homestead to a 1950’s moderate volume historical farm, I would be happy to add any additional ideas, insights and aid in its planning and development if advisable to proceed toward completion. (see section VII)
Paraphrasing my fathers quote from his 1938 business card. (see section II) “May I be so bold as to suggest that before the church purchases any additional Stake Center or Temple sites in the Colorado area, that you re-examine the 70+ acres of Hill Top which is still offered for sale.”
Thank You
President Hinckley mentioned “we are building Temples as fast as resources allow” I realize tithing funds and philanthropic donations to the church are sacred, limited, and need to be prioritized.
Thank you for your evaluation and prayerful discernment of the enclosed material, ideas and questions. I would appreciate a letter stating that you have received this enclosed material and will examine it.
If yes, thank you. I will be grateful that I and my family were catalyst like instruments to help bring Hill Top a “high place” both literally and spiritually to your attention and completion. Also, as per the initial letter from the First Presidency dated April 17, 1978 I am mindful “that this matter should be kept in strict confidence.”
If no, thank you I can “let it go” and be thankful that personally Hill Top was “Holy Ground” for me to “look”.
A friend and with love,
Brother Paul Albert Prior
Section II
Hill Top History and Background Information
My parents Carl Prior (1903-1960) and Norma Swenson Prior (1905-1983) were both
born and raised in Spanish Fork, Utah from pioneer stock descended from early church converts from Wales, Denmark and Sweden.
One of the silver linings of the Great Depression in the 1930’s was that my parents and other good Latter Day Saints left Utah for employment and became foundation pioneers for the church in numerous locations throughout this choice land. They became the salt, savor and seed stock for the Gospel in these additional areas.
My dad was an educator who taught history and then later became an administrator in the Denver Public School system. In July and August he sold custom tailored suits to professionals and ranchers in numerous Colorado mining and ranching communities within and around the Colorado Rocky Mountains. I grew to know Colorado very well as most of our vacations were centered around Dad’s sales trips or as we returned to Spanish Fork to visit the Prior‘s and the Swenson’s.
My father was also an excellent carpenter and farmer and followed the directives of his father David to; “Put your extra money in land” In about 1953 (I being 6 years old at the time) my family traded our 20 acre farm closer to Denver between Federal and Sheridan Blvd’s for a 160 acre farm with excellent brick barns and a home eight miles from downtown Denver on Quincy Avenue. Although the barns were strong and well built and housed the conventional 1950‘s livestock operation, the most prominent feature was the majestic hill centered on our farm. We named our farm “Hill Top Farm”.
As a boy I would ride my horse Red Stone to the top of the Hill Top; play Indian, collect rocks and other boy like treasures. I enjoyed the big sky and country feeling and the vast panoramic view: Denver and the fruited plains to the east; Marston Lake to the south; the solid Rocky Mountains to the west; and to the north our farm valley where crops were raised and I herded sheep and cattle as they grazed. This site was especially beautiful during the intense sunrises that I often saw while doing early morning chores and also at night when the city lights were bright and the moon reflected off Marston Lake. As I got older Hill Top became sacred ground to me where pondering and prayer often became a part of my walk or horseback rides. The first time I saw the statue “Appealing to the Great Spirit” by Cyrus E. Dalton, I identified deeply with the message and feelings this beautiful work of art depicts.
When I was thirteen, on Thanksgiving Day 1960 my father passed away from Cancer caused by Black Lung Disease as a result of working in the Utah Mines to acquire money to pay for his education at the BYU Academy and the University of Utah.
Although the farm was 100% paid for and not needed to be sold, the trust department of the bank (who said they did not manage real estate) arranged to sale most of Hill Top. The Catholic Church bought about 100 acres for a novitiate. We retained the 5 acre Homestead which my father insisted be the residence for his wife Norma and his sons; David and Paul. A few months after my fathers passing the Trust Department held an auction in which all our horses, dairy cattle and farming equipment were sold. I requested and wanted to keep about 10-20 cows for my own small 4-H dairy herd, but the bank told Mom, “that she and a fourteen year old boy could not run a dairy farm”. The ironic part of the bankers opinion of our abilities was that no one at the auction bid on our flock of 50 registered Suffolk Ewe’s. I pleaded with the bank representative and asked if I could keep them and continue with my 4-H sheep project. He tentatively said yes until a buyer could be found. I continued to raise, care for, and show the sheep at fairs until my senior year when I sold them prior to going to BYU and my Southern Australian Mission. These sheep helped pay for my mission and education.
During my preteens and teenage years I attended a small country school, Bear Creek, which combined Elementary, Junior High and High School. I enjoyed my schooling and was a relatively good student, participated in sports, Student Government and made many good friends with fellow students and teachers. To help pay for my mission and education during my Sophomore summer I worked construction as a laborer on the first phase of the Catholic Novitiate which was being built on the north side of our Hill Top Farm. (A Novitiate is the preparatory and training center for Nuns as depicted in The Sound of Music) One of my prayers while I worked on the building was that it could someday be a MTC. To pay for the building they sold about 88 acres through Kolbel and company.
For my Junior and Senior summers I worked with a prominent Denver landscape company. I continued to add to my savings.
During my teenage years, my mother Norma Swenson Prior continued to raise me in a Gospel centered home and she was involved with classical music particularly the piano. After my fathers death we added a music room onto our farm home. At a Denver Mansion Estate Auction Mom bought a Kimball Grand Piano and a large Oriental Rug. Mom would play the piano at church and was involved in Music Clubs. She would frequently have Piano Recitals at our home. As some of the invited guests to these recitals she would invite Sister Eileen Marie Hackman, the Mother Superior of the Novitiate and became good friends with her. The Sisters of Loretto were most cordial and allowed me to graze my sheep (at no cost to me) on the 100 acres which we previously owned. One other musical memory I have of mother. Almost every night before retiring I would hear her play from memory, The Moonlight Sonata. Every time I hear The Moonlight Sonata I can see in my minds eye Mom playing the Kimball Grand Piano while I looked out the picture window at a full moon reflecting off the Marston Lake.
A year after my mission, I married Glenna Burton from Soda Springs, Idaho. We had six children. On July 1, 1970 while attending BYU I bought a small dairy farm in Springville, Utah. I graduated from BYU on April 20, 1973 with a Bachelor‘s Degree in Animal/Dairy Science. My mother continued to stay at Hill Top and insisted she wanted to stay there until she was physically unable or died. After two hip replacements and while recovering in our Springville, Utah home, from a second heart attack, our Hill Top home was burglarized. After this heartache, Mom decided to join us permanently in Springville. This made possible the sale of our remaining 5 acres at Hill Top. We both agreed that if the church wanted to buy the 5 acres as part of a Temple/Stake House Combination Complex, we wanted to give them the first opportunity. (see section IV - Correspondence with the Temple Site/Construction Committee and the First Presidency)
My wife Glenna who fought Breast Cancer, passed away January 10, 1981on the tenth birthday of our first daughter Sarahanne. The youngest child was David Bryce - eighteen months old.
As mentioned in the Preface, after thirty-five months of correspondents with the church we received the letter of February 26, 1981 quoting, “Although it is a beautiful site, the ensuing report indicated the property did not meet all the criteria established for a temple site.”
On March 15, 1982 we sold Hill Top to Walt Koelbel; of Koelbel and Company, Realtors and Developers. (see Section V) They joined our parcel with the earlier parcels they purchased from the Catholic Novitiate and previous 50+ acres of Hill Top they purchased from my father while he was alive to finish the Pinehurst Country Club Golf Course to the east.
On February 17, 1983 after two Denver Temple Sites had been rejected, I wrote a short follow up letter mentioning that although the land was sold it might be worth looking into again for a Temple/Stake House Complex as previous Church Sites did not materialize. (see section IV)
Between 1984 and the early 1990’s our family donated the Kimball Grand Piano and the large beige Oriental accent rug to the church,. The piano was placed in the Columbine Hills Stake or Ward House and the rug was placed in the Celestial Room of the newly remodeled Mesa, AZ Temple.
On January 10, 1988 exactly seven years to the day of Glenna‘s passing, I had my first date with Eileen Marie Howard as part of Sarahanne’s seventeenth birthday outing. My wife Eileen Marie (coincidentally has the same Irish spelling as the Mother Superior, Sister Eileen Marie Hackman of the Novitiate). Eileen and I married May 28, 1988 and added two children Jonathan Caleb and Joy Marie to our family.
November 18, 2010 - The day before we picked our son up from his Colorado Springs, Colorado Mission. Eileen and I again stood on Hill Top and it all came back to me. (see Preface letter) As I stood on the east edge of the hill I could see in my minds eye and brainstorm placement of various church facilities surrounding a larger style Temple. (see Section VI)
After sometime we went to the Loretto Center to say hello and renew our friendships with the sisters. Sister Susan Swain asked us if we would like to take a tour of the center, we enthusiastically accepted. During the tour she informed me that Loretta was no longer a Novitiate because the number of young women desiring to become Nuns had decreased and that this function was combined with the St. Louis and Kentucky facilities. I asked, has selling the Loretto Center ever been considered? She did not answer me directly, but she said the facilities at St. Louis and Kentucky have capacity to absorb the Denver Loretto Center if need be. She mentioned at present, only the special resource Elementary School and facilities for retired Nuns are operational. She also mentioned they offer weekend Spiritual Retreats. As we closed the tour Sister Swain introduced us to other Sisters. She said, “Paul helped form and build the foundation of this building: of all the tours I’ve given, he’s the only one that has appreciated the basement!” I asked if at some point in the future, if I could bring a friend(s) and if a Sister could give the similar tour Sister Susan Swain gave me and Eileen. They said they would be happy to do so. For additional details, insights and contact information (see Section III).
We then visited the farmstead and home of my youth. Bill Ambrose an old neighbor and school friend is still the tenant (after 33 years). Bill, in his rough way has put a vale of clutter and disrepair over the farmstead (a beneficial camouflage). We walked and talked for another forty minutes, as I looked in all the buildings and sheds many good memories returned. We learned that Walt Koelbel is still alive and Bill told me how Wal-Mart withdrew their interest after first, the local residents fought against building their Superstore and second, the final straw was the souring of the economy a few years ago. He also mentioned he would be happy to give a similar tour to me and a friend or for my friends if I was unable to be there.
Again, if you have any questions or you would like me to explain in further detail any of this history or background, I would be happy to do so.
P.S.
LOVETTA, MY FIRST COW ON HILL TOP FARM
One of my favorite lines from the most recent General Conference talks was by Mervyn B. Arnold entitled; “What Have You Done With My Name”. He quoted his wife, “I loved that cow”. Immediately when I heard this quote I thought of my first cow, Lovetta, the principle of love and Hill Top. Yes, farm and ranch raised youth do love their livestock as pets even though they may weigh over 1,400 pounds. When I was ten years old I asked dad if I could get started on my own dairy herd. He agreed and I started feeding the baby calves milk regularly in order to buy my first 4-H dairy heifers. An excellent registered Holstein dairy heifer was born, that was mine. I affectionately called her Hill Top Lovetta. Three years later after Dad’s death the trust department of the bank sold her with the rest of the dairy herd.
Early Thursday evening November 18, 2010, after our Hill Top experience Eileen and I ate dinner at the restored Littleton Mills Restaurant where over fifty years ago, we purchased the grain to feed our livestock.
After dinner I and Eileen attended our first Endowment Session at a Colorado Temple. We missed seeing our son Elder Prior, other Elders and President and Sister Phile by a half an hour. As we entered the Temple doors a man asked me if I could do Endowment work for an individual he had researched, I mentioned I would be glad to do so and put the card in my shirt pocket. In the chapel while waiting for the next session, I took the card out as I usually do in order to get acquainted with the individual I was to do Endowment work for. He was from Texas and his name was George Gilbert Lovett. Again, I thought of my first 4-H project cow named Hill Top Lovetta. For me the similarity and timing of these names, Lovetta and Lovett ,was not a coincidence but a “tender mercy”. Doing Endowment work for George Gilbert Lovett was a perfect way to end a day of observation and good feelings. We then drove to the Colorado Springs Marriot for our nights logging.
Friday Morning November 19, 2010 we picked our son up at the Mission Home in Colorado Springs. In two days we combined a weeks worth of: touring the Air Force Academy, particularly the renowned chapel; seeing The Garden of the Gods State Park; ascending Pikes Peak where my son gave a Book of Mormon to a young family; and visiting members and investigators. Also as our son served in the San Luis Valley (an early Mormon Pioneer Settlement) we visited the Manassa Stake Center with the nearby Stake Office Building. The Stake Office Building was originally an Endowment House, above the east doorway - Holiness To The Lord. We felt “The place thou standest on is Holy Ground”.
Section III
The Loretto Community Center
Possible Future LDS Couples MTC, Mission Home,
Lodging for Traveling Temple Patrons
See details already mentioned in the Preface Letter and Background Sections.
I asked the Sisters if they had any books or written histories I could buy which explained the purchase of our Hill Top Farm and the building of the Novitiate. Sister Swain sent us a copy of what she could find. (see enclosure on the right)
One thought, if someone from the committee would like to take a tour of the building without me, a possible good time would be in conjunction with their regular weekend Spiritual Retreat Tours. Perhaps individuals from the committee or a member from the committee and his wife may want to be a part of some or all of this weekend retreat.
If you would like to contact them directly here is their contact information;
Sisters of Loretto
4000 So. Wadsworth Blvd.
Littleton, CO 80123-1308
1-303-783-0450
Email: development@Lorettocommunity.org
Website: www.Lorettocommunity.org
If you want, please feel free to use my and my wife’s names as reference and our tour on November 18, 2010 as given by Sister Susan Swain.
A type and shadow of the possible purchase of the Loretto Center would be when the church purchased the Catholic School for Girls, in front of the Nauvoo Temple and converted it to the Joseph Smith Academy and other Church related purposes.
P.S. While we were waiting for Sister Swain to give us our tour, I stepped into their gift shop and saw a beautifully embroidered Christmas salutation; Joy to the World. The letters were in white on a crimson red background with an evergreen tree as an artistic exclamation mark. As I was pointing to it and mentioning to Eileen that I would like to buy it to add to our Christmas decorations, Eileen’s phone rang, she answered and it was our daughter Joy Marie (another Joy to the World).
Section IV
Correspondence with Temple Site/Construction Committee and
The First Presidency
April 3, 1978 - February 17, 1983
Quoting from the February 26, 1981 letter, “We appreciate your letter to the First Presidency calling attentions to your Denver Hilltop Farm as a possible temple site…”
“Although it is a beautiful site, the ensuing report indicated the property did not meet all the criteria established for a temple site…”
In 1978, Hill Top was on the edge of the “major growth corridor” between Denver, the mountains to the west and Castle Rock to the south (these areas are enclosed in the I-470 Denver’s southwest belt loop). Today all large parcels of land have been developed, with the exception of Hill Top. To me another “a tender mercy”. Today Hill Top is in the center of beautiful residential homes and good people.
In 1978, Hill Top was as the Gilbert and Scottsdale Temple sites are today “on the edge of major growth corridors for a Metropolitan area”.
Again, if the criteria for Temple Sites has expanded so now as to include Hill Top, please reconsider it for Church owned property for site preservation and to be developed as needed.
Section V
Correspondence with Walt Koelbel & Co.
Present Owners/Developers of Academy Business Park
(formally our Hill Top Farm)
See details already mentioned in the Preface and Background Sections.
Also see Section X, Koelbel’s 1978 Academy Park Brochure inside back jacket pocket.
On November 18, 2010 when I was visiting our Homestead and talking with Bill Ambrose, the tenant of Hill Top Farm since 1978 (33 years) Bill mentioned that Walt Koelbel is still alive. He also told me as did the Sisters about the Wal-Mart wanting to build a Superstore on the south slope of Hill Top close to the corner of Wadsworth and Quincy. Also how the residence put up a fight against it, but acknowledged that the souring economy was what caused Wal-Mart’s organization to withdraw. He added much more detail.
He also mentioned in the summertime the owners still bring cattle and horses on the land to graze in order to maintain the much lower Agriculture/Greenbelt Tax assessments.
I mentioned earlier that not a minute of construction has taken place on Hill Top since the prayer. However, Koelbel and Company was going to raise our tile brick farm home and buildings in preparation to sell to Wal-Mart. As demolition began small holes were punched in each building with a bulldozer. The demolition had to stop as the hundred year life shingles made of asbestos would have created a large volume of problem dust. If the demolition was to continue by Koelbel, the shingles most likely would have had to be removed individually by hand, creating the least amount of dust possible before general bulldozing could take place. This is why our home and quality barns of the farmstead are still standing (a negative for some potential buyers).
As a positive with some remodeling help (at a possible lower cost than demolishing the home and barns) Hilltop could again be repaired and become a functioning historic farm; suitable for inviting school tours, etc and becoming part of a Summer pageant and/or Living Nativity. I believe such a “do not miss the pageants near the LDS Temple” would draw as many visitors as does the Church Lights and Programs at the Mesa, Arizona Temple Square. (see section VII)
Again Koelbel and Company has had this 70+ acres up for development for over 34 years, and none has taken place (for some a miracle). Perhaps with this three decade plus of non development: with Walt’s age and possible estate planning; the down economy; the cost to demolish the farmstead; the reduce chance of selling it for prime commercial value; the increased chance of selling it for the lower residential development value, may all combine to encourage Koelbel and Company to sell part or all of Hilltop at a substantial volume discount.
Buying all the seventy acres would have the added benefit of being ones own neighbor to a greater extent. If not all of the seventy acres would be needed for Church purposes the surplus area could be sold at zoning prescribed by the Church.
Section VI
Denver Temple Square
Zion Temple Centered Hub
Suggested Rough Plot Plan for up to 70 Acres
See details already mentioned in the preface and background sections.
As we turned off of Wadsworth Blvd onto the south Loretto Center Drive we drove to the east most point. I and Eileen got out (see red circled on map to right) this is the point where it all came back to me. For sometime I just looked taking in a 360 degree panorama several times. This is the spot where I realized not a minute of construction had taken place since the prayer and where the questions came to me that I spoke of in the preface. Namely the last one as per Elder Scott directive, “is there anything else?” “Yes, bring Hill Top to the attention to the Church Authorities for a third and final witness! Disclose all meaningful thoughts and ideas even if they seem small.”
Again as I turned around I could see in my minds eye and brainstormed the following plot plan to the right with various facilities coming to mind. Such as: the Temple being on the east or south of Hill Top (I feel a Temple on the south of Hill Top and the Stake House below it with parking in between would be the most beneficial location); to the west as I looked toward the Rocky Mountains I could see enough room for a Visitors Center similar in size to the Mexico City Temple Visitors Center.
With the high volume of traffic on Wadsworth Blvd, I can see many individuals looking at the Christus in the Visitors Center window, the Temple and Moroni on the spire. This highly visible location would be seen similar to those traveling the Santa Monica Blvd looking at the Los Angeles Temple and the commuters in Washington D.C. as they round the curve on the belt loop and see the breathtaking view of the Washington D.C. Temple. Also the Temple would most likely be seen from the east ridge of the Rocky Mountains, Red Rocks Amphitheatre, US 285 and the I-470 belt loop. This “City on a Hill cannot be hid” could help plant beneficial seeds of hope, curiosity and “desire”.
To the southwest along Quincy Avenue and to the intersection with Wadsworth Blvd, I could see some “Nauvoo House” type commercial hospitality businesses such as: Café’s, Restaurants, Inn’s and gift shops. Perhaps including a statue of “Appeal to the Great Spirit”, by Cyrus E. Dallin within a garden area next to a gift shop maybe appropriate.
Looking southeast toward Marston Lake, I could see in my minds eye our farmstead being restored to a 1950 historical farm.(see section VII for additional details) Suitable for tours of schools, scouts, etc.
In the valley to the north I could see other Church structures with their accompanying functions; Bishops Storehouse; Cannery; DI; LDS Family Services; Employment Center; Mission Home; Residence’s for Temple and Mission Presidencies; Family History Center; Picnic pavilion; Softball diamond; and other recreational features which would be complimented by the 18-hole Golf Course to the east. (I can see Bishop Burton playing a round of golf with some friends).
The building in the upper right corner is Mountain Bell Telephone Company’s Campus like Training Center. Possibly a regional Bonneville Media Office might well be placed next to this similar facility.
Section VII
Plot Plan for 1950’s Historic Farm
Some pro’s for remodeling our homestead into a Historic Farm suitable for tours.
1. The cost to repair these buildings and make them a visitors attraction maybe less than the demolition cost.
2. Maintaining the Greenbelt or Agriculture Use Tax would greatly minimize taxes.
3. There is increasing value to open green space and pastoral settings.
4. Just as the Mexico City Temple enjoys a serendipity across from the City Zoo, visitors to the Historic Farm and the Pageants could not help but see in the background the Christus in the Visitors Center window and the Temple. (I heard while I was on my mission to Australia that the average convert has had seven brushes with the church before finally taking the Missionary Discussions and being Baptized).
5. Just as Nauvoo has the pastoral setting between its buildings and offers horse drawn wagon rides to tour the Historic City. Possibly the Denver Temple Square could also offer horse drawn rides with a brief tour explaining the structures and functions of the Denver Temple Square.
6. Operating the Historic Farm and caring for the livestock could provide missionary opportunities for couples and service projects for local wards.
7. The book, Little Britches (similar to The Little House on the Prairie) was written by our neighbor to the north, Ralph Moody. The schoolyard he spoke of in the book, was across the road from Hill Top to the east.
8. Some may say the valuable real estate under the Farmstead is worth more if developed rather than maintained as a Historic Farm/Open space. Also there may be the point that a farm is too close and out of character to be near a Temple or Stake Center. If this ever becomes a debate I would boldly suggest that this area be the last to be developed and the Historic Farm concept be given a chance to be used as a Missionary tool and bridge to the hearts of the fathers. *A side note - Although cattle get top billing in the Pearl of Great Price animal creation dialogue, and many of the early patriarch and prophets were herds men (cattlemen and sheep men) the Manti Temple is the only one I know of at the present that features domestic livestock in its murals and has farms and corrals nearby.
If the church does buy a portion or all of Hill Top and they like the idea of a Historic Farm feature I would be glad to help in it’s design and outlining it’s protocol if so called.
FARMSTEAD KEY
Home, Garden and Orchard Units = HM, GAR, ORC
Small Animal/Poultry Unit - G = 2 Car Garage; RP = Rabbits & Pigeons; C = Chickens; T = Turkeys & Geese; PH = Pheasant Run; CP = Calf Pens; HF = Heifer Pens; PG = Pig Pens
Dairy Unit - MB = Milk Barn & Corral Area - Ranging from two Nurse Cows with Calves to twenty Dairy Cows (of different breeds). Nurse Cows would not need milking equipment, a small dairy herd would need to restore the milk barn and equipment to a functioning level. (There is much small dairy equipment available at low cost).
Compost Unit = for lawn and landscape trimmings plus livestock bedding and waste
Draft Horse Unit = tack rooms and stalls for two to six Draft Horses, caretaker apartment.
Beef Unit - two to six Cows with Calves of different beef breeds
Sheep/goat Unit = ten to thirty Ewe’s plus lambs (of both wool and meat breeds) A Nativity Scene possibility
Shop Equipment, Feed & Multi-purpose Unit
Section VIII - A
Nativity Scene and Pageants
This past Christmas season an excellent Nativity Pageant was produced in and around the Ward House south of the Utah County Facilities. Using this same script or one like it and using a portable three sided open shelter as a backdrop for a living or part living Nativity Scene (with the customary live farm animals) and locating this near the Visitors Center, Temple or Stake House parking lots maybe a draw for many. The Historic Farm could also be incorporated if desired.
On the back wall of the sheep sheds at the Historic Farm (see section VII) a Nativity banner could be placed on the wall with accent lighting during the Christmas Season and could be seen from Pierce Street. The well bedded sheep would add to the scene: the Shepherds, Wisemen and camels could be placed in the pasture walking toward the stable Nativity scene with spotlights added.
In early to mid January the National Western Live Stock Show and Rodeo is held in Denver. Many of the Nation’s and World’s Ranchers, Cattlemen, Sheepmen, and Rodeo performers participate in this Livestock Exposition. Our family has shown cattle, horses and sheep there and this is one of Colorado’s premier events. When I was young the Christmas lights at the Denver Civic Center remained on display for the National Western visitors to enjoy. If the Nativity Scene and Pageants materialize perhaps leaving them on display during the National Western Livestock Show may be favorable and invite the many January visitors to the Denver Temple Square.
Section VIII - B
Possible Summer Pageant similar to Manti on South Temple lawn
Just as the lawn area south of the Manti Temple is suitable for its annual pageant a pageant on the lawn south of the a Denver Temple and Visitors Center maybe a suitable summer family event if such a pageant was deemed beneficial.
Section VIII - C
Pierce Street Right A Way Issue
As per the letters to the right, the owner (Van Frelick) of the land cutoff our first choice Quincy Street right a way and made us use the second Pierce Street right a way that served the farm buildings and livestock. This was a negative experience for us, however, it might have been a blessing in disguise as we had the only Pierce Street right a way to service Academy Park. This right of way also has an advantage that it can connect with other roads and parking areas that serve the Temple and other facilities to Wadsworth Blvd. If the Church does buy some or all of the seventy acres available, immediately reusing and re-establishing this Pierce Street right a way would be important for Hill Top east slope office building, the Historic Farm and the southeast open pastoral area.
Section IX
A - Suggested Colorado Mormon Tabernacle Choir Tour
As Colorado is relatively close to Utah using busses for transportation from Salt Lake City to the following possible concert locations maybe most practical.
The Concert loop could include performances at: Grand Junction; Aspen Music Festival if tour is during the summer; Colorado Springs at the renowned Air Force Academy Chapel or Concert Hall; Red Rocks Amphitheatre; other Metropolitan Denver concerts if demand dictates and finally the Fort Collins and/or Greely areas.
If the Colorado tour materialized around Easter time it could be part of or be the entire Easter Sunrise Service at the outdoor Red Rocks Amphitheatre. If a Sunday Service would not be practical perhaps the Saturday prior to Easter maybe just as impressive. I suggest if they sang all or a portion of Handel’s Messiah many hearts would be softened and seeds of hope, curiosity and desire would be planted.
*Side note - The recent Midwest choir tour (I personally call “the we’re coming back tour”) featured the popular Protestant Hymn, Amazing Grace. Just as How Great Thou Art was added to our Hymn Book and became a conversion bridge for many. I suggest that Amazing Grace also added to our Hymn Books with any needed word changes to reflect Restored Gospel Doctrine. When I was younger I thought the word wretch was too strong, however as I read Nephi in his psalms he used the word. I could remember thinking, “yes there is some wretch and prodigal in all of us”. We need to come to ourselves and accept the gift of the atonement.
B - Epilogue
“By small and simple things are great things brought to pass”
“By small and simple things are great things brought to pass”… “Now these mysteries are not yet fully made known unto me, therefore I shall forbear”. Alma 37:6 &11
During the weekend of December 18, 2010, I, Eileen, and family went to Chandler, AZ to visit our daughter Sarahanne Lawson, her husband Matt and our grandchildren. We visited the Gilbert Temple Site and attended the Mesa, AZ Temple to do Endowment work and see if our donated oriental beige accent rug was still in the Celestial Room. Mostly we went to witness the Baptism of our grandson Matthew and be apart of Confirm him as a new member of the church and to bestow upon him the gift of the Holy Ghost. During the Baptismal service the Bishop spoke of the principle in the Sacrament Prayer “that we will always remember Him”. Then he spoke a most powerful penetrating line upon line “the Savior will always remember you as he has sculptured you in His hands”.
Christ hands and his workmanship have also sculptured this beautiful Earth. Referring to question one in the Preface Letter. Was Hill Top created as a possible “Hill of the Lord?”
If yes, thank you. I will be grateful that I and my family were catalyst like instruments to help bring Hill Top a “high place” both literally and spiritually to your attention and completion.
If no, thank you. I can “let it go” and be thankful that personally Hill Top was an “exceeding high mountain” for me to “look”. “Is there anything else”? No, I have disclosed all meaningful impressions concerning Hill Top unless you have questions, or council. Thank you for your prayerful review and discernment.
Respectfully,
Brother Paul Albert Prior
Wednesday, March 16, 2011
SFL Golden Nugget #3
Golden Nugget: Chapter #3
The word discipline seems like such a frightening one. Not only does the word discipline seem as if it should never be said I do not entirely know what the word means. In the DAP book the word discipline is replaced with the word guidance, and these suggestions helped to clarify what my responsibility as a teach is. I really need some clarification as to what I can do to help guide my students, beyond prevention.
The example of the teacher going to the student’s parents and discussing how the television their daughter was watching influenced her behavior was my favorite positive example. It modeled creating a caring community of learners by developing families (p. 35). It also exemplified how a teachers positive example of using language, and communication can resolve conflict. In this example the teacher followed the DAP advise that, “in their interactions with others, caregivers model how they want children to behave” (p. 95). This positive example of respectful behavior from the teacher will hopefully influence her student’s to model her behavior of respectful communication.
Communication is more than verbal, and this is a vital part of guiding children. The story that modeled this for me was the story about the teacher trying to stop the three boys from jumping on the coach. The book use your words suggested that the teacher raise her eyebrows, and change her tone of voice. I realized that this is DAP appropriate on several points. The first obvious reason is that children do not have as large as a vocabulary as an adult and that by “imitating the object or action, pointing to the object or illustration” the physical communication of hand movements and gestures helps the child to understand what is being said (p. 166). Even babies being to understand gestures “before they understand even simple word combinations, they read gestures, facial expressions, and tone of voice” (p. 55). When I am teaching and I can guide a student by communicating to them through my tone, physical proximity, and actions what I expect, create clear limits in the classroom, and define for my students what actions I will and will not tolerate.
After taking SFL classes I have been avidly against spanking and hitting. In truth it makes no sense. The book also mentions the irony, “poorly informed parents who shout, “Don’t you ever hit,” punctuating each work with a slap (Mooney p. 66). So, I am against hitting, but what is next. I was glad that the book had a few simple suggestions such as: Stop (what needs to be done), you’re hurting Jessie, (why it needs to be done), tell her you’re still using the trike (giving the child the actual alternative to pushing or hitting and the words to use as well) (Mooney p. 68). although I will have to practice this simple formula I can see how it is DAP appropriate because, “preschoolers’ thinking still tends to be egocentric; that is, they tend to take into account only their own point of view and have difficulty understanding how the world looks to other people” it is important to use my words and guide my students to an understanding of how other’s feel and what are acceptable ways to work with others (p. 135).
While I read this chapter I could not help but to reflect on the statement from the DAP about development of the conscience. According to the DAP handbook, “One of the most important advances in children’s development is their gradual internalization of values and expectations for behavior” (p. 125). This chapter illustrated for me that children understand that in society they want to be viewed as “good” and that if they are viewed as “bad” they feel that something is wrong with them. As the different teachers began to communicate clearly what society views as good the children became more confident and able to model good behavior. For example when the teacher clearly told the student that he could not run to the next point without his partner and he did not listen the student was not surprised when the teacher took his hand as she had promised. When the teacher made the rules clear and the consequences defining the student was able to quickly realize that his behavior was “bad” and did not mistakenly think that he was “bad.”
The word discipline seems like such a frightening one. Not only does the word discipline seem as if it should never be said I do not entirely know what the word means. In the DAP book the word discipline is replaced with the word guidance, and these suggestions helped to clarify what my responsibility as a teach is. I really need some clarification as to what I can do to help guide my students, beyond prevention.
The example of the teacher going to the student’s parents and discussing how the television their daughter was watching influenced her behavior was my favorite positive example. It modeled creating a caring community of learners by developing families (p. 35). It also exemplified how a teachers positive example of using language, and communication can resolve conflict. In this example the teacher followed the DAP advise that, “in their interactions with others, caregivers model how they want children to behave” (p. 95). This positive example of respectful behavior from the teacher will hopefully influence her student’s to model her behavior of respectful communication.
Communication is more than verbal, and this is a vital part of guiding children. The story that modeled this for me was the story about the teacher trying to stop the three boys from jumping on the coach. The book use your words suggested that the teacher raise her eyebrows, and change her tone of voice. I realized that this is DAP appropriate on several points. The first obvious reason is that children do not have as large as a vocabulary as an adult and that by “imitating the object or action, pointing to the object or illustration” the physical communication of hand movements and gestures helps the child to understand what is being said (p. 166). Even babies being to understand gestures “before they understand even simple word combinations, they read gestures, facial expressions, and tone of voice” (p. 55). When I am teaching and I can guide a student by communicating to them through my tone, physical proximity, and actions what I expect, create clear limits in the classroom, and define for my students what actions I will and will not tolerate.
After taking SFL classes I have been avidly against spanking and hitting. In truth it makes no sense. The book also mentions the irony, “poorly informed parents who shout, “Don’t you ever hit,” punctuating each work with a slap (Mooney p. 66). So, I am against hitting, but what is next. I was glad that the book had a few simple suggestions such as: Stop (what needs to be done), you’re hurting Jessie, (why it needs to be done), tell her you’re still using the trike (giving the child the actual alternative to pushing or hitting and the words to use as well) (Mooney p. 68). although I will have to practice this simple formula I can see how it is DAP appropriate because, “preschoolers’ thinking still tends to be egocentric; that is, they tend to take into account only their own point of view and have difficulty understanding how the world looks to other people” it is important to use my words and guide my students to an understanding of how other’s feel and what are acceptable ways to work with others (p. 135).
While I read this chapter I could not help but to reflect on the statement from the DAP about development of the conscience. According to the DAP handbook, “One of the most important advances in children’s development is their gradual internalization of values and expectations for behavior” (p. 125). This chapter illustrated for me that children understand that in society they want to be viewed as “good” and that if they are viewed as “bad” they feel that something is wrong with them. As the different teachers began to communicate clearly what society views as good the children became more confident and able to model good behavior. For example when the teacher clearly told the student that he could not run to the next point without his partner and he did not listen the student was not surprised when the teacher took his hand as she had promised. When the teacher made the rules clear and the consequences defining the student was able to quickly realize that his behavior was “bad” and did not mistakenly think that he was “bad.”
SFL Golden Nugget #2
Golden Nugget: Chapter #2
I spent a great amount of time reflecting on the idea that children need lots and lots of language to understand. Why I believe that this thought has turned over in my mind so much is because I am wondering were to draw the line between talking to much, and not talking enough with children. According to the DAP I thought that I should be speaking as little as possible. I had begun to associate speaking time simply with instruction time. When I reread, “Caregivers frequently talk with, sing to, and read to infants.” (p. 79). I realized how wrong I was and that it is not simply cutting the instruction time that is important but making instruction time precise and clear.
The example from the book that illustrated this idea best for me came from chapter 2. In chapter two one of the lead teachers was feeling overwhelmed by how many toddlers and babies were in her classroom. She requested more teacher aids to come and help protect the babies from the running and rambunctious toddlers. Her supervisor suggested that she teach the children what the rules of the classroom are, and why those rules make everyone feel safe, including the babies. Slowly the entire class transformed into a safe environment as the children learned what was appropriate and what was inappropriate behavior in the classroom. At the end of the example one of the two-year-olds stopped a younger child from toughing a toy block; all he said was baby.
This was a great story for me to learn from on multiple levels, but the first thing that I learned was about the ambiguity of language. One of the discouraged traits outlined in the DAP book is “Caregivers talk at toddlers and do not wait for a response,” (p. 94). I took this thought and applied it to the above situation. When the parents and lead teacher were saying such ambiguous phrases as: watch for the babies, be careful, and settle down they were talking at the toddlers. The toddlers did not understand these phrases. Most of the children were probably thinking, I am watching the baby while I jump over it, this is careful, or should I lay down? Such sentences are simply talking at children, because the teacher is not thinking about what the child’s response will be. When the teachers began to define clear limits: the trikes need to stay in this part of the room. The teacher was no longer talking at the children but to the children when she made sure that the children understood her.
I also made the connection that children are apart of the environment in the classroom, and that in order to have a safe environment the student’s need to be safe. It is easy to realize because it has been stressed so often in the DAP book that, “young infants thrive on responsive care giving, an engaging environment,” (p. 59). I had turned this idea into a simple check off list: lead-free, easy-to-clean paint; carpeting and flooring are easy to clean; diapering and food-preparation areas are separate; storage for disinfectants, gloves, and plastic bags is clearly labeled (p. 89). The list goes on, but it did not occur to me that having safety aware children in my classroom is a vital part of establishing a safe environment.
The other golden nugget that I learned was how to identify and correct a problem in the classroom. Babies getting stepped on is a big problem for a classroom. It was an easy enough problem to identify, but how the teacher corrected it is remarkable. She did not condone the toddlers, and tell them that they were being bad or wrong. Instead she realized that she had not clearly communicated with them the rules of the classroom and why those rules are important. She kept a DAP appropriate tone of voice as suggested being “the tone of the interactions is warm and caring; caregivers use pleasant, calm voices as well as simple language and nonverbal cues” (p. 91). Not only did she keep her voice down, but she identified the real problem. The real problem was not the children wanting to hurt or harm the babies. The toddlers were not bad or wicked, they simply did not understand. The lead teacher realized what the problem was; the problem was that the children did not understand. Then she addressed that specific problem.
I spent a great amount of time reflecting on the idea that children need lots and lots of language to understand. Why I believe that this thought has turned over in my mind so much is because I am wondering were to draw the line between talking to much, and not talking enough with children. According to the DAP I thought that I should be speaking as little as possible. I had begun to associate speaking time simply with instruction time. When I reread, “Caregivers frequently talk with, sing to, and read to infants.” (p. 79). I realized how wrong I was and that it is not simply cutting the instruction time that is important but making instruction time precise and clear.
The example from the book that illustrated this idea best for me came from chapter 2. In chapter two one of the lead teachers was feeling overwhelmed by how many toddlers and babies were in her classroom. She requested more teacher aids to come and help protect the babies from the running and rambunctious toddlers. Her supervisor suggested that she teach the children what the rules of the classroom are, and why those rules make everyone feel safe, including the babies. Slowly the entire class transformed into a safe environment as the children learned what was appropriate and what was inappropriate behavior in the classroom. At the end of the example one of the two-year-olds stopped a younger child from toughing a toy block; all he said was baby.
This was a great story for me to learn from on multiple levels, but the first thing that I learned was about the ambiguity of language. One of the discouraged traits outlined in the DAP book is “Caregivers talk at toddlers and do not wait for a response,” (p. 94). I took this thought and applied it to the above situation. When the parents and lead teacher were saying such ambiguous phrases as: watch for the babies, be careful, and settle down they were talking at the toddlers. The toddlers did not understand these phrases. Most of the children were probably thinking, I am watching the baby while I jump over it, this is careful, or should I lay down? Such sentences are simply talking at children, because the teacher is not thinking about what the child’s response will be. When the teachers began to define clear limits: the trikes need to stay in this part of the room. The teacher was no longer talking at the children but to the children when she made sure that the children understood her.
I also made the connection that children are apart of the environment in the classroom, and that in order to have a safe environment the student’s need to be safe. It is easy to realize because it has been stressed so often in the DAP book that, “young infants thrive on responsive care giving, an engaging environment,” (p. 59). I had turned this idea into a simple check off list: lead-free, easy-to-clean paint; carpeting and flooring are easy to clean; diapering and food-preparation areas are separate; storage for disinfectants, gloves, and plastic bags is clearly labeled (p. 89). The list goes on, but it did not occur to me that having safety aware children in my classroom is a vital part of establishing a safe environment.
The other golden nugget that I learned was how to identify and correct a problem in the classroom. Babies getting stepped on is a big problem for a classroom. It was an easy enough problem to identify, but how the teacher corrected it is remarkable. She did not condone the toddlers, and tell them that they were being bad or wrong. Instead she realized that she had not clearly communicated with them the rules of the classroom and why those rules are important. She kept a DAP appropriate tone of voice as suggested being “the tone of the interactions is warm and caring; caregivers use pleasant, calm voices as well as simple language and nonverbal cues” (p. 91). Not only did she keep her voice down, but she identified the real problem. The real problem was not the children wanting to hurt or harm the babies. The toddlers were not bad or wicked, they simply did not understand. The lead teacher realized what the problem was; the problem was that the children did not understand. Then she addressed that specific problem.
SFL Golden NUgget #1
Golden Nuggets Chapter 1:
When I started reading the book I was expecting obvious stories, about teachers that were obviously wrong. I was not expecting to read about regular experiences. Things that happen every day in a classroom. That is why I probably like this book. It is not simply a list of what not to do, and what to do. Instead it is about changing to an entire new mentality. The mentality that children want to understand, and through clear communication they can understand. In the first chapter the first story about teachers discussing students really got me thinking about how to change my mentality of students, and those around me.
One of the stories was about two teachers arguing about taking the children outside in the snow or not. I could imagine this conversation so clearly in my mind, but above all I could imagine the children listening to the conversation. The author points out that the argument was simply over going out into the snow or not. Some of the phrases that the teachers were say were: getting sick and they’ll disappear. In the context of the conversation most adults would consider these phrases unimportant, but out of context and literal these few words can be terrifying.
I used to think that helping children learn through conversation was limited to just the times that I am directly speaking to a child. The author Mooney states, “This is something demanding more thought from all of us. Every early childhood textbook cautions beginning teachers against talking about the children as if they were not listening and watching adults’ every move. Yet it‘s easy to do this without giving any thought to our words or their consequences.” (p. 10) I thought about how according to the DAP book “Scientists all over the world are studying how very young babies listen to language,” (p. 53). With that I began to flip through my own memories of working with children. My niece Eva is starting to pretend to talk on the phone. She blabs, pauses, blabs, and then says luv u and puts the phone on the coach cushion and walks away. No one ever sat her down and explained how a telephone conversation should go. She learned by listening to her mother.
In the example above there is no doubt in my mind that the children heard ever word the teachers were saying. I believe this mostly because I realize that children particularly preschool children and well into the grade school years are very egotistical. If the conversation the teachers were having was about them, the children were probably very interested in what is being said. Goodness, I know that when I can hear people talking about me in the same room I am very interested in what they are saying.
As I identified this example I realized that children are always listening, and because they are always listening it is my responsibility to invite them into the conversation. The idea of inviting children into the conversation to discuss what they want to do, and how they think things are is DAP appropriate. In the compare and contrast section of the DAP hand book one of the negative examples is that, “Teachers do not recognize how important it is for children to guide some of their own activities, such as play, and they frequently interrupt and undermine children’s immersion in or managing of their own activities” (p. 155) The golden nugget I learned in the story above is that I need to change my mentality to believing that children are always listening to what I say. I also need to practice inviting children into a conversation, particularly when the conversation involves them directly.
When I started reading the book I was expecting obvious stories, about teachers that were obviously wrong. I was not expecting to read about regular experiences. Things that happen every day in a classroom. That is why I probably like this book. It is not simply a list of what not to do, and what to do. Instead it is about changing to an entire new mentality. The mentality that children want to understand, and through clear communication they can understand. In the first chapter the first story about teachers discussing students really got me thinking about how to change my mentality of students, and those around me.
One of the stories was about two teachers arguing about taking the children outside in the snow or not. I could imagine this conversation so clearly in my mind, but above all I could imagine the children listening to the conversation. The author points out that the argument was simply over going out into the snow or not. Some of the phrases that the teachers were say were: getting sick and they’ll disappear. In the context of the conversation most adults would consider these phrases unimportant, but out of context and literal these few words can be terrifying.
I used to think that helping children learn through conversation was limited to just the times that I am directly speaking to a child. The author Mooney states, “This is something demanding more thought from all of us. Every early childhood textbook cautions beginning teachers against talking about the children as if they were not listening and watching adults’ every move. Yet it‘s easy to do this without giving any thought to our words or their consequences.” (p. 10) I thought about how according to the DAP book “Scientists all over the world are studying how very young babies listen to language,” (p. 53). With that I began to flip through my own memories of working with children. My niece Eva is starting to pretend to talk on the phone. She blabs, pauses, blabs, and then says luv u and puts the phone on the coach cushion and walks away. No one ever sat her down and explained how a telephone conversation should go. She learned by listening to her mother.
In the example above there is no doubt in my mind that the children heard ever word the teachers were saying. I believe this mostly because I realize that children particularly preschool children and well into the grade school years are very egotistical. If the conversation the teachers were having was about them, the children were probably very interested in what is being said. Goodness, I know that when I can hear people talking about me in the same room I am very interested in what they are saying.
As I identified this example I realized that children are always listening, and because they are always listening it is my responsibility to invite them into the conversation. The idea of inviting children into the conversation to discuss what they want to do, and how they think things are is DAP appropriate. In the compare and contrast section of the DAP hand book one of the negative examples is that, “Teachers do not recognize how important it is for children to guide some of their own activities, such as play, and they frequently interrupt and undermine children’s immersion in or managing of their own activities” (p. 155) The golden nugget I learned in the story above is that I need to change my mentality to believing that children are always listening to what I say. I also need to practice inviting children into a conversation, particularly when the conversation involves them directly.
Tuesday, March 15, 2011
Geog #11
Joy Prior
March 30, 2011
Otterstorm, Samuel M
Geography 120H
Section 005
#11: OPEN
Select an article dealing with any problem or challenge in the world you choose to study and discuss it using the geographic tools you have gained over the course of the semester such as site/situation, relative location, tyranny of geography, accidents or history, etc. In looking at this particular problem, can you make any comparisons between MDCs (More Developed Countries) and LDCs (Less Developed Countries)? What kind of attention is being given to this particular problem on a world scale and why?
Area: North America
Canada, the invisible, likeable beaver. The Globe and Mail: Editorials. 14 March 2011. Web. March 2011.
This article discussed the influence of globalization on geography has greatly impacted the meaning of borders, neighbors, and investments. It focused on the border between Canada and the United States, because it is the longest physical boarder in the world. The two countries share a continent, history, cultural similarities, language; they have similar geographical formations such as the Rocky Mountains, fertile mid-section, east and west coasts, and neither is landlocked.
International development is affected by the close state boarders. Although most Americans view Canada as a friendly neighbor according to a recent pool only about 39 percent of Americans consider what happens in Canada to be of “vital importance”, most respondents gave China, India, and Mexico higher scores. Two of those countries are on the other side of the world. It might shock most Americans but Canadians’ view Australia, Britain, and Germany more favorably than the United States. All of these countries are on a separate continent.
If all of the “neighboring” countries that the US and Canada have are really not “neighbors” at all what advantages can a physical boarder have on a country? I began to think how the boarders are almost a natural byproduct of geography. If the United States was like the pacific islands and a fragmented state or if the country had an elongated state similar to Chile that connected to multiple countries not only would the physical geography be different but the movement and political connections would also be different.
Canada and the United States share a special relationship along their border. Their exchange of knowledge and ideas though could be increased. A quote from the article stated that, “Canada cannot articulate its defining traits and ensure its relevance to its larger and more powerful neighbor.” It was difficult for me to imagine the United State and Canada in a war, and I realized that if the U.S. was constantly worried about attacks from the Canadian border there would be less time, resource, or money to develop innovative ideas.
March 30, 2011
Otterstorm, Samuel M
Geography 120H
Section 005
#11: OPEN
Select an article dealing with any problem or challenge in the world you choose to study and discuss it using the geographic tools you have gained over the course of the semester such as site/situation, relative location, tyranny of geography, accidents or history, etc. In looking at this particular problem, can you make any comparisons between MDCs (More Developed Countries) and LDCs (Less Developed Countries)? What kind of attention is being given to this particular problem on a world scale and why?
Area: North America
Canada, the invisible, likeable beaver. The Globe and Mail: Editorials. 14 March 2011. Web. March 2011.
This article discussed the influence of globalization on geography has greatly impacted the meaning of borders, neighbors, and investments. It focused on the border between Canada and the United States, because it is the longest physical boarder in the world. The two countries share a continent, history, cultural similarities, language; they have similar geographical formations such as the Rocky Mountains, fertile mid-section, east and west coasts, and neither is landlocked.
International development is affected by the close state boarders. Although most Americans view Canada as a friendly neighbor according to a recent pool only about 39 percent of Americans consider what happens in Canada to be of “vital importance”, most respondents gave China, India, and Mexico higher scores. Two of those countries are on the other side of the world. It might shock most Americans but Canadians’ view Australia, Britain, and Germany more favorably than the United States. All of these countries are on a separate continent.
If all of the “neighboring” countries that the US and Canada have are really not “neighbors” at all what advantages can a physical boarder have on a country? I began to think how the boarders are almost a natural byproduct of geography. If the United States was like the pacific islands and a fragmented state or if the country had an elongated state similar to Chile that connected to multiple countries not only would the physical geography be different but the movement and political connections would also be different.
Canada and the United States share a special relationship along their border. Their exchange of knowledge and ideas though could be increased. A quote from the article stated that, “Canada cannot articulate its defining traits and ensure its relevance to its larger and more powerful neighbor.” It was difficult for me to imagine the United State and Canada in a war, and I realized that if the U.S. was constantly worried about attacks from the Canadian border there would be less time, resource, or money to develop innovative ideas.
STAT friday homework
A. Test of Significance
State: At the alpha .05 level, is there sufficient evidence to conclude that the average calories content of 1-ounce chocolate chip cookies produced by this brand is greater than 110 calories?
Plan: the appropriate test is one sample t test of significance for the means.
Parameter: mean calories for 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Population of interest in the context of the problem: all 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Null hypotheses: Mu=110 calories
Alternative hypotheses: Mu> 110 calories
State level of significance: alpha equals .05
Solve
plot data: with a stem leaf plot graph
stem leaf
10 0, 0
11 0
12 0, 5, 5
13 5
14 0, 5
15 0, 0, 5
16 0, 0
17
18 5
Shape: the five number min: 100; max: 185; x bar: 137.3333; 1Q:115 ;3Q: 155.625
It is approximately normal
List and check conditions of inference: the two conditions are randomization, and normality of the population both of these conditions are not meant. The randomization is not false because the sample was a srs, and we learned that from the provided story problem information. The normality of the population is not true because from the plotted data it can be seen that the population is relatively normal.
Calculate the value(s) of the sample statistic(s): used Stat crunch
N=15
Ho Mu=110
Ha Mu does not equal 110
X bar=137.3333
Std. Err. = 6.22718
T-Stat= 4.3893595
Std. Dev. = 24.117767
P-value =.0006
[(X bar=137.3333)- (110)]/[(s)/(3.872983)]=t=4.38935
100+125+150+160+185+125+155+145+160+100+150+140+135+120+110=2,060
2,060/15= 137.3333= x bar
Conclude:
The set alpha was equal to .05 and the p-value of .0006 was lower than the set alpha, because the p-value was significantly lower than the set alpha I chose to reject the Ho. There is sufficient evidence to conclude that the average calories content of 1-ounce chocolate chip cookies produced by this brand is greater than 110 calories.
Confidence Interval Estimation
State: compute a 95% confidence interval to estimate the mean amount of calories for all 1-ounce chocolate chip cookies of this brand.
Plan:
State the name of the appropriate estimation procedure: this is a one sample t test of 95% confidence to of the means.
Describe the parameter: Parameter: mean calories for 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Population of interest in the context of the problem: all 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
State Confidence Level: the confidence level= 95% (given in problem)
Solve:
Already plotted data in part 1
Mean: 137.3333
Min: 100
Max: 185
Q1:120
Q3:155
Std. Dev. = 24.117767
Std. Err. = 6.2271
Confidence intervals: (123.977356, 150.6893)
Conclude: we believe at a confidence is 95% the true mu of a particular brand of 1-ounce chocolate chip cookies that claims a 110 calories per cookie has a confidence interval at (123.9777, 150.6893 ).
State: At the alpha .05 level, is there sufficient evidence to conclude that the average calories content of 1-ounce chocolate chip cookies produced by this brand is greater than 110 calories?
Plan: the appropriate test is one sample t test of significance for the means.
Parameter: mean calories for 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Population of interest in the context of the problem: all 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Null hypotheses: Mu=110 calories
Alternative hypotheses: Mu> 110 calories
State level of significance: alpha equals .05
Solve
plot data: with a stem leaf plot graph
stem leaf
10 0, 0
11 0
12 0, 5, 5
13 5
14 0, 5
15 0, 0, 5
16 0, 0
17
18 5
Shape: the five number min: 100; max: 185; x bar: 137.3333; 1Q:115 ;3Q: 155.625
It is approximately normal
List and check conditions of inference: the two conditions are randomization, and normality of the population both of these conditions are not meant. The randomization is not false because the sample was a srs, and we learned that from the provided story problem information. The normality of the population is not true because from the plotted data it can be seen that the population is relatively normal.
Calculate the value(s) of the sample statistic(s): used Stat crunch
N=15
Ho Mu=110
Ha Mu does not equal 110
X bar=137.3333
Std. Err. = 6.22718
T-Stat= 4.3893595
Std. Dev. = 24.117767
P-value =.0006
[(X bar=137.3333)- (110)]/[(s)/(3.872983)]=t=4.38935
100+125+150+160+185+125+155+145+160+100+150+140+135+120+110=2,060
2,060/15= 137.3333= x bar
Conclude:
The set alpha was equal to .05 and the p-value of .0006 was lower than the set alpha, because the p-value was significantly lower than the set alpha I chose to reject the Ho. There is sufficient evidence to conclude that the average calories content of 1-ounce chocolate chip cookies produced by this brand is greater than 110 calories.
Confidence Interval Estimation
State: compute a 95% confidence interval to estimate the mean amount of calories for all 1-ounce chocolate chip cookies of this brand.
Plan:
State the name of the appropriate estimation procedure: this is a one sample t test of 95% confidence to of the means.
Describe the parameter: Parameter: mean calories for 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Population of interest in the context of the problem: all 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
State Confidence Level: the confidence level= 95% (given in problem)
Solve:
Already plotted data in part 1
Mean: 137.3333
Min: 100
Max: 185
Q1:120
Q3:155
Std. Dev. = 24.117767
Std. Err. = 6.2271
Confidence intervals: (123.977356, 150.6893)
Conclude: we believe at a confidence is 95% the true mu of a particular brand of 1-ounce chocolate chip cookies that claims a 110 calories per cookie has a confidence interval at (123.9777, 150.6893 ).
GEOG #10 one more left!!
Joy Prior
Geography 120H
Section 05
#10: RESOURCES
Many conflicts in the world are based on fighting over the earth’s finite resources such as
water, oil, or minerals, etc. Select an article dealing with an area of conflict concerning
such a resource and discuss it in terms of the importance of the particular resource to the
countries involved. What aspects of site/situation play into the conflict? Do both countries
have an equal claim to the land and/or resource for which they lay claim? How does the
conflict affect the region in which it is found? How does it affect the world at large?
Location: North America
OP-ED. Like Oil and Water in the Gulf. Los Angeles Times; Opinion. Web. March 2011. < http://www.latimes.com/news/opinion/commentary/la-oe-stephens-cuba-oil-20110314,0,7697622.story>
The Gulf of Mexico is an ideal location for off shore drilling, but there is some debate as to who owns the oil. Currently Cuba has entered the debate. This year Cuba and its foreign partners will begin to explore for oil and start drilling as close to 50 miles from Florida. The expected site will be deeper than BP’s Macondo well (a major American oil drill).
During the Cold War there was a U.S. embargo against Cuba that affects the political associations. This article touches the subject of perestroika in Cuba as the economy changes and falls further from communism. It also denies Cuba access to environmental protection and nearby equipment. The real issue does not seem to be the political restrictions but the economical restrictions. Because of the embargo against Cuba U.S. firms are prohibited from joining Cuba in any offshore oil drilling efforts, and this gives the advantage to foreign firms. According to the U.S. Geological Survey there are 5 billion barrels of oil and 10 trillion cubic feet of natural gas beneath the gulf in land belonging to Cuba. Cuba’s potential commercial oil would be invested in by foreign countries (particularly China) and the island would be introduced to commercial market with investors in the United States not getting any piece of the pie. It reminds me of colonization, because it is a debate between powerful countires and their control over less developed countries natural resources.
The article spent a great deal of time discussing how offshore oil does have an effect on the environment, and that the foreign oil firms will disregard the United States strict offshore oil policies and pollute the entire Gulf Coast. Currently the United States denies foreign firms the right to drill in U.S. waters in an effort to impose environmentally friendly restrictions and rights. After the oil spill last year scientists were sent to survey the entire coast. The new drills in Cuba affect the shared gulf between Cuba and Florida. The issue of a shared environment and desire for natural resources raises the question of environmental responsibility for both countries. Although these arguments seemed valid I believe that motivation for having the United States recognize Cuban relations is not motivated by ecological consideration, but economical investments.
Geography 120H
Section 05
#10: RESOURCES
Many conflicts in the world are based on fighting over the earth’s finite resources such as
water, oil, or minerals, etc. Select an article dealing with an area of conflict concerning
such a resource and discuss it in terms of the importance of the particular resource to the
countries involved. What aspects of site/situation play into the conflict? Do both countries
have an equal claim to the land and/or resource for which they lay claim? How does the
conflict affect the region in which it is found? How does it affect the world at large?
Location: North America
OP-ED. Like Oil and Water in the Gulf. Los Angeles Times; Opinion. Web. March 2011. < http://www.latimes.com/news/opinion/commentary/la-oe-stephens-cuba-oil-20110314,0,7697622.story>
The Gulf of Mexico is an ideal location for off shore drilling, but there is some debate as to who owns the oil. Currently Cuba has entered the debate. This year Cuba and its foreign partners will begin to explore for oil and start drilling as close to 50 miles from Florida. The expected site will be deeper than BP’s Macondo well (a major American oil drill).
During the Cold War there was a U.S. embargo against Cuba that affects the political associations. This article touches the subject of perestroika in Cuba as the economy changes and falls further from communism. It also denies Cuba access to environmental protection and nearby equipment. The real issue does not seem to be the political restrictions but the economical restrictions. Because of the embargo against Cuba U.S. firms are prohibited from joining Cuba in any offshore oil drilling efforts, and this gives the advantage to foreign firms. According to the U.S. Geological Survey there are 5 billion barrels of oil and 10 trillion cubic feet of natural gas beneath the gulf in land belonging to Cuba. Cuba’s potential commercial oil would be invested in by foreign countries (particularly China) and the island would be introduced to commercial market with investors in the United States not getting any piece of the pie. It reminds me of colonization, because it is a debate between powerful countires and their control over less developed countries natural resources.
The article spent a great deal of time discussing how offshore oil does have an effect on the environment, and that the foreign oil firms will disregard the United States strict offshore oil policies and pollute the entire Gulf Coast. Currently the United States denies foreign firms the right to drill in U.S. waters in an effort to impose environmentally friendly restrictions and rights. After the oil spill last year scientists were sent to survey the entire coast. The new drills in Cuba affect the shared gulf between Cuba and Florida. The issue of a shared environment and desire for natural resources raises the question of environmental responsibility for both countries. Although these arguments seemed valid I believe that motivation for having the United States recognize Cuban relations is not motivated by ecological consideration, but economical investments.
Geography mystery
Mystery #8
How accurate are movies’ depictions of places?
This mystery will take about two hours to complete. Pick out a good, clean, wholesome movie to watch with a friend or relative.
• Watch it as a geographer would, intensively looking for patterns and processes and place. Answer the following:
• Name of Movie: How to Train Your Dragon
• Place(s) Shown: Island, Ocean, Woodlands, Mountains, Fjords, rocky shore side, fog, rock jutting out of the coast
• Does the movie make you believe that they were really there? Well for starters the movie was a cartoon. I picked this movie to watch because I was interested in how a cartoon would portray geography. The movie is about a group of Vikings, and I wanted to see if the cartoon geography would parallel with the actual geography of Scandinavia. This movie did make be believe that I was in the frozen Scandinavia land. Why or why not? In the introduction of the film the character talks about how cold the island is most of the year, and you see a shot of a sheep. I looked up sheep herd locations and there are a few thousand herds along the coast of Norway. I also googled coast lines in Scandinavia, and there were some breathtaking shots of Fjord coast. Just as in the movie the coast was not beach coasts, but sharp rock walls. Much of the movie takes place in the forest near the village throughout the movie there were was a lot of fog particular on the ocean. When the town reaches the dragon next it is an island surrounded by rock formations, and the actual island nest does not have any vegetation on it. This was the most unbelievable location, because of the almost overly dramatic rock formations, and the lack of vegetation. There is one scene were the main character dives into the water to save his dragon, and I thought about how cold the water would be if the movie really was in Norway. I looked up the current temperature in Norway and it was below freezing. That scene was probably a little unrealistic and I imagine the main character would have frozen to death before reaching his dragon friend.
• How much of the film is actually outside where you can see what is going on? The majority of the film was outside. There are a few sections that were filmed inside the houses, but this too could have been considered place geography. The houses had a lot “Viking” cultural images including design, food, and clothing. Because the movie is about dragons there are several scenes in the sky. Even in one of the scenes in the sky the movie brought in geography, because you can see the aurora borealis.
• Did they make any geographic mistakes? This was a movie about dragons, the plot, characters, and I would even say the geography was the least to say a little exaggerated.
• Is the place “nowhere”, meaning that it is set in an imaginary or fictitious place? Yes, but it was based on the geography of Scandinavia because the characters were all Vikings. If so, were you convinced? I found a few reviews for the book that the movie is based on. In there I discovered a map. The Isle of Berk is the setting for most of the film, and one of the smallest inhabited islands in the Barbaric Sea. The Barbaric Archipelago includes the Meathead Island, North Island and Cannibal Island. I wanted to see if any of these islands were real places, or if they were based on actual world locations. After searching for a while I discovered a few islands that could be possible locations Birka near Stockholm, Sweden. Whenever I typed Barbaric Sea in the search engine all that came up information about Vikings and the movie, but not an actual location. I found one reference that claimed the Baltic Sea could also be called the Barbaric Sea, but some of this information was hard to shift through, because another site labeled the east coast of Africa as the Barbaric Sea due to the slave trade. The Baltic Sea on the other hand is a real location between Sweden and Finland. It is bounded by the Scandinavian Peninsula, and was the home for many Vikings. The only idea with this is that as I looked through images on Google I realized that the Baltic Sea coast line is more sloped and pebbled than the coast line in the movies. While the giant fjords and looming rock formations featured in the film are characteristics of the western coast of Norway. Although I saw many fjords in the Baltic Sea pictures the coast line appeared more subtle than that in the movie. I think that although the geography was exaggerated in the film there are locations in the world that are closely similar to the islands and oceans in the movie How to Train Your Dragon.
•
• Map of the Barbaric Sea taken from the Book Review
Toothless99. How To Train Your Dragon: Isle of Berk. Wikia. Web. March 2011.
Aurora Borealis- The Northern Lights Norway- Tromso. The Top Ten Site.come Reviews you Can Trust. Web. March 2011.
Viking. Wikipedia; The Free Encyclopedia. Web. March 2011. < http://en.wikipedia.org/wiki/Viking>
When to Go. Frommer’s. Web. March 2011.
Scandinavia. Wikipedia; The Free Encyclopedia. Web. March 2011.
Birka. Wikipedia; The Free Encyclopedia. Web. March 2011.
Lewis, Martin. Dividing the Ocean Sea. The Geographical Reivew. 1999. Web. March 2011. Questia; Trusted Online Research.
How accurate are movies’ depictions of places?
This mystery will take about two hours to complete. Pick out a good, clean, wholesome movie to watch with a friend or relative.
• Watch it as a geographer would, intensively looking for patterns and processes and place. Answer the following:
• Name of Movie: How to Train Your Dragon
• Place(s) Shown: Island, Ocean, Woodlands, Mountains, Fjords, rocky shore side, fog, rock jutting out of the coast
• Does the movie make you believe that they were really there? Well for starters the movie was a cartoon. I picked this movie to watch because I was interested in how a cartoon would portray geography. The movie is about a group of Vikings, and I wanted to see if the cartoon geography would parallel with the actual geography of Scandinavia. This movie did make be believe that I was in the frozen Scandinavia land. Why or why not? In the introduction of the film the character talks about how cold the island is most of the year, and you see a shot of a sheep. I looked up sheep herd locations and there are a few thousand herds along the coast of Norway. I also googled coast lines in Scandinavia, and there were some breathtaking shots of Fjord coast. Just as in the movie the coast was not beach coasts, but sharp rock walls. Much of the movie takes place in the forest near the village throughout the movie there were was a lot of fog particular on the ocean. When the town reaches the dragon next it is an island surrounded by rock formations, and the actual island nest does not have any vegetation on it. This was the most unbelievable location, because of the almost overly dramatic rock formations, and the lack of vegetation. There is one scene were the main character dives into the water to save his dragon, and I thought about how cold the water would be if the movie really was in Norway. I looked up the current temperature in Norway and it was below freezing. That scene was probably a little unrealistic and I imagine the main character would have frozen to death before reaching his dragon friend.
• How much of the film is actually outside where you can see what is going on? The majority of the film was outside. There are a few sections that were filmed inside the houses, but this too could have been considered place geography. The houses had a lot “Viking” cultural images including design, food, and clothing. Because the movie is about dragons there are several scenes in the sky. Even in one of the scenes in the sky the movie brought in geography, because you can see the aurora borealis.
• Did they make any geographic mistakes? This was a movie about dragons, the plot, characters, and I would even say the geography was the least to say a little exaggerated.
• Is the place “nowhere”, meaning that it is set in an imaginary or fictitious place? Yes, but it was based on the geography of Scandinavia because the characters were all Vikings. If so, were you convinced? I found a few reviews for the book that the movie is based on. In there I discovered a map. The Isle of Berk is the setting for most of the film, and one of the smallest inhabited islands in the Barbaric Sea. The Barbaric Archipelago includes the Meathead Island, North Island and Cannibal Island. I wanted to see if any of these islands were real places, or if they were based on actual world locations. After searching for a while I discovered a few islands that could be possible locations Birka near Stockholm, Sweden. Whenever I typed Barbaric Sea in the search engine all that came up information about Vikings and the movie, but not an actual location. I found one reference that claimed the Baltic Sea could also be called the Barbaric Sea, but some of this information was hard to shift through, because another site labeled the east coast of Africa as the Barbaric Sea due to the slave trade. The Baltic Sea on the other hand is a real location between Sweden and Finland. It is bounded by the Scandinavian Peninsula, and was the home for many Vikings. The only idea with this is that as I looked through images on Google I realized that the Baltic Sea coast line is more sloped and pebbled than the coast line in the movies. While the giant fjords and looming rock formations featured in the film are characteristics of the western coast of Norway. Although I saw many fjords in the Baltic Sea pictures the coast line appeared more subtle than that in the movie. I think that although the geography was exaggerated in the film there are locations in the world that are closely similar to the islands and oceans in the movie How to Train Your Dragon.
•
• Map of the Barbaric Sea taken from the Book Review
Toothless99. How To Train Your Dragon: Isle of Berk. Wikia. Web. March 2011.
Aurora Borealis- The Northern Lights Norway- Tromso. The Top Ten Site.come Reviews you Can Trust. Web. March 2011.
Viking. Wikipedia; The Free Encyclopedia. Web. March 2011. < http://en.wikipedia.org/wiki/Viking>
When to Go. Frommer’s. Web. March 2011.
Scandinavia. Wikipedia; The Free Encyclopedia. Web. March 2011.
Birka. Wikipedia; The Free Encyclopedia. Web. March 2011.
Lewis, Martin. Dividing the Ocean Sea. The Geographical Reivew. 1999. Web. March 2011. Questia; Trusted Online Research.
Friday, March 11, 2011
Wednesday, March 9, 2011
SFL DAP #7
DAP #7
Read pages 257-326 in the DAP manual
In concluding part of the DAP manual, the authors describe children’s development and corresponding developmentally appropriate practices for 6- through 8-year olds. Children this age attend the primary grades and have particular needs that teachers must be aware of to teach them successfully. As you read through this section, you may want to reflect upon the experiences you had in the early grades. What teachers do you remember and what do you remember about them? What do you remember about learning to read? What kinds of activities did you especially enjoy in the primary grades? Understanding children this age can provide a new perspective on how you can best meet their needs as a parent or an educator.
PART 1: Identify one characteristic of particular interest to you in each of the sections (1 point each, 16 points total)
Physical Development:
Overall growth and physical maturation: muscle mass also increase in both boys and girls, but they are by no means physically mature in terms of skeletal and ligament development, there is a growth spurt of the brain (261)
Health and fitness: on the other hand, primary grade children generally experience better health- fewer infections and illnesses such as colds, stomachaches, and ear infections- than preschoolers and kindergartners (261)
Gross motor development: boys tend to throw farther than girls, but research shows that this difference is dependent on opportunities to practice (262)
Fin motor development: it is not abnormal for a child to be unable to draw, say, a recognizable diamond shape until about age 8 (262)
Promoting physical development in the primary grades: because of children’s growing inclination to compare themselves with others, adults need to avoid pushing hypercompetitive activities for children in this age range (263)
Social and Emotional Development:
a. Social development: where teachers were observed to be respectful of children, p positive, and sensitive and where feedback engaged the children and expanded learning, children displayed significantly better social competence than children in other classrooms. (265)
b. Emotional development: an evolving sense of conscience, but they tend to be rigid in terms of interpreting and applying rules- for both themselves and others. They may expect visitors to follow the rules of the home or classroom as strictly as they do. (269)
c. Promoting social and emotional development in the primary grades: support for cooperative small group projects in which children work together, they help to promote children’s comfort level with one another and, potentially, their likelihood of becoming friends (271)
Cognitive Development:
a. Concept acquisition and reasoning: children typically master serration and sequencing (272)
b. Executive functioning: children must be able to focus their attention, remember thing on purpose, an be able to compare the process and findings of their own learning with teacher expectation (273)
c. Moral development: children of 6 or 7 typically treat every little mistake as a major crime, deserving of terrible punishment or dire consequences. Adults can help children assess mistakes realistically and find ways to correct them. (277)
d. Promoting cognitive development in the primary grades: no matter what the subject area, teachers should keep learning concrete, relevant to children’s everyday lives, and connected to previously learned material. (278)
Language and Literacy Development:
a. Vocabulary knowledge and communication skills: children learn new words at a far more rapid rate than before- almost 20 words per day when they are in an environment where they continually hear new words, listen to and read books (281)
b. Reading and Writing: also important is being able to retrieve word meaning readily- as opposed to having to struggle to remember what a word means, which jeopardizes comprehension (282)
c. English language learners: young children have a great capacity to acquire bilingual and even multilingual competence (283)
d. Promoting language and literacy development in the primary grades: it is important to keep everyone engaged in whole-group sessions by, for example, having children vote on an answer to show of hands, answer in unison, or practice a task briefly with another child (286)
PART 2: Now, choose one section under each of the 4 headings and discuss what impact the information will have on your teaching (2 points each, 8 points total).
Health and fitness: children at this age living in poverty continue to be at higher risk for a number of health problems-from environmental factors such as exposure to lead-based paints; poor-quality medical care; or inadequate shelter, hygiene, or nutrition. (261)
This will influence my teaching because it made me realize how much poverty does not simply limit children’s development because they have fewer opportunities but that children living in poverty suffer physically. These physically setbacks will influence their ability to function in my classroom. If a child went without breakfast that morning they will be thinking about how hungry they are, and not about what I am trying to teach them. I have not thought of a specific solution to this horrible problem, besides the basic keep in contact with the family and know what is going on. I think that it would be a good idea to become aware of the different financial aid, or wick programs in the area so that I can pass this information off to all of the parents in my classroom.
Social and emotional development:
The structure of peer groups is flexible; children tend to enter and leave social circles easily at this age, such that groups are fluid and permeable in most cases (265)
This surprised me, and made me realize that as a teacher I should promote friendships with my students. I don’t only need to encourage a community of learners, but I need to encourage individual friendships among my students. I think that small group activities would help to do this, and always talking positively about students will help them to want to be friends with each other. I don’t know but maybe I can even mention at parent teacher conferences who their child gets along with and encourage play dates.
Cognitive
By the primary grades, children are expected to and are ready to start learning on demand, according to Vygotsky and his followers (273)
This surprised me a little, but then I thought about it and realized that I need to continue to scaffold my students. When I am teaching I want to set the expectation high for my students so that they feel confident that they can accomplish great things. One way to do this would be to keep an open curriculum, one that allows a student to reach their greatest potential. I also realized that it is not just important to keep records of preschool children, but that all children need to set goals and have continual checkups on their progress. When I know each of my students individually I can help them to work collectively to reach high expectations. I should expect my students to be able to learn on demand and pay attention but that still means that the classroom is student lead and that I provided opportunities that are engaging to.
Language and literacy development
They read increasingly longer books independently, with a goal of about 20 minutes a day outside of school. (283)
I need to have chapter books in the classroom, and encourage my students to visit the library in search of novels that they enjoy. Instead of just picture books or short stories I need to have engaging chapter books. I think that I want to have a library filled with books that I am familiar with. If I am familiar with the books that I have in my student library I can recommend books to students based on their interest and reading level. Then I can promote reading by talking about books in the classroom. This would even be a good age to introduce small reading clubs or teams that would read for 10 to fifteen minutes in class or for homework and then each group would discuss the novel for another 10 to fifteen minutes.
PART 3:
In the “Examples to Consider” section (pages 289 - 326), each age break down is addressed with accompanying “developmentally appropriate” and “in contrast” examples of how children develop and learn.
Indicate here if you completed the reading (or how much you completed) to receive your points for this question. Completed the entire reading (5 points)
Read pages 257-326 in the DAP manual
In concluding part of the DAP manual, the authors describe children’s development and corresponding developmentally appropriate practices for 6- through 8-year olds. Children this age attend the primary grades and have particular needs that teachers must be aware of to teach them successfully. As you read through this section, you may want to reflect upon the experiences you had in the early grades. What teachers do you remember and what do you remember about them? What do you remember about learning to read? What kinds of activities did you especially enjoy in the primary grades? Understanding children this age can provide a new perspective on how you can best meet their needs as a parent or an educator.
PART 1: Identify one characteristic of particular interest to you in each of the sections (1 point each, 16 points total)
Physical Development:
Overall growth and physical maturation: muscle mass also increase in both boys and girls, but they are by no means physically mature in terms of skeletal and ligament development, there is a growth spurt of the brain (261)
Health and fitness: on the other hand, primary grade children generally experience better health- fewer infections and illnesses such as colds, stomachaches, and ear infections- than preschoolers and kindergartners (261)
Gross motor development: boys tend to throw farther than girls, but research shows that this difference is dependent on opportunities to practice (262)
Fin motor development: it is not abnormal for a child to be unable to draw, say, a recognizable diamond shape until about age 8 (262)
Promoting physical development in the primary grades: because of children’s growing inclination to compare themselves with others, adults need to avoid pushing hypercompetitive activities for children in this age range (263)
Social and Emotional Development:
a. Social development: where teachers were observed to be respectful of children, p positive, and sensitive and where feedback engaged the children and expanded learning, children displayed significantly better social competence than children in other classrooms. (265)
b. Emotional development: an evolving sense of conscience, but they tend to be rigid in terms of interpreting and applying rules- for both themselves and others. They may expect visitors to follow the rules of the home or classroom as strictly as they do. (269)
c. Promoting social and emotional development in the primary grades: support for cooperative small group projects in which children work together, they help to promote children’s comfort level with one another and, potentially, their likelihood of becoming friends (271)
Cognitive Development:
a. Concept acquisition and reasoning: children typically master serration and sequencing (272)
b. Executive functioning: children must be able to focus their attention, remember thing on purpose, an be able to compare the process and findings of their own learning with teacher expectation (273)
c. Moral development: children of 6 or 7 typically treat every little mistake as a major crime, deserving of terrible punishment or dire consequences. Adults can help children assess mistakes realistically and find ways to correct them. (277)
d. Promoting cognitive development in the primary grades: no matter what the subject area, teachers should keep learning concrete, relevant to children’s everyday lives, and connected to previously learned material. (278)
Language and Literacy Development:
a. Vocabulary knowledge and communication skills: children learn new words at a far more rapid rate than before- almost 20 words per day when they are in an environment where they continually hear new words, listen to and read books (281)
b. Reading and Writing: also important is being able to retrieve word meaning readily- as opposed to having to struggle to remember what a word means, which jeopardizes comprehension (282)
c. English language learners: young children have a great capacity to acquire bilingual and even multilingual competence (283)
d. Promoting language and literacy development in the primary grades: it is important to keep everyone engaged in whole-group sessions by, for example, having children vote on an answer to show of hands, answer in unison, or practice a task briefly with another child (286)
PART 2: Now, choose one section under each of the 4 headings and discuss what impact the information will have on your teaching (2 points each, 8 points total).
Health and fitness: children at this age living in poverty continue to be at higher risk for a number of health problems-from environmental factors such as exposure to lead-based paints; poor-quality medical care; or inadequate shelter, hygiene, or nutrition. (261)
This will influence my teaching because it made me realize how much poverty does not simply limit children’s development because they have fewer opportunities but that children living in poverty suffer physically. These physically setbacks will influence their ability to function in my classroom. If a child went without breakfast that morning they will be thinking about how hungry they are, and not about what I am trying to teach them. I have not thought of a specific solution to this horrible problem, besides the basic keep in contact with the family and know what is going on. I think that it would be a good idea to become aware of the different financial aid, or wick programs in the area so that I can pass this information off to all of the parents in my classroom.
Social and emotional development:
The structure of peer groups is flexible; children tend to enter and leave social circles easily at this age, such that groups are fluid and permeable in most cases (265)
This surprised me, and made me realize that as a teacher I should promote friendships with my students. I don’t only need to encourage a community of learners, but I need to encourage individual friendships among my students. I think that small group activities would help to do this, and always talking positively about students will help them to want to be friends with each other. I don’t know but maybe I can even mention at parent teacher conferences who their child gets along with and encourage play dates.
Cognitive
By the primary grades, children are expected to and are ready to start learning on demand, according to Vygotsky and his followers (273)
This surprised me a little, but then I thought about it and realized that I need to continue to scaffold my students. When I am teaching I want to set the expectation high for my students so that they feel confident that they can accomplish great things. One way to do this would be to keep an open curriculum, one that allows a student to reach their greatest potential. I also realized that it is not just important to keep records of preschool children, but that all children need to set goals and have continual checkups on their progress. When I know each of my students individually I can help them to work collectively to reach high expectations. I should expect my students to be able to learn on demand and pay attention but that still means that the classroom is student lead and that I provided opportunities that are engaging to.
Language and literacy development
They read increasingly longer books independently, with a goal of about 20 minutes a day outside of school. (283)
I need to have chapter books in the classroom, and encourage my students to visit the library in search of novels that they enjoy. Instead of just picture books or short stories I need to have engaging chapter books. I think that I want to have a library filled with books that I am familiar with. If I am familiar with the books that I have in my student library I can recommend books to students based on their interest and reading level. Then I can promote reading by talking about books in the classroom. This would even be a good age to introduce small reading clubs or teams that would read for 10 to fifteen minutes in class or for homework and then each group would discuss the novel for another 10 to fifteen minutes.
PART 3:
In the “Examples to Consider” section (pages 289 - 326), each age break down is addressed with accompanying “developmentally appropriate” and “in contrast” examples of how children develop and learn.
Indicate here if you completed the reading (or how much you completed) to receive your points for this question. Completed the entire reading (5 points)
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