listening to moot court competition of vanderbilt and lewis and clark.
reading animal law review of lewis and clark.
reported joseph tolle's condescending touching of my shoulder and his screaming outburst under the ASO election tent wednesday night.
he happened to walk in the moment i was handing my report to earic peters.
he quickly lied, "she screamed at me first."
similar to his lie, "you touched me first, why the double standard."
isn't it strange that people lie?
i am not a good liar.
i would be more successful if i were.
it bothers me.
i most surely can't do it quickly without batting an eye.
kudos to joseph tolle, vice president of finance for the LACC ASO, for having no intuition about when touching is unwanted, and for losing his temper under the election booth, a true irony, and unprofessional .
and for lying faster than i could think of a lie, a sign of intelligence and a successful future in business, and for lying in front of earic peters in the student resource center, yesterday in accusing me of screaming.
i commend someone who is so perfectly willing to lie in public, in front of many people, shout and raise his voice with no shame in front of other students, and continually touch a woman's shoulder hand and arm, uninvited, and with condescension.
i do not feel safe around someone like this.
beware.
this is my recommended reading for him
http://en.wikipedia.org/wiki/Anger_management
equality coalition for students by students please contact maryeng1@yahoo.com to share your story of racism, sexism, homophobia, disability discrimination, or general incompetence on LACC campus. this is for statistical research and equality advocacy purposes, and not in any way affiliated with LACC administration or district administration. no way.
do no harm:
idit dobb-weinstein: "teaching is action and thinking at once. What I try to guard against most when I teach is not speaking as if my answer were conclusive, so as to avoid (to the extent possible) any kind of dogmatic appropriation. It is understandable why students might wish to imitate their teachers, but there are different modes of imitation. I try very hard to avoid the mimetic appropriation that is immediate, passive, and occludes thinking. One other reason is that if I made clear what my views were, and my views appeared as if they were final, it would preclude the possibility of first, students challenging me and second, learning from my students. The relation between the student and teacher is, to me, a dynamic relationship . . . Teaching and learning is a movement that occurs between. In other words, we are at once both agent and patient, both teacher and learner. If we are not very careful, we can do a great deal of harm. And that, too, I have learned from my teachers, Maimonides especially.
I believe my task is to provoke students to think and to engage them in genuine dialogue and questioning. To paraphrase a rabbinic saying, 'I have learned from my teachers, and I have learned from my peers, but I have learned most from my students.' And that is a continuous process of learning."
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