I Quit! – ‘My profession … no longer exists’

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FROM THE DAILY KOS (But I so endorse every word!)

Teacher’s resignation letter: ‘My profession … no longer exists’
Valerie Strauss April 6, 2013

Increasingly teachers are speaking out against school reforms that they believe are demeaning their profession, and some are simply quitting because they have had enough.
Here is one resignation letter from a veteran teacher, Gerald J. Conti, a social studies teacher at Westhill High School in Syracuse, N.Y.:

Mr. Casey Barduhn, Superintendent
Westhill Central School District
400 Walberta Park Road
Syracuse, New York 13219

Dear Mr. Barduhn and Board of Education Members:

It is with the deepest regret that I must retire at the close of this school year, ending my more than twenty-seven years of service at Westhill on June 30, under the provisions of the 2012-15 contract. I assume that I will be eligible for any local or state incentives that may be offered prior to my date of actual retirement and I trust that I may return to the high school at some point as a substitute teacher.

As with Lincoln and Springfield, I have grown from a young to an old man here; my brother died while we were both employed here; my daughter was educated here, and I have been touched by and hope that I have touched hundreds of lives in my time here. I know that I have been fortunate to work with a small core of some of the finest students and educators on the planet.

I came to teaching forty years ago this month and have been lucky enough to work at a small liberal arts college, a major university and this superior secondary school. To me, history has been so very much more than a mere job, it has truly been my life, always driving my travel, guiding all of my reading and even dictating my television and movie viewing. Rarely have I engaged in any of these activities without an eye to my classroom and what I might employ in a lesson, a lecture or a presentation.

With regard to my profession, I have truly attempted to live John Dewey’s famous quotation (now likely cliché with me, I’ve used it so very often) that  “Education is not preparation for life, education is life itself.” This type of total immersion is what I have always referred to as teaching “heavy,” working hard, spending time, researching, attending to details and never feeling satisfied that I knew enough on any topic. I now find that this approach to my profession is not only devalued, but denigrated and perhaps, in some quarters despised.

STEM rules the day and “data driven” education seeks only conformity, standardization, testing and a zombie-like adherence to the shallow and generic Common Core, along with a lockstep of oversimplified so-called Essential Learnings. Creativity, academic freedom, teacher autonomy, experimentation and innovation are being stifled in a misguided effort to fix what is not broken in our system of public education and particularly not at Westhill.

A long train of failures has brought us to this unfortunate pass. In their pursuit of Federal tax dollars, our legislators have failed us by selling children out to private industries such as Pearson Education. The New York State United Teachers union has let down its membership by failing to mount a much more effective and vigorous campaign against this same costly and dangerous debacle. Finally, it is with sad reluctance that I say our own administration has been both uncommunicative and unresponsive to the concerns and needs of our staff and students by establishing testing and evaluation systems that are Byzantine at best and at worst, draconian.

This situation has been exacerbated by other actions of the administration, in either refusing to call open forum meetings to discuss these pressing issues, or by so constraining the time limits of such meetings that little more than a conveying of information could take place. This lack of leadership at every level has only served to produce confusion, a loss of confidence and a dramatic and rapid decaying of morale. The repercussions of these ill-conceived policies will be telling and shall resound to the detriment of education for years to come. The analogy that this process is like building the airplane while we are flying would strike terror in the heart of anyone should it be applied to an actual airplane flight, a medical procedure, or even a home repair. Why should it be acceptable in our careers and in the education of our children?

My profession is being demeaned by a pervasive atmosphere of distrust, dictating that teachers cannot be permitted to develop and administer their own quizzes and tests (now titled as generic “assessments”) or grade their own students’ examinations. The development of plans, choice of lessons and the materials to be employed are increasingly expected to be common to all teachers in a given subject. This approach not only strangles creativity, it smothers the development of critical thinking in our students and assumes a one-size-fits-all mentality more appropriate to the assembly line than to the classroom.

Teacher planning time has also now been so greatly eroded by a constant need to “prove up” our worth to the tyranny of APPR (through the submission of plans, materials and “artifacts” from our teaching) that there is little time for us to carefully critique student work, engage in informal intellectual discussions with our students and colleagues, or conduct research and seek personal improvement through independent study. We have become increasingly evaluation and not knowledge driven. Process has become our most important product, to twist a phrase from corporate America, which seems doubly appropriate to this case.

After writing all of this I realize that I am not leaving my profession, in truth, it has left me. It no longer exists. I feel as though I have played some game halfway through its fourth quarter, a timeout has been called, my teammates’ hands have all been tied, the goal posts moved, all previously scored points and honors expunged and all of the rules altered.

For the last decade or so, I have had two signs hanging above the blackboard at the front of my classroom, they read, “Words Matter” and “Ideas Matter”. While I still believe these simple statements to be true, I don’t feel that those currently driving public education have any inkling of what they mean.

Sincerely and with regret,

Gerald J. Conti
Social Studies Department Leader
Cc: Doreen Bronchetti, Lee Roscoe
My little Zu.

This is not from me. This was eloquently written by a true expert in their field whom everyone should listen to, educator, Gerald J. Conti. I picked it up from an article in the Washington Post by Valerie Strauss. Read it and learn…there will be a test after.

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Why do Japanese have blue eyes and blond hair in anime?

A Question from

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Answered by Martin Schneider:

Keep in mind that anime follows a complex visual language, where seemingly innocuous elements carry deeper meaning. And hair color is among the first and foremost, especially when dealing with female characters.

Meaning that in most cases, the color of an anime character’s hair does not reflect some natural hair color or a racial stereotype – instead, it is supposed to be a hint towards their personality and their role in the plot.

I guess it’s high time for yet another crash course in anime hair color symbolism… take a seat.


Yellow hair:

The most widespread meaning is simply “someone special”. This holds especially true for shoujo (for girls) manga/anime titles, where you can pretty safely bet that the most important female lead will be blonde. Occasionally, it can also signify “the rude/inconsiderate foreigner”, for example a non-Japanese character with an abrasive or rude personality – but that’s more of an exception than the rule.

Blue hair:

…typically signifies a quiet, softspoken, intellectual, sometimes even introverted character – albeit often one with a surprisingly strong will. In addition, such characters tend to get portrayed as refined, tradition-oriented and feminine, quite often even as examples of the Yamato Nadeshiko ideal.

Red hair:

…strongly suggests a tomboyish, inconsiderate, loud, often headstrong, “leader” archetype. This character will often charge ahead and/or speak her mind without holding back. In the extreme case, this behavior will go all the way to the point of acting rash or even stupid. Also tend to have voracious appetites.
Note: agressive shades of orange pretty much fall into the same category.

(Bright) Green hair:

Mostly extinct these days – but bright green hair is most often the sign of the “genki girl”, another comedy-oriented character archetype. Such a character is chipper, upbeat, active, sports-minded and energetic. However, unlike a redhead, this character is more feminine and less prone to blindly rushing ahead – and usually displays normal or above-average levels of intelligence.
Note: darker shades of green typically carry similar connotations as “blue”.

Purple hair:

Also near-extinct – at least when it comes to intense shades of purple. What is still somewhat common, however, is characters with lighter/paler shades of purple. These almost always come with long, flowing hair and typically signify some sort of detached, noble, cultured, dainty, often even mysterious, “fantasy princess” archetype.

Pink hair:

Ah yes, pink. The one color that has undergone the strongest shift since the beginning of my anime career. Originally, this color was rare, and reserved for a select few childlike characters. But then… the moe phenomenon happened. And made this color the industry standard for dozens of “cutesy-moe-female-leads”. Today pink hair is pretty much everywhere… yet some of the attributes have carried over. Even today, pink characters still tend to be not very bright, somewhat innocent, naive – and often idealistic to the point of being silly.

Brown hair:

Brown stands for “warm+friendly normal” and is the most common “day-to-day-life side character” haircolor. Similar to black, the underlying message is not very strong – still, brown is most popular for longtime childhood friends, or all sorts of “safe/reliable” love-interests. Characters with this hair color tend to play some role in the plot, and be close friends of the leads, but they still represent normality and following social expectations… sometimes to the point of being boring.

Black hair:

Being the most widespread Japanese hair color, this does not nearly carry a meaning as strongly predefined as most others – in fact, it can simply mean “the everybody”. However, in cases when the character has long, flowing black hair, it can be intended as a shorthand for “noble lady / Japanese princess / idol of the whole school” characters. In that respect, it sometimes once again overlaps with the Yamato Nadeshiko notion.


Surprised that you didn’t find “white” in the list, yet? Well, that is because luminance/brightness is typically on an orthogonal scale to the various colors above…

Simply put, the brightness of a character’s hair communicates how down-to-earth<–>otherworldly a character is. The darker a color, the more that character lives in the here and now – and the brighter, the more esoteric, distant, magical and surreal he/she is…

With the extreme version of that trope, signifying “utter otherworldliness”, being plain white:


Disclaimer: The archetypes listed here describe the stereotypical expectations that characters of a certain hair color will incite in an experienced audience of anime viewers. But guess what, sometimes the industry dares to *gasp* subvert expectations. In other words, these are strong, recurring patterns – but not hard-and-fast, immutable rules.


TL;DR:
Hair color in anime carries an intended meaning – and that meaning will typically easily override any sort of “normal” coloring that you would expect in terms of “realism”. As such, in most cases, it is futile to try to interpret any anime hair color as being a representative of some real-world race/hair color.

Why do Japanese have blue eyes and blond hair in anime?